My journey through the Touro Graduate Program has allowed me to grow from a student of teaching to responsive, and inclusive practitioner. The experienced I gained in this ABA classroom placement and through modules such as Module 10 (Artifact: Reflective Journal) and Module 11 (Section 3) have shaped my philosophy of education as a moral and ethical responsibility- to ensure access and equity for every learner. This section aligns with AAQEP standards highlighting my commitment to pedagogical development, assessment innovation, culturally responsive teaching, and global citizenship as a 21st-century educator.
One of my short-term goals is to expand my pedagogical toolbox by pursuing additional training in CPI as well as advanced AAC strategies. This goal supports AAQEP standard 1c and 2d, emphasizing the importance of applying learning theory to meet diverse student needs. In my classroom, where students often have limited verbal langauge, improving my use of multimodal teaching approaches such as visuals, realia, and communication supports- will further support inclusivity and access. Engaging with professional development will also allow me to better support emotional regulation and executive functioning needs within a behaviorally structured environment.
Assessment has been a central focus of my growth, and Module 11 emphasized how vital it is to balance data collection with meaningful, student-centered measures. My goal is to continue refining both formative and summative assessment strategies by developing performance-based tasks and observation rubrics that align with IEP goals. (AAQEP 1d and 2b). By capturing student progress through various formats- such as tactile matching, AAC responses, and whole group participation- I can better understand individual learning profiles and adjust instruction in real time. I will also continue to incorporate student self-monitoring systems where possible, empowering students to track and celebrate their own successes.
A second priority in this area is sustaining effective and accessible communication systems for families. As referenced in section 3, tools like weekly communication logs amd media updates allow me to remain connected to families in culturally affirming ways. My goal is to expand these systems and offer more opportunities for parents to contribute input on their child's learning goals. (AAQEP 2a and 2g).
To be an effective 21st-century educator, I must also remain informed about global and local shifts in education. From changes in assisitive technology to policies on inclusive practices and multilingual learning, staying current is essential for this field. As outlined in Module 11, a global educator must respond to educational trends with cultural humility and adaptability. (AAQEP 2c and 2g). My goal is to atten international webinars and collaborate with educators through online professional learning communities to broaden my perspective.
Lastly, my overarching professional goal is to use my background in social work to become a versatile and empathetic special education teacher who integrates social-emotional learning into everyday instruction. I am to embed evidence-based coping strategies, emotional regulation techniques, and relationship-building opportunities. This will help with maladaptive behaviors, foster resilience, and self-awareness among students. By blending these practices with classroom practices, I can better support the whole child- academically, emotionally, and behaviorally.
In summary, my graduate experience at Touro has equipped me with the knoweldge, tools, and reflective mindset needed to be a 21st-century educator. Through modules, practicum, and collaborative dialogue with peers and mentors, I have learned how to design learning that is personalized, data-informed, culturally relevant, and inclusive. These experiences have shaped a professional vision that prioritizes advocacy, collaboration, and continuous improvement to support the success of all learners.