Teacher of Blind and Low Vision Learners (TBLVL) – Classroom Teacher

State of Washington•Clark County – Vancouver, WA

7d•Onsite

About The Position

The Washington State School for the Blind (WSSB) is seeking a passionate Teacher of Blind and Low Vision Learners – Classroom Teacher for the 2026-27 school year. This role involves delivering engaging, specially designed instruction aligned with Washington State learning standards, IEP goals, and individual student access needs. The ideal candidate will foster strong access to core academic content through specially designed instruction, embedded Expanded Core Curriculum skills, and assistive technology, while advocating for students throughout the IEP process. This is a mission-driven position within a school that values high expectations, accessibility, and student success. The Teacher of Blind and Low Vision Learners (TBLVL) – Classroom Teacher will provide direct, specially designed instruction in math, reading, writing, and other core content areas to middle and high school students who are blind or have low vision, ensuring access to the general education curriculum. This position embeds instruction in the Expanded Core Curriculum, assistive technology, and braille and other accessible learning modes within core content instruction, and serves as an advocate and contributing member of students' IEP teams. Collaboration with other teachers, paraeducators, families, related service providers, and support staff is essential to ensure students' access needs are met across the school day. Instruction is aligned to the Danielson Framework for Teaching, encompassing planning and preparation, learning environments, learning experiences, and principled teaching. The role operates under state and federal regulations, OSPI guidelines, agency policies, and collective bargaining agreements.

Requirements

Completion of a Bachelor’s Degree
Valid Washington State teaching certificate in applicable content areas of instruction
Must pass the Washington UEB Braille exam or equivalent requirement set forth by the Professional Educator Standards Board (PESB)
Must be flexible, exhibit a commitment to accomplishment, possess outstanding communication and conceptual skills, demonstrate appropriate and positive student relationships, possess a strong professional orientation, and be willing to actively participate in a team environment.
Demonstrated ability to provide specially designed instruction in core academic content (math, reading, writing) aligned to grade-level standards and individual IEP goals.
Working knowledge of IDEA, state special education regulations, and the IEP process, including progress monitoring, reevaluation timelines, and transition planning requirements.
Demonstrated ability to adapt, convert, and produce instructional materials in accessible formats (braille, large print, tactile graphics, audio, digital).
Ability to effectively organize and manage multiple student caseloads, schedules, and competing priorities to produce accurate, timely work products.
Sets appropriate expectations for individual students.
Must have regular, consistent attendance.
Demonstrated knowledge of curriculum integration and a commitment to improve and refine instructional and management skills by participating in professional development.
Demonstrated knowledge of technology and an ability to incorporate into instructional programs.
Demonstrated compatibility with staff, program, and school goals.
Demonstrated commitment to fostering a positive attitude with students and adults (staff and parents).
Demonstrated awareness, appreciation, and respect of diversity among students and adults.

Nice To Haves

Endorsement in Teacher of Blind and Low Vision Students from OSPI
Secondary content-area endorsement (e.g., mathematics, English/language arts) in addition to the Teacher of Blind/Low Vision endorsement.
Experience directing, training, or supervising paraeducators in a classroom setting.
Experience working with blind and low vision students including students with multiple disabilities.

Responsibilities

Plan, deliver, and monitor direct, specially designed instruction in math, reading, writing, and other core content areas, aligned to state standards, grade-level curriculum, and individual IEP goals.
Adapt and convert curriculum and materials into accessible formats, implement evidence-based instructional strategies and interventions, and adjust instruction based on progress-monitoring data.
Provide embedded instruction in the Expanded Core Curriculum tied to core subject areas, alongside specialized instruction addressing individual disability-specific needs.
Provide direct, effective instruction in assistive technology (e.g., screen readers, braille displays/notetakers, magnification software, optical character recognition), and support students' use of braille and other accessible learning modes consistent with each student's Learning Media Assessment.
Plan and deliver small-group instruction using evidence-based engagement practices.
Create and maintain a safe, organized classroom environment conducive to learning.
Proactively manage student behavior.
Participate in state and school testing requirements, including administering accessible test formats and accommodations.
Serve as an advocate and contributing member of the IEP team in developing and monitoring IEPs for the caseload of students.
Collect and analyze progress data, write and distribute progress reports, ensure compliance with IDEA and district timelines, and contribute to IEP meetings, reevaluations, and transition planning.
Collaborate with teachers to co-plan instruction, outcomes, and embed accommodations that support access to effective growth for students.
Direct, train, and supervise paraeducators supporting students in the classroom.
Collaborate with school staff and families on strategies to support student behavior and classroom goals.
Participate in staff meetings, planning events, and grade-level/department/PLC/job-alike meetings.
Engage in ongoing professional development related to specially designed instruction, braille and low vision pedagogy, assistive technology, and special education compliance.
Maintain accurate, complete, and confidential student records in accordance with agency policy, OSPI guidelines, and state/federal law.