Teacher#2

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Liberty University *

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888

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Health Science

Date

Jun 23, 2024

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docx

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Uploaded by ConstableMeerkatMaster1129

The Speaker: Please introduce yourself and describe your educational background and career goals, taking you through your current position, including how long you have been working at BCHS. Teacher #2: I am Vicki Smith, and I have been a special education teacher at BCHS for the past 20 years. My journey in education began with a deep passion for supporting students with disabilities, ensuring they receive the same opportunities to succeed as their peers. My educational background is rooted in this commitment. I earned a bachelor's degree in Special Education from a well-respected university, where I gained foundational knowledge in various teaching methodologies, learning theories, and the specific needs of students with disabilities. After completing my bachelor's degree, I pursued a master's degree in Educational Leadership. This advanced degree provided me with a broader understanding of the educational system, including policy development, school administration, and the importance of creating an inclusive environment. Throughout my career, I have focused on continuous professional development, attending numerous workshops, conferences, and training sessions to stay updated with the latest teaching strategies and educational technologies. My career at BCHS has been incredibly fulfilling. Over the years, I have had the privilege of working with a diverse group of students, each with unique strengths and challenges. This experience has deepened my understanding of the various barriers students with disabilities face and has reinforced my commitment to making a meaningful impact in their educational journey. My long-term goal is to transition into an administrative role where I can influence educational policies and create an inclusive environment for all students. As an administrator, I hope to advocate for better resources, support systems, and professional development opportunities for

teachers, ensuring that all students, regardless of their abilities, have access to a high-quality education. To add more depth, my bachelor's program provided a solid foundation in understanding the different types of disabilities, assessment techniques, and the development of individualized education plans (IEPs). The coursework covered various aspects of special education, including behavioral management, assistive technology, and inclusive practices. I also had the opportunity to participate in several practicums and internships where I worked directly with students with disabilities in various settings, such as inclusive classrooms and specialized resource rooms. These hands-on experiences were invaluable in helping me understand the practical application of theoretical knowledge and in developing my teaching skills. The decision to pursue a master's degree in Educational Leadership was driven by my desire to have a broader impact on the educational system. This program provided me with insights into the complexities of school administration, educational policy, and leadership practices. Courses in this program covered topics such as school finance, educational law, curriculum development, and human resource management. One of the highlights of my master's program was a capstone project where I collaborated with a team to develop a comprehensive plan to improve the inclusion practices in a local school district. This project involved extensive research, data analysis, and collaboration with various stakeholders, including teachers, parents, and administrators. The experience not only enhanced my understanding of the challenges and opportunities in special education but also reinforced my commitment to advocating for inclusive practices at a systemic level. Throughout my career at BCHS, I have continuously sought opportunities for professional development. Attending workshops and conferences has allowed me to stay current with the

latest research and best practices in special education. For example, I have participated in training sessions on Universal Design for Learning (UDL), which is an educational framework that promotes flexible learning environments to accommodate individual learning differences. Implementing UDL principles in my classroom has enabled me to create more inclusive and accessible learning experiences for all students. Additionally, I have attended conferences on assistive technology, where I learned about new tools and software that can support students with disabilities in accessing the curriculum and demonstrating their knowledge. Working with a diverse group of students at BCHS has been both challenging and rewarding. Each student brings their own unique set of strengths, interests, and needs, which requires me to be adaptable and innovative in my teaching approaches. For instance, I have had students with a wide range of disabilities, including autism spectrum disorder, learning disabilities, intellectual disabilities, and emotional and behavioral disorders. Developing individualized education plans (IEPs) for each student involves collaborating with a team of professionals, including general education teachers, speech therapists, occupational therapists, and psychologists, to ensure that we are providing the most effective and comprehensive support. One of the most fulfilling aspects of my role has been witnessing the growth and progress of my students. Seeing a student who once struggled with reading fluency make significant gains and develop a love for reading is incredibly rewarding. Similarly, helping a student with social anxiety build their confidence and form meaningful friendships is a testament to the impact of inclusive practices and individualized support. These experiences have reinforced my belief in the potential of every student and the importance of providing a supportive and inclusive educational environment.

As I look towards the future, my goal is to transition into an administrative role where I can have a broader impact on the educational system. I believe that effective leadership is crucial in creating and sustaining inclusive school environments. As an administrator, I would advocate for policies and practices that promote inclusion, equity, and access to high-quality education for all students. This includes providing ongoing professional development opportunities for teachers, ensuring that schools have the necessary resources and support systems, and fostering a positive school culture that values diversity and inclusion. In conclusion, my journey in education has been driven by a deep commitment to supporting students with disabilities and advocating for inclusive practices. My educational background, professional development experiences, and 20 years of teaching at BCHS have equipped me with the knowledge, skills, and passion to make a meaningful impact in the field of special education. As I continue to grow in my career, I look forward to taking on new challenges and opportunities to advocate for and support all students in achieving their full potential. The Speaker: Describe the overall academic strengths and needs of the students within the school in which you teach. Teacher #2: The academic strengths and needs of students at BCHS are diverse and multifaceted. Many of our students face significant challenges in core areas such as reading and math, which are critical for their overall academic success. Reading comprehension and mathematical problem-solving are areas where a majority of our students require additional support. These foundational skills are essential for understanding more complex subjects and for everyday life, making it imperative that we address these needs effectively. Despite these challenges, our students often excel when engaged in hands-on projects or computer-based activities. These methods of learning cater to their diverse needs and provide them with opportunities to apply

their knowledge practically. For instance, interactive science experiments, coding projects, and digital storytelling have proven to be effective in maintaining their interest and enhancing their learning experiences. These approaches leverage the students' strengths, such as their creativity, curiosity, and ability to think critically when given the right tools and environments. One of the key strengths of our students is their ability to thrive in collaborative and interactive settings. Group projects, peer learning activities, and collaborative problem-solving exercises allow them to build social skills, learn from one another, and develop a sense of community. These experiences not only enhance their academic learning but also foster important life skills such as communication, teamwork, and empathy. On the other hand, the need for improvement in foundational skills like reading comprehension and mathematical problem-solving remains a priority. Addressing these needs requires targeted interventions, personalized learning plans, and ongoing assessment to ensure that each student receives the support they need to succeed. For instance, we implement individualized education programs (IEPs) that outline specific goals and strategies tailored to each student's unique needs. Regular assessments and progress monitoring help us identify areas where students are struggling and adjust our teaching methods accordingly. To support students with reading difficulties, we employ a variety of strategies including phonics instruction, guided reading sessions, and the use of assistive technologies such as text-to-speech software. These interventions aim to improve their decoding skills, fluency, and comprehension. Similarly, for students who struggle with math, we use hands-on manipulatives, visual aids, and real-world problem-solving scenarios to help them grasp abstract concepts and develop their numerical reasoning. Expanding further on the academic needs, it's essential to understand that many students at BCHS come from diverse socio-economic backgrounds, which can influence their academic

performance and access to resources. Students from low-income families often face additional challenges, such as limited access to books, technology, and extracurricular learning opportunities. These factors can contribute to gaps in academic achievement and readiness for higher-level coursework. To address these disparities, BCHS has implemented several initiatives aimed at leveling the playing field. For example, we offer after-school tutoring programs and homework clubs where students can receive additional support and access to resources. These programs are staffed by dedicated teachers and volunteers who provide one-on-one assistance and create a supportive learning environment. Another critical aspect of our students' academic needs is the availability of mental health support. Many students face stress, anxiety, and other mental health challenges that can impact their academic performance and overall well-being. Recognizing this, BCHS has increased its focus on providing mental health services, including counseling and wellness programs. Our school counselors work closely with teachers and families to identify students who may need additional support and to develop intervention plans that address both academic and emotional needs. These efforts are crucial in creating a holistic support system that helps students thrive academically and personally. In terms of academic strengths, BCHS students exhibit remarkable resilience and adaptability. Despite the challenges they face, many students demonstrate a strong desire to learn and succeed. Their ability to adapt to new learning environments, such as virtual or hybrid classrooms, has been particularly evident during the COVID-19 pandemic. The shift to remote learning required students to develop new skills, such as time management, self-discipline, and technological proficiency. Many of our students embraced these challenges and developed a newfound

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