TVI Teacher Standards

By: Carmen Willings
teachingvisuallyimpaired.com
Updated April 9, 2020
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. You can pat yourself on the back for areas of strength, and also acknowledge those areas of weakness in which you can grow. ​

Professional Knowledge

  • ​Have accurate, cohesive, and in-depth knowledge of VI laws, policies, and procedures.
  • Be able to effectively explain vision specific concepts, principles, and methodology to teams.
  • Know and effectively communicate the areas of the Expanded Core Curriculum (ECC).
  • Understand the scope and sequence of teaching areas within 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 possible implications across the life span.
  • Know the developmental patterns of children with VI across all developmental domains.
  • Know the relationships between visual impairments 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 professionals.

Assessment Strategies

  • Observe students informally in the classroom to evaluate skills and accommodation use.
  • Update the Functional Vision Evaluation (FVE) to monitor progress and document the current use of vision.
  • Use/recommend appropriate evaluations for students with visual impairments.
  • Conduct the FVLMA, 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 accurately and up to date data collection.

Instructional Planning

  • Set clear and specific learning objectives to communicate the 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 skills 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 the 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 the student on task.
  • Stress student responsibility and accountability.

Differentiated Instruction

  • 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 an optimal amount of support to ensure the 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 the classroom to evaluate skills and accommodation use.
  • Update the FVE to monitor progress and document the 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 the profession, and school policies.
  • Demonstrate professional demeanor and positive interactions with others.
  • Seek and find solutions that will solve the 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 the field of visual impairments.
  • Know organizations in the field of visual impairments.
  • Know publications and resources in the field of visual impairments

Communication

  • Use a 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 the 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 professional community.
  • FVLMA reports are always of high quality with exemplary accuracy and timeliness.
VI Teacher StandardsTVI 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.