Educator Spotlight: Participation in the Project Success Playbook for Special Educators Cohort
Participants in the Project Success Playbook engage in content, collaboration, and coaching with an end goal of sharing artifacts and resources developed throughout the year during the end of year showcase. Recently, Project Success had the opportunity to talk to Cathy Olson of Tippecanoe Valley School Corporation and Rachel Dills of Crown Point Community School Corporation about their experiences this past school year.
Cathy is a veteran special education teacher of more than 20 years who currently teaches seventh graders and previously taught at the elementary level.
Can you tell us about your experience in Playbook for Special Education Teachers?
Playbook was a great opportunity to refresh my teaching: see what is new, get ideas from others, and provide a forum to share with other teachers.
How has this experience impacted you, fellow teachers, and/or students?
I think the discussions helped encourage me to keep looking for ways to collaborate with teachers to get students who are on a non-diploma track still involved in some classes while at the same time working on life skills they need.
Tell us a little bit about your showcase project.
My showcase was about two websites I tried this year which catered to the skill levels my students have for math and language arts. One was Essential Skills and the other eSpark. Both gave my students access to skills at a level that was not being achieved in programs their peers used in the classroom (like Alex or IXL).
Please provide an example of something that happened in your/a classroom due to your participation in Playbook.
Again the class built confidence into sending kids out to classrooms and assisting them with grade level exposure to subjects the same as their peers.
Can you share any advice for novice special education teachers?
For new teachers, I would say be patient and be a strong advocate for your students. Many teachers believe they can't and don't want them in their classrooms because it is too much work. It is our job to ease their minds and show them what kids can do. You never know what a kid can do unless you try. And you don't know what you don't know! How boring for students to be separated from peers all day and only be with adults. Get the students into general education classrooms and you will see what they CAN do! Maybe it’s not the same as their peers but being with peers may be the most important part of their day.
Rachel is a 10-year veteran special education teacher with four years of experience in Indiana and six in California.
Can you tell us about your experience in Playbook for Special Education Teachers?
I was a little unsure when I first started participating in Playbook, since I have already been teaching for some time, I was not sure how much help Playbook would be for me. However, after the first live Zoom meeting, I was inspired to keep going. Not only was it a good reminder of all the things I should be doing, but I was able to connect with other teachers. They were able to share ideas and I felt like I was able to enhance their experiences as well. We really learned a lot from one another’s experiences.
How has this experience impacted you, fellow teachers, and/or students?
Playbook had a large impact on my teaching this year. The various topics and questions that were brought up and explored helped me to grow as a teacher. We were able to take the background knowledge and apply it directly into our classrooms. We were able to build on our knowledge throughout the year and by the end of the year, reflect on the progress as well as continue to develop new ideas for the years to come.
Tell us a little bit about your showcase project.
A previous colleague of mine had already started developing an Inclusion Team, so with her help and the help of the principal, we had blocked out time for our team to meet. At first these meetings were helpful and allowed us to get to know one another; however, as the year went on, we started to notice they were not being utilized to the fullest extent. Through my showcase, I was able to collaborate with those who were, and some colleagues who were not, on the Inclusion Team to develop a list of topics, ideas, and professional development points. We are planning on using this list to make sure we are utilizing the time we have together to the very best of our abilities.
Please provide an example of something that happened in your/a classroom due to your participation in Playbook.
I have always felt confident in myself and my abilities in teaching, however I did not always see myself as a leader. Throughout my time with Playbook, I found my voice. I became more confident in my knowledge and my ability to communicate that information to my colleagues. This experience really has pushed me out of my comfort zone and helped me grow into a stronger team player in my school.
Can you share any advice for novice special education teachers?
My biggest piece of advice for novice teachers would be to pace yourself. You are going to want everything to be perfect and done and exactly to plan, but it won’t be and that’s okay. It takes time to build a strong foundation. Focus on what is most important first and then slowly change things, improve things, and build as you go. And borrow from your colleagues! Ask if someone has something because they most likely do and then you don’t have to reinvent the wheel.
For more information on Project Success Playbook, contact Ashley aquick@pcgus.com or visit the Project Success website at www.pcgprojectsuccess.com.