Teacher of the Visually Impaired Jobs
Teacher of the Visually Impaired jobs are open across public K-12 districts, residential schools for the blind, early intervention programs, and rehabilitation agencies, at every level from itinerant specialist to lead and department coordinator, with specializations in braille literacy, assistive technology, and orientation and mobility support. Scan the live roles below and apply to whichever ones fit.
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Showing 5 of 14+ Teacher of the Visually Impaired jobs
Description
Job Title: Para Sped Visually Impaired
Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents.
Essential Performance Responsibilities:
- Supervises students in class setting as directed by the teacher or other staff
- Assists in managing classroom routines and procedures
- Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student
- Assists the teacher by supervising school activities on or off campus during the course of the instructional day
- Assists in the implementing of student behavior plan
- Assists students to and from assigned areas within the building to facilitate integration efforts
- Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities
- Assists in the integration of technology into the classroom
- Uses a slate and/or stylus or have a willingness to learn these skills
- Assists students in using low vision equipment
- Assists students with adaptive magnifying equipment
- Participates in effective teaming skills, collaboration, conflict resolution and communication
- Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher
- Is assigned to a regular classroom program where special education students are assigned
- Provides feedback to students and teachers
- Assists students through the use of questioning and discussion techniques
- Assists with student engagement with the curriculum
- Assists students with the integration into regular education classroom
- Evaluates student progress on work assignments and shares information with teacher
- Assists the teacher with the designing and/or planning of instruction and follow through
- Assists with scoring tests, keeping records and making reports as required by the teacher
- Demonstrates knowledge of district resources
- Prepares instructional materials and/or learning centers
- Assists in the planning for the Individual Education Plan (IEP)
- Maintains high level of confidentiality of information regarding students and staff information and issues
- Models appropriate behavior for students
- Develops and maintains a professional rapport with classroom teacher and other staff
- Demonstrates sensitivity to the needs of students, staff, and parents
- Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher
- Observes and charts student behavior and assist in discipline of student as instructed by the teacher.
- Demonstrates the ability to prioritize and organize
- Attend sand participates in staff meetings, PLCs and parent conferences as required
- Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.)
- Assists students to and from buses and assisting the drivers until departure time
- Assists in the transportation of students
- Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional
- Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers
- Possesses the manual dexterity, physical ability and stamina for a full day of physical activity
- Assists and supervise students to and from assigned areas
- Demonstrates typing skills
- Demonstrates the ability to interline all Braille material for tests and daily lessons
Additional Duties: Assists with additional duties as assigned.
Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use.
Travel: Daily in-district travel may be required. Out of district travel may be needed on occasion
Physical and Mental Demands:
- Be able to work in various weather conditions
- Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique
- Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead
- Possess the manual dexterity, physical ability and stamina for a full day of physical activity
- Be able to see and hear well
- Be able to lift, carry, push and pull up to 20 pounds.
- Be able to demonstrate good finger dexterity
Knowledge, Skills, and Abilities:
- Proven use of effective collaboration skills
- Proficient oral and written communication skills required
- Proficient personal relationship skills
- Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above
- Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience
- Proficient problem solving skills
- Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position
- Extensive knowledge and practice setting up structured environments
- Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills
- Displays a significant degree of professionalism and confidentiality
- Ability to conform to proper standards of professional dress and appearance
- Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them
Qualifications
Interrelations:
- Contact with personnel within the district and with customers and vendors
- Will be working under the direct supervision of the department supervisor in order to complete day to day tasks
- Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy
- Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues
- Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service
Employee Punctuality and Appearance:
- In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave
- Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator
- All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position
Qualification Profile:
- High School Diploma or GED equivalent required
- Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment
- Some positions require in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness
- Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills
FLSA Status: Non-Exempt
Work Locations
:Shift
: Day JobSchedule
: Part-timeJob Posting
: Nov 9, 2026, 10:18:45 AMDescription
Job Title: Para Sped Visually Impaired
Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents.
Essential Performance Responsibilities:
- Supervises students in class setting as directed by the teacher or other staff
- Assists in managing classroom routines and procedures
- Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student
- Assists the teacher by supervising school activities on or off campus during the course of the instructional day
- Assists in the implementing of student behavior plan
- Assists students to and from assigned areas within the building to facilitate integration efforts
- Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities
- Assists in the integration of technology into the classroom
- Uses a slate and/or stylus or have a willingness to learn these skills
- Assists students in using low vision equipment
- Assists students with adaptive magnifying equipment
- Participates in effective teaming skills, collaboration, conflict resolution and communication
- Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher
- Is assigned to a regular classroom program where special education students are assigned
- Provides feedback to students and teachers
- Assists students through the use of questioning and discussion techniques
- Assists with student engagement with the curriculum
- Assists students with the integration into regular education classroom
- Evaluates student progress on work assignments and shares information with teacher
- Assists the teacher with the designing and/or planning of instruction and follow through
- Assists with scoring tests, keeping records and making reports as required by the teacher
- Demonstrates knowledge of district resources
- Prepares instructional materials and/or learning centers
- Assists in the planning for the Individual Education Plan (IEP)
- Maintains high level of confidentiality of information regarding students and staff information and issues
- Models appropriate behavior for students
- Develops and maintains a professional rapport with classroom teacher and other staff
- Demonstrates sensitivity to the needs of students, staff, and parents
- Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher
- Observes and charts student behavior and assist in discipline of student as instructed by the teacher.
- Demonstrates the ability to prioritize and organize
- Attend sand participates in staff meetings, PLCs and parent conferences as required
- Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.)
- Assists students to and from buses and assisting the drivers until departure time
- Assists in the transportation of students
- Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional
- Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers
- Possesses the manual dexterity, physical ability and stamina for a full day of physical activity
- Assists and supervise students to and from assigned areas
- Demonstrates typing skills
- Demonstrates the ability to interline all Braille material for tests and daily lessons
Additional Duties: Assists with additional duties as assigned.
Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use.
Travel: Daily in-district travel may be required. Out of district travel may be needed on occasion
Physical and Mental Demands:
- Be able to work in various weather conditions
- Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique
- Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead
- Possess the manual dexterity, physical ability and stamina for a full day of physical activity
- Be able to see and hear well
- Be able to lift, carry, push and pull up to 20 pounds.
- Be able to demonstrate good finger dexterity
Knowledge, Skills, and Abilities:
- Proven use of effective collaboration skills
- Proficient oral and written communication skills required
- Proficient personal relationship skills
- Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above
- Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience
- Proficient problem solving skills
- Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position
- Extensive knowledge and practice setting up structured environments
- Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills
- Displays a significant degree of professionalism and confidentiality
- Ability to conform to proper standards of professional dress and appearance
- Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them
Qualifications
Interrelations:
- Contact with personnel within the district and with customers and vendors
- Will be working under the direct supervision of the department supervisor in order to complete day to day tasks
- Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy
- Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues
- Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service
Employee Punctuality and Appearance:
- In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave
- Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator
- All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position
Qualification Profile:
- High School Diploma or GED equivalent required
- Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment
- Some positions require in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness
- Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills
FLSA Status: Non-Exempt
Work Locations
:Shift
: Day JobSchedule
: Part-timeJob Posting
: Nov 9, 2026, 10:18:45 AMSee All 14 Teacher of the Visually Impaired Jobs
Find roles that match your experience and apply in just a few clicks.
Find JobsTeacher of the Visually Impaired Job Market
Who's Hiring
What Employers Look For
The qualifications that appear most often in teacher of the visually impaired jobs.
- State TVI licensure or certification in visual impairment education required
- Proficiency in Literary Braille and Nemeth Code for mathematics instruction
- Experience conducting Functional Vision Assessments and Learning Media Assessments
- Knowledge of assistive technology tools used by students with visual impairments
- Bachelor's or master's degree in visual impairment or special education
- Experience writing and implementing Individualized Education Programs for students with visual impairments
Tips for Your Teacher of the Visually Impaired Job Search
List your credentials front and center
Your state's TVI certification or licensure is the first thing hiring committees check. Put it in your resume header alongside your ACVREP credentials if you hold them. Buried certifications cost you interviews, even when your experience is strong.
Show your braille proficiency with evidence
Claiming braille competency is not enough. Note your Literary Braille and Nemeth Code proficiency levels, any formal assessments you've passed, and specific student outcomes you've driven. Hiring managers for TVI roles screen heavily for this and can test you on it.
Target itinerant versus caseload roles strategically
Itinerant positions and school-based caseload roles have different demands and hiring timelines. Apply to itinerant openings before the spring staffing rush, since districts post them early. School-based roles typically open closer to the new fiscal year, so stagger your applications accordingly.
Apply early to roles that fit
Migrate Mate lists teacher of the visually impaired openings from across the United States in one place, so you can find roles that match and apply directly to each listing.
Prepare a demo lesson for the interview
Many districts ask TVI candidates to teach a short skills lesson to a panel or a student during the second round. Prepare a five-to-ten minute activity that demonstrates your approach to teaching a functional skill, such as a daily living task using assistive technology or a braille reading exercise.
Negotiate your caseload cap, not just your pay
When evaluating an offer, ask how many students are currently on the caseload and what the district's policy limit is. An unmanageable caseload affects service quality and your workload far more than a small salary difference, and it's a negotiating point most TVI candidates overlook.
Teacher of the Visually Impaired Jobs: Frequently Asked Questions
Which companies are hiring the most teacher of the visually impaireds?
The most active employers for teacher of the visually impaireds right now are Wichita Public Schools, IFB Solutions, and Kalamazoo RESA, and the most openings are in Missouri, Kansas, and Michigan, based on current listings on Migrate Mate as of November 2026. Public school districts and residential schools for the blind consistently represent the largest share of open roles.
How do you become a teacher of the visually impaired?
To become a teacher of the visually impaired, you earn a bachelor's or master's degree in visual impairment or special education, complete a university preparation program approved by your state, fulfill supervised student teaching hours with students who have visual impairments, pass required state licensure exams, and obtain your state-issued TVI certification before applying to open positions.
How do you get hired as a teacher of the visually impaired with little experience?
Candidates with limited direct TVI experience can strengthen their applications by emphasizing student teaching placements, braille coursework, assistive technology training, and any volunteer work with people who have visual impairments. Applying to early intervention or paraprofessional-adjacent TVI roles is a practical entry point, since some districts will hire candidates who are completing their certification concurrently.
What does the teacher of the visually impaired interview process look like?
Most TVI hiring processes include an application review, a phone or video screening with HR, a panel interview with a special education director and sometimes a vision teacher, and a practical skills demonstration or lesson observation. Some districts also administer a braille reading or writing assessment during the final round to verify proficiency before extending an offer.
Where can I find and apply to teacher of the visually impaired jobs?
You can find and apply to teacher of the visually impaired jobs on Migrate Mate, which lists current openings from across the United States. Search the roles available, find the ones that match your credentials and location preferences, and apply directly to each listing that fits your background.
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