The Driving Force Behind Designing An Educational Plan

The notion of inclusion is progressively being accepted as a vital method of learning in our growing school systems. I believe that every student, those with and without exceptionalities, have the right to be included in a general education classroom. Students with learning, social and behavioral exceptionalities or varied abilities deserve the right to be provided with the same opportunities as any other students in the regular general education classroom. The information that I have acquired through my own experiences (in my observations and my classes) have molded my goals as a future teacher. I believe that teaching and education are fundamental in getting students to grow, learn, and flourish;

These combined factors greatly undermine the social, economic, and political potential of minorities in America. I am developing myself professionally and through academic studies to develop comprehensive plans addressing school improvements, enforcing civil rights, and equitable access to resources and higher education for all people. Through HGSE I will expand my network of professionals that understand the achievement gaps and collaborate to not only ask the daring questions but be agents of change. I plan to become a leader whose future work is never displaced from the community I serve. After graduation my true desire lies to straddle both the hands-on forefront of the classroom and the transformative policy and administrative lens. My ideal position enables me to only to hear the voices and see the needs of the community I impact but also take the theories into practice to ensure that all students are prepared for a 21st century global society. Though my role is multifaceted; from a role model, artist, and educator, being a leader that demonstrates a commitment to equity and excellence comes

Let’s imagine a school with small group classroom sizes, preparing students for college and careers after high school. Also with diverse AP and honor classes by creating a program to help aid students to learn about these classes and the benefits. Since they haven’t created a program to prevent students falling into the government system. In my eyes this is an ideal school that can help and benefit students and the future way of learning. Although Denver South High School is doing well in the areas of diversity and culture, south could improve on preparing students for future careers, enlightening students on the benefits of AP and honor courses provided at the school and also creating

In order to meet the equal-opportunity challenge in education this mandate requires funding for all public schools at levels. This is sufficient to provide a rigorous curriculum in a wide range of subject areas, delivered by Highly–Qualified Teachers, with support by excellent school district leaders. This also, requires adequate funding for school districts that provide education for high numbers of students from low-income families, ESL students, including students with special needs (Baker, B. D., Sciarra, D. G., Farrie, D. (2010, p. 1).

I acknowledge the uneven playing field that exists for many: English Language Learners, students with special needs, children experiencing emotional or physical trauma, children living in poverty, and students of different race, cultures, gender, and religion, who confront biases about their ability. I am prepared and willing to adapt and modify instruction as needed to ensure all students are effectively understanding the material.

As we grow in education, it always seems as in there is someone that is left behind. Educators need to be able to reach out as many students as possible, but some may argue that it does not feel this way. Often, students with special education needs are considered to be too difficult to teach, or simple just a “lost cause.” The way we interact and care for all students not only shows in each student, but it shows in the impact it has on the community as a whole.

My ethnic, racial, and cultural identity as an African American is the primary anchor and explanation for what I emphasize in analyzing current educational realities and future possibilities for marginalized students of color. All students should have the opportunity to live, dream, and achieve all they can in life. For educators, whose backgrounds and experiences are different from students, it is critical to acknowledge sensitivity. I know from personal and professional experiences the transformative benefits of culturally responsive teaching and the devastating effects of continuous failure due to educational irrelevance and ineffectiveness. My advocacy for cultural diversity to improve the achievement of ethnically diverse students is

Students are able to see themselves as individuals with various skills and abilities, and understand that they can make choices about how they wish to move forward

The United States of America is known for being a country filled with people of many different ethnic backgrounds. Likewise, the student population in schools is just as diverse as it continues to grow. Lynch (2015) notes that schools are expected to teach their students “how to synthesize cultural differences into their knowledge base” as this will help “facilitate students’ personal and professional success in a diverse world” (para. 8). Educators must be able to provide for the diverse needs of students and are expected to equip students with skills that can lead to healthy development as it can affect higher levels of student achievement and students have more opportunities of success in their future. Providing students with tools and skills requires an awareness and acceptance of their ethnic identity. Once students have developed self-acceptance about their ethnic identity, they can begin to feel empowered and motivated to do well. Through cultural empowerment, students of color can develop intrinsic motivation and achieve academic success.

expectations for all students can combat marginalization. The schools included in a study by Ragland, Clubine, Constable, Smith, Council of Chief State School Officers and Texas University (2002) set measurable and high goals for all of its students, while minimizing formal categories and labels. This enables faculty and staff to focus on creating educational opportunities for the students and assess areas for improvement in student and teacher performance. Without tracking and labels, the focus is on the individual, where it belongs, regardless of race or socio-economic status”, ( Carbone II,Steven,2010)

All children deserve equity in access to an appropriate education. Every child deserves differentiation that facilitates equity in learning. Educators have the power to craft a learning environment that can meet every student’s needs. The skillset required to differentiate seems mystical to some and incomprehensible to others in the environment of state standards and high-stakes test (Ahram, 2001). The reality is that every teacher already has the primary tool to differentiate in powerful ways for all learners. The core of differentiation is a relationship between teachers and students. The teacher’s responsibility is connecting the content, process, and product. Students respond to learning based on readiness, interests, and learning profile (Ahram, 2011). Three critical ways that teachers can address the intersectionality of race and learning differences it to reframe the teacher role as a mentor and facilitator of learning, set the bar high for learning, and create cohesive networks that include community agencies, the school, and their families.

Students are able to see themselves as individuals with various skills and abilities, and understand that they can make choices about how they wish to move forward

Like it or not, there has always been diversity among students in the classroom. It is the fact that each and every student is unique. From every circumstance, students bring a varying set of values, perspectives, and beliefs to the learning environment. Understanding the character of students is important in order to become a competent teacher. In fact, teachers should be aware and recognize students, as unique individuals, all acquire information differently than others. Some of these differences are due to developmental variations in cognitive, physical, intellectual, moral, emotional, and social changes caused by maturation and experience. And this reality of classroom conditions makes instruction much more challenging for teachers and

The teacher analyzed and used the student information to create instruction that caters for the students’ diverse needs. The teacher also helped develop positive beliefs and attitudes in the students to boost their academic perseverance

With the realization that not every child is the same, or learns the same as another, teachers need to take the steps necessary to ensure that their students are all getting educational opportunities that work the best for them. The idea of personalized learning has been around for quite some time, yet not all teachers seem to have the same understanding of what it is and how it works. The article “What is ‘Personalized Learning’? Educators Seek Clarity”, mentions three important aspects of the problem; an outline of the general solution, emphasizes “essential elements”, and brings the problem into the hands of students. Teachers need to have a basic understanding on how to personalize their students learning because every child learns differently from the next.