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Alyssa MargulisPhase 44/26/13

Final Integrated Reflection: Phase 4

It never ceases to amaze me how much I continue to learn aboutmyself, and education, on a daily basis. When I first started the LBS1program as a sophomore in college, I do not think I knew what I was gettingmyself into. I always knew I had the passion to work with individuals withdisabilities. Along the way, I have learned the patience and the dedication ittakes to honor this commitment.

As I reflect on all the different things I have learned, one thing thatdistinctly comes to my mind is the necessity for constant data and

documentation collection. As a special education teacher, you are drilledwith the phrase data driven. But what does data driven really mean? I havecome to think of it is as a way of always backing up what you are doing. Datashows you if an intervention is working, or not working. Good data can tellyou exactly how and when you may need to change what services you areproviding to your students. Data is the ONLY way to tell a parent,administrator, or another teacher concrete evidence of what you are doing.Without data, you are expecting people to go off your word that the studentis doing well.

Data can be formal or informal. Throughout my program, I have gottenthe opportunity to create many informal assessments as well as using

formal, standardized assessments. Some examples include AimsWeb forprogress monitoring, the TEWL, The Woodcock Reading Mastery Test, andthe Key Math, and the SORT- R. All of these formal assessments compare thestudents to national norms of students same-aged peers. Theseassessments are just some of the way that a special education teacher cancollect evidence and data on their students.

The second biggest thing I am going to take away from the LBS1program at U of I is the importance of setting clear, consistent expectationsfor your class and the staff you work with. It is important to work with yourparaprofessionals and your students in order to make the learningenvironment feel safe and secure. Being consistent on following through on

behavioral expectations is the only way in which a teacher will be able tohave her classroom under control. Students need to feel comfortable andconfident to express them and be able to learn. As a teacher, it is your dutiesto figure out a way in which you can make that happen in the classroom youare working with.

The last thing I am going to take away from this program is the driveand motivation to always be an advocate for your students. There are manytimes in this program where I have found myself in conflict because I

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disagreed with a colleague. You must always remember as a teacher it isyour duty to be your students strongest advocates. Make sure their goalsare being met. Ask for and demand the services and accommodations theywill need in order to be successful in their schooling. As a teacher, if you donot advocate for these things, you are doing your students a grave

disservice. I have learned that although you may not always be the mostliked in the room, at the end of the day, if you do what you know to be rightby your kids, you will have no regrets.I am so incredibly excited to start this new chapter in my life. I know thatthere will be many challenges that lie ahead. I will never stop learning andgrowing. I know each new day will bring more confidence in my teaching andI will be able to be a strong advocate for my students. I hope I can inspirecuriosity, growth, and motivation in the minds of every student I work with. Iknow the road will be challenging, but I have a solid and expansive set ofknowledge that the program has provided me. I know with the right support,and administration that I will inspire excellence among the students who I

will have the honor to work with.