Personal Statement : Elementary Education With A Mild Intervention Licensure

I interviewed several service providers in my school, Stephen Knight Center for Early Education, that included the psychologist, special education teacher and a general education teacher. I interviewed Ms. Iris, the school psychologist, Ms. Kathy, the special education teacher, and Ms. Hilary, a general education teacher. Ms. Iris’ responsibilities include working with students who have social emotional needs. This can include behavior challenges, learning new social skills, managing grief, etc. She works directly with parents and teachers to provide resources regarding the child’s well-being, and ensure good attendance by setting up plans. Ms. Iris works with children in general education, counseling groups, and one-on-one situations, including special education minutes. Ms. Hilary is a general education classroom teacher. She is responsible for the well-being of her students academically, socially, physically and developmentally. Ms. Hilary also advocates for families and students to receive the support that they need to feel successful in their first years of school. Finally, Ms. Kathy is the staffing

Also working in a team give people the chance to be supportive with each other and help one another.

The three phases of Teaching the Gradual Release of Responsibility are; I do it, We do it, and You do it together. This model is a guide for instruction that requires the teacher to emphasize instructions that mentor students into becoming independent capable thinkers.

In this study, self-determination was identified as feelings of autonomy, self-regulation, psychological perspectives, empowerment, and self-realization (Jones & Hensley, 2012). The area most impacted for self-contained students was psychological empowerment. Teachers in the research study stated that the self-contained students were more dependent on the classroom staff for learning support (Jones & Hensley, 2012). These students were more likely to seek assistance on simple assignments that they could have easily completed on their own. While it is important for teacher-student relationships to be positive, an overdependence on teachers can hinder the learning process and negatively impact the confidence level of the student (Jones & Hensley, 2012). However, students in resource classrooms displayed higher levels

While working as an aide in multiple classrooms in the school age program at CCDD, my interest in a side of psychology that I had known little about before, quickly grew. The experience I had my first semester interning led me to accept a part-time position as an instructor’s assistant for the program for the rest of the year. Throughout the year, my position provided me with a greater understanding of the needs of diverse learners and the tools needed to ensure that all children

Ms. C has been providing consultant services to all districts in Kings County area. She facilitates numerous professional development training for teachers and school staff. She also designs comprehensive evaluations for public school districts relating to special education. Prior to her present position, Ms. C has 22 years of public school experience. She has been a special education teacher and the Director of Special Education. In addition, Ms. C also has a private practice where she provides supervision for undergraduate and graduate students in the Brooklyn

Multiple years of research and field experience as well as my undergraduate coursework in Psychology, Counseling, and General Education has provided me with ample skills to be successful at the graduate level in the School Psychology program offered at Francis Marion University. Working within the school system with students

Leader Interview I had the pleasure of speaking with Dr. Inger McGee, Assistant Professor Director of Elementary Education & Early Childhood Programs University of Arizona South. Professor McGee began her teaching career after earning Bachelors in Elementary Education, her M.Ed. in Teaching and Teacher Education and later, a Ph.D. in Education with Curriculum emphasis.

As a graduate of the Child, Youth and Family degree program from the University of Guelph, I have my certification as an Early Childhood Educator. As a result, I have been thoroughly taught a deep understanding of developing curricula for children that considers government regulations, developmental appropriateness, and learning environments that fosters growth in multiple areas of child development. Additionally,

People are thought as child to dream big and reach for their goals. Throughout grade school to high school there are often asked what inspires them. Some people dream to become police officers, dancers, lawyers, and doctors. There are some people who chooses to become an educator. As they journey

In the profession of a special education teacher, a person commits to helping children achieve their best and to help “students overcome their obstacles” while finding a way that the child can effectively learn (Hollingsworth). My mom’s career as special education teacher for twenty-two years, allows me insight and experience into the tougher aspects of this career, but also the rewards to the job. My mom helps me understand that a special education teacher guides a child to expand their strengths, develop strategies to overcome weakness, and to make best use of all available resources. Through helping her, and learning from her experiences, she taught me that a career in special education can not only challenge me, but may also become a

Special education teachers are trained to work with children who have a wide range of disabilities. One of the primary responsibilities of a special education teacher is to assess her students' cognitive abilities, and modifies the standard age-appropriate curriculum to create a custom plan for the student. This plan is called an individual education program(IEP). An IEP often includes a number of social and emotional development goals as well as specific academic areas to be taught. The special education teacher’s core task is to meet each of the goals established in the students’ IEPs. In some cases, the special education teacher is located in a separate classroom. When this is the case the teacher will creates lessons geared to meet the objectives of the students’ IEPs. In many instances, special education students are placed in regular classrooms. In that situation, the special education teacher attends classes with her students. She often will work with students on life skills and behavior modification techniques as well. Skills that special educational teachers should possess include, better than average stress management, great multi-tasking abilities, quick thinking, and creative problem solving. A special education teacher must be able to think outside the box and develop an array of teaching methods and techniques to meet the needs of each individual student. Special education requires a vast amount of detailed record keeping, so it is essential for these teachers

At our school, we have the TAP program in place that requires your lesson plans to include prior knowledge. My lesson plans include prior knowledge not only with beginning of units, but also with every lesson that I teach. I use a plethora of strategies in my teaching prior knowledge. Using a KWL chart at the beginning of your lesson to find out what students know, what they want to know and what they learned. I have used carousel brainstorming to help with prior knowledge. I place chart paper around the room, ask small groups of students or 3 to 4 to respond to a question or statement posed at the top of the paper. These questions or statements represents components of their upcoming learning. After a short period of time, student groups move on to another piece of chart paper, and read what has been written about that topic and add to or respond to it. Turn and teach is another strategy that I use in my lesson often to help with prior knowledge by having students share what they know. Today when I taught a lesson, I gave my students a list of vocabulary words for the unit. They had to look at the words and write down what they think the words mean and write it on a post-it note and place it on an anchor chart. This allowed me

In my classroom, I often do not encounter students who have little prior knowledge about a topic. (They are middle school students, they know EVERYTHING!). However, if I know it is going to be an unfamiliar topic, I like to use KWL charts, semantic maps, and anticipation guides. What I like about using anticipation guides is that students can make predictions about what they think the topic is going to be about and then afterwards go back and review if their predications were accurate. Therefore anticipation guides can support their concept development by encouraging inquisitiveness and connecting what they already know to the new information that is being taught.

All four processes- collaboration, consultation, teamwork, and co-teaching, as they occur in the school context, involve interaction among school personnel, families, and students working together to achieve common goals. (Dettmer, Dyck, Thurston, 2005, p. 7) Keeping that in mind, my goal is to empower students by using all four processes.