Beliefs and Philosophy - scred.k12.mn.us · 7 Habits of highly effective people: Steven Covey....

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Philosophy and Beliefs

Transcript of Beliefs and Philosophy - scred.k12.mn.us · 7 Habits of highly effective people: Steven Covey....

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Philosophyand

Beliefs

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Factors that Influence Philosophy and Beliefs

● Past Experiences○ Personal○ Professional

● Prior Knowledge ● Personal Values ● Education & Training ● Other…?

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What if my cooperating teacher’s philosophy is drastically different from mine?

7 Habits of highly effective people: Steven Covey

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Working with Varying Personalities: The Importance of Knowing Your Strengths and Recognizing the Strengths in Others.

“In most cases, strengths and weaknesses are two sides of the same coin. A strength in one situation is a

weakness in another, yet often the person can’t switch gears. It’s a very subtle thing to talk about strengths and weaknesses because almost always they are the same

thing.”-Steve Jobs

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Communication with the Cooperating Teacher

1. Listen2. Pay Attention to What You are Saying Without Saying It3. Know Your Audience 4. Remember the Message Sent Isn’t Always the Message

Received5. Get to the Point

Source: The Global Broadcast

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Paraprofessional and Teacher RolesParaprofessional Teacher

*Works in a supportive and collaborative manner with colleagues and supervisors.*Collects data.*Is familiar with student needs, goals, and objectives.*Responsible for safety and well-being of students.*Enforces school rules and communicates with appropriate personnel.*Keeps all student information strictly confidential and communicates with appropriate personnel.

* Insures that vulnerable students are adequately supervised under direction of licensed teacher.*Assists regular education and special education teachers with classroom activities including; academic, social, motor and functional tasks. *Communicates data to the teacher, principal or supervisor.*Assists students with mobility or self-help needs.*Performs clerical duties as assigned.*Monitors halls, outside of building areas and locker banks.

*Develops lesson plans and instructional materials; and provides individualized and small group instruction to adapt the curriculum to the needs of each pupil.*Teaches district-approved curriculum. *Translates lesson plans into developmentally appropriate learning experiences.*Communicates regularly with parents outside normal classroom day by means of newsletters, notes, phone calls, e-mails, conferences, etc.*Establishes and maintains standards of pupil behavior to achieve an effective learning atmosphere.

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Teacher Role Paraeducator Role Areas of Communication

Instruction § Plan all instruction, including small group activities[1]§ Provide instruction in

whole-class settings.

§ Work with small groups of students on specific tasks,

including review or re-teaching of content

§ Work with one student at a time to provide intensive

instruction or remediation on a concept or skill

§ Teachers provide specific content and guidance about

curriculum, students, and instructional materials

§ Paraeducators note student progress and give feedback to

teachers

Curriculum & Lesson Plan Development

§ Develop all lesson plans and instructional materials1§ Ensure alignment with

standards, student needs, and IEPs

§ Provide assistance in development of classroom

activities, retrieval of materials, and coordination of activities

§ Mutual review of lesson plan components prior to class

§ Teachers provide guidance about specific instructional

methods

Classroom Management

§ Develop and guide class-wide management plans for behavior and classroom structures

§ Develop and monitor individual behavior management plans

§ Assist with the implementation of class-wide and individual behavior management plans

§ Monitor hallways, study hall, & other activities outside normal

class

§ Teachers provide guidance about specific behavior

management strategies & student characteristics

§ Paraeducators note student progress & activities and give

feedback to teachers

Source: The Access Center

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Teacher Role Paraeducator Role Areas of Communication

Accommodations & Modifications

§ Determine (with IEP team) proper accommodations for

students with disabilities§ Incorporate accommodations

into all lesson plans§ Develop modified materials

§ Guided by teacher and IEP, provide appropriate

accommodations to material (enlarged print, taking notes,

reading material aloud)

§ Teachers guide paraeducators in the use of

specific adaptations and ensure that paraeducators are aware of IEP goals and

adaptations§ Paraeducators provide feedback about student progress and success of

adaptations

Assessment § Determine, create, and administer appropriate formal

and informal assessments§ Determine modifications and

accommodations to be used for formal assessments

§ Use assessment results to inform future planning and curriculum development

§ Assist in the administration of assessments

§ Implement accommodations for assessment

§ Collect anecdotal student information on a regular basis

§ Teacher provides guidance about the content and implementation of all

assessments§ Paraeducator provides

feedback about student progress

§ Mutual conversations about anecdotal information and

informal student data collection

Source: The Access Center

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What if I Disagree with a BSP?BSP: The Basics What if I Disagree?

A BSP (Behavior Support Plan) is a legally agreed upon document that is signed off on by a parent and an IEP team, it identifies:

1. targeted behaviors: the student behaviors targeted to be reduced or eliminated

2. prevention strategies – the actions staff will take to prevent the targeted behaviors

3. consequence strategies – the actions staff will take when the behaviors occur

4. reinforcement strategies – the actions staff will take to reinforce positive replacement behaviors or absence of targeted behaviors

5. skill training – teaching that staff will provide to eliminate skill deficits that may be causing the behaviors

1. Make sure you understand the plan and clarify with the teacher if you have questions or need clarification on any of sections.

2. If there is a portion of the plan that you believe is not beneficial or appears to be contradictory to the needs of the student, and you’ve clarified you are understanding the plan completely, you should address your concerns with the teacher responsible for the plan.

3. If the team doesn’t agree to change the plan once concerns are brought up, try to see the point of view others on the team had when creating the plan.

4. It is important to remember this plan is a legal document and cannot be changed without an IEP meeting so it must be followed as is until an IEP is conducted.

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