Resource Room Teacher Interview Report

In this paper I will discuss what exactly is a Special Educator, what education is needed to become one, salary, job outlook, and work environment. I have also interviewed a Special Educator and I will discuss how she feels about being

Joni had worked for over 25 years in the local school system as an Educational Tech II, otherwise known as a teacher’s aide. In this capacity, she got to know generations of teachers, students and their families. In addition, working with high needs students with challenging intellectual disabilities, she sought to identify opportunities for her students to gain practical knowledge in local organizations and life skills to ensure their dignity as adults. To create these connections she often interacted with numerous small businesses, non-profits, and community-based organizations.

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)

The leadership of the special education director is an essential role in the educational realm. Two of

My passion for the rights and advancement of people with disabilities started after my son Jacob (name used with his permission) was born with special needs. I accepted this new life path and absorbed myself in knowledge. Management at his early intervention program recognized my drive, commitment, love and leadership skills and sent me to attend trainings, workshops and conferences on their behalf, in return, I created and presented in-service trainings for parents and staff. As a single parent, I embraced this method of acquiring knowledge, skills and resources in a journey I am still forging.

Starratt’s work resonates with any educational change initiative, but this book has added dimension and depth to my work. Every day I attempt to orchestrate organizational change in dysfunctional special education departments that serve special needs individuals. First, Starratt (2004) makes it clear that an overarching goal of an effective and ethical educational leader is not only to identify the critical areas of concern, but to initiate the change needed to uphold and enhance the “common good.” In my current career, that applies to special education systems requiring reform where unwilling administrators do not reorganize priorities for that to happen. While the definition of the phrase, “the common good” may be unclear, when it comes to initiating change in special education practices, the indisputable outcome should be the ownership of all special needs students by every staff member.

Ms. Romero received her Bachelor’s degree in EMH (Educable Mental Handicapped, she noted that this is no longer offered). She immediately went to work for the school district as a BOCES (Board of Cooperative Education Services) teacher working wherever the district needed her. In the beginning the main focus was mild needs cognitive program. The first thing she noticed was the segregation of students classified with special needs from the rest of the student population. She immediately began to work on integrating the classrooms. She began expanding, redefining the learning disabilities program. She stated that as she taught the children, “they taught her”. During this time a former professor of hers contacted her and informed her that he had received a grant to help her get her masters. After completing her masters in Early Childhood Special Education and completing the Place Test for Generalist she is highly qualified to work with any student with a disability that comes into the district. Fast forward 24 plus years later and we find this passionate instructor still teaching and learning from her students. She is constantly working on improving the system, making it better for students, parents and the educational institutions. She is now a trainer for BOCES working with teachers in the district who are and will be working with students with special needs (L. Fairchild-Romero, personal communications, September 15,

For the last forty-two years, Dr. Robert Woods has been a fixture in Elkhart Community Schools (ECS). Starting out as a classroom teacher he slowly made his trek away from the classroom into school administration, and finally into his current position as ECS’s Director of Business. Dr. Wood’ authenticity and his commitment to serve ECS and the city of Elkhart is what stood out in my interview with him.

With a new school year beginning in August 2015, I accepted an offer to become an exceptional children’s teaching assistant. This position brought an opportunity to work with middle and high school students. Learning the ins and outs of the special education field has been

In my world, I want to change the perception people have about children with special needs. I am passionate about helping children with any kind of struggle, just like the aide that I watched as Robbie received therapy that ultimately allowed him to acquire the skills to function, for example, the aide taught him how to speak correctly, as well as showed Robbie how to use his body correctly. I have always wanted to be a special education teacher, due to the simple fact that I feel a need to help and motivate children like my brother, that they can truly overcome their challenges with persistence. Not only do disabilities impact the child, but their families as well. Educating and supporting each family will aid in their progress to overcome the hardship of having a child with disabilities. “Never give up” this is what my brother taught me growing up; even though he is my “little” brother, he has inspired me. He has taught me that no matter how hard it may be to achieve my goals, I will always persevere with motivation and

Crockett, J. B., Billingsley, B. S., & Boscardin, M. L. (2012). Handbook of Leadership and Administration for Special Education. New York, NY: Routledge.

As I began facilitating my scheduled students, a classroom teacher requested I also support non disable students not being serviced in the program including them in minor groups. Overjoyed with this innovative position, I knew instantly this was my calling to be an educator. The love of engagement of the lesson that reflects unambiguous communication between students and their peers, collaboration between teacher and student, motivation from students to students. In addition, I appreciated and accepted my newly found role, becoming euphoric when the Special Education Director employed my services in the summer of 2006. I carefully observed numerous effective and efficient teachers’ model positive curriculum lessons and strategies to students

There are distinctive initiatives eminently special education administrator should perform prior to empower awareness considering facilitation individuals with disabilities, teachers, and school administrative staff. I interview Daren Cerrone school age coordinator who currently works at Hawthorne Country Day School. The ensuing paper will review Daren Cerrone correspondence ahead of my inquisition regarding special education ramification and procedures.

During my 13 years tenure as a Special Education Teacher, I gained experience by integrating professional values into practice. For instance, I had a very strong respectful relationship with my students, their families, and school staff. I assisted in developing Individual Educational Plans (IEP) and monitor students’ progress/difficulties for needed modification. I also identified and implemented effective problem-solving strategies such as identified the problems of the students, brainstormed alternative solutions, and selected an option to help resolve the problems. Furthermore, I collaborated with school personnel and outside agencies to plan and engaged students in sports such as track/field, and bowling for the Special Olympics on the

National Louis University’s M.A.T in Special Education would provide the foundation to fulfill my lifelong dream of becoming a Special Education teacher. I hold a Bachelor’s of Science in Family and Child Studies, with an emphasis in Family Social Services. My undergraduate degree presented an amazing internship opportunity in Tucson, Arizona. I was fortunate to intern at Liberty Center for Language and Learning, working with children who have Autism and other developmental disabilities. Upon completing my internship, I was inspired to continue my education and a career in a field for which I am passionate about. My job as a teacher assistant has been instrumental in providing hands-on experience in a high school special education setting.