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¶ … Teaching as a Career
Teaching Special Education requires a gentle temperament and devotion to the children. Maturity, regardless of age, and patience is very important. A Special Education teacher must be loving, kind, and nurturing in order to make the children feel safe and secure. He or she must also be focused and creative in teaching methods. And most importantly, present a positive role model for the children. I feel that I have the qualities and experience to become an effective Special Education teacher.
My background is vast and varied. I worked as a secretary at the University of California - Los Angeles for two years. The department in which I worked dealt with the clubs and fraternities on campus, therefore, I was constantly involved with the students and problems...
I spent a little over two years working as an office manager for a doctor's office. This gave me not only the opportunity to perfect my managerial skills but also provided the atmosphere to prepare me for my next employment that involved crisis situations. For the next five years I was Operations Manager for an ambulance service that provided 911 service for the county of Los Angeles. During the years I worked there, I dealt with every imaginable crisis. Flexibility, patience, and the ability to handle detail in emergency situations were but a few of the qualities necessary for this position.
A then studied and received my real estate license. I worked as an agent for approximately seven years. This position required much the same skills as my other positions,…
A then studied and received my real estate license. I worked as an agent for approximately seven years. This position required much the same skills as my other positions, flexibility, patience, and an aptitude for detail. It also required social skills, self-motivation and the ability to enjoy working with people from varying backgrounds. Between 1999 and 2000, I worked 900 hours as a substitute Educational Assistant for all grade levels in Special Education. In this position I worked with mildly to severely mentally challenged students. In 2000, I was hired full time as an Educational Assistant in the Resource Center, and am currently still employed in this position. I tutor multiple subjects, science, consumer math, algebra, social studies, and English, to special educational students. These students are mainstreamed into regular educational classes, however, still need tutoring. I have approximately 700 hours in this position.
As a wife and mother, I have devoted my life to my family and was always involved with my children and their activities. I have raised two sons, both graduated college. I have an Associate of Arts degree and will be returning to college to work towards a degree in education, with a teaching certificate and an endorsement in Special Education.
The years that I spent working as a substitute, and now full time as an Educational Assistant has given me the opportunity to understand and fully appreciate this field of study. I feel my diverse working background and life experience gives me the foundation for dedication in this area. I enjoy teaching and working with the students is very rewarding for me. I am confident that I have chosen the right career to move into at this time in my life and feel comfortable that I possess the qualities to become an effective teacher.
The ultimate goal is to increase student achievement by improving the hiring process by adding another layer of screening, namely teacher efficacy. The following aims will support the ability to achieve these goals. Aim 1: To evaluate the association between full and part time faculty regarding the characteristic of teacher efficacy. Hypothesis One: Part-time teachers sampled will report statistically lower teacher efficacy scores than will sampled full time faculty in business
3.4 Finally, I am interested in whether or not there is a trickle-down effect from leftist or rightist politics style at the provincial and federal levels. 1.3 Objectives 1.3.1 There are two major objectives for this research. The first is to compare the level of motivation among secondary school teachers under the Vancouver British Columbia School District in Canada by their socio-demographic and organizational factors. My hypothesis in advance of investigating this is
Teacher evaluation is a controversial topic. It is often thought by the general public and even some educators that once a teacher rises to a certain level there is little incentive to alter practices based on current research or training and even more alarming the ability for an administrator to terminate a teacher's contract can be difficult. According to surveys of parents and administrators, incompetence in the teaching profession has become
She says that even "ordinary" situations, as soon as mandatory state testing is emphasized, that testing process becomes less valuable because it often ends up measuring results that are more representative of test-taking preparation rather than they are representative of genuine learning and academic proficiency. Tenure The interview subject expressed intense frustration at the way that the tenure system in modern education undermines the system. She has encountered several different fellow
"Many of our current challenges are unprecedented," the president explained. "There are no standard remedies, or go-to fixes this time around. That is why we are going to need your help. We'll need young people like you to step up. We need your daring and your enthusiasm and your energy." I will continue to offer my enthusiasm and my energy -- and hopefully I will be daring enough to
Since smaller class size has been shown to positively affect student learning, at least in the early grades, one might also infer that this affects teachers' work positively. Further, researchers have found a positive relationship between collective bargaining and increased preparation time for teachers, which many educators believe is essential for good teaching and collaborative work among colleagues within a school. Collective Bargaining, Unions and Teacher/Educational Quality In a March 1999