I have been incredibly fortunate to teach courses that center on the challenges of implementation of evidence-based practices within the complex host environments of schools. It is such a privilege to support students as they integrate their knowledge from coursework to their applied experiences in the classroom and school communities. Across all of the classes I teach, I challenge students to learn not only practices, but also to begin to consider systems as a solution (that they themselves could soon be leading) to bridge research to practice gaps and thus provide the most effective and efficient interventions for the students with whom they work. My teaching is also informed by my value of the student as a whole person. I have been so fortunate to teach full year classes where I am able to support and challenge students as they make a significant professional transition. I teach them to approach their students ecologically, and I do the same with them. This means, for example, providing a classroom environment that both supports and challenges students, investing in their development as professionals (including developing habits, routines, and priorities that will support them as future teachers), and understanding their strengths and areas of growth so that I can provide additional supports.

My goals are to continue to align the classes I teach for IBM students with the TE Core Practices and with the CEC Standards. While I address issues of equity in all of my classes, I am always working on integrating more content, activities, and discussion regarding equity in education throughout my coursework. Within classes, one of my goals is to work on scaffolding assignments to better support students and to continue to increase class small group activities, discussions, and opportunities to respond that support student engagement.

Finally, for the first time in my teaching experience, I’ve taught a large lecture course over the last three falls; Classroom Management. This course aligns so well with other classes that I have been fortunate enough to teach. However, what was completely new to me was the lecture format of the course, where frankly, I struggled. I did not know my students and I had difficulty supporting application of the content. In fall of 2020, in response to student feedback, self-evaluation, and teaching this class online, I completely redesigned the course. I structured it to be a combination of asynchronous and synchronous content, modified all of the lecture content, incorporated equity conversations on an almost weekly basis, developed new applied activities that students engage in independently and with structured, cross-disciplinary groups each week. I got (and responded to) formal feedback from students mid-semester. I learned a tremendous amount about teaching with technology, and participated in multiple webinars that CETL provided. I was also pleased that this improvement was reflected in my student evaluations. Based on this feedback and consultation with CETL, I maintained the structure of the course. By using a flipped format, I found that our in-person class time is so much more engaging.
Special Education, Classroom Managemen and Supports, Individualized Social Emotional Behavioral Supports