Reflecting on my growth as a 21st-century educator, I recognize how essential continuous learning, collaboration amongst other professionals, culturally responsive teaching, and effective assessment practices are for all students. My educational program has strengthened my commitment to access, equity, and inclusivity. Throughout my journey I have developed a deeper understanding of the complexity and rewards of teaching students with disabilities.
Goal One: Pedagogical Development:
My first goal is to expand my expertise in Universal Design for Learning (UDL). By committing to ongoing professional development in UDL, I will better design lessons that are accessible to all students, particularly those with disabilities. This approach ensures multiple means of engagement, representation, and expression. (CAST, 2018). Deepening my skills in UDL will allow me to engage diverse learning communities and address individual student needs more proactively. (AAQEP 1e).
Goal Two: Assessment Practices:
In order to enhance my assessment practices, I aim to integrate more authentic formative assessments into my daily instruction. Traditional tests often fail to capture the abilities of students with special needs (Brookhart, 2013). By using portfolios, observations, and AAC-supported responses, I can better monitor student growth and adjust instruction accordingly. (AAQEP 1d). Improved formative assessment will help me better understand a student's current level in real time, allowing for more targeted interventions and individualized support.
Goal Three: Culturally Responsive Strategies:
My goal for cultural responsiveness in the classroom is to embed culturally sustaining pedagogies into my special education classroom. I will work to ensure that all students’ linguistic, cultural, and social identities are celebrated and leveraged as assets. Culturally responsive teaching is critical to fostering genuine inclusivity. (Gay, 2018). For students in special education, culturally responsive practices are essential for building rapport, improving engagement, and ensuring that I am not unintentionally reinforcing biases.
Goal Four: 21st-Century Educator:
As a 21st-century educator, I must stay informed about global and local shifts in education, such as the increasing integration of assistive technologies and trauma-informed practices. Educational landscapes change rapidly, and understanding these shifts ensures that I can always advocate for my students and adjust my teaching strategies accordingly. (AAQEP 1 and 2). Establishing ongoing, two-way communication with families is critical. Families of students with disabilities often navigate complex systems, and consistent communication builds trust, ensures collaboration, and promotes better outcomes. (Turnbull, 2015). Greater awareness of inclusions directly impacts my practice by encouraging me to prioritize student voice, advocate for equity, and prepare students for a more inclusive society.
In conclusion, this program has empowered me to view professional growth as a continuous, reflective process. Moving forward, I am committed to expanding my knowledge, refining my practices, and advocating fiercely for my students’ right to equitable and inclusive education.
References:
Brookhart, S. M. (2013). How to Create and Use Rubrics for Formative Assessment and Grading. ASCD.
CAST. (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice (3rd ed.). Teachers College Press.
Turnbull, A., Turnbull, R., Erwin, E., Soodak, L., & Shogren, K. (2015). Families, Professionals, and Exceptionality: Positive Outcomes Through Partnerships and Trust (7th ed.). Pearson.
Danielson, C. (2013). The framework for teaching: Evaluation instrument. The Danielson Group.
Council for Exceptional Children & CEEDAR Center. (n.d.). High-leverage practices for students with disabilities. High leverage practices.
https://highleveragepractices.org/
AAQEP. (2021). AAQEP Standards and Expectations. Association for Advancing Quality in Educator Preparation. https://aaqep.org/standards