Inclusion Teacher Job Analysis

It is with enthusiasm that I submit my letter of intent to serve as special education coordinator in your district. My recent and past experiences make me a great fit for this position. I started my career in special education as a substitute paraprofessional with MRVSEC (Minnesota River Valley Special Education Cooperative) in 2005 and took the journey all the way to becoming a special education supervisor. On this journey I grew into a well-rounded professional by making mistakes and learning from them, making hard choices and recognizing and accepting challenges. I am reflective in my practice and tend to lead by example. I find new learning invigorating. My sense of gratitude deepens when I am able to make a difference in other people’s

I hope to gain knowledge essential to the teaching of children that need special education services. Though I intend to be an elementary education teacher, I know that I will still encounter many children with disabilities, both physical and intellectual and I want to be able to give them the best education that I can while they are in my care.

I am very interested in the position of Learning Coach within USD 497. With experience in both K-12 and higher education, I have a very diverse skillset that reflects my passion to support students, teachers and administrators in the pursuit of improving teaching and learning. As an Instructional Coach (IC) for the Katy Independent School District (KISD) in Katy, Texas and a School Improvement Specialist (SIS) for the Spring Branch Independent School District (SBISD) in Houston, Texas, I experienced great success creating a positive and supportive work environment, guiding collaborative planning teams and refocusing instructional strategies that eventually led to improved test scores and learning outcomes. In both of these positions, I successfully

I have been working with the Coweta County School System since August of 2000. I began as a paraprofessional working with students with Autism through the Emory Autism Program. I enjoyed working with special needs students so much that I entered the TAPP program to obtain my teaching certificate. I began working at East Coweta Middle School in the fall of 2002 and am still currently working there as an interrelated special education teacher. I have taught resource, collaborative, and co-teach classes. I have even had one year where I worked one-on-one with a student that required specialized instruction.

For this assignment, I chose to interview Ms. Lisa Parker, who is a Math co-teacher and resource teacher for grades K-5 at Krahn Elementary which is a part of the Klein Independent School District and is one of the teachers I have been observing for my field experience. Ms. Parker has been a teacher at Krahn Elementary since 17 years. She started as a 1st grade teacher and was moved to 3rd grade after three years. The administration saw that she was really good with management and math, so she was given the below average, special education students and kids with adaptive behavior after seven years of teaching. With this, she adopted a style for teaching kids with special needs and decided to get a certification in Special Education. Ms. Parker has been teaching specifically in Special Education (SPED) since five years now and the special populations served by her in Krahn elementary include Gifted and Talented students (GT), students with Autism, students with Attention Deficit Hyperactive Disorder (ADHD), students with Learning disabilities (LD), students with Other Health Impairments (OHI) and Emotionally Disturbed children (EBD)

I am interested in working as a second grade teacher at South Row Elementary School for many reasons. After reading the mission statement I strongly believe that my educational philosophy matches the districts vision for their students. The small student population, as well as, the different sections of faculty allows for strong teacher to student relationships and opportunities for collaboration amongst faculty members.

My work experience in special education started as an instructional assistant at a non-public school in Santa Cruz for students with moderate to

I began teaching middle school science fifteen years ago and throughout my career I have always looked for ways to improve myself as an educator, whether it be through seeking out professional development, trying new techniques or obtaining advanced degrees and certifications. I currently hold a BA in Environmental Studies, a MA in Administration and Supervision and most recently a Technology Certification from Michigan State University. Seeking a Teacher of Students with Disabilities (TOSD) Endorsement is another component in my academic and professional journey.

Reflection is an important part of the planning process. “Ongoing learning and reflective practice is one of the five principles of the early years learning Framework” (DEEWR, 2010. p. 7). It gives the educators an opportunity to look at the planning process, the successful areas of planning, the areas of improvement and progress and to get motivated to work better for the learning of children. The following reflection will highlight the merits of implementing the inclusion improvement plan, some of the issues that impact on educators’ capacity to provide an inclusive care environment and how can the educators manage the competing demands of inclusion of children with additional needs, with the demands of providing an inclusive environment for all children.

Special education teachers remain in high demand. Although there are numerous special education teaching jobs, there aren't enough individuals in the field to fill these positions. Children suffering from mental or physical disabilities often need special learning method and require more time and energy from their instructors. Currently, approximately ten percent of individuals working in this field lack the necessary credentials, and states are authorizing temporary licenses. Teachers with a temporary license are then given a predetermined period of time to complete their license. As the need for teachers in this field is expected to grow by approximately 35 percent over the coming decade, those wishing to become a special education teacher will find they have numerous job opportunities.

Mrs. Lori Fairchild-Romero has taught special needs children for 25 plus years. She has a Bachelor’s degree in EMH (Educable Mental Handicapped) and a Masters Degree in Early Childhood Special Education. Mrs. Fairchild-Romero completed the Place Test for Generalist and is highly skilled and trained to work with any special needs student that is part of her school district (L. Fairchild-Romero, personal communication, October 22, 2015).

I would relish the opportunity to help in schools that provide Special Needs Education as this is specifically relevant to my career plan of becoming an Occupational Therapist. I am interested in

I have attached my resume for you to be working in your classroom. I am attending Bowling Green State University, and I am in the Inclusive Early Childhood Education program. I would like to develop my teaching skills while assisting you in creating a challenging and fun learning environment for the students as well as ourselves. Being in the IEC program I am looking to be able to teach pre- k to 3rd grade. First to third grade is particularly appealing to me because students are starting to learn more of the basics and understandings of school.

I am qualified for this job because I have grown up around individuals with special needs. My grandmother works with the school district, as a bus aid. She rides the special needs bus with the children and helps them to stay calm and relaxed so the bus driver doesn't have to worry. When I was younger I rode the bus with these individuals to get to and from school.

Mrs. Gonzalez's class is an inclusion classroom which means there are many different types of students working and learning alongside one another. This gives all students with a learning disability or a language barrier the same opportunities as any other student. By observing an inclusion classroom, I was able to see the hard work that goes into keeping every student on the same track, motivated and alert. In this paper I will be speaking about a teacher interview, what I observed in a meeting and my thoughts after attending a PTA meeting.