Field Experience C: Practical Implications of IDEA

Special Ed Teacher Interview

Mrs. Rominger said she thinks administrators need to understand she is expected to know

a range of disabilities. She also has to supervise the aides that work with her and handle

personnel issues that regular classroom teachers do not have to do. She would like her principal

to know that her job is big, because we are a small district. She is a co-teacher, handles staffing,

handles curriculum, and professional development. She is responsible for teaching and writing

IEPs for her special education students, too.

It is impossible to expect special education teachers to be content specialists. They are

learning behavioralists. She never learned how to teach math and science, but did learn how to

teach. She is always looking for what is best for students. Just because a special ed teacher is co-

teaching, does not mean they are responsible for grading the papers for the class. Their job is to

provide accommodations and modifications in the regular education classrooms.

Principal Mentor Interview

I spoke with Mr. Wallace and he told me he was part of every IEP team in the building

and attends all meetings unless he is out of district. He usually tries to get the teachers to

schedule all of these meetings when he is around. He said he is not an expert in special

education, so he relies on his teachers and our school psychologist to help create the best

individual plan for each student.  He told me they meet monthly as a special education team and

it is led by the school psychologist and him.  During actual IEP meetings he takes all of the notes
in a program called Embrace.  He also provides input and guidance when needed, especially

when there might be some drastic changes in the plan or information that might be difficult for

families to hear. This is an example of PSEL 8. I want to be a part of each meeting, so I can also

work with the parents to help them better understand the process. He is also responsible for

getting curricular tools and materials while trying to find professional development opportunities

for special education staff. This is a great example of PSEL 7. If I can help teachers by finding

them material and professional development opportunities, I will be there for them.

Attempting to be involved with all students every day in some form or another is his goal

and special education is no different.  He does a great job of representing PSEL 5 here. I will be

in the hallways and the classrooms to interact with the teachers and students. I want them to

know I care. He does this by just talking to them, observing in class and sometimes participating

in lessons with students.  Daily he checks in with special education staff to see how their day is

going and how he can help them and the students.  He stressed that he was not a special

education expert, but is great with people and building relationships. He believes that is what is

making the school special education program successful.

Functions of the Principal/Additional Resources

Guidelines to best serve my school are 1) I will check in with special education staff daily

to see how things are going and what you can do to help them. 2) I will keep in close contact

with parents, so I am aware of things going on with the students and they are aware of how

things are going at school. 3) I will stay involved with the students. Take time to talk to them any

chance you get. 4) I want to be a part of the IEP from start to finish, so I know what is going on

with each student. 5) I will trust my special education teachers and work with them, so we all

stay up-to-date on all of the changes in laws.

 Community resources for our special education students would be the IGA. They hire

special education students to do a variety of tasks at the store. Another resource is Special

Olympics of Illinois. Our special education students train and participate in Special Olympics

every year. The IDEA Website is a great resource for anyone who has questions about special

education.

Reflection

Like in PSEL 5, I will build and do all I can to keep a safe and caring school environment

that takes care of all students [ CITATION Pro15 \l 1033 ]. I will do all I can to help teachers feel

like the professionals they are and encourage them to lift our students up and help the students

learn regardless of their abilities. This is following PSEL 7. Communicating with families is

PSEL 8. It is important to start a positive relationship when students begin coming to your

school. Having parents involved before testing, during testing and IEPs creation, and yearly each

time we update the IEPs. Sending out monthly emails to keep parents informed about things

going on in the school. Also tweeting or posting on Facebook to keep parents informed about

great things going on in the school.

 Bibliography

Professional Standards for Educational Leaders. (2015). Retrieved from National Board Policy

Board for Educational Administration: http://www.npbea.org/wp-

content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf

Rominger, S. (2010, 05 07). Special Education Teacher at Tuscola High School. (J. Holmes,

Interviewer)

Wallace, J. (2020, 05 08). Principal at North Ward Elementary School. (J. Holmes, Interviewer)