Teacher of Students with Visual Impairments (TVI / Teacher of the Blind)

Job Description

Job Description

Job Title: Teacher of Students with Visual Impairments (TVI / Teacher of the Blind)

Location: State-Wide - MUST BE A COLORADO RESIDENT

FLSA Status: Exempt

Reports to: Director of Exceptional Student Services

Work Hours/Days: Full-Time or Part-Time based on student enrollment and special education service needs. Caseload expectations will be aligned with FTE assignment in accordance with state and federal special education guidelines.

Wage: $55,000-80,000/annually. Compensation will be prorated based on FTE assignment.

Benefits: Benefit eligibility is based on FTE status. Employees working 30 hours or greater per week are eligible for full benefits including health, dental, vision, 401k and paid leave. Employees working less than 30 hours per week will get paid sick leave.

We are a small non-profit organization based in Colorado, passionate about helping charter schools succeed. Our primary goal is to assist schools in optimizing their business, human resources and financial functions. We strongly believe that working collaboratively with schools and supporting their essential back-office functions can help them focus on their core mission of educating students. We understand that schools face many challenges, and our team is committed to helping them overcome these challenges by providing tailored solutions.

As an employee of Minga Education Group, you will be part of a small, passionate and dedicated team committed to making a positive impact on the education sector. You will have the opportunity to work with a diverse group of schools and make a meaningful contribution to their success. We are committed to providing a supportive and collaborative work environment that fosters growth and professional development.

Job Function

The Teacher of Students with Visual Impairments (TVI) advances inclusive, accessible, and data‑driven instructional services by partnering with school leaders, special education teachers, related service providers, paraprofessionals, and families to ensure students with blindness or low vision receive high‑quality, compliant educational programming . This role strengthens MTSS/RTI frameworks, trauma‑informed practices, and SEL‑aligned supports by designing and implementing accessible instruction, specialized materials, and coordinated orientation and mobility supports.

The TVI provides assessment, consultation, and direct instruction to address academic, functional, and compensatory skill needs , including braille literacy, tactile learning, assistive technology, and visual efficiency. Through collaborative team facilitation, capacity building, and culturally responsive problem‑solving, the TVI equips educators and families to support access, independence, and engagement for students with disabilities, including those served through 504, Gifted, and Multi‑Lingual Learner pathways. The TVI is a key member of multidisciplinary evaluation and IEP teams, with opportunities for remote consultation and accessible material preparation.

Instruction & Intervention

• Deliver specialized instruction in compensatory access skills , including braille, tactile literacy, concept development, assistive technology, and visual efficiency.
• Adapt curriculum materials into accessible formats such as braille, large print, tactile graphics, and digital access tools.
• Support functional skills including organization, self‑advocacy, independent living, and orientation to school environments.
• Teach students to use low‑vision devices, screen readers, magnification tools, and other accessibility supports.

Assessment & Progress Monitoring

• Conduct Functional Vision Assessments (FVA) and Learning Media Assessments (LMA) in alignment with CDE guidance.
• Collect data aligned to IEP goals and document progress using district and state requirements.
• Provide recommendations for accommodations, modifications, and assistive technology to support access across environments.
• Contribute to multidisciplinary evaluations and eligibility determinations within CDE scope of practice.

Collaboration & Consultation

• Partner with general and special educators to ensure instruction, materials, and assessments are accessible.
• Collaborate with Orientation & Mobility Specialists (O&M) to support safe navigation and environmental access.
• Train staff on accessibility practices, visual impairment needs, assistive technology, and universal design for learning (UDL).
• Consult with related service providers to integrate sensory, motor, and functional supports.

Family & Team Engagement

• Communicate regularly with families regarding progress, strategies, and accessible learning supports.
• Participate in IEP meetings, multidisciplinary evaluations, and team‑based planning.
• Provide resources and coaching to support home‑school consistency and independence skill development.

Education & Licensure

• Bachelor's or Master's degree in Special Education or related field.
• Valid Colorado Department of Education (CDE) teaching license with one of the following:
• Special Education Specialist: Visually Impaired (TVI) endorsement
• Special Education Generalist plus CDE‑approved TVI endorsement program
• Knowledge of braille (Unified English Braille), tactile literacy, and accessible instructional design.
• Training in assistive technology, visual efficiency, and school‑based instructional practices for students with visual impairments.
• Ongoing professional development in trauma‑informed practices, SEL, inclusive education, and accessibility.

Experience

• Experience providing instruction to students with blindness or low vision.
• Experience adapting materials and designing accessible instructional supports.
• Experience collaborating with multidisciplinary teams and supporting diverse learners.
• Experience with remote consultation or digital accessibility tools preferred.

Knowledge, Skills & Abilities

• Knowledge of IDEA, MTSS, accessible instructional design, and school‑based service delivery for students with visual impairments.
• Skill in conducting FVAs, LMAs, and assistive technology assessments.
• Ability to collaborate effectively with educators, families, and service providers.
• Strong communication, cultural responsiveness, and documentation skills.
• Ability to support adaptive materials, environmental modifications, and accessibility planning.

• Movement between classrooms, campuses, and community settings.
• Frequent use of specialized materials, tactile tools, and assistive technology.
• Occasional lifting or positioning of materials or equipment.

• Virtual consultation with teachers and families.
• Remote material preparation and digital accessibility support.
• Participation in virtual IEP meetings.