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Sarah Davis McKee, Excellence in Beginning Teaching
Philosophy of Teaching
I believe that all students can learn, and it is my ethical responsibility as an educator to provide my students with high quality appropriate instruction. My students define how I teach, and who I am as a teacher. I believe that if the student isn't learning, then the teacher isn't teaching. Becoming an educator is not for the easily defeated, nor the overly optimistic. Teaching is for the individual who initiates, persists, creates, believes, evaluates, motivates, learns, laughs, and loves. I am that individual. I am an effective educator who builds meaningful relationships, delivers instruction through the context of functional and meaningful experiences, and believes that every experience, good or bad, is simply an opportunity to learn. I believe that learning best occurs when my students are actively engaged and are given the opportunity to problem solve to construct their own knowledge through the use of highly motivating instructional tools and strategies.
The ability to build meaningful trusting relationships with my students and their families is what defines me as an effective educator. I strive to develop open ended, continuous communication with my students and their families and provide opportunities, information, and support to meet their needs. An example of putting this theory into practice is when I completed home visits with all of my students before school started in August, 2009. I found this initiated a strong connection for the families and I, as we began to build a collaborative relationship. This has helped me facilitate a family access Medicaid, another student began using sign language in the home to communicate his wants and needs, and assist a family in interpreting what their child’s behavior was communicating. I believe early intervention is most effective, and exciting, when the families and I are able to align and work together to help the child achieve at his/her greatest potential.
I adore going to work each day. The purest form of joy I've experienced is when one student said his first word in circle time, another student no longer needed his wheelchair and took his first steps onto the bus, or the day one of my students began singing instead of yelling to request attention. Those little moments are the strongest confirmations that I am doing what I was born to do. I know that what I get to do each day is making an impacting difference in the lives of the students I teach and their families. The greatest return of any investment I could make in this life is the trust, love, patience, and high expectations I put into my students.
Educational / Professional Background
University Degrees
- 2007 – 2009 Texas Christian University, Masters Special Education, Fort Worth, Texas; 4.0 Overall GPA
- 2004 — 2008 Texas Christian University, B.S.E. Early Childhood Elementary Education, Fort Worth, Texas; Bachelor’s degree in Early Childhood Elementary Education with an emphasis in Special Education; 3.604 overall SPA
Teaching Certifications
Teaching/Teaching Related Experience
2009 — Present; Plano ISD, Pearson Early Childhood School; ALC/ELC Teacher
- Provide early intervention services for children with significant special needs ages 3-5, develop and implement student IEPs goals through functional and meaningful activities, continuous data collection, establish relationships with families and provide opportunities for inclusion with typically developing peers.
- Weekly collaboration with related services (i.e. physical therapist, occupational therapist, music therapist, orientation and mobility teacher, teacher for the visually impaired, speech therapist and general education teachers).
2009 Early Head Start, Fort Worth, Texas; Volunteer
- Provided screening and assessment for a child with disabilities using the 'Brigance' infant and toddler screening instrument and 'Galileo.' Designed and implemented instruction addressing deficit skills and challenges. Collaborated with the family of the child to determine the family’s strengths, challenges, resources and recommendations.
2008 — Present; Texas Christian University, Fort Worth, Texas; Graduate Assistant
- Teaching assistant for two College of Education professors.
- Co-taught an undergraduate course in Child and Adolescent Development and Introduction to Early Childhood.
- Position included co-teaching classes, observing undergraduate students in field teaching experiences, grading, preparing class materials, assist in researching and writing current educational research projects.
- Collaborated with College of Education in the research, development and writing of the Texas Education Agency accreditation report for TCU.
2008 — Present; Jordan Health Services, Fort Worth, Texas; Respite care
- Provide in-home respite care for a ten-year-old boy with multiple and severe disabilities. Duties included feeding, toileting, food preparation, transportation and grooming.
2008 Mansfield ISD; Mansfield, Texas; Substitute
- Long-term substitute at Kenneth Davis Elementary in a special education reading resource room.
- Responsibilities included designing and implementing differentiated instruction for six weeks in grades k4th, performing formative and summative assessments, consistent evaluation of IEP goals and progress, administration of report cards and instructional collaboration with general and special education teachers.
2008 Bladins International School; Malmo, Sweden; Student Teacher
- Student teacher at Bladins International School in a 1st grade classroom.
- Designed and implemented lesson plans in reading, math, and science with formative and summative assessments, designed behavior intervention plans and English instruction for English Language Learners in small group pull out.
2007 M. and J. Strittmatter; ABA Tutor/therapist
- Behavioral and academic tutor for a set of six-year-old twins using ABA principles and precision teaching.
- Received training under a professional ABA consultant.
- Prepared academic and behavioral instructional materials, designed and implemented academic and behavior intervention plans determined by data collection, successfully used ABA charting and delivered continuous/consistent expectations and reinforcement.
Training
- The Star Program and SCERTS trained July 2009
Professional Affiliations
2008 — Present; Council of Exceptional Children
- Active member of the professional organization CEC
- Additional membership in the Division of Early Childhood and Division of International Special Education
2008 — Present; NAEYC
- Member of the professional organization and attended the 2008 national conference in Dallas, Texas.
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