Term Position - 1.0 FTE - Vision Itinerant Teacher ~ Support Services

Program Services, Special Education Department

(Guelph~Wellington County~Dufferin County)Term: This position is a one-year term appointment with possibility of extension

Qualifications: Ministry Requirements as outlined in The Education Act and Regulations

Specialist Qualifications Teaching Students Who Are Blind/Low Vision

Responsible To: Principal of Special Education 12-KExpectations: Successful candidate will have demonstrated: Successful teaching experience in varied classroom assignments, including Learning Resource

Knowledge of effective subject specific pedagogy and assessment practices being used in the context of students with different learner profiles

Knowledge of Learning For All K-12

Engagement in the continuous process for students with exceptional learning needs

School Level Leadership as well as Personal Leadership Resources as defined by the Ontario Leadership Framework

Successful integration of digital tools, software, and platforms into their teaching practice to help aid students with learning challenges

Willingness and ability to work as a member of flexible, multi-disciplinary teams

Role Description

The primary responsibility of the Vision Itinerant Teacher is to work collaboratively with classroom teachers on the implementation of the key elements of Learning For All K-12: differentiated instruction, tiered interventions, assessment for, as, and of learning, relevant technologies and universal design for learning. The Vision Itinerant Teacher will: Design, develop, and deliver professional learning experiences using an embedded format;

Mobilize knowledge of evidence-based practice related to close achievement gaps for students with specific learner profiles (BLV);

Model essential pedagogical practices such as differentiated instruction, universal for learning and assessment for, as, and of learning in classroom settings;

Use the student learning needs as the focus of collaborative inquiries in classroom settings;

Partner with classroom teachers to engage in collaborative inquiry using the student learning needs as the focus for learning;

Provide service to students within the classroom setting;

Collaborate with the Provincial Demonstration Schools to support students;

Collaborate with Program staff who serve students with similar learner profiles;

Support students with pathways and career development activities;

Collaborate with Special Education Consultants, Special Education Resource Teachers and classroom teachers to modify the curriculum within grade level;

Assist classroom teachers to implement necessary accommodations throughout instructional cycles that support student success on provincial assessments;

Provide learning experiences on best practices to support exceptional experience success on provincial assessments;

Support classroom teachers in the implementation of the Ontario Curriculum and other Ministry directions and resources including those related to special education;

Support educators in the ubiquitous use of technologies to help ameliorate the challenges exceptional learners face such as JAWS Screen Reading Software;

Be proficient in braille;

Support classroom teachers to use the IEP as a critical tool for driving the educational program within the instructional cycles;

Collaborate with Orientation and Mobility Specialist;

Assist with the implementation of new policies, procedures, resource guides, programs, supports and services that align with school, board and Ministry priorities related to special education at a specific school.

The salary is determined by the certification and the experience of the successful candidate.

A valid Drivers License and vehicle are necessary for this position.Please include your Ontario College of Teachers registration number in all correspondence.

Accommodations are available during all phases of the recruitment process. Applicants need to make their needs known in advance to the Manager of Wellness and Employee Health.While we thank all applicants for their interest, we wish to advise that only those selected for an interview will be contacted.UGDSB Equity Statement

The Upper Grand District School Board is situated on the ancestral, treaty and title lands of two Anishinaabek Ojibwe Nations: the Michi Saagig of the Credit and the Saugeen Ojibway Nation. This land also includes a specified tract of land granted to the Six Nations of the Grand River. These Nations hold legal and specific rights in their respective territories. This area has been and continues to be home for Indigenous Peoples and non-Indigenous peoples.

The UGDSB is committed to disrupting systemic racism and oppression in all of its forms. We are committed to building a diverse staff that is reflective of and adds value to the community and students we serve. We actively encourage applications from members of groups who have historically and/or currently experience marginalization and/or barriers to equity, including, but not limited to: First Nations, Inuit, and Mtis peoples, and all other Indigenous peoples

Persons of marginalized sexual orientations, gender identities, and gender expressions

Members of groups that commonly experience discrimination based on race, ancestry, ethnicity, colour, religion and/or spiritual beliefs, or place of origin

Persons with visible and/or invisible disabilities

We seek applicants with a wide range of abilities and we provide an accessible candidate experience. If you need accommodation during the application or interview process, please contact our Wellness and Employee Health department at wellness@ugdsb.on.ca.

At UGDSB, we recognize that many of the identities listed above do not exist in a single form and are often intersecting with multiple identities, which can be complex and create unique experiences for applicants. We value the contributions that each person brings, and are committed to creating and maintaining an environment where everyone can participate fully, thrive, and reach their full potential.