Introduction:
This portion of my teaching portfolio wraps up my pathway into clearing my credential as a Special Education Specialist. After my internship concluded and obtaining my preliminary credential in 2021, I continued to work for the Fontana Unified School district as the RSP/Inclusion Special Education Teacher. In sum, I worked in this district for three years- applying my knowledge of educational technology and special education in inclusive practices. My portfolio showcases growth by a theme: the motif of leaves and branches and the use of technology in education.
My Path as a RSP/Inclusion Special Education Teacher
Click here to view my University TPE/Preliminary Credential Path.
Early on in my professional life, I worked in the creative industry as a fine artist leading up to working as an adjunct professor in web programming and graphic design at various vocational institutions and a university in Southern California.
I originally entered the teaching profession because I miss the belonging and structure that it provides, and I felt 'freer' to create materials which held personal meaning.
For a time I taught adults how to be exceptional web developers and digital artists
In 2019 I was hired as an intern special education teacher at Fontana Unified School (FUSD) district- worked at an elementary school grades K-5 (mild/mod special education). Later, I finished my preliminary credential program at the University in 2021 and obtained a 2nd Master's Degree (Special Education Studies) in May 2022. Then I entered the induction program for my clear credential the following school year. This portfolio extends my career path to becoming a Special Education Specialist. The rest of this page will explain my teaching philosophy and more about the induction program, along with evidence of my work for partial fulfillment of the clear credential requirement.
Teaching Philosophy:
My teaching philosophy emerged from my experiences in the creative field and teaching post-secondary levels, which has been adapted for K-12 special education settings.
I subscribe to a student choice-driven eclecticism teaching style, which consists of constructivism and progressivism teaching philosophies. I bring in what is relevant in the world into the classroom and assessment materials, which places students in situations where they need to work together to solve problems and tap into their multiple intelligences. Some concrete examples include transforming the classroom environmental space that allows for cooperative learning (e.g., positioning the tables close together as one would in a real-world team). And, allowing students to improve their craft through repetitive practice and choice-driven opportunities (e.g., individual representation of a content-area through a video project. Or, a collaborative group project option), or empowering students with special needs with accommodations to embrace their genius (e.g., multiple means of expression by producing a product of their learning through technology).
To view more of my teaching philosophy, I invite you to READ HERE
About Induction
Within the two year induction program I learned how to operate as an RSP teacher (serving students in inclusion settings, transferring my tech and creative skills into lesson plans and materials, and writing/conducting IEPs). After completing the teaching credential program at the University of La Verne- I continued to serve as the RSP/Inclusion Special Education Teacher at Mango Elementary. I experienced the COVID pandemic early on in the internship/inclusion phase of my career (See Examples) and noticed that my creative experience drastically helped students succeed. After the COVID pandemic, I 'pushed into' the general education classroom settings (grades K-5)- providing support to the students through co-teaching practices, small group settings, and individualized lessons, which included technology beyond the general basics.
