This week, U.S. Secretary of Education Miguel Cardona issued a call to action for states, districts, higher education institutions, and K-12 schools to use American Rescue Plan funds to address the teacher shortage and accelerate student recovery.
In her 28th in education, Cathy Wojcik has taught in various early childhood special education settings (ECSE), including Self-Contained ECSE, Reverse Inclusion ECSE, Inclusive PreK, and Itinerant/Community Based. She also served on the Evaluation Team for PreK and is currently an ECSE Autism teacher. Cathy holds a BS in Special Education from Penn State University and M.Ed. in Early Childhood Special Education.
This year, Anna is working in an adaptive curriculum classroom serving students between kindergarten and 5th grade. Her ultimate goal is to transition into school psychology. Her path to the special education classroom includes being a PETAC grant recipient and training in the Orton-Gillingham reading program. Anna holds a Master’s degree in teaching special education from North Carolina A&T and currently educates youth at Hall-Woodward Elementary in Winston-Salem, North Carolina. The 2020-2021 school year marks her third career year in special education.
Amy Braddock is a special educator at Harwood Elementary, part of West Fargo Public Schools. Amy has served in various roles throughout the district for 12 years including Assistive Technology Specialist, high school comprehensive student support program teacher, and elementary special education teacher. Amy serves as the Past-President of the North Dakota Council for Exceptional Children Unit and serves on CEC’s Leadership Development Committee.
The type of praise you give your students matters, and behavior-specific praise is shown to be the most effective. But, it is also the one that comes least naturally. Here's how I remind myself to consistently implement behavior-specific praise in my room.
Last week, Educators for Excellence released the results of Voices from the Classroom 2020, a nationally representative survey that captures views and opinions of public-school educators from across the country on a variety of issues impacting them directly.
As a special education teacher, I know that the majority of my job is centered around helping my students learn, grow, and thrive. Something I didn’t realize going into the field, however, was just how critical building strong relationships with my students’ families would be to achieving this goal.
Late October/early November is often said to be one of the most difficult periods of the year for teachers. So today, I’m sharing three practical ways teachers can advocate for themselves and remain healthy, balanced, and encouraged!