Resource teacher

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Assessment Description

A special education teacher in a resource setting has a very difficult job, meeting the needs of a variety of students and covering a multitude of subject matters in a single class period. Being able to properly structure your class and effectively manage class time will help you meet the needs of all students and not become overwhelmed. Adding several strategies and accommodations to your teaching repertoire will also increase your efficacy in the classroom.

For this assignment, assume the role of a first-year special education teacher who has been assigned to the resource room to assist students who are working at the ninth grade level for both English and math. Read the “Class Profile” to obtain specific information about the needs of the students in this class. In addition to the students, you have a paraprofessional in the classroom to assist you. Students meet with you for 50 minutes each day to get help with homework, finish their classwork, study for tests, and get extra support in each subject area. You will need to structure the class so you can address individual student needs in both subject areas and help students develop their cross-curricular skills.

Part 1: Teacher Inquiries

After reviewing the “Class Profile, address the following in a 250-500 word response;

  • Describe questions you would have about your teaching assignment before it begins, including any requests for additional information.
  • Describe questions you would have for fellow teachers and administration.
  • Identify additional information you would like to have before the end of the first week of school.
  • Provide a rationale for each inquiry by citing both the “Class Profile” and a minimum of two additional scholarly resources in your responses.

Part 2: Classroom Environment

In 500-750 words compose a response for the following:

  • Describe a minimum of three possible ways to structure the classroom setting to meet the needs of the students from the “Class Profile.”
  • Describe a minimum of two possible ways to structure a class period.
  • Describe a minimum of three instructional strategies and materials, including accommodations and/or assistive technology, that could be employed to meet the curricular content needs of your students in both the English language arts and math classes.
  • Describe two collaboration strategies to use when working with the classroom paraprofessional assisting you in meeting the needs of the students in the resource room setting.
  • Provide support for your responses by citing both the “Class Profile” and a minimum of two additional scholarly resources in your responses.

While APA format is not required for the body of the assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the Style Guide, located in the Student Success Center

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.




Class Profile

Student Name

English Language Learner

Socioeconomic

Status

Ethnicity

Gender

IEP

Service Need of IEP

Year in School

Reading

Performance Level

Math Performance

Level

Andy

No

Low SES

White

Male

Academic

Reading Comprehension

10

Two years below grade level

One year below grade level

Beth

No

Mid SES

White

Female

Behavior/Emotional

Task Completion/ Executive Functioning Disorder

9

One year above grade level

Two years below grade level

Christy

No

Mid SES

White

Female

Emotional Disturbance

Social Anxiety

10

At grade level

Two years below grade level

Drew

No

Low SES

White

Male

Academic

Dyscalculia

10

At grade level

Three years below grade level

Ella

No

Mid SES

White

Female

Academic/Behavior

Calculations/ODD

10

Grade level

Two years below grade level

Emma

Yes

Low SES

White

Female

Emotional Disturbance

Depression

9

At grade level

Two years below grade level

Lebron

No

Mid SES

African American

Male

Academic

Dyslexia

10

Two years below grade level

One year below grade level

Manuel

Yes

Low SES

Hispanic

Male

Academic

Computation

10

One year below grade level

Two years below grade level

Sarah

No

Mid SES

White

Female

Academic/Behavior

Nonverbal learning disability

9

Two years below grade level

Two years below grade level

Thomas

ELL

Low SES

Hispanic

Male

Academic/Behavior

ASD/Communication

10

Two years below grade level

Two years below grade level

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