Community Reflection

Tate J. Hedtke

Saint Mary’s University of Minnesota

Schools of Graduate and Professional Programs

Portfolio Entry for Wisconsin Teacher Standard 10

EDUW 690 – The Process of Education

Jeanie Gelhaus, Instructor

December 3rd, 2016

 All individuals who become teachers do so because of their inherent desire to help

students and their community. Teaching special education requires the individual to take their

interest in the community, and positive collaboration with their coworkers to the next level. The

adage in Medford, Wisconsin is that it “takes a community to raise an individual with a

disability.” Educators are a staple in the concept of having a community raise a child, and often

are the ones building the foundation for a student’s future. In order for one to be a positive

member of any type of community, whether it is a learning community, professional community,

or simply the community in which one lives, an educator needs to be an effective communicator.

Teaching special education requires a teacher to be in constant contact with parents on

many levels. Daily, we are in communication via e-mail, phone, text messages and Facebook

with some of our higher need students. When special events are organized, students are unable

to communicate in an effective manner and one must discuss directly with a parent at a

moment’s notice. Special education is not allowed the same personal communication barriers as

regular education teachers because we are more personally involved with our students and

families. Daily, in Medford High, one of our students with Autism has: forgotten medications,

had an “off” morning, experienced something that has unnerved them, or gotten in an altercation

with another student which needs to be communicated quickly, and effectively. Other situations

require frequent communication with parents to make sure assignments are being completed on

time, or to gather information regarding students with Emotional Behavioral Disabilities (ED).

The individual education plan (IEP) process itself requires one to be a punctual and clear

communicator. According to federal law, IEP meetings must take place at least once every 365

days. These meetings require documents to be prepared ahead of time, signatures gathered, and

observation forms to be filled out well ahead of time. All of these procedures need to be
followed correctly and quickly or else a district can be reprimanded for lack of compliance

issues. Quarterly, special education teachers are required to send reports home pertaining to the

IEP goals of students regarding student progress. All of these factors including possible changes

in schedules, and IEP services required throughout the school year require constant, positive, and

effective communication skills. Proper documentation of this communication also needs to be

maintained for several IEP and procedural requirements.

Other wonderful aspects of being a special education teacher in a small town are the

opportunities for community involvement and how often one gets to have casual interaction with

their students and families. I spent one season a middle school track coach early in my time in

Medford which allowed me to create relationships with students and families who would

eventually be in my classroom in the high school. Simply leaving your house and attending a

school event such as the art show, football games, music performances, and parades are all

wonderful opportunities to “show face” and chat with families and students about things that

have nothing to do with school. Special education students have unique needs that often

contradict the status quo, and can cause friction between school and families. These casual

interactions and relationship building experiences can really make the difference with a student

and families when adversity does strike between any of them and teachers, administration, or

students.

Other opportunities which allow an educator to become involved with their community

and families are abundant thank you to our director of special education, Joseph Greget. We

have monthly meetings in the evening for the Taylor County Autism Support Group which allow

educators the opportunity to learn new classroom practices and interact with families with

autistic students. Shortly after Christmas break, the Taylor County Literacy Council also has a
two day seminar planned regarding teaching strategies for students, families, and educators on

the topic of dyslexia. Earlier in the year during September, which is suicide awareness month;

educators also had the opportunity to take part in a community based discussion on noticing the

signs and prevention of suicide.

All of these requirements for an educator to communicate so far have been examples

outside of the classroom and work place, but one cannot forget how much positive collaboration

and communication must take place in order for staff within a building to succeed. A special

education teacher teaches in two manners, in the classroom in a team teaching environment, or

outside of the classroom in the “pull-out” setting. Team teaching requires individuals to

communicate constantly to co-plan lessons, understand the educational needs and gaps between

regular and special-education students, as well as accommodate the needs of students with

disabilities. If the two educators who are sharing a classroom and students’ cannot effectively

communicate with one another there will surely be stress, and the curricular goals will not be met

as efficiently as they could. Another example requiring special education teachers to

communicate with their peers comes in the instances when a special education teacher is

teaching in the pull-out setting. It is the expectation that students are receiving the same

curricular instruction as regular education students, but in a manner that is more appropriate for

their needs. This requires staff once again to collaborate with their peers in order to help meet

the needs of all students while sharing curriculum, activities, assessments, and ideas.

Teaching requires individuals not only to communicate effectively with staff, students,

and coworkers, but to maintain a professional demeanor and conduct within the community.

Throughout the first three years of my time teaching in Medford, living in Medford, and being a

member of this community, I believe I have been quite effective in all areas of positive
communication with those families I serve and advocate for, as well as with my coworkers in

their similar goals.