1. How can the classroom teacher fully support identified (and unidentified) students when there is a deficit of special education teachers available? How are students appropriately accommodated when a classroom is bursting at the seams and overcrowded?
2. Is it fair to focus on unequal starting points in life, or does this approach risk promoting a victim mentality instead of empowering individuals to overcome challenges?
PART 2
Instructions
Deep-dive into at least 3 resources and respond to the four reflection questions (ATTACHMENT PART B) Justify/Refer to the resources that shaped your perspective in your reflection.
(806) Every Opportunity – YouTube
(806) The Right to Read 2023 Trailer – YouTube
See Attachment Part 1 A and ATTACHEMENT Part 1 B
PART 2 RUBRIC
Level 5 Level 4 Level 3 Student shows meaningful reflection and synthesizes class materials into 3 or more relevant connections. Module learning is applied to the educator’s respective pedagogical practices (content area, grade- levels, school-specific challenges, stakeholders, needs, ideas, etc.) in rich detail. Verbal, oral, and/or
Student provides a satisfactory reflection but does not synthesize class materials into more than 1-2 relevant connections. Module learning is applied to the educator’s current practices in sufficient detail. Verbal, oral, and/or presentational communication is strong but lacks consistent professional polish and visual organization.
Student identifies 1 new connection and has reflected in manner related to the prompt. Details in reflection could be more robust