Ch 11-12
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Chapters 11 and 12 can be intimidating to think about for brand new teachers. However, it is important to recognize your role in the larger context of both your school/district and the education field. Respond to these prompts below, thinking about your position now and in the future.
Read Activity 11.2 on page 406. What is your “headline” that you would like to see? What stakeholders would need to be involved for this to succeed in actuality? What skills will you have to use? What steps would you need to take now, next year, and in five years? What challenges will you face?
Read Activity 11.3 on page 411. Families and students are often not aware of resources available, and it is our responsibility as educators to help them find these. What resources are available to students and families in your placement/job? You may need to ask around or do a little research online and in your community. How could you connect families to these resources?
Self-advocacy is a skill (and has prerequisite skills) that can be taught, just as we teach our students academic and behavioral skills. It is appropriate to begin teaching some of these skills at any age. One way I help my middle school students become self-advocates is to systematically teach them about their own IEPs. I also use lessons on self-reflection to teach them this prerequisite skill. How can you teach your students to self-advocate (or teach them prerequisite skills) in school and beyond?
Read Activity 12.3 on page 428. Using these questions or reflecting on an idea of your own, how can you build positive collaborative spirit in your school?
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