2025-26 District Calendar (link)

• Fulton's calendar has 166 student days and 179 staff days.
• Snow days are built into our calendar and will not be made up.
• School begins on August 20, 2025, and ends on May 21, 2026.
• There are several planned breaks throughout the year:
• October 31
• November 24-28
• December 22-January 2
• March 23-27
• April 3-6

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Purpose Statement

The job of Teacher Specialist - Visually Impaired is done for the purpose/s of providing specialized instruction and services to meet the unique educational needs of students with visual impairments ages 3-21. Teachers of the Visually Impaired will instruct students who are blind or visually impaired in the development of skills and knowledge that enable them to confidently travel in familiar and unfamiliar environments safely, efficiently, and independently, based on assessed needs and ability; conduct functional vision/learning media assessments; orientation and mobility assessments and evaluations; and provide written reports.

 

This job reports to the Director of Special Programs.

 

Essential Functions 

• Assesses student progress towards objectives, expectations and/or goals (e.g. behavioral, communication skills, academic needs, vocational abilities, etc.) for the purpose of providing feedback to students, parents and administration. 
  
  
• Collaborative with Individual Education Plan (IEP) team in developing student IEPs, including goals and supplementary aids and services.
  
  
• Collaborates with classroom teachers for the purpose of assisting them in the implementation of established curriculum and/or individual student plans.
  
  
• Collaborates with professional learning community, instructional staff, other school personnel, parents, business partners, and a variety of community resources (e.g. OT, PT, SLP, etc.) for the purpose of improving the overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan.
  
  
• Compile and analyze data on student progress and use response to intervention to adjust interventions or strategies as indicated.
  
  
• Conduct orientation and mobility assessments and evaluations, including all initial assessments and re-evaluations.
  
  
• Conduct vision-related assessments and evaluations, including all initial assessments and re-evaluations.
  
  
• Consult with classroom teachers, regular and special education personnel, parents, and students to coordinate programs and services for the visually impaired student.
  
  
• Coordinate large-type or Braille texts, supplementary materials, educational aids and equipment; monitor student’s maximum participation in all classroom activities.
  
  
• Maintains a variety of confidential and non-confidential manual and electronic files and records (e.g. IEPs, SpedTrack, etc.) for the purpose of providing up- to-date information and/or historical reference in accordance with established administrative guidelines and legal requirements.
  
  
• Monitor delivery and frequency of Visually Impaired related service.
  
  
• Participates in a variety of meetings (e.g. IEP, PLC, etc.) for the purpose of conveying and/or gathering information required to perform functions.
  
  
• Prepares a variety of written materials (e.g. IEPs, grades, testing schedules, lesson plans, attendance, appropriate behavior plans, daily behavior charts, anecdotal records, etc.) for the purpose of documenting student progress and meeting mandated requirements.
  
  
• Provide and coordinate unique specialized instruction through daily lessons reflective of the curriculum and the student’s IEP.
  
  
• Provide instruction in the development and maintenance of skills as indicated in the IEP; low vision and visual efficiency skills, concept development and academic skills, daily living skills, communication skills, social/emotional skills and abilities, and sensory motor skills.
  
  
• Provide vision-related instruction and services required to meet the individualized educational needs of students in all school and other appropriate environments.
  
  
• Responds to inquiries from a variety of sources (e.g. students, teachers, parents, administrators, etc.) for the purpose of resolving issues, providing information and/or direction.
  
  
• Use technology to communicate and to enhance student learning. 
  
  

Other Functions 

Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Job Requirements: Minimum Qualifications

Skills, Knowledge and Abilities

 

Skills are required to perform multiple, highly complex, technical tasks with a need to routinely upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: administering assessment instruments; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records.

Knowledge is required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations and/or laws; age-appropriate activities; lesson plan requirements; stages of child development; and behavioral management strategies. 

 

Ability is required to schedule a significant number of activities, meetings, and/or events; gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with a variety of data; and utilize job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and working flexible hours.

 

Responsibility
Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; operating within a defined budget. utilization of resources from other work units is often required to perform the job's functions. There is some opportunity to significantly impact the organization’s services. 

 

Working Environment 

The individual who holds this position will regularly work in a school environment that is noisy and active.  There will be interruptions and high stress situations. Occasionally the individual will be required to work outdoors for short periods of time to perform such tasks as loading and unloading students from district transportation and supervising recess. The usual and customary methods of performing the job’s functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling, some climbing and balancing, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.  Generally the job requires 15% sitting, 60% walking, and 25% standing. The job is performed under conditions with exposure to risk of injury and/or illness and in a clean atmosphere. The individual may have to use therapeutic restraint. 

 

Attendance

Consistent and regular attendance is an essential function of this position. 

 

Experience  
Job related experience is desired.

 

Education

Bachelors degree in a job-related area.

 

Required Testing

None

 

Certificates and Licenses 
Missouri State Teaching Certificate

 

Continuing Education/Training 

State Required Professional Development Hours.

 

Clearances  

FBI Fingerprint and Family Care Registry.

 

FLSA Status

Exempt 

 

Salary Grade 
Certified

 

The purpose and utilization of job descriptions in Fulton 58 Public Schools are to ensure the essential functions of each position are articulated in order to create a clear understanding of job expectations for the incumbent while also providing a framework through which the recruiting, hiring, and retaining of employees may be enhanced.