It amazes me how we give our most vulnerable student population, provisionally licensed teachers, and leave them with little to no help. Then, when they can't balance it all, we place them on a plan of action and wonder why there are no Special Education teachers. This is where we come in. We give you access to real support so you're not completely lost when you enter your school.
Ebony Cherry was a non-traditionally trained special education teacher. After taking one class on the laws of special education, she was given an opportunity to be an educator under a provisional license. She had a caseload of 18 students of different grade levels. She was given a mentor that told her what she needed to do, but she wasn’t sure how to execute the plan. Call your parents, but what do you say? Check your student's schedules and make sure the services match the plan, but how do you know what they need? What are the graduation requirements? Make sure you create your lesson plans, but what am I teaching? Meet and plan with your co-teacher, but when can we find the time? How do I co-plan when I don’t know anything about the subject? These are all real concerns for a new special education teacher. These were real concerns for me. Luckily it was just me and my husband at the time, so I didn't have much to navigate. I couldn't imagine trying to maneuver as a new Special Education teacher and having to take care of a family.
Ebony had to learn a lot of things the hard way. So much so that she thought about leaving education altogether because the workload was too difficult to handle. Now, she has made it her mission to make sure other new special education teachers don’t feel neglected and left out of the loop or get in trouble for things they didn’t know they had to do. It is her hope to give divisions, their teachers, and administrators, specific support that allows them to feel proficient in their jobs. This is through professional development opportunities and/or confidential one-on-one support.
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