EDU 630 Cross-Categorical Special Education Practicum

Course Artifact:  Viterbo Practicum Reflection 

The artifact that best represents the course EDU 630 is a Reflection of my teaching experiences during the Practicum as well as reflection on being an educator.  During the entire cross categorical program, there was a plethora of information on instructional strategies, assessments, and best practice for special educators.  The past fourteen weeks during my practicum experience, I was able to put the theory into practice, reflect upon it and document those thoughts.         

Artifact 1

Professional Growth:  The course, Education 630 Cross-Categorical Special Education Practicum has provided me the opportunity to explore various teaching strategies, styles, and practices in a real education environment.  Throughout the cross-categorical program at Viterbo, many learning opportunities were provided but the practicum allowed for exploration of the methods and strategies to lead and guide social, emotional, and academic growth.  Prior to the practicum and cross-categorical program, my only knowledge of special education came from my mentor who has been a special educator for 8 years.  Although I had learned an extensive amount of information regarding how to be a special educator, many of the instructional strategies and assessment information that I use regularly was learned through the Viterbo program.  Making the decision to extend my professional knowledge and growth in the area of Special Education via Viterbo University rather than a fast track program exemplifies an act of Integrity.  Integrity, as it is, is one of the five Viterbo Core Values and is evident in my professional growth and my intended professional growth that I have and will continue to be open-minded and make ethical decisions when it comes to my profession and personal life.           
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CEC Initial Preparation Standard #2 Learning Environments:  Beginning special education professional create safe, inclusive, culturally responsive learning environments that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.  Since the majority of this course focused on instructional practice in the classroom, I was able to quickly foster a sense of safety within my classroom walls.  It is often talked about when administration walks by how cohesive and calm my EBD room is.  Even though I have a mix of students that range in disabilities as well as age (9th through 12th grade), my students treat each other with respect and kindness as they see these words painted and written in English as well as their language, Ojibwemowin.  Because of this classroom climate, instruction was always given with few disruptions.  

CEC Initial Preparation Standard #3​  Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.   The artifact that was chosen for the practicum shows individualized instruction that was delivered for specific students in order to meet their learning needs.  The delivered instruction was differentiated according to each student's unique needs and goals according to their IEP.  
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CEC Initial Preparation Standard #5 Instructional Planning and Strategies:    Beginning special education professionals select, adapt, and use a repertoire of of evidence-based instructional strategies to advance learning of individuals with exceptionalities.    Throughout the practicum experience, I used a multitude of evidence-based instructional strategies including Universal Design for Learning in order to best meet the educational needs of my learners.  In addition, I was able to use a team teaching strategy to enhance learning by station teaching.   This proved to improve the understanding of students with IEPs as well as students in the classroom without IEPs.

  

Impact on Student Learning:         Student comprehension on academic, behavioral, and functional skills was evident throughout the entire practicum course.  While various instructional strategies and approaches were practiced and effective instruction occurred within the resource room as well as in the regular education environment, many of the students on my caseload showed improvement in all three categories.  As a school focused on a writing initiative this year, the district adopted the 6+1 Traits of Writing  curriculum and developed universal writing rubrics for each school.  A small group of students have been working on ELA IEP goals in increasing their writing skills.  After the first quarter, each one of my students with IEPs moved from a 1 (beginning) on the rubric to a 2 (emerging) in 4 of the targeted categories of Word Choice, Ideas, Conventions and Fluency.  A variety of instructional approaches were implemented during instruction including Positive Behavior Interventions and Supports to increase student behavioral and academic performance as well as Universal Design for Learning both of which were focus strategies throughout the Cross Categorical Program.