EDU 630

Dawn Lindauer

Cross Categorical Special Education e-Portfolio Course Reflection

Viterbo University

EDUC 630 Practicum-1 credit

Artifact Description:

My first artifact is my practicum final reflection paper. This set of questions forced me to reflect on my wonderful practicum experience, and how this experience led me to change my teaching philosophy to make the best decisions for my students both academically and socially.

My second artifact is my hours log in which I recorded the time I spent working directly with students and providing them with Specially Designed Instruction to meet their learning needs and accomplish their IEP goals in a caring, safe, environment and they thrived!

These artifacts align with standard 6.0 "Beginning special education professionals use foundational knowledge of the field and their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession." Being and educator is a life long job that requires continued learning and research. As times change, best practices are revised based on data we have from our student learning. Being a reflective teacher and continuing to grow professionally is essential in education.

Professional Growth:

Prior to this practicum experience, I had been teaching in a regular education classroom for 13 years. Last year I decided I wanted something challenging so I decided to go back to school for a degree in Special Education. As it turns out our high school was looking for a 9-12 grade learning disabilities teacher so I accepted the position and began working on an emergency license. I never would have dreamed that my philosophy on education would change so drastically but it sure has. What I learned from the activities, peer discussions and plethora of resources given to us in this class, was that I needed to take a step back and see things through the eyes of my students.

At the beginning of my special education career, I felt that my ultimate goal was to meet the needs of my students by providing them with learning experiences designed to meet their individual IEP goals. But then my mindset changed...

I still want to provide them with engaging lessons aligned to their IEP's, but I have learned to be more empathetic.

Throughout this course, I have truly learned empathy. We were provided with many resources that were very eye opening Sometimes when we teach, we get so caught up in our lesson plans and paperwork that we forget about our purpose for teaching. People are our purpose. I learned what it would feel like to be the parent of a child with a disability. The struggles they face on a daily basis and the feeling of having no control. This experience helped me understand that the relationship I build and support I provide for my families is crucial, not only to the child's education but to their family as well. They are counting on me.

I reflected on myself as an educator, I looked at what I wanted to accomplish with my Students and how to meet their needs and goals. I learned that although academics is important it is very difficult for them to learn in their other needs are not being met. I actually learned this years ago while studying Maslow’s Hierarchy of needs, but just recently began to embrace it in my teaching. Sometimes we forget what is truly important. The kids are the reason we do what we do.

Application of Standards: CEC Initial Level Special Educator Preparation Standards

The following CEC Initial Level Special Education Preparation Standards described below illustrate how I have gained background knowledge and skills necessary to write Present Level Performances within an IEP using positive statements when reflecting on my students' lagging skills. A brief description of the standards focused on throughout this course are as follows:

2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.

I learned the importance of creating an environment where all students can felt safe, loved, trusted and valued. I learned everything I could about my students so that we could have a relationship built on trust. I collaborated with them when they were experiencing setbacks to find out how I could help. Getting to know them and treating them with respect and love allowed our relationships to blossom. Each one of them knew they were a valued, important member of our classroom community. They knew they could count on me and that was an amazing feeling.

6.0 Beginning special education professionals use foundational knowledge of the field and their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.

During this practicum, I was required to reflect weekly on my teaching. My reflection was powerful and helped me to become the teacher I am now. I learned that if my students were struggling I needed to figure out why. I needed to figure out what skills my students were lagging and how I could help them be successful. I reflected frequently on my practice and strived for continuous improvement. My students needs were my priority, getting those needs met were essential to their success.

7.0 Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.

Good communication is essential in the special education world and a key to success for me this semester. There were days that I needed to contact my student’s parents to determine what I needed to do to help them participate and find success in my classroom. Just recently, a young lady on my caseload stopped coming to school. I was very concerned so I called home to make sure everything was ok. I learned that she had turned 18 and decided the household rules did not apply to her anymore. That did not work out well for her parents so she ended up leaving her home. I sent her a short text telling her I understood her need for independence but she was making a poor decision and needed to remain in school. Her fear was that she would fail because she missed so much school. I reassured her that we would meet with the teachers and work it out. I opened the school for her that Saturday to get her work out of her locker and she is on the road to grade recovery. Taking the extra step to help our students is what we do. They truly are the reason we are teaching.

Impact of Student Learners:

My students have witnessed a change in me as well as in our class culture. Prior to taking these last two classes at Viterbo, I felt it was important with high school age kids to let them know I was in charge. To maintain control of my classroom, set high expectations and stand my ground. I have learned that to create a successful learning environment it is not “my ground” it is OUR ground and we work together to find success for all in the classroom. Instead of making ultimatums, my students now have choices. The impact on them is that they now feel like a valued part of our classroom and school.

Prior to this class, some of my students had very poor attendance because they just did not want to be there. They also struggled to get assignments turned in and had little desire to get good grades. Nevertheless, that has all changed and I truly feel like my students are excited to come to class. Their grades and attendance have drastically improved and my connection with them is stronger than ever. Our room is where they prefer to be.

I truly feel that the Franciscan values helped me to develop into a reflective teacher. I have learned to make better decisions and to teach my students to make good decisions in their everyday lives. In my classroom, I am an excellent role model for my students. I treat students fairly and with respect. Students’ ideas and opinions are valued in my classroom and because of that; they feel comfortable and safe expressing themselves. The impact my teaching has had on my students' shows in their daily interactions. Students come to school ready to learn and feeling confident in their abilities.