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Job Summary:

Under the direction of the Director of Special Education and Building Principal, the Visual Impaired Itinerant Teacher provides diagnostic, instructional, and consultative services to students ages 3-21 with an identified visual impairment.

ies include, but not limited to the following:

  • Develop and maintain rapport and interpersonal relations with students, teachers, parents, administrators, and other school personnel.
  • Maintain professional appearance and poise.
  • Demonstrate ability to work effectively as part of a team.
  • Be accessible to teachers, administrators, and parents
  • Demonstrate ability to respect differing opinions, accept constructive criticism, and handle conflict.
  • Demonstrate strong oral and written communication skills.
  • Utilize technology as required.
  • Demonstrate organizational skills.
  • Maintain regular attendance and arrive promptly according to schedule.
  • Comply with timelines for evaluations, reports, and other assigned tasks.
  • Identify needs for professional growth and engage in professional growth activities.
  • Maintain confidentiality of student information.
  • Report questions/concerns to immediate supervisor.
  • Comply with all applicable local, state, and federal health, safety, education, and related rules and regulations.
  • Assess functional vision through testing, observation, consultation, and reading of ophthalmologist or optometrist’s reports
  • Participate in educational staffings concerning individual students
  • Develop and implement IEP goals/objectives in conjunction with the IEP team
  • Provide instruction to visually impaired students as stated on IEP
  • Identify the needs of students with visual impairments and monitor/consult / provide direct instruction to the students in the least restrictive environment
  • Order, adapt, create and utilize all instructional curricular materials necessary and procure and correctly utilize adaptive equipment for meeting the full academic potential of those children with visual impairments in the regular classroom
  • Provide consultation to school personnel concerning the student’s functional vision
  • Train teachers on needed classroom modifications, and how to utilize adapted materials and equipment.
  • Provide support and assistance with parent education and understanding of student’s visual problems
  • Maintain appropriate records and service log
  • Attend staff meetings and professional meetings
  • Perform duties as assigned.


Teaching Framework Responsibilities:

Adapted from the Framework for Teaching. Charlotte Danielson.

  • The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships, and the instructional practices specific to that discipline.
  • The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students.
  • The teacher develops instructional outcomes that are of appropriate rigor and are suitable for his/her students, but consist of a combination of activities and goals, which permit viable methods of assessment. They reflect more than one type of learning and are aligned to the Common Core Standards.
  • The teacher is aware of the resources available through the school or district to enhance his/her own knowledge, to use in teaching, or for students who need them.
  • The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, address the Common Core Standards and are suitable for his/her students. The lesson or unit has a clear structure and is likely to engage students in learning.
  • The teacher's plan for student assessment is aligned with the instructional outcomes, Common Core Standards, uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to plan for future instruction for students.
  • The teacher’s interactions with his/her students are friendly and demonstrate general caring and respect.
  • The teacher will develop a classroom culture that is characterized by commitment to learning by teacher and student. Student engagement to the task at hand is consistent.
  • The teacher's management of instructional groups and/or the handling of materials and supplies are consistent. The teacher ensures that students follow established classroom routines.
  • The teacher will monitor student behavior and respond to student misbehavior. Teacher response to student misbehavior is consistent, appropriate and respectful to students.
  • The teacher ensures the classroom is safe, and learning is accessible to all students. The teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology.
  • The teacher clearly communicates the instructional purpose of the lesson and directions and procedures are explained clearly. The teacher's explanation of content is clear and accurate and connects with students' knowledge and experience. Teacher's spoken and written language is clear and correct. Vocabulary is appropriate to the students' ages and interests.
  • The teacher's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response. The teacher engages all students in the discussion and encourages them to respond to one another.
  • The teacher creates lessons that are aligned with the instructional outcomes, Common Core Standards, are suitable to the students' development, and facilitate students in constructing knowledge. The lessons have a clearly defined structure, and the pacing of the lessons is appropriate, providing students the time needed to intellectually engage with their learning.
  • The teacher uses assessments to support instruction, through frequent monitoring of progress by teacher and/or students. Teacher feedback to students is regular and accurate. The teacher ensures students are aware of the assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of learning.
  • The teacher modifies the lesson when needed and responds to student questions and interests. The teacher seeks approaches for students who have difficulty learning.
  • The teacher’s reflection on a lesson provides an accurate and objective description. The teacher can make suggestions as to how the lesson might be improved.
  • The teacher communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner.
  • The teacher participates in the professional community and in school and district events and projects. The teacher maintains positive and productive relationships with colleagues, administrators and parents.
  • The teacher participates in professional development based on an individual assessment of need and actively shares information with others. The teacher accepts and acts upon feedback from supervisors and colleagues.
  • The teacher displays a high level of ethics and professionalism in dealings with students, colleagues, administrators and parents and complies with school and district regulations.
  • The teacher supervises students or assists with supervision in both teaching and not teaching situations.
  • Other duties as assigned.


Mental Demands:

  • Ability to communicate (verbal and written); ability to instruct students, and effectively communicate with parents and colleagues.
  • Ability to maintain emotional control under stress.
  • Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.)


Working Conditions:

  • Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
  • Outdoor schoolyard and grounds, exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
  • Regular work attendance.

Approved February 12, 2015








General Qualifications:

  • Working knowledge of Braille and the teaching of Braille
  • Willingness to serve other districts upon request and schedule availability
  • Standard Special Education Certificate for ages 3-21, with endorsement in Visual Impairment

Additional Notes

Why choose RCS? Here are three reasons, just to get started...

  • Our Students. Once you meet them, you will love them!
  • Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
  • Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers--all to support you and your students.

How to Apply

Complete your online application by clicking the link  below.

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