CRTL 6

The field experience artifact focuses on a community organization partnership and a connection to a special education program available to students in our district with individualized education plans. The community partnership outlines three activities that students can participate in to support the Becky Furnish Foundation. The foundation provides school supplies and other essentials to local teachers and students in need. They also have an Adopt-a-School program that they would like to establish. The foundation will include students as stakeholders in their foundation, and the partnership will build rapport and collaboration between the school and the community. The special education portion of the field experience established cross-cultural communication between the general education environment and the structured learning environment.  

This artifact supports CTRL 6, culturally responsive teachers and leaders will partner with families and communities to build rapport, form collaborative and mutual relationships, and engage in effective cross-cultural communication. The partnership with the Becky Furnish Foundation builds a strong relationship between the school and the community, benefiting both organizations. The collaboration between the two provides support to local students, families, and schools in need. It also opens the door for future collaborative activities. The special education component of the artifact also supports collaboration and rapport between the general education setting and a more structured learning environment. This allows families to feel that the structured program is an extension of the general education setting rather than feel isolated. 

As I established this relationship with the Becky Furnish Foundation, I grew as a leader in many ways. First, I learned the value of the community/school relationship. Both have so much to offer, and each learns a great deal from the other. Becky was an advocate for student leadership, and this partnership is another way to honor her mission as an educator and community member. In addition, I learned the importance of student engagement when working with a community organization. I discussed this partnership with two of our fifth-grade student leaders. They brought such an important perspective to the discussion. Their ideas were inspiring to both the foundation and myself. Students as stakeholders are crucial to the collaborative process. Lastly, the Adopt-a-School partnership will bring students together from two different communities. Students will honor differences and identify similarities.

This artifact was created as a resource for our student leaders. Each year the students choose three service projects to organize and complete. For the last few years, students have chosen the same types of projects. By creating this resource, I am hoping to heighten their awareness of the many resources in our community that would benefit from our support. The artifact provides resources for food banks and pantries, homeless shelters, senior living facilities, animal and wildlife shelters, wellness, inclusion, and environmental groups. This could be used with staff to encourage classroom participation in service programs as well. 

This artifact supports CTRL 6, culturally responsive teachers and leaders will partner with families and communities to build rapport, form collaborative and mutual relationships, and engage in effective cross-cultural communication. This resource was specifically created to develop partnerships in our local community. The artifact provides various resources that cultivate relationships with diverse members of the community. It also fosters student-led service projects that build rapport with local organizations. 

As an emerging leader, this artifact supports the development of interpersonal relationships beyond the school. Leaders need to be empathetic, trustworthy, and generous. By partnering with the organizations listed in this artifact, I will be developing a sense of belonging, building relationships, collaboration, and a sense of connection with community organizations. Leaders also need to build capacity in their staff and students. These experiences would foster that goal as well. 

This artifact is a communication tool that can be utilized by all families. The goal is to effectively communicate the MTSS and IEP/504 processes to all parents to heighten awareness of what levels of support are offered at school. Additionally, a Spanish version of the PowerPoint was created to give equal access to non-English speaking families.​ The multi-tiered system of support shows the three-tiered system comparing the curriculum taught, who delivers the instruction, how the instruction is delivered, what assessments are used to measure progress, and who parents can communicate with for updates. The specialized service information compares individualized education plan (IEP) services with 504 plans. It compares both by looking closer at what type of plan each is, student eligibility, access to goals and accommodations, related services attached to the plans, and who is responsible for implementation.  

This artifact connects with CTRL 6, culturally responsive teachers and leaders will partner with families and communities to build rapport, form collaborative and mutual relationships, and engage in effective cross-cultural communication. It provides parents with the information necessary to be actively engaged participants in their child's support team. When attending meetings, parents have a clearer understanding of team recommendations and can give informed input and feedback. Providing helpful information allows families, educators, and leaders to build rapport and make collective student-centered decisions. 

This artifact reflects my growing leadership competence. Building a strong rapport with families leads to mutual trust and collaboration. Open and transparent communication is essential as families and educational teams make decisions about student programming. It is essential that a leader expresses the importance of a sense of belonging for all students, regardless of their individual needs.