Teacher Specialist - Visually Impaired

Position: Teacher Specialist - Visually Impaired (2026-27)
2026-27 District Calendar (link)

• Fulton's calendar has 169 student days and 180 staff days.
• Snow days are built into our calendar and will not be made up.
• School begins on August 24, 2026, and ends on May 28, 2027.
• There are several planned breaks throughout the year:
• October 30
• November 23-27
• December 21-January 1
• March 26-April 2
• April 30

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, Sped Track, 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…