VI PROGRAM TEACHER STANDARDS

By: Carmen Willings
teachingvisuallyimpaired.com
Revised July 10, 2017

Teachers of Students with Visual Impairments have a unique job and will need to develop skills in areas not typically addressed in standard teacher evaluation tools. Listed here are skills specific to being a TVI. No TVI will exceed standards in all areas. We all have areas of strengths and weaknesses but this list is helpful for self reflection and patting yourself on the back for areas of strength and acknowledging and working on areas of weakness. The printable form (located at the bottom of the article) can be used as an annual self-assessment tool for professional growth. 

Professional Knowledge

• ​Have accurate, cohesive, and in-depth knowledge of VI laws, policies, and procedures.
• Can effectively explain vision specific concepts, principles, and methodology to teams.
• Know and effectively communicate the areas of the Expanded Core Curriculum (ECC).
• Understand scope and sequence of teaching areas of the ECC.
• Choose the most effective strategies to communicate VI content to teams.
• Understand the issues of low incidence disabilities.
• Are aware of the visual pathologies and implications across the life span.
• Know the dev. patterns of children with VI across all developmental domains.
• Know the relationships between a visual impairment and other disabilities.
• Know issues and options for students with progressive eye conditions.
• Know and effectively communicate the role of the TVI, O&M, other vision.

Assessment Strategies

• Observe students informally in classroom to evaluate skills and accommodation use.
• Update the Functional Vision Evaluation (FVE) to monitor progress and document current use of vision.
• Use/recommend appropriate evaluations for students with visual impairments.
• Conduct FVE, LMA, and environmental assessments.
• Write professional reports reflecting information from evaluations.
• Know visual impairment specific assessment tools and their intended use.
• Interpret eye reports and understand their contents and implications.
• Use assessments for instructional and programmatic planning and consultation.
• Design unique opportunities for the student to demonstrate proficiency.
• Maintain accurate and up to date data collection

Instructional Planning

• Set clear and specific learning objectives to communicate intended learning outcome.
• Use IEP objectives to design instructional strategies and learning activities.
• Encourage students to objectively evaluate their progress.
• Use FVELMA and ECC annual needs consideration to plan instruction.
• Plans allow for student choice, flexibility and promote independence.
• Adjust instruction using backward chaining to ensure student success.
• Plan appropriate long-range learning and developmental goals for students.
• Align instruction with areas of the ECC.
• Use Federal Quota Funds to access instructional materials.
• Know transition issues (e.g., secondary to post-secondary, education to rehab, etc.).

Instructional Practice

• Exhibit instructional practice that is supported by current research and best practice.
• Collaborate effectively with classroom teachers and therapists
• Use strategies to enhance student motivation and decrease negative behaviors.
• Match instruction to student’s achievement level and visual needs.
• Adjust the delivery and pacing of instruction in response to student cues.
• Use wait time appropriately.
• Know braille codes and how to teach them, including literary and Nemeth code.
• Know and can teach the use of the Cranmer Abacus.
• Know how and when to adapt environments and materials for a variety of students.
• Train on low vision devices (to students, families, teachers, etc.).
• Know and have skill in using various other assistive technology devices.
• Know the structure and development of reading, especially as it pertains to braille.
• Maximize instructional time.
• Limit disruption and interruptions as possible.
• Carefully link learning objectives and activities.
• Design tasks that are relevant to student’s life and current events.
• Link instruction to student’s real-life experiences.
• Consider student attention span and learning styles when designing lessons.
• Be supportive and persistent in keeping student on task.
• Stress student responsibility and accountability.

Differentiated Instruction

• Are aware of psycho-social implications of visual impairments for the student/family.
• Design activities appropriate for various ages and abilities.
• Have an understanding of visual impairments and unique learner needs.
• Anticipate possible difficulties the student may have and adjust instruction.
• Adapt instruction to student’s interests, learning abilities, and current skills.
• Vary instructional strategies and activities for students.
• Offer optimal amount of support to ensure student is challenged and successful.
• Provide help in potential crises involving psychosocial implications related to vision.
• Use knowledge of cultural and socio-economic factors in strategies and activities.
• Address unique communication issues of children with visual impairments.

Positive Learning Environment

• Observe students informally in classroom to evaluate skills and accommodation use.
• Update the FVE to monitor progress and document current use of vision.
• Use/recommend appropriate evaluation for students with visual impairments.
• Conduct FVE, LMA, and environmental assessments.
• Write professional reports reflecting information from evaluations.
• Know visual impairment specific assessment tools and their intended use.
• Interpret eye reports and understand their contents and implications.
• Use assessments for instructional and programmatic planning and consultation.
• Design unique opportunities for the student to demonstrate proficiency

Professionalism

• Demonstrate interest in student’s personal and developmental needs.
• Adhere to legal and ethical guidelines, standards of profession, and school policies.
• Demonstrate professional demeanor and positive interactions with others.
• Seek and find solutions that will solve problems encountered.
• Involvement in learning activities in the field of visual impairments.
• Assess and audit the gaps in professional practice.
• Incorporate learning from professional development activities into practice.
• Find, implement, and share new instructional strategies.
• Network, share practices through dialogue, modeling and demonstration.
• Share practices through mentoring, coaching, team teaching and shadowing.
• Know areas of personal strengths and weaknesses.
• Compare instructional practice to best practice in field of visual impairments.
• Know organizations in the field of visual impairments.
• Know publications and resources in the field of visual impairments

Communication

• Use repertoire of communication behaviors appropriate for team/setting.
• Use an effective approach that facilitates team collaboration.
• Document team communications.
• Provide progress reports in a timely and constructive manner.
• Share knowledge and engage in collaborative problem-solving with teams.
• Collaborate and network with teams to reach educational decisions.
• Parent interactions are professional and positive

Teacher Impact

• Consistent involvement as a leader in VI activities and contributes to positive climate.
• Seek out professional growth aligned with National Agenda and areas of the ECC.
• Engage in professional presentations, mentoring other TVI’s or conducting research.
• Reflect and analyze results of action and share info members and prof. community.
• FVE reports are always of high quality with exemplary accuracy and timeliness.

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TVI's Guide to Teaching the ECC: An Activities Based Curriculum for Teaching Students who are Blind or Visually Impaired

$50.00

Written specifically for fellow itinerant Teachers of Students with Visual Impairments (TVI’s), this book consists of over 400 activities and topic areas of discussion for instructing students in the Expanded Core Curriculum. The activities are age-neutral and multi-sensory and therefore can meet the needs of the broad range of students served on an itinerant caseload serving. The activities can be individualized to the students various learning modalities and scaffold in order to challenge students but ensure success. Select those activities that align with the student’s learning objects based on the student’s unique visual needs and academic and developmental level.

The core activities listed in the Activity section can be adapted to each thematic unit. These include:

• Object Characteristic Activities
• Quantity & Number Concepts
• Time Concept Activities
• Environment & Job Awareness Activities
• Listening Skills Activities
• Reading Foundation Activities
• Reading Fluency Activities
• Braille Basics Activities
• Writing Activities
• Tactual Efficiency Activities
• Developing Skillful Hands Activities
• Visual Efficiency Activities
• Optical Device Instruction Activities
• Recipe Activities

In addition to the core activity areas, each of the 32 Thematic Units incorporates additional unique ECC concepts and skills providing you with a years’ worth of activities. These units are cyclical and can be used repeatedly to help students build on prior knowledge and develop a deeper understanding of concepts. Each unit includes suggestions for activity adaptation associated with the unit. These include lists of objects, possible community based experiences, environmental print, poems, children & young reader books, children's songs, pop culture songs, movies, and websites.

Unique Concepts within the Units include:

• Self Advocacy Activities (e.g. advocating for safe classroom, presenting to class on visual impairment, requesting help and more)
• Social Skills Activities (e.g. Being bullied or teased, giving and receiving compliments, body language, "I" messages when upset and more)
• Recreation & Leisure Activities (e.g. exploring interest areas, getting involved in clubs and sports, playing games, and more)
• O&M Support Activities (e.g. Suggestions for community based experiences, dog guide information, locations in the school, bioptics, ride sharing, traffic signs, and more)
• Independent Living Skill Activities (e.g. chores, being responsible, using tools, recipe suggestions, hygiene, staying healthy, labeling foods and products, and more)
• Sensory Efficiency Activities (e.g. unique sensory experiences related to the unit, unique optical device activities, and more)
• Compensatory Activities (e.g. organizing materials, study habits, and many unique concepts related to the unit)
• Career & Vocational Activities (e.g. job awareness, completing applications, job task suggestions, and more)

Although the intended audience of this resource is fellow Teachers of Students with Visual Impairments, special education teachers may find these activities beneficial to the students in their classrooms as the activities are multisensory and include life skills and concepts needed by all students. This resource, however, is not intended to take the place of a Teacher of Students with Visual Impairments (TVI). Readers are advised to consult their own TVI’s regarding instruction in the ECC and the unique visual needs of the student’s served in their programs.

Note: This curriculum is a digital pdf download. Once you make your purchase you will be directed to an order confirmation page where you will find the download link. This download will also be included on the receipt sent to the email address you provide. The pdf download can be found directly under the order number.

Each download is intended for single instructor use per copyright. Thank you for helping me preserve the content and not distributing copies to third parties.

Product details

Digital pdf download: 364 pages (11 pt font)

Publisher: Teaching Students with Visual Impairments

Author: Carmen Willings

Language: English

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Visual Efficiency & Magnifier Fluency Grab & Go ECC Supplements

$20.00

This workbook is a pdf download that can be printed on demand for use with students. It contains five different types of worksheets for developing visual motor skills and near magnifier fluency skills particularly with the use of a video magnifier. As a supplement to the TVI’s Guide to the ECC, the worksheets correspond to each of the 32 ECC Thematic units. The worksheets, along with a list of environmental print for each thematic unit, are designed to help students refine their visual motor skills while reinforcing ECC concepts presented in the thematic units.  

Visual Efficiency & Near Magnifier Fluency Worksheet Details:

Digital pdf download: 210 pages

Publisher: Teaching Students with Visual Impairments

Author: Carmen Willings

Language: English

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TVI Self Assessment of Teacher Standards

This is checklist style of a Teacher self assessment tool, located on the Printables page for free, that you can use to set goals for your career growth.

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