An Educator s Perspective on Evidence of Quality Teacher Practice: Michael Rodriguez

Transcription

1 An Educator s Perspective on Evidence of Quality Teacher Practice: Michael Rodriguez Author: Michael C. Rodriguez Date: May 19, 2011 Series Number: IPMS021-X The CENTER XCHANGE is a repository of documents produced by and about UCLA students, alumni, and faculty on the work of transforming public schools. The CENTER XCHANGE is managed by an editorial board that meets monthly to review submission and develop new content. Access to these resources vary with copyright selection, however Center X strives to provide open and free access whenever possible. Copyright UC Regents 2011 Center X is part of the Graduate School of Education and Information Studies of UCLA 1320 Moore Hall Box Los Angeles, CA

2 ABSTRACT An alumnus of UCLA s Principal Leadership Institute working as a resource specialist program teacher in Whittier Union High School District, answers the question - If someone came into your classroom, what would you offer as evidence of the quality of your professional practice and why?

3 An Educator s Perspective on Evidence of Quality Teacher Practice Michael Rodriguez May 19, 2011 In my current position as a high school resource specialist teacher, I provide specialized academic instruction in two educational settings, a self-contained study skills classroom and a general education classroom using a collaborative support model. My responsibilities are to provide specialized academic instruction and classroom support as well as create comprehensive and accurate individualized education plans (IEPs). The evidence I would provide of quality practice directly connects to student IEPs by creating conducive learning environments, providing specialized instruction, and managing student behavior and data. The first piece of evidence I would offer is how I have created a learning environment that is conducive to learning and provides students with special needs access to the curriculum. When you enter my classroom, you will see a small space with few students. A quick look in my class will reveal visual supports such as a daily schedule, breakdown of lesson objectives, visual cues for learning and/or behavior, and self-directed workstations. These accommodations are carefully created using data collected from student observations and researching the student s individualized education plan. For example, a student with autism is allowed to work in a personal organized workstation that helps him concentrate because of the structure and routine we have established. My evidence of quality specialized academic instruction is the use of instructional strategies that provide opportunities for students to access the core curriculum by addressing their learning disability. This includes breaking down lesson objectives into smaller sections/steps called task Rodriguez-An Educator s Perspective-1

4 analysis. Task analysis is strategy that helps students who have trouble remembering complicated steps such as solving linear equations or writing an essay. I create structured work systems for my students to organize their tasks. This strategy is intended to support students who have difficulty starting or finishing class assignments. The majority of my students qualify under specific learning disabilities or with autism spectrum disorder (ASD). Although they receive special education services, my students are considered part of the general education population. One of my students, Jorge (a pseudonym), is a 10th grader with ASD who receives support in different ways. As a function of his autism, Jorge has difficulty identifying and understanding social cues in his general education classrooms. His social deficiency also affects his ability to communicate with his teachers and peers. For this reason, Jorge receives inclusion support in his English class with an RSP teacher or qualified personnel. We provide Jorge with verbal and visual cues to help him participate in class and to develop self-advocacy skills. Jorge is also enrolled in a study skills class to receive support in his other core classes. You can see the accommodations such as task analysis, which helps Jorge complete multi-step assignments, like an essay, by breaking the assignment into smaller comprehensible steps. Many students with learning disabilities also have behaviors that may or may not be observable. Students with autism often struggle with social settings and expressing their feelings. This can lead to frustration, which is a cause of disruptive behavior among many students with learning disabilities. Therefore, I structure my study skills class with social activities to build up their self-esteem and increase their motivation. You can observe students participating in activities Rodriguez-An Educator s Perspective-2

5 that allow students to practice social situations and celebrate academic or social accomplishments. For example, one of the students favorite activities involves participating in social stories in which students are given a scenario and role-play appropriate behaviors. I also provide individual meetings with each student to initiate a conversation about their progress. Slowly, students are beginning to take their own initiative by asking for individual teacherstudent meetings. At the end of my class, students participate in a check-out activity in which students identify short-term goals and future expectations. The students enjoy the attention during their check-out and you can see them leave motivated for our next class meeting. One of the most important responsibilities of a special education teacher is the management of student data. It would be difficult to see student growth during one observation, but most teachers have student portfolios where student data is collected. In my classroom, I can show you student portfolios that document academic and behavior growth. You can see evidence of early student work and make comparisons to current progress. I feel this data is important because all students begin the year at different levels. I believe test scores do not tell the whole story of student progression and teacher effectiveness. Many students with learning disabilities struggle with tests because of time restraints, test presentation, and high anxiety. Grades can also be too subjective and vague. Student work is an excellent way for students to demonstrate nontestable skills such as creative expression and academic progress. I believe both students and teachers should not be judged purely on one method of evaluation. Learning and teaching are complex processes that should be evaluated holistically. No one piece of evidence can tell the whole story of effective teaching. Rodriguez-An Educator s Perspective-3