Zackary Rice

EDUC 559 Standard 8 Practicum Portfolio Standard 8 The teacher of students with adaptive learning needs demonstrates professionalism and ethical knowledge and skills related to students with adaptive learning needs. Artifacts 1. EDUC 558 Practicum Case Study: This case study demonstrates that I am committed to identifying and incorporating best practices in the instruction that my students receive. My use of pseudonyms for my students shows acknowledgment of the fact that I must maintain the privacy of my students information as well as my commitment to do so. Furthermore, the case study also demonstrates my ability to use the appropriate written communication style needed when discussing issues related to students, as stated in Performance benchmark 10 of Standard 8. Finally, this document shows my willingness to try out new methods, in this case Kates vocabulary game, in order to keep my students actively engaged in the content so they can continue to expand on their learning; enjoying themselves in the process. 2. Presentation on Language Disorders and Autism: This power point presentation is evidence of my awareness of the diverse needs that may be presented by various students, especially those who may have a disorder or disability that falls within the Autism spectrum. Another important characteristic that a special educator needs is a commitment to making sure each student has the best quality of life while in school. In order to do this, it is important that the teacher not only understands their childs disability, which in this example is autism, but they also need to understand its implications on communication in order to determine the best possible methods for meeting the needs of the child, whether the needs are academic, social, or otherwise. To add to this, it is important that the educator is able to differentiate between research-based evidence and myths or common misconceptions, which is a major issue this presentation is concerned with addressing. 3. Action Research Proposal: School Climate: With the increased focus on the inclusion of students in the general education curriculum, it is increasingly important that each student feels safe and valued in the school by their peers as well as by the adults within the building. For a school to have a climate in which every student and his or her needs are valued, the administration, teaching staff and students alike must intentionally establish it. Without one of the aforementioned groups completely buying in to this, it will be have an adverse effect on the development of the school climate. My willingness to explore and determine what makes and maintains a positive school climate is shows that I am committed to maintaining a positive climate, both in the classroom as well as in

Zackary Rice

the school. This also shows that I am committed to being a model for my students, as well as their non-disabled peers, in order to help foster maximum growth and development of all students, as is stated in Performance Benchmark 5 of Standard 8. 4. Reinforcement Plan for students with behavior problems: Because of the fact there is so much information regarding how to effectively work with students with behavior problems, it is imperative that one can use discernment when determining what tools or strategies are valid and which are not. This document shows my willingness to research various reinforcement techniques and incorporate them into my own classroom, making adjustments or changes as necessary. Doing this shows that I am making a conscious effort to consult other professional organizations or publications to better myself as a special educator. 5. Functional Behavioral Assessment: The inclusion of the Functional Behavioral Assessment is a valuable document in that it shows that I am capable of serving as a model for students with adaptive learning needs (Standard 8, Knowledge benchmark 5) in order to help the student fit in better within the classroom while also performing better academically. In order to do this, it is crucial that the teacher is aware what methods and practices are valid as well as which methods are unsubstantiated. It is also crucial that the teacher is able to understand the link between behavior issues and areas of academic deficit. The functional behavioral assessment exhibits my understanding of this link and also my understanding of what I may do to better meet the needs of my students. 6. Scholarly Journal Critique: In order to encourage and develop each students growth, a teacher must be aware of current research being done in their field. To go along with this, it is also important that an educator is able to reflect upon this research internally as well as through written response. This scholarly journal critique shows my commitment to following current research and even applying it to my own students so they can benefit from data-driven strategies such as active problem solving. This problem solving method helps a student increase their confidence in their own abilities to address issues they may be confronted with, which is an extremely valuable skill for students with special needs. Also important is that this critique shows my commitment to be engaged in opportunities that help develop my skills and expertise as a special educator. Summary Statement: The artifacts I have included with my portfolio help show that even though I may currently be lacking in experience, I make up for that in my commitment to explore new areas of research that may not be in my comfort zone when doing so means improving myself as an educator. This exploration takes place while I continue to work to improve the academic and social wellbeing of my students. Furthermore, I believe each of the included artifacts exhibits my commitment to bettering myself as an educator both in my level of professionalism as well as in my pedagogical skills. Another trait that showcased by my portfolio is my ability to critically

Zackary Rice

evaluate the research being done regarding special education and ultimately apply what I have learned to my own teaching situation. I recently attended a seminar put on by the Transition Coalition regarding self-determination in middle school students. This is somewhat related to teaching students active problem solving, which was the focus of the scholarly journal critique, in that it helps students increase their responsibilities by taking an active role in the development of their post-secondary transition plan, and ultimately the rest of their IEP due to the increased importance of the transition plan as the student nears their high school graduation. Perhaps the greatest personal strength that is exhibited by this portfolio is my constant willingness to pursue new opportunities that will help my students continue to improve upon their learning abilities. While one of my greatest strengths is my willingness to learn, one of my greatest weaknesses as a new special educator is that I do not always know where to go so I may seek out opportunities for learning or professional development. Fortunately, there are organizations such as the National Association of Special Education Teachers, or NASET, whose goal is to provide development opportunities to create the most effective special educators possible. Another organization committed to assisting students with disabilities as they transition into their post-high school lives would be the Transition Coalition. With groups like these offering education opportunities I will be able to increase my own abilities as a teacher, while also developing new contacts throughout the special education field who will be able to share their own wisdom regarding education with me.