IEP Documents

IEP – Individualized Educational Plan

·         Describes how students learn

·         Required by the government of every student with a disability who is found to meet the federal and state requirements for special education

o   Disability must have an adverse effect on student learning

·         How the student best demonstrates that learning and what teachers will do to help the student learn more effectively

·         Developing an IEP requires assessing a student in all areas related to their disabilities, considering their ability to access the general curriculum, considering how the disability affects the student’s learning, forming goals and objectives that correspond to the needs of the student, and choosing a placement in the least restrictive environment possible for the student

·         Adoption of specific formatting is optional for school districts

Examples:

·         IEP blank documents with/without Secondary Transition

·         Example – IEP Washington State

Observations/Experience:

·         Unfortunately I have no prior experience with IEP’s. I didn’t even know what they were until we discussed them in our 493 class together. IEP’s didn’t really exist while I was in high school, and if they were, they weren’t talked about or discussed with students.

·         Based on my research I think that IEP’s are absolutely necessary for students. No two students learn the same, nor should they be forced to. I also liked how the IEP really identifies if the child’s disability interferes with their learning, if not then it has not effect on their learning and I like that that distinction is made.

·         I know based on my classmate’s experiences in the classroom IEP’s can become problematic in a way when a teacher is trying to keep a uniform classroom. It got me thinking about this idea about making concessions and “catering” to students. Sometimes, I feel like I want students to learn the same way so that I can teach the same way and don’t have to explain or have kids questions why someone gets to do something they don’t get to do. Then, I realize that all children are different and that the point of education and our job as teachers is to teach them something. If our methodology of teaching is not conducive to their learning style we need to adjust so that all our students have the opportunity to learn and not worry about what is “fair” to all students.

·         IEP’s brings up a whole different set of questions around ADD, ADHD, prescribed medication, parenting, etc. that I’m not sure any teacher really wants to take on – but it does bring up some interesting questions about how/why some students have learning disabilities.

Applicable to Teaching:

·         Almost every teacher I imagine will encounter a student who has an IEP, or needs an IEP in their teaching career. Even if a teacher is working primarily with gifted children does not mean that their student’s will not have IEP’s. This is a great exercise to help prepare us for circumstances we need to be aware of in our classrooms and give us some background information on where to go for forms for IEP’s and the basics regarding the process.

·         My instruction might change based on this research in that I think I will always be more aware of my students who might need a little extra instruction, or a different setting regarding their learning. Also, I think I will be on the lookout more for students who may benefit from an IEP who might not already have a plan in place or didn’t know the availability of the IEP option.

IEP’s Applicable to Students:

·         Now that I actually know what an IEP is, and how the process works generally my students will obviously benefit because I know what their plan entails. I will be cognizant of their learning boundaries and I will be able to find out in what ways they learn best and I how I can better help them to be successful.

·         Now, if a student asks me about an IEP, or informs me of troubles they are having with their learning I will be able to suggest if an IEP would be beneficial to them or not.

·         This applies to my future students because well…I have no students now so they are all my future students!

Sources:

- General Background Information on IEP (Wiki)

- Various Documents for IEP’s (WA) #6: http://www.k12.wa.us/specialed/Data/ModelStateForms.aspx

- IEP Document without Secondary Transition

- IEP Document with Secondary Transition

·                 Secondary transition meaning high school to “world of adulthood”

-Parental Input Form

Teaching Resumes & Cover Letters

Teacher Resume & Cover Letters

Aesthetics:

·         Classic, professional, appropriate font, amount of white space, consistency

·         Name should be the biggest item on your resume

·         No pictures, colors or designs

·         Paper Quality – paper stock 24-32 lb, 25% cotton fiber – white, ivory, or light grey

·         Highlight and draw focus to name, phone number, email, address, website if applicable

·         Order of headings: Certification, Education, Relevant Teaching Experience

o   Additional Possible Headings: Honors, Awards, Affiliations, Key Qualifications, Multicultural Experience, or Other Work Experience

Content:

·         Most important section, what will make you stand out from the crowd

·         Reverse Chronological Order – new to old

·         Career Objective – not needed if for a specific job, if going to a career fair might be applicable

·         Student teachers/new teachers should keep resume to 1 page – rare exceptions**

·         List all certifications & expectation date, also expected endorsements

·         See transferable skills & action verbs (DePaul)

·         When formulating a bullet point use formula - Action Verb + Example + Result

o   Tutored an eighth grade student in pre-algebra, using teacher’s curriculum raised student’s grade from a C to B+ over the course of a year

·         Try to work in “buzz words” when appropriate

·         Try never use – “I, he, she, they”

·         Eliminate articles (a, an, the) when possible, place focus on your verbs

Teaching Experience

·         Student teaching most relevant teaching experience

·         Directly follows education section

·         Include specific lesson plans, classroom management skills, and teaching styles that make you unique

Teaching Related Experience

·         Highlight paid or unpaid experiences through which you have gained teaching related skills.

·         Examples include, but are not limited to: camp counselor, tutor, coach, and nanny.

Cover Letter Information:

·         Your chance to show writing capabilities as well as get them interested in you and your resume

·         A cover letter’s goal is to highlight your knowledge, skills, and related experience and establish yourself as a viable candidate

·         2 types of cover letters – Application & General Inquiry (blanket statement of interest)

·         Address to specific individual

o   Hiring contacts are often listed in directories for school district, if no name – “Dear Administrator”

·         Address the key points relating to the position, school and district – mentioned in job description (if applicable)

·         3-4 paragraphs on one page

·         Should be a PDF, and signed my you in blue/black ink (same font as resume)

·         Mention how you found out about the job, which job you’re applying for, address qualities in the job announcement, emphasize internships, coursework, and relevant job experiences

o   Same Cover Letter (MVille)

·         Stay away from: I feel, I think, I believe

·         Personal attributes that relate to school culture or fit within the organization

·         State interest in interview, provide contact info, thank employer for time/consideration

·         (More Cover Letter Examples WWU) – see spacing, also job description + Cover Letter

Experience/Observations:

·         My experience with teaching resumes revolves solely around our Mock Interview Assignment and internet searches for formatting. It appears that there are many various types of formats for resumes that are appropriate and acceptable, as long as they conform to certain requirements. The “meat and potatoes” of the resume is really about your experiences and the content section of the resume and the applicant’s ability to sell themselves, not as much about the most creative style of formatting.

·         As far as cover letters, I learned a ton about formatting specifications and was informed of detailed content expectations, which I hadn’t known previously. I have written MANY cover letters for educational positions but have never seen any actual examples that I know to be exemplary. I was surprised to learn that they want a shorter letter and that the items pointed out in the cover letter are relatively basic. As specified by various university Career Center websites, the point of the cover letter is to entice the readers to look (again) at your resume and to lock down an interview. They key is to write a cover letter that is not overwhelming the reader  with information but rather enticing them to want to read more and get to know the applicant.

·         I was surprised to learn about the objective section for resumes. I was under the impression that the objection section for resumes was mostly obsolete, but apparently they are appropriate for job fairs in which the specific job/school is unknown.

Applicable to Teacher:

·         This information is applicable to all of us who plan to apply for a teaching position. Knowing how to format a resume/cover letter as well as the desired content allows us to stay in the pack of possible applications for jobs. A simple error or lack of information can get an applicant immediately disqualified, even if they are the best candidate.

·         For this focus day topic the information I’ve learned will not affect my teaching style, rather my teaching style and instruction will affect my resume and cover letter. That is one aspect you are suggested to highlight in your cover letter and resume is your teaching style and how that makes you unique.

·         Thinking about your teaching style in order to identify it for the resume will help the candidate realize what kind of teacher they are, or their strengths and weaknesses, and that is a great way to reflect in itself.

Applicable to Students:

·         This information is applicable to students because it helps teach us about basic principles and guidelines for resumes and cover letters for all jobs. Though some information is specific to the teaching field and education, many of the suggestions and helpful hints are the same for all kinds of resumes and allows us to be better instructors to our students in helping them along with resume building and cover letter writing.

·         Also, for students who want to be teachers as well, we know the kinds of things they need to include on their resume, or what items will make them more appealing for jobs and can instruct them in ways that are most helpful to beefing up their resume or cover letter content.

Sources:

·         https://careercenter.depaul.edu/_documents/Resume%20Guide%20for%20Teachers%20final%20revised.pdf

·         http://www.wwu.edu/careers/docs/resumehandout_foreducators.pdf

·         http://careerservices.colorado.edu/CommonFiles/PDFs/students/quickTeacherResume.pdf

·        http://www.mville.edu/images/stories/Undergraduate_StudentLife/ServicesForStudents_CCD/PDFs/Education_Cover_Letter_Handbook.pdf

First Year Teachers - Demands & Things To Know

Possible First-Year Teacher Demands:

·         Additional school meetings, in-service training, staff meetings, etc.

·         Paperwork!!!!

·         Extra-Curricular Activity Involvement – Sports, Performing Arts, Clubs, Yearbook, Chaperoning, Field Trips, etc.

·         Filling multiple roles – teacher, parent, friend, hero disciplinarian, counselor, etc.

·         Uncertain how to deal with the real world in your classroom – student’s parent being murdered, gang violence, a parent going to jail, etc.

·         Possible bus duty

·         Academic Team – support systems for students

·         Spending your own money for the classroom – one teacher reported spending $500-$600 a year on teaching materials

·         Student development notes??

·         Getting to know students on an individual level

·         Phases of First-Year Teachers – Anticipation, survival, disillusionment, rejuvenation, reflection, anticipation

o   http://www.newteachercenter.org/blog/phases-first-year-teaching

·         So busy that there is no time for self-reflection

·         First Formal Evaluation

·         Parent-Teacher Conferences

·         Back-to-School Night – possible speech to parents, plan for the year (which still may be unclear)

·         Finding & embracing teaching persona

·         Local politics – become educated before possibly joining a union, to join or not to join?

·         You won’t be teaching what you learned/expected to teach

·         Extra time to prepare for each lesson – arrive early, stay late (but have a cut off point)

Common Items Found in a Teacher’s First Year Survival Kit:

·         Pencils

·         Animal Crackers

·         Candy

·         Color Crayons

·         Band-Aids

·         Tissues

·         Change of clothes – vomit

·         Lined Paper

Things Teachers Wish They Had Known Prior to the First Year:

·         Prioritize – you won’t be able to save the world, every student you meet, or even every student in your classroom. Prioritize what has to be done and do that first

·         It’s not your classroom – your name may be on the door and you’re doing the work but it’s not your classroom. It’s ideally the student’s classroom, but realistically it is the state and the district’s classroom. You spend your time implementing their policies and curriculum, it’s their classroom

·         Students will not always remember what you teach them but they will remember HOW you treat them

·         Make friends - with the school custodians, secretary and librarian – you’ll need them

·         Longer hours are not sustainable – there comes a point where enough is enough, there is never enough time your first year of teaching

·         Student behavior is a product – classroom management is not really like they teach it, it’s more a combination of the student’s learning experiences and your relationship with them

·         Don’t get sucked in – your first year doing too much outside your standard classroom work is detrimental

·         Help other teachers – you’re going to need them your first year especially, help them and they will help you

·         Reaching students emotionally – matters A LOT. Students feeling understood creates that connection

·         Classroom Management – most cited reason for leaving teaching profession

·         Literacy – is everything for academic performance, reading and writing affects all subjects and aspects of life

·         Out of the Norm – becomes the norm

·         Use the S%#* out of the parents

·         Have a backup plan – you can develop your own philosophy or plan for the year and it can be shattered in a matter of hours

·         Develop – discipline policy – firm but flexible, homework policy – and stick to it

Experience/Observations:

·         I have a few friends who are teachers and the most common thing they told me about their first year was simply to get through it. You’re going to feel like you’re doing everything wrong and that you suck at this, you don’t – that’s simply life as a first year teacher – it’s hell.

·         I loved the tips that I found for first year teachers, it really got me thinking in regards to how I might handle some of the situations that possible arise, and for me personally to recognize how sheltered student teaching is and to see if I can rectify that by making it more intense and realistic

·         The Phases of First-Year Teacher was the most beneficial part of my research, that will be a staple in reminding myself of the different emotions I will experience as a first year teacher.

Applicable to Us as Teachers:

·         Obviously all this information is applicable to us as teachers because we could or will experience all these demands and “things to know” in our careers. These are tips that come from our colleagues and fellow teachers, they are words that create the gospel and can only help prepare us for the day when we have our own classrooms. Yikes!

Applicable to Our Students:

·         Knowing the demands of a first year teacher and having more insight into the challenges that other first year teachers have faced only helps us become better teachers. In turn, knowing what to expect and knowing that we will fail, freak out, be overwhelmed and have other negative feelings will allow us to prepare not to take it out on our own students. Therefore, students will have the benefit of having a more emotionally prepared teacher in their first year making it a better learning experience for them.

Sources:

·         First Year Demands - http://www2.ed.gov/pubs/FirstYear/ch5.html

·         What I didn’t Learn my Frist Year - http://www.nea.org/home/43082.htm

·         Reflections on Year 1 - http://www.edutopia.org/blog/teachers-reflect-on-first-year-judy-willis

·         First Year Reflections - http://www.edutopia.org/blog/teachers-reflect-on-first-year-judy-willis

·         First Year Demands - http://www.ascd.org/publications/educational-leadership/may12/vol69/num08/Now-That-I-Know-What-I-Know.aspx

·         Demands 1^st Year Music Teacher - http://musiced.nafme.org/careers/career-center/preparing-to-teach-music-in-todays-schools/section-3/

·         First Year Teacher Preparation (Middle School) - http://www.scholastic.com/teachers/collection/new-teacher-survival-guides

·         Demands/Wish I’d Known - http://teaching.monster.com/careers/articles/8208-15-things-i-wish-id-known-before-becoming-a-teacher?page=4

Literacy Problem for First Year Teachers - http://www.teachthought.com/teaching/10-things-i-wish-i-knew-my-first-year-of-teaching/