Provide vision support to students across all district schools.
Support development, implementation, and monitoring of Individual Education Plans (IEPs) in collaboration with classroom teachers and Inclusive Education Teachers.
Interpret assessment documentation related to visual impairments and determine appropriate levels of support.
Provide instruction in braille (as required) and visual efficiency/visual skills.
Use low vision aids, assistive technology, and accessible learning materials.
Adapt instructional materials and integrate technology to support an effective learning environment.
Consult with and support classroom teachers regarding inclusive practices, curriculum adaptation, and instructional strategies.
Work with Provincial Resource Centre for the Visually Impaired (PRCVI) and other outside agencies.
Support inclusive learning for all students.
Maintain student documentation and meet reporting requirements
Requirements summary
B.C.
Ministry of Education Teaching Certification.
Master's Degree or Diploma in Education of Students with Visual Impairments.
Training and experience supporting students who are blind or have low vision in K–12 settings.
Proven ability to collaborate with classroom teachers and Inclusive Education Teachers on IEPs.
Ability to interpret visual impairment assessment documentation and determine support levels.
Training and experience with low vision aids, assistive technology, and accessible learning materials.
Ability to provide braille instruction (as required) and visual efficiency/visual skills.
Proven ability to adapt instructional materials and integrate technology.
Proven ability to consult and support teachers on inclusive practices, curriculum adaptation, and instructional strategies.
Experience working with PRCVI and other outside agencies.
Experience working in inclusive environments supporting learning for all students.
Valid B.C.
Class 5 Driver's License.
Desired
experience in public schools supporting students with visual impairments; itinerant role across multiple school sites; strong organizational/case management; rapport with students/families/staff; high energy and multidisciplinary collaboration; leadership to develop and evaluate proactive supports
Master's Degree or Diploma in Education of Students with Visual ImpairmentsB.C. Ministry of Education Teaching CertificationOrganizational skillsCase managementCurriculum adaptationInstructional strategiesMultidisciplinary team collaborationIntegrating technology into instructionAssistive technologyLow vision aidsReporting requirementsAdapting instructional materialsIEP development, implementation, and monitoringVision support for students who are blind or have low visionBraille instruction (as required)Visual efficiency/visual skillsAccessible learning materials
Job description
<p><i>PAGE </i></p><p>School District No.
64 (Gulf Islands) invites applications for a 0.1250 FTE Temporary position for a Vision Support Teacher for all district schools.
The effective date is September 1, 2026 until June 30, 2027. (<a></a><u><a></a></u>).
The salary range for this position is $75,841 - $116,190</p><p><strong>Necessary Qualifications:</strong></p><p><strong> Documented evidence of:</strong><strong> </strong><strong> </strong><strong> </strong></p><ul><li>B.C.
Ministry of Education Teaching Certification</li><li>Master's Degree or Diploma in Education of Students with Visual Impairments</li><li>Training and experience supporting students who are blind or have low vision in K–12 settings</li><li>Proven ability to work collaboratively with classroom teachers and Inclusive Education Teachers to support the development, implementation, and monitoring of Individual Education Plans (IEPs)</li><li>Ability to interpret assessment documentation related to visual impairments and determine appropriate levels of support</li><li>Training and experience in the use of low vision aids, assistive technology, and accessible learning materials</li><li>Ability to provide instruction in braille (as required) and visual efficiency/visual skills</li><li>Proven ability to adapt instructional materials and integrate technology to support an effective learning environment</li><li>Proven ability to provide consultation and support to classroom teachers regarding inclusive practices, curriculum adaptation, and instructional strategies</li><li>Experience working with Provincial Resource Centre for the Visually Impaired (PRCVI) and other outside agencies</li><li>Experience working in inclusive environments supporting learning for all students</li><li>Valid B.C.
Class 5 Driver's License</li></ul> <p><strong>Desired Qualifications:</strong></p><p><strong> Documented evidence of:</strong></p><ul><li>Experience supporting students with visual impairments in the public school system</li><li>Experience working in an itinerant role supporting students across multiple school sites</li><li>Strong organizational and case management skills, including maintaining student documentation and reporting requirements</li><li>Demonstrated ability to develop rapport with students, families, and school staff</li><li>High energy, enthusiasm, and ability to collaborate with colleagues as part of a multidisciplinary team</li><li>Leadership skills necessary to develop, establish, and evaluate effective and proactive supports for students with diverse learning needs</li></ul><p><br></br></p> <p><strong>Please </strong><strong>note:</strong><strong> incomplete applications will not be considered.</strong></p><p><strong>Thank you to all who apply; however, only those chosen for an interview will be contacted.</strong></p>
Interpreting assessment documentation
Determining appropriate levels of support
Collaboration with classroom teachers and Inclusive Education Teachers
Consultation and support for inclusive practices
Working with PRCVI and outside agencies
Inclusive education environments
Itinerant support across multiple school sites
Student documentation maintenance
Rapport building with students, families, and staff
Leadership for proactive student supports
Valid B.C. Class 5 Driver's License
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