JOB POSTING

COMPETITION #: 25-0051LTC

POSTED: June 19, 2025

DEADLINE: 12:00 Noon, June 25, 2025

This position will also be advertised externally.

Teacher

Itinerant Blind/Low Vision

Special Education and Inclusion

1.0 Position (Acting)

(1-year term – 10-month position)

The Toronto District School Board adheres to equitable hiring, employment and promotion practices.

The Toronto District School Board (TDSB) invites applications from qualified Teachers for the acting position of Itinerant Blind/Low Vision Teacher within the Special Education and Inclusion department. This position is within the TDSB Blind/Low Vision Team, located at Yorkdale Secondary School. The goal of the Team is to provide itinerant support across the TDSB and Toronto Catholic District School Board (TCDSB) to students who are blind and visually impaired from Kindergarten to Grade 12 and to their teachers.

This 10-month acting position will be filled commencing September 2025, and is anticipated to end August 31, 2026, subject to any further restructuring and/or reorganization. This position is subject to possible renewal.

The TDSB is committed to the implementation of the Truth and Reconciliation Commission of Canada: Calls to Action, and the United Nations Declaration of the Rights of Indigenous Peoples, as a guiding principle and a strategic direction.

The candidate must also have a demonstrated ability to advance human rights and take actions that address racism in all its forms, while promoting Equity and demonstrating Anti-Oppressive pedagogy.

These positions cannot be accommodated virtually due to the duties and requirements of the role. The Itinerant Vision Teacher is part of a team of teachers who are supported by the Low Incidence Coordinator for Blind/Low Vision and who are supervised by the Centrally Assigned Principal.

Summary of Duties:

Ø Provide leadership in fostering equity and inclusion in the development and implementation of programs and services for students with a visual impairment;

Ø Participate as a team member in all relevant TDSB training sessions;

Ø Support the implementation of the Special Education component of the Integrated Equity Framework;

Ø Assist and support classroom teachers in accommodating their programs/instructional materials for students who are visually impaired from Kindergarten to Grade 12;

Ø Lead and support transformative changes in Special Education and Inclusion through engagement in intensive, job-embedded professional learning, along with teachers to build collective teacher efficacy using evidence-based instructional strategies and practices that improve student achievement

(e.g., Differentiated Instruction, Universal Design for Learning, Culturally Relevant and Responsive

Pedagogy, assessment/evaluation practices and the use of technology-based pedagogy);

Ø Assess and teach students to utilize and further develop their sensory efficiency skills;

Ø Provide information/goals to schools to develop IEPs related to the Expanded Core Curriculum for students with a visual impairment and write corresponding Blind/Low Vision Addendum Report Cards;

Ø Teach students with a visual impairment how to use assistive technology as it pertains to their visual impairment;

Ø Develop and implement an individualized program for students with a visual impairment that is informed and supported by the Expanded Core Curriculum;

Ø Select from and implement a variety of Expanded Core Curriculum programming interventions, strategies and resources that include: Unified English Braille, tactile diagram reading, abacus skills, assistive technology skills, and independent living skills;

Ø Produce curriculum materials in uncontracted and/or contracted braille, as required;

Ø Work in partnership with the classroom teacher to enhance the development of the student’s independence, communication skills and understanding of a school environment and its expectations;

Ø Liaise with outside agencies such as the CNIB, BALANCE, and ADP;

Ø Communicate on an ongoing basis with parents; and

Ø Perform other duties as assigned with consideration to the unique needs of the program.

Qualifications and Skills:

Ø Ontario College of Teachers' Certificate of Qualification in good standing;

Ø Minimum Additional Qualifications in Special Education and/or equivalent experience in working with students with special education needs is required;

Ø Minimum Additional Qualifications in Teaching Students who are Blind Part 1 with the expectation that Specialist qualifications will be obtained, and/or in progress of obtaining qualification/or a Master’s Degree in the education of students with a visual impairment;

Ø Ability to produce curriculum materials in uncontracted and/or contracted braille, as required;

Ø A minimum of three years’ successful teaching experience;

Ø Must have certification in Unified English Braille (UEB) code (contracted and uncontracted);

Ø Proven ability in promoting equitable practices which value inclusion and diversity;

Ø Demonstrated commitment to maintaining a learning/working environment which actively promotes and supports human rights;

Ø Demonstrated excellence in the delivery of classroom programs and/or services;

Ø System and community knowledge about additional services and options;

Ø Demonstrated ability to work collaboratively as part of a team;

Ø Demonstrated skill in consultation with teachers and administrators;

Ø Excellent interpersonal and communication skills;

Ø Proven strengths in problem-solving and adapting to change;

Ø Orientation & Mobility certification is an asset; and

Ø Ontario Driver’s License and vehicle to travel to schools across the TDSB and TCDSB.

Information for Candidates:

1.   The successful candidate’s salary will be in accordance with the teacher’s salary grid.

2.   The incumbent will also be entitled to a Tier 2 supplementary expense allowance, currently $2,500 annually.

3.   If a position of responsibility allowance is currently held, that allowance does not transfer to this position.

4.   Subject to the staffing rules governing leave rescinds, any teacher who holds a Position of Responsibility and who is hired into an acting assignment or into a centrally assigned position will be returned to their Position of Responsibility upon return from their acting assignment or their centrally assigned position, unless either assignment occurs in the final year of the termed Position of Responsibility appointment.

5.   At the end of the term, candidates may apply for a central position or return to a teaching position in their home school, subject to the staffing/surplus procedures.

6.   Please note, interviews will be held on June 27, 2025.

Application Process:

1.  Please Complete 2025 Application Online

(External Candidates only).

2.  Please ensure the following documents are submitted as one single document :

⮚    Up-to-date resume/curriculum vitae;

⮚    Covering letter indicating an interest in the position (Employee number (if applicable), Ontario College of Teachers number and current work location should be clearly marked on the covering letter) ;

⮚    Copy of your up-to-date Ontario College of Teachers Qualification Certificate (which can be found at www.oct.ca);

⮚    Copy of their Eligible to Hire letter (if applicable); and

⮚     2024 - 2025 Contract vacancy application form: 2024 - 2025 Contract vacancy application form .

Please note:

1.   Applications should be submitted by E-mail to e-mail

address noted below

in MS Word or PDF (PDF Preferred) format due to printing capabilities.

2.    Format for naming your File: Last name, First name, Employee Number.

3.   Please quote the competition number noted below in the subject line of your email.

4.    One email per Competition Number please.

Competition Number: 25-0051LTC

Organization: Special Education and Inclusion

Location: Yorkdale Secondary School

# of Position(s): 1.0 (Acting)

Send Applications To: Effie.Stathopoulos@tdsb.on.ca

Applications should be submitted, quoting the job posting competition number, to be received no later than 12:00 Noon, June 25, 2025 .

We strive to meet the accommodation needs of persons with disabilities. Applicants are encouraged to make their needs for accommodation known in advance during the application process.

Applications will not be acknowledged in writing. Only applicants selected for an interview will be contacted.