The United School District ( Usd ) 475

During the 2011-2012 school year I began working in a new school in South Los Angeles. The neighborhood was rough riddled with gang violence and turf wars. To compound the stress of being in a new environment the speech therapist, Judeen, assigned as my supervisor was also new to the school site and had never worked at a school before. We were both overwhelmed with the amount of “catch up” work assigned to us. Services had not been provided for the 4 months prior to our arrival.

Based on my experience in the classroom and my educational background, I want to pursue a certification as a K-12 administrator because I want to help and work with a larger population of students. My desire to enhance the culture and community in a school building has come from working with three amazing, passionate, and dedicated administrators (one principal and two vice principals) in my school building. Their drive to positively influence the lives of students, collaborate with parents, and enhance the teaching styles of all the faculty members in the building, has motivated me to want to do the same. A new challenge is presented every day in a school building, and I want to be part of an administrative team that will successfully work together to overcome each and every obstacle in order to better the educational experience of students.

My little sister, who is almost ten years old, was diagnosed with ADHD a few years ago. She has the same issues as me, but also has problems with hyperactivity. Everyday I watch her struggle with homework and daily activities. I see the ashamed look on her face when she has to take her pill. The worse part is when she comes home and says she got yelled at for something that is hard for her to control. Some teachers and peers don’t fully understand the challenges we have with our brains everyday. There are many reasons I want to be a teacher. Of the main reasons is so I can help children that face these same problems. They don’t have to miss out on learning and doing their best because of something like ADD or ADHD. Just being understanding when they lose focus, lose motivation, cause a disruption, or have too much energy goes a long way. My dream is to help all students pass any challenges they might face and help them find their full

Our political leaders struggle to understand the impact they have on the policies they put into place to improve public education. We see mandates that are unfunded and have a significant impact on a school district’s budget. Special education continues to be an area rich with policy and yet additional dollars are not included in the decisions made for implementation. Title one funding is an area that falls into a blurry area of policy for school districts. In our district, we have policies for fiscal responsibility in our spending procedures and yearly audits to be sure we are spending our money in a proper way.

I have prepared myself for this role as highlighted in my enclosed resume. Lincoln High School has an enrollment of 883 students, of these students 22% are Special Needs and 73% are African American which was our second lowest performing sub group. Prior to my arrival at Lincoln High

1. The Charlotte-Mecklenburg school system, which includes the city of Charlotte, North Carolina, had more than 84,000 students in 107 schools in the 1968-1969 school year. Approximately 29% (24,000) of the pupils were Negro, about 14,000 of whom attended 21 schools that were at least 99% Negro.

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.

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

I love this article and I think it brings up some good points. I love how the author Deb Leach, starts out by saying "I may upset a few parents with this post, but just know that I what I am about to say is in the best interest of your children". I agree with the author one of the worst things you can do is to assign a non-certified staff person to a shadow a child. Although, I have never worked in the school system as a paraprofessional my son had a professional in elementary school and he hated it. Everyday hew came home he complained about the paraprofessional that was assigned to him. I found out years later that she had no prior experience working with children with special needs. I was very hurtful to find out this several years later.

My interest in pursuing a position as a school administrator for an elementary school system is to provide leadership for staff members and quality education for all students, and to become part of the world of education. The Benjamin Franklin School located in the Dallas School District serves as a growing population of approximately 1,070 students. The school offers a well-defined educational system for the students, and it has an overall student-to-teacher ratio of 17:1. In addition to the statewide curriculum standards, the school offers special education programs and classes for the gifted and talented. As a result of the school district rankings in the student’s performance, Benjamin Franklin School has become the worst in the

I am interested in working as a Paraprofessional within the Minot Public Schools system. I knew that I wanted to work in Education since I was young. I had the oppertunity to assist students and teachers during my Senior year of High School. I have worked primarily with students in 3rd and 4th grade classrooms. I worked in a 4th Grade general education classroom,a 3rd grade general music classroom, and a 4th grade general music classroom. I have also volunteered within a Special Education classroom. I completed my First Practicum when I went to college at Minnesota State University Moorhead. My family relocated to Minot. I have relocated to Minot recently and I am looking for work in

Paraprofessionals are much needed in the school system and play many roles, however they are not qualified for all the roles they are given. The article shares how many paraprofessionals are teaching and helping students with disabilities that they are simply unable to teach, because they are not qualified. This is not beneficial

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.

Children who are diagnosed with ADHD struggle with managing behavior in school environments. As research has shown, students have difficulty paying attention and can be disruptive in class. This often leads to a decline in their academics and can hurt future academic achievements. There are a number of tools, programs, contracts, and classes that are available to students with ADHD. Along with a lack of attention and an abundance of hyperactivity, “twenty to thirty percent of ADHD children have an associated learning disorder of reading, spelling, writing, and arithmetic” (Daley & Birchwood, 2010). It can be difficult, as a teacher, to manage a classroom with children with ADHD. It is important that teachers, parents, and students, understand the opportunities available to them to help the child succeed.

In the first year of teaching, four out of ten teachers quit. An educators job is not a walk in the park. In Kansas, we are facing a shortage of teachers. The most areas that are facing these shortages are Special Education, Adaptive and Functional Special Education, Early Childhood Handicapped, and hearing and visual impaired. It has been reported that Fewer students have chosen to major in education. There are many reasons that are causing the shortages, lack of