Community Experiences Teacher

ABOUT THE SCHOOL:

Located in the heart of Oakland, Western Pennsylvania School for Blind Children is a one-of-a-kind educational experience committed to empowering our students to realize their full potential. The School also provides vital early intervention and outreach services to visually impaired students, with or without additional challenges, throughout western Pennsylvania. Founded in 1887, our School is best equipped to care for and educate students with visual impairments. As a private institution chartered by the Commonwealth of Pennsylvania, the School educates approximately 200 enrolled students from 80-85 school districts within western Pennsylvania.

POSITION SUMMARY:

The Community Experiences Teacher is responsible for designing, coordinating, and implementing community-based instruction (CBI) and transition-focused learning opportunities that promote independence, self-determination, social participation, and successful adult outcomes for students with visual impairments and additional disabilities.

This position serves a dual role as both an instructional leader and program coordinator. The Community Experiences Teacher collaborates with classroom teachers, Teachers of Students with Visual Impairments (TVIs), Orientation and Mobility Specialists, related service providers, families, transportation staff, and community partners to develop meaningful instructional experiences that extend learning beyond the classroom and support the achievement of student IEP goals.

The Community Experiences Teacher is responsible for ensuring that community-based instruction is purposeful, data-driven, aligned with transition outcomes, and integrated into the broader educational program. The position provides direct instruction, coordinates community partnerships, oversees program logistics, and assists educational teams in promoting the generalization of skills across school, community, home, and vocational settings.

FLSA Status: Exempt

Working Schedule: Mondays-Fridays; 189 days per year

Compensation: Based on degree, certifications, and experience according to Collective Bargaining Unit salary scale

RESPONSIBILITIES:

Program Development and Coordination

• Develop and implement a comprehensive community-based instruction program aligned with WPSBC's mission and transition services framework.
• Coordinate community experiences across transition and high school cohort secondary classrooms.
  
  * Establish and maintain partnerships with local businesses, community organizations, recreational facilities, and post-secondary agencies.
• Develop annual program goals, benchmarks, and outcome measures.
• Evaluate program effectiveness and recommend improvements based on student outcomes and stakeholder feedback.
• Collaborate with transportation staff to develop and maintain annual schedules and transportation plans.
• Coordinate community calendars, trip scheduling, site visits, permissions, and logistical planning.

Instruction and Student Learning

• Provide direct instruction in community, school, and simulated settings.
• Develop instructional units focused on independent living, self-advocacy, social interaction, community participation, self-determination, and functional academics.
• Design lessons that promote generalization of IEP goals in authentic environments
• Teach students how to navigate community settings safely and appropriately.
• Facilitate service-learning, recreational, and exploration opportunities.
• Provide individualized supports and accommodations to ensure meaningful participation for students with varying abilities.
• Collaborate with classroom teachers to prepare students prior to community experiences and reinforce learning afterward.

Transition Planning and IEP Support

• Participate in transition planning meetings and multidisciplinary team discussions.
• Collaborate with educational teams to identify community-based learning opportunities that support post-secondary goals.
• Assist in implementing measurable transition-related goals and objectives.
• Support implementation of transition assessments and data collection activities in collaboration with Educational Team and Transition Coordinator.
• Ensure community-based experiences align with student transition plans and IEP priorities.

Data Collection and Progress Monitoring

• Develop systems for collecting data related to student participation, skill acquisition, and generalization.
• Monitor student progress toward identified instructional and transition goals.
• Maintain accurate records, documentation, and progress reports.
• Utilize assessment information to guide instructional planning and program development.
• Prepare annual summaries regarding program participation and student outcomes.

Collaboration and Family Engagement

• Collaborate with TVIs, Orientation and Mobility Specialists, related service providers, instructional aides, and administrators to support student success.
• Communicate regularly with families regarding upcoming experiences, student progress, and transition outcomes.
• Facilitate collaboration between school staff and community partners.
• Provide consultation and support to classroom teams regarding community-based instruction and transition-focused practices.

Safety, Compliance, and Operations

• Ensure all community experiences are conducted in accordance with school policies and safety procedures.
• Maintain required documentation including transportation logs, permissions, incident reports, purchasing records, and credit card reconciliations.
• Coordinate emergency planning and risk management procedures related to community-based activities.
• Implement positive behavior supports and crisis management strategies as needed.
• Ensure compliance with IDEA, PDE requirements, and school procedures related to transition services and community-based instruction.

Professional Responsibilities

• Participate in professional development and ongoing training related to transition services, visual impairment, and community-based instruction.
• Remain current on best practices in transition programming
• Contribute to school improvement initiatives and strategic goals related to student independence and adult outcomes.

An Equal Opportunity Employer

QUALIFICATIONS:

• Valid Pennsylvania Instructional Certificate required (Special Education, TVI, Speech-Language Pathologist (SLP), Transition Education, or related field). Level II Certification preferred. Master's Degree preferred.
• Minimum three years of experience working with students with disabilities.
• Experience developing and implementing transition-focused programming.
• Knowledge of IDEA transition requirements, IEP development, and special education compliance.
• Experience teaching functional academics, independent living skills, self-determination, vocational readiness, and community participation skills.
• Strong organizational, communication, and collaboration skills.
• Experience coordinating schedules, community partnerships, and multi-faceted programs preferred.
• Knowledge of the Expanded Core Curriculum for students with visual impairments preferred.
• Ability to safely supervise students in community environments
• Strong interpersonal, communication, and collaboration skills.
• The individual must hold and maintain proper clearances for Acts 34, 114, and 151.