TVI Professional Standards & Self-Assessment Guide

By: Carmen Willings
teachingvisuallyimpaired.com
Updated June 20, 2025
Teachers of Students with Visual Impairments (TVIs) have a specialized and multifaceted role that extends beyond typical teacher evaluation tools. The following standards outline essential knowledge, skills, and professional practices specific to TVIs. This list can serve as a valuable self-assessment and goal-setting tool. No one is expected to excel in every area—use this guide to celebrate strengths and identify opportunities for professional growth. ​

Professional Knowledge

  • Demonstrate in-depth knowledge of laws, policies, and procedures related to visual impairments.
  • Clearly explain vision-specific concepts, principles, and methodologies to educational teams.
  • Understand and communicate all areas of the Expanded Core Curriculum (ECC).
  • Know the sequence and scope of instruction across ECC domains.
  • Understand low-incidence disability issues and the unique needs they present.
  • Recognize a wide range of visual pathologies and their functional implications.
  • Understand developmental patterns in children with visual impairments across all domains.
  • Identify and explain the intersection of visual impairments with additional disabilities.
  • Stay informed on options and supports for students with progressive vision loss.
  • Accurately describe the roles of TVIs, Orientation & Mobility (O&M) Specialists, and related professionals.

Assessment Strategies

  • Conduct informal classroom observations to evaluate visual functioning and accommodations.
  • Update Functional Vision Evaluations (FVEs) and Learning Media Assessments (LMAs) as needed.
  • Select and administer appropriate assessments tailored to students with visual impairments.
  • Write clear, professional reports that guide instructional decisions.
  • Interpret eye medical reports and apply findings to educational planning.
  • Maintain accurate and up-to-date data collection systems.
  • Design authentic, individualized opportunities for students to demonstrate skills.

Instructional Planning

  • Create specific, measurable learning objectives aligned with IEP goals.
  • Integrate ECC assessments into annual planning.
  • Design lessons that promote independence, flexibility, and student choice.
  • Use backward chaining and other evidence-based methods to support skill development.
  • Align long-range planning with both academic and ECC-related outcomes.
  • Understand and incorporate transition planning across educational and vocational contexts.
  • Utilize Federal Quota Funds effectively to access and distribute materials.

Instructional Practice

  • Implement instructional strategies grounded in current research and best practice.
  • Collaborate meaningfully with general and special educators, therapists, and families.
  • Foster student motivation and manage behaviors in positive, proactive ways.
  • Match instructional delivery to students’ visual and developmental levels.
  • Adjust pacing and modality based on student cues and learning preferences.
  • Demonstrate proficiency in teaching braille (including literary and Nemeth codes).
  • Teach the use of tools such as the Cranmer Abacus and low vision devices.
  • Incorporate and model a wide variety of assistive technology tools.
  • Design lessons that are relevant, engaging, and connected to real-life experiences.

Differentiated Instruction

  • Understand the psychosocial implications of vision loss on students and families.
  • Design developmentally and age-appropriate learning activities.
  • Anticipate barriers and proactively adapt instruction.
  • Vary teaching strategies to accommodate individual learning styles and cultural backgrounds.
  • Provide targeted support to promote challenge and success.
  • Address communication needs and provide crisis support when necessary.

Positive Learning Environment

  • Foster environments that promote independence, confidence, and inclusion.
  • Ensure students have access to appropriately adapted materials and tools.
  • Build respectful, trusting relationships with students and school staff.
  • Maintain student dignity and advocate for equal access across settings.

Professionalism

  • Demonstrate commitment to student development and success.
  • Uphold ethical standards, legal responsibilities, and school policies.
  • Seek solutions to challenges and remain flexible and resourceful.
  • Engage in ongoing professional development and reflective practice.
  • Mentor, collaborate, and share knowledge with colleagues in the field.
  • Stay informed on publications, organizations, and resources related to visual impairments.
  • Conduct self-audits to assess gaps in knowledge and improve professional performance.

Communication

  • Use a range of communication methods to build collaborative partnerships.
  • Maintain timely and effective documentation of team communications.
  • Engage families respectfully and constructively.
  • Support educational teams through shared decision-making and resource sharing.

Teacher Impact

  • Serve as a positive force in the school climate and VI field.
  • Align professional growth goals with the ECC and National Agenda.
  • Participate in mentoring, research, and professional presentations.
  • Reflect on and evaluate teaching practices for continuous improvement.
  • Submit high-quality FVLMA and other reports in a timely manner.

Resources

​Looking for a way to evaluate your own growth? Visit the Printables page for a free, checklist-style TVI Self-Assessment Tool, designed to support your reflection, evaluation, and career goal setting.

Printable Resource

Available on the Premium Printables page.
TVI Professional Standards & Self Assessment Handout
TVI Professional Standards & Self Assessment Handout