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.

Program Printables

Sign up for free membership to access the FREE downloadable handbooks and handouts on the Free Program Printables page along with access to the Goal Bank pages. Simply click on the Log In | Register link in the navigation bar. If you haven't joined yet, you will be prompted to create a password. ​​Below are just a few examples of the many free printable resources.

Tips to Being a "Physically Fit" TVI Webinar

Cover slide for Tips for Being a Physically Fit TVI
Itinerant teaching is very rewarding, but it can present many challenges as well. TVI’s must be able to work well with a variety of personalities to best support students and their teams. It is just as essential to be organized, flexible, reliable, and a team player as it is to be knowledgeable in your field. ​​This hour-long presentation is packed full of tips and strategies from Carmen Willings who has been a full time Teacher of Students with Visual Impairments for over 20 years. This webinar is perfect for TVI's just entering the field and for all TVI's as they start the new school year! 

Free Membership

Sign up for free membership to access the FREE downloadable handbooks and handouts on the Free Printables page along with access to the Goal Bank pages. Simply click on the Log In | Register link in the navigation bar. If you haven't joined yet, you will be prompted to create a password. ​

ECC Complete Set Bonus

Purchase the TVI's Guide to Teaching the ECC Complete Set and immediately unlock the pages within the ECC Complete Set Bonus including bonus printables, interactive sensory stories, interactive matching activities, interactive choice making activities, job task box activities and MORE! This is my way of continuing to support you and say "Thank you!" for choosing to purchase the Complete Set. 

ECC Instructional Resources

On-Demand Webinars

VI Job Posting Service

Braille Jewelry

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.