Final Reflection
Professional Growth
Before participating in the Cross-Categorical Special Education Program, I had little experience nor instruction on writing individual education plans (IEPs). I relied on my special education director and mentor teacher to ensure I was writing the IEPs correctly. I had only worked with two special education assessments and was unfamiliar with the commonly used special education diagnostic tests. Before this program I had a very small repertoire of classroom management and instructional strategies to use for a special education classroom. I had to rely on strategies I learned in my elementary education courses. I didn't have experience collaborating with general education teachers. Before participating in this program I was not confident in my role as a special education teacher.
During the Cross-Categorical Special Education Program I learned important and useful strategies and tools to use in my classroom. I developed a broad knowledge of the characteristics of many different disabilities and how those disabilities affect learning. I learned and practiced using new strategies and practices to use in a special education classroom. I learned about evidence-based practices and now understand the reasoning behind using them in the classroom. During this program I was given many opportunities to practice accommodating and modifying lessons to meet the needs of many different students. I learned about a variety of assessments and was able to practice administering and interpreting some of them. Finally, I discovered a multitude of professional resources to continue educating myself on current special education topics.
After participating in the Cross-Categorical Special Education Program I feel confident leading my special education classroom. I now have a large repertoire of strategies to use with my students including evidence-based practices, behavior interventions, academic modifications and accommodations, and transition resources. I understand the importance of staying current on special education topics and continuing to research new ideas and strategies to use in the classroom. I use formal and informal assessments in my classroom to measure growth and check for understanding. I complete functional behavior assessments and write positive behavior support plans for all of my students. I now feel comfortable and confident collaborating with families and community agencies to develop transition plans. I have a renewed joy and passion in my job.
Understanding and Application of Standards
Viterbo Standard: The teacher demonstrates personal qualities and values which reflect the Franciscan values identified in the Vterbo University teacher education conceptual framework.
The Viterbo Standard was addressed throughout the entire Cross-Categorical Special Education Program.
Contemplation: I learned how to reflect on my teaching practices. I understand the value of reflecting every day. During a case study assignment I practiced reflecting after every lesson. By doing this I was able to see patterns in learning and analyze what instructional strategies worked best. Reflecting and contemplating on my teaching, classroom, and beliefs was part of every class in the Cross-Categorical Special Education Program. I now apply this part of the Viterbo Standard to my teaching by including reflection in my daily schedule. I also reflect with the paraprofessionals in my classroom to get more information and opinions.
Hospitality: I learned how to create a safe, inclusive classroom. I understand how making the students feel comfortable and important in the classroom can greatly improve their learning. During the program I learned ways to create a community within the classroom as well as how to deal with problematic behaviors when they arise. I apply this part of the standard to my teaching by knowing all of my students and creating a relationship with them. I use their interests and strengths to help them feel included and successful in my classroom.
Integrity: I learned that treating students fairly in special education may mean that not everyone is treated the same. Treating students fairly is giving them what they need to be successful. I learned to how to use integrity in regards to reporting data, giving assessments, and following special education law. I apply this part of the standard in my classroom by understanding and following special education law. I give all of my students the necessary supports and tools to make the learning an even playing field. I work to make sure all of my reports and data are accurate and I take pride in that work.
Stewardship: I learned about resources in the community to offer to my students and their families. During this program I learned about a variety of resources to assist students with the transition from high school to adulthood like the Aging and Disability Resource Center and the Wisconsin Department of Vocational Rehabilitation. I understand that as a special education teacher I need to assist the families of my students with transition. I can help them by offering resources. I apply this part of the standard to my teaching by coordinating transition plans with families, the school, and community agencies.
Service: I learned the importance of finding joy in my profession. Teaching special education is a service to the community - one that can be challenging and frustrating, so it is vital to remember the successes from the classroom and the smiles of the students. I've learned how my job as a special education teacher not only affects the students and the school, but also the common good of the community. I apply this standard in my classroom by going above and beyond the expectations of my job to better my students and school. The joy I find in my students and my profession drive me to take extra roles like leading after school groups, leading committees, and planning community outings for the students.
CEC Standard 5 Instructional Planning and Strategies: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
Standard 5, Instructional Planning and Strategies, was addressed in every class in the Cross-Categorical Special Education Program. I learned many new ways to accommodate, modify, and individualize instruction to meet the needs of each student. I learned ways to meet the needs of students with all types of disabilities including autism, language disorders, developmental disabilities, and learning disabilities. During the program I also learned about many professional resources to find new ideas for my classroom. This program helped me to understand the importance of using a variety of strategies in the classroom. I apply this standard to my teaching by utilizing the repertoire of strategies I learned in the courses throughout the program. I have started using more evidence-based practices such as discrete trial training and social narratives. I have also used more accommodations in class work in order to increase independence and success for students.
Impact on Student Learning
My participation in the Cross-Categorical Special Education Program has positively impacted my students. Since learning about and implementing behavior interventions and behavior support plans, the majority of my students have met their behavior goals of decreasing negative behaviors by 25%. My students are using more language - both verbally and through assistive technology and supports. They are making their wants and needs known better through the use of visual icons and choice boards. The students in my class have also improved their functional and life skills. Since using more direct instruction and task analysis with assessments, the students have all increased their independence in skills like hand washing, walking appropriately in the hallways, and sitting quietly at the group table. Finally, my students are meeting more of their academic IEP goals. Since implementing new instructional strategies, the students are grasping concepts faster and retaining the knowledge longer. Overall, my students are getting a more quality special education since my participation in the Cross-Categorical Special Education Program.
Before participating in the Cross-Categorical Special Education Program, I had little experience nor instruction on writing individual education plans (IEPs). I relied on my special education director and mentor teacher to ensure I was writing the IEPs correctly. I had only worked with two special education assessments and was unfamiliar with the commonly used special education diagnostic tests. Before this program I had a very small repertoire of classroom management and instructional strategies to use for a special education classroom. I had to rely on strategies I learned in my elementary education courses. I didn't have experience collaborating with general education teachers. Before participating in this program I was not confident in my role as a special education teacher.
During the Cross-Categorical Special Education Program I learned important and useful strategies and tools to use in my classroom. I developed a broad knowledge of the characteristics of many different disabilities and how those disabilities affect learning. I learned and practiced using new strategies and practices to use in a special education classroom. I learned about evidence-based practices and now understand the reasoning behind using them in the classroom. During this program I was given many opportunities to practice accommodating and modifying lessons to meet the needs of many different students. I learned about a variety of assessments and was able to practice administering and interpreting some of them. Finally, I discovered a multitude of professional resources to continue educating myself on current special education topics.
After participating in the Cross-Categorical Special Education Program I feel confident leading my special education classroom. I now have a large repertoire of strategies to use with my students including evidence-based practices, behavior interventions, academic modifications and accommodations, and transition resources. I understand the importance of staying current on special education topics and continuing to research new ideas and strategies to use in the classroom. I use formal and informal assessments in my classroom to measure growth and check for understanding. I complete functional behavior assessments and write positive behavior support plans for all of my students. I now feel comfortable and confident collaborating with families and community agencies to develop transition plans. I have a renewed joy and passion in my job.
Understanding and Application of Standards
Viterbo Standard: The teacher demonstrates personal qualities and values which reflect the Franciscan values identified in the Vterbo University teacher education conceptual framework.
The Viterbo Standard was addressed throughout the entire Cross-Categorical Special Education Program.
Contemplation: I learned how to reflect on my teaching practices. I understand the value of reflecting every day. During a case study assignment I practiced reflecting after every lesson. By doing this I was able to see patterns in learning and analyze what instructional strategies worked best. Reflecting and contemplating on my teaching, classroom, and beliefs was part of every class in the Cross-Categorical Special Education Program. I now apply this part of the Viterbo Standard to my teaching by including reflection in my daily schedule. I also reflect with the paraprofessionals in my classroom to get more information and opinions.
Hospitality: I learned how to create a safe, inclusive classroom. I understand how making the students feel comfortable and important in the classroom can greatly improve their learning. During the program I learned ways to create a community within the classroom as well as how to deal with problematic behaviors when they arise. I apply this part of the standard to my teaching by knowing all of my students and creating a relationship with them. I use their interests and strengths to help them feel included and successful in my classroom.
Integrity: I learned that treating students fairly in special education may mean that not everyone is treated the same. Treating students fairly is giving them what they need to be successful. I learned to how to use integrity in regards to reporting data, giving assessments, and following special education law. I apply this part of the standard in my classroom by understanding and following special education law. I give all of my students the necessary supports and tools to make the learning an even playing field. I work to make sure all of my reports and data are accurate and I take pride in that work.
Stewardship: I learned about resources in the community to offer to my students and their families. During this program I learned about a variety of resources to assist students with the transition from high school to adulthood like the Aging and Disability Resource Center and the Wisconsin Department of Vocational Rehabilitation. I understand that as a special education teacher I need to assist the families of my students with transition. I can help them by offering resources. I apply this part of the standard to my teaching by coordinating transition plans with families, the school, and community agencies.
Service: I learned the importance of finding joy in my profession. Teaching special education is a service to the community - one that can be challenging and frustrating, so it is vital to remember the successes from the classroom and the smiles of the students. I've learned how my job as a special education teacher not only affects the students and the school, but also the common good of the community. I apply this standard in my classroom by going above and beyond the expectations of my job to better my students and school. The joy I find in my students and my profession drive me to take extra roles like leading after school groups, leading committees, and planning community outings for the students.
CEC Standard 5 Instructional Planning and Strategies: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
Standard 5, Instructional Planning and Strategies, was addressed in every class in the Cross-Categorical Special Education Program. I learned many new ways to accommodate, modify, and individualize instruction to meet the needs of each student. I learned ways to meet the needs of students with all types of disabilities including autism, language disorders, developmental disabilities, and learning disabilities. During the program I also learned about many professional resources to find new ideas for my classroom. This program helped me to understand the importance of using a variety of strategies in the classroom. I apply this standard to my teaching by utilizing the repertoire of strategies I learned in the courses throughout the program. I have started using more evidence-based practices such as discrete trial training and social narratives. I have also used more accommodations in class work in order to increase independence and success for students.
Impact on Student Learning
My participation in the Cross-Categorical Special Education Program has positively impacted my students. Since learning about and implementing behavior interventions and behavior support plans, the majority of my students have met their behavior goals of decreasing negative behaviors by 25%. My students are using more language - both verbally and through assistive technology and supports. They are making their wants and needs known better through the use of visual icons and choice boards. The students in my class have also improved their functional and life skills. Since using more direct instruction and task analysis with assessments, the students have all increased their independence in skills like hand washing, walking appropriately in the hallways, and sitting quietly at the group table. Finally, my students are meeting more of their academic IEP goals. Since implementing new instructional strategies, the students are grasping concepts faster and retaining the knowledge longer. Overall, my students are getting a more quality special education since my participation in the Cross-Categorical Special Education Program.