CROSS-CAT SELF-ASSESSMENT

I guess this is the main focus of the portfolio process. Gather evidence and examples of
my literacy with respect to the issues presented in meeting the needs of students who may
struggle with the process of learning in a variety of ways. Addressing cross-categorical concerns
in my opinion is of utmost importance in our schools today. What Ive found from experiences
in my teaching career is that the efforts made to assist in the learning process for students with
special needs, also benefit and facilitate greater learning in all students within my classroom.
The process of meeting the needs of students is not filled with enigma, mysticism and puzzles.
The answers are fairly clear. Identify where the needs exist and engage in efforts to meet those
needs and create learning and growth moments for students every day.

This idea of assessing my mastery of cross-categorical concepts is a difficult task and
one that causes me some discomfort. In looking for the benchmarks and notches I most
assuredly had acquired over the years, I found that there are many of those moments in my
career in education. Many of them blur and fade, but there is a theme to them and it is one
that resounds as the bell rings every morning. The focus needs to be on those kids in the seats,
regardless of their abilities, looks, attitudes, character, or likability. Like I referenced earlier in
my cover letter, my old friend Jim Clay said, We coach the ones that show up. If I learned
anything from that bit of obvious wisdom, it held its importance because so many people
must miss that clearly apparent circumstance. Often times, I believe, the appropriate way to
mentor a kid and assist with the needs is not so hidden if you are truly invested in finding a way
to make the success. You must want the success, more than anything else. I miss Jim. I try to
honor his memory in how I approach my calling each day.

My career in education started before I ever set foot in a schoolhouse as an employee. I
landed a job at an amazing place. I was a group home counselor, working 12 hour shifts as a
pseudo parent with a partner and six, male, juvenile sex offenders as our charges. Talk about
tough duty. Open your eyes, adjust, adapt, create or perish. Thats what that job was all about.
Well, I did that job for three years. Some amazingly rewarding experiences, with some pretty
wonderful kids who had been damaged and needed what was often and elusive answer to
helping them transition to a life they could be happy, healthy, safe and at peace with. The
range of issues and needs with those kids was daunting at times. But, with a common focus,
teamwork and diligence the successes outnumbered the failures. I was engaging in mentoring
and facilitating growth and progress in that group home. We focused on transitioning kids
into life when all indications were that it would not be possible.

I transitioned to become an Instructional Assistant in Special Education partly because I
found it easier to make practice and be able to coach if my job had school day hours. I am glad
now that the draw of the football field was so strong or I might have done something else with
my life. I worked in a variety of settings in the San Juan Unified Schools over the years as an
aide. The labels were different than here in Wisconsin. SED (Severe Emotional Disability) an
entirely separate program offsite of regular education services, SDC (Special Day Class) a self
contained classroom with enclosed instruction and RSP (Resource Services Program) a model
for inclusion and mainstreaming students with disabilities. I learned very early on that I prefer
the inclusion model and saw evidence to support my opinion every day. I transitioned
through those positions and began my licensure coursework in order to become a teacher. I
enjoyed a wonderful program of teacher certification coursework and received my CLAD (Cross-
cultural Language and Academic Development) credential in 2000. I began teaching at a high
school and tapped my knowledge from more than a decade of working with young people that
struggled with a variety of hurdles in the path of their success.

My teaching and approach to addressing the needs of all students was unlike that of
many of my colleagues. I learned that pretty quickly. There were many who saw things the way
I did as well however. I had two mentors when I did my practicum in Sacramento. Mr.
Schroeder was the old sage on the stage and lectured to his students every day. He sifted the
students out of his classroom by attrition. He had no time for a kid that couldnt keep up or
couldnt understand the material. Ms. Baker was a breath of fresh air on the other hand. She
embraced a diversity of learning styles, engaged in strategies that made learning easier and
engaging for every student, modeled collaborative learning and sharing to accomplish an
environment that was truly amazing to see every day. I strive to be like her every day.

Over the years, I have become more aware of my role and power in making learning
experiences good ones as a regular classroom teacher. I enjoy collaborating with special
education teachers at my school and have the pleasure of being well respected within my
professional circle because my classroom is a welcoming, lively and prosperous place. I have
been learning that much of what I do naturally from what I have learned over the years, is
best practices stuff that meets the needs of almost any student that sits a butt in my
classroom. That, in and of itself, make me feel good about what I do and how I do it each day. I
strive for a clear delivery, clarity in my students minds, diverse learning styles, unique learning
difficulties that can be overcome, collaborative effort of my classes and kids that can and will
advocate for themselves in the learning process.

I have included a Learning Log that I created as part of a class I took over a decade
ago. I am so glad I had kept it. The entries are simple but telling with respect to the lessons
learned about what best practice is and what is reaching and challenging those that need to
be. I had a great time getting to know a number of people from that class and still speak to a
few of them today as they continue to make a difference in the lives of young people every day.
Two entries are worth mentioning here. I was to identify the best and worst teachers I had ever
had. It was easy. Herb Gladding was the best! He was interested in us and in having a
connection to us as students. We knew it and that he cared. Max Baer was not the best! Wow!
That class nearly killed me. I teach Economics now and carry that burden from high school, that
of ensuring that no student ever leaves my class hating Economics. Part of being able to address
the issues of Cross-categorical needs is being interested and caring about making a difference. I
have that part down. Part of my transition here is to arm myself with knowledge to make the
successes come easier and as if they werent that hard in the first place. Helping kids become
successful for their own sake is the real value in teaching. I will continue to endeavor to learn as
much as I can, reminding myself that it is always a bad sign when you think you have learned it
all. That "teacher" is of no use or benefit to anyone.


CROSS-CAT SELF-ASSESSMENT

I believe that in assessing my own level of mastery and literacy in Cross-
Categorical Education, I must focus on the nature of what it is to work with students that have
special needs. A main focus for a teacher of students with disabilities is to be the zealous,
compassionate problem-solver who is never daunted from the prize. As we approach working
with children with disabilities, we focus on the authority and responsibilities we have in
addressing the needs of students, identifying the specific needs, modeling and collaborating
instruction and learning experiences that foster growth and progress. We look to empower our
students despite the odds and do everything possible to facilitate strong transitions to the next
stages and plateaus in the lives of the kids in our classrooms. We do this with compassion,
integrity and in cooperation with families and loved ones that may also need our help and
compassion. I have become truly invigorated in my pursuit of the knowledge I am gaining in my
course of study at UW Platteville. Again, much of my thrill has been tapping into old lessons
learned and pearls of wisdom planted by people that I worked with that figured it all out long
before I ever started. The one thing I am sure of, I do not know everything and I vow to never
think that I do. I am enjoying the journey and the transitions I am going through.