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EDC 208 Professional Interview Spring 2021 Directions Interview a professional in the field of Special Education

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EDC 208 Professional Interview Spring 2021 Directions Interview a professional in the field of Special Education. There is no set length requirement, but it’s difficult to do well (better than a C) if your report is not at least 3 full pages, double spaced. Format (10 points) This assignment must be double spaced in 12 point font, and have page numbers. Rather than using Q and A format, write this as a “story.” Also include a short, creative title that captures the essence of the interview/experience. Introduction (5 points) Include who you are interviewing (you can make up a name if the person would prefer confidentiality) and how you know him/her. If you do not know the person, explain how you found him/her. Indicate the date, time, setting, and length of the interview. Also include what you hoped to learn beforehand (this is your “thesis” or main focus of the overall interview). Body Paragraphs (10 points) Organize your report into logically grouped paragraphs that contain related information. You could also use headings if you prefer that look/feel. Use follow-up questions to get details and specific examples when appropriate/possible. Conclusion (5 points) What new information did you learn from this interview? Has this interview changed your thinking about Special Education in any way? Do you have any additional questions now that you’ve had some time to reflect on this experience? Questions for Professional Interview 1. Was this your first career choice? Yes, I have wanted to become a teacher in the 2nd grade. At that time I wanted to teach 2nd grade however, once starting at SIU I chose special education and early childhood education. 2. How long have you been a teacher? I am in my 8th year of teaching as the head teacher. Prior to that I have been a teaching assistant for 4 years. 3. If you have a wide variety of kids, how do you choose the curriculum? While teaching a self contained classroom curriculum is decided upon by the teacher. I choose mine according to the level of the student. For example, if the student is at a higher level I may choose to follow the same curriculum as general education classes or the resource classrooms while others that may be at a lower education level I may use something that better fits their needs to meet them where they are and challenge them to make progress. Then, typically in our classroom we break into groups and we teach leveled groups between myself and the classroom assistants. 4. What are the students and their range of disabilities? I have a self contained classroom. The disabilities range from levels of ability as well as diagnosis. In my classroom I have students with autism, developmental delay, Intellectual Disability, OHI, and Orthopedic disabilities. Some are working at pre-k level while others are at or near their grade level. 5. When one of your students have an “off” day, how do you handle their behavior? Behavior management varies from student to student. They are all different and respond to redirection and reinforcement in different ways. Some students need a break or break cards to sit on my desk in order to go for a walk or go get a drink. Other students might respond better to tangible rewards and a reward chart. Reward charts are also dependent on the student. Some students need immediate feedback and reinforcement while others can be rewarded at the end of the day or assignment. 6. Do you feel like the classes you have taken have prepared you for this career choice? If not, if you were a professor, how would you better prepare your students going into special education? There were some classes that prepared me for being a special education teacher. Behavior management courses for example were a great help in learning a wide variety of management in the classroom. However, classes such as math for teachers did not help in the real work classroom. While at an university lesson plan writing and preparing looks much different than in a real life classroom situation. IEP writing can also vary from university level to classroom setting. 7. What made you want to become a teacher? I believe what made me want to become a teacher is the experience I had as a student. I had wonderful inspiring teachers throughout my grade school and highschool years. 8. What is the most challenging obstacle you have faced while you have been teacher so far? The most challenging obstacle so far is the remote learning. This has opened a new way of teaching that we were not prepared for. There have been a lot of learning opportunities to grow as a teacher using technology in the classroom. 9. Have you had any trouble with any of the students’ parents? Communication wise how has that been? Have they been easy to get along with and understanding? I believe that school to home coordination is key in creating a positive learning environment. I stay in contact with parents so that they know exactly what is happening with their child at school. Parents have an open line of communication with me and can contact me anytime. This typically provides a good relationship between school and parents. There will always be those parents that are not pleased with the education or environment for the student. As a teacher I do my best to keep the parents happy, after all they are the experts of their child and spend the most time with them. However, if this can not be done and all resolutions have been exhausted I will refer them to my supervisor or administrator to further discuss and resolve any issues they might have.