TEACHING HIGH SCHOOL/TRANSITION SPECIAL EDUCATION CLASSROOM

TEACHING HIGH SCHOOL/TRANSITION SPECIAL EDUCATION CLASSROOM

Purpose

This reflection is intended to critically examine this experience and should be written following your Dispositions self-assessment and exit interview meeting. 

EXPECTATIONS ABOUT GENERATING THE CONTENT

First, reflect on your practice in light of your dispositions analysis and summarize that reflection in writing. [1-2 paragraphs]

From your stance as a multicultural educator who advocates for social justice as

you transform teaching and learning for your students, generate a 2- paragraph reflection on your performance during your field experience.  Answer at least one of

these questions as you think about this experience:

Understanding and vision – How has your understanding and vision of teaching changed over these past weeks in the field relative to your stance as a reflective practitioner who values both cultural responsivity (i.e., as a multicultural educator) and social justice as frames for transforming schools?

Knowledge about Ss who have identified labels — What new information did you learn from your students that will change your approach to designing lessons/units of study and supporting students with disabilities?

Respect – What did you learn through interactions with families and/or colleagues? What new insights have occurred to you that will enhance these relationships?

Readiness – What did you discover about your readiness to teach?

Second, consider next steps in light of this reflection. [2 paragraphs]

Generate a 2-paragraph “brief plan” that identifies your current strengths and needs as you move on to your student teaching experience. Answer the question, “Given your self-assessment, what are two of your strengths and what are two goals based on your needs that will lead you to improved practice and professional growth?”

Identify and provide evidence of two professional practices that you feel demonstrate your ability to support learning in the classroom (i.e., your strengths – what you do well already). [1 paragraph – Something like: I do this well… For example, when… In addition, I am able to… For example, when…]

Describe two professional goals that will take you to a next step during student teaching (i.e., your “needs”/next steps as a beginning teacher). Explain why these are important to you referencing your COE stance.  Identify specific actions steps for these goals – one for each goal that you have identified. Think what your university coach or 54-300 mentor might be able to “see” in your work next semester. [1 paragraph – Something like: Based on my assessment of my dispositions, I see that I need to focus on…  The two specific action steps related to these goals… ]