Proposition Five: Teachers are Members of Learning Communities!
RIDOE Office of Student,
Community and Academic Support
Rationale: Teachers are essentially life-long learners. We must constantly adapt to the ever changing group of students in front of us every day. We must continue to build knowledge in our content areas and keep up with technology as it becomes more and more of a daily ritual in the class. We must rely on each other and learn from each other in all facts of education if we are to continue to develop as professionals.
As Proposition Five reads, teachers are part of learning communities, they seek advise and advise each other, collaborate with each other on curriculum and, meet in order evaluate student progress. The characteristics of Proposition Five come alive in IEP process.
Naturally, the artifact for this section is an IEP Meeting Reflection from EDU 723, as it aligns to several key points in Proposition Five. The meeting reflection shows evidence of a collaborative effort among guidance, teachers, administrators and parents; a trademark of Proposition Five. During the meeting, the team discussed the current IEP, goals that were met, as well as potential changes to the student IEP. Together we looked at the student's progress and addressed areas of concern. Representatives from the school made the parents well aware of their rights under IDEA and included them as a major part of the decision making process. The inclusion of parents and collaboration among teachers is more evidence of how the IEP meeting met characteristics of Proposition Five. As see in the artifact below, all parties at the meeting went above and beyond to meet the needs of the student and make his educational experience as rewarding as possible.
As Proposition Five reads, teachers are part of learning communities, they seek advise and advise each other, collaborate with each other on curriculum and, meet in order evaluate student progress. The characteristics of Proposition Five come alive in IEP process.
Naturally, the artifact for this section is an IEP Meeting Reflection from EDU 723, as it aligns to several key points in Proposition Five. The meeting reflection shows evidence of a collaborative effort among guidance, teachers, administrators and parents; a trademark of Proposition Five. During the meeting, the team discussed the current IEP, goals that were met, as well as potential changes to the student IEP. Together we looked at the student's progress and addressed areas of concern. Representatives from the school made the parents well aware of their rights under IDEA and included them as a major part of the decision making process. The inclusion of parents and collaboration among teachers is more evidence of how the IEP meeting met characteristics of Proposition Five. As see in the artifact below, all parties at the meeting went above and beyond to meet the needs of the student and make his educational experience as rewarding as possible.
artifact_5.pdf | |
File Size: | 114 kb |
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Reflection
As our students change, so do their needs. The Individuals with Disabilities Education Act created a set of laws that open up equal opportunities for all students to have the same access to quality education. The law has changed several times over the years in order to benefit students and their families. Teachers, guidance councilors and administrators must keep abreast of the laws and how they impact. As a teacher at a large Catholic college preparatory school, I was not all that familiar with IDEA and how it impacts schools and students.
In my first year teaching at the Tides School I sat in on several IEP meetings, yet never really knew exactly what was going on. I was the only teacher in the room, along with the administrator and special education liaison; often times parents failed to be a part of these meetings. I had little knowledge of the process of creating, writing and altering an IEP. When I came to La Salle, I saw the entire process change. An IEP meeting is a truly collaborative process in which all of the student's teachers, counselors, class dean, vice principal and parents were present. Each person had the same vision for the student. Everyone shared their ideas, success, and failures. At the heart of the meting was the best interests of the student.
In the end, there was one thing I would go back and change. During the meeting, there were more times that I would have liked to have a greater voice. Being somewhat of a rookie in the room, I felt as though what I brought to the table would not deemed as important. In retrospect, I could have offered much more to help the student and other teachers. It was a valuable experience that changed my mind going forward. My voice as a newer teacher might have been just as valuable as any other. I feel that in the future, my voice be to a greater part of the collaborative process. Whether in a department meeting, an IEP meeting or a full faculty meeting, I feel strong and confident enough in my field that I can allow my voice to be heard.
In my first year teaching at the Tides School I sat in on several IEP meetings, yet never really knew exactly what was going on. I was the only teacher in the room, along with the administrator and special education liaison; often times parents failed to be a part of these meetings. I had little knowledge of the process of creating, writing and altering an IEP. When I came to La Salle, I saw the entire process change. An IEP meeting is a truly collaborative process in which all of the student's teachers, counselors, class dean, vice principal and parents were present. Each person had the same vision for the student. Everyone shared their ideas, success, and failures. At the heart of the meting was the best interests of the student.
In the end, there was one thing I would go back and change. During the meeting, there were more times that I would have liked to have a greater voice. Being somewhat of a rookie in the room, I felt as though what I brought to the table would not deemed as important. In retrospect, I could have offered much more to help the student and other teachers. It was a valuable experience that changed my mind going forward. My voice as a newer teacher might have been just as valuable as any other. I feel that in the future, my voice be to a greater part of the collaborative process. Whether in a department meeting, an IEP meeting or a full faculty meeting, I feel strong and confident enough in my field that I can allow my voice to be heard.