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Elizabeth Cunningham, Excellence in Teaching
Philosophy of Teaching
Most of us want to feel that in our lifetime we will contribute toward making the world a little better place to be. So we try to understand our continually changing world and hopefully develop a sincere concern for the welfare of others. We strive to identify and develop the unique talents and qualities that we are given which enable us to feel passion and joy as each day begins and fulfillment as each day ends. For many of us that passion, joy, and fulfillment is in teaching.
After a divorce in the early 1980s, I needed to find a career that I would find as rewarding as being at home with my own two children. Teaching was the immediate answer, but teaching what? I did not know at that time. I returned to college and the thrill of the classroom and learning again was wonderful. I knew I was on the right track!
One day, a professor assigned a paper to write about the subject or area we wanted to teach. I asked her, “How do you know what is right for you?” Her answer was simple but memorable. She quietly said, “Just listen to your heart.” With that advice, I searched until I discovered the incredible and intriguing world of autism. After more than twenty years of teaching the passion has not changed. It has grown with each family and each student with autism that I have met.
All students rise to the expectations of their teachers, whether it is learning to tolerate new foods, tying your shoes, or learning a math fact; students respond to teachers who believe in them and enable them to achieve their goals. One parent told me that she felt I had changed her child’s life forever because he no longer needed to enter school late or through a side door because he could not handle the noise and confusion. She cried when he attended and enjoyed a noisy and crowded pep rally.
Another parent recently told me that her family had not been able to enjoy going to a restaurant because their child would only eat certain foods. I paired a bite of a favorite food after a bite of a new food. Slowly the student developed new food preferences. Her family now enjoys a variety of restaurants.
The strategies I used to help these students were neither unique nor dynamic. The belief that they would learn to manage sensory issues in order to enjoy the world around them is what made the changes possible. A positive and nurturing learning environment built around each student’s unique needs fosters self-esteem and the desire to learn.
A student working on a math assignment with me experienced difficulty concentrating on his task because he was focused on an umbrella hanging by the door. Such absorbing and directed focus for brief periods of time is not unusual with autism. It is similar to our gazing at a fish tank or a glowing fireplace. However, I knew that if I put the umbrella away, he would have even less concentration and would want to go find it.
Each time I directed him back to the math lesson he repeated, “Umbrella, umbrella.” I got the umbrella, opened it over our work area and tried the lesson again. The student responded with the correct answers. A colleague snapped a picture in order to share the hilarity of the lesson with the parent. The parent responded with a wonderful thank you note and a coffee mug with the picture on it. Opposite the picture was the phrase, “If children do not learn the way we teach them, then we must teach them the way they learn.” It was a humble lesson and one I strive to remember each time an assignment does not progress the way I had planned.
I could not have known when I first began my journey with autism that it would be as rewarding and fulfilling as it has been. I wanted to work with families and students with autism to help each student achieve the goals that would make him or her feel rewarded and content. In truth, that is what they have given to me. I have learned patience and appreciation of small steps toward a goal. Because of them, I feel passion and joy as each day begins and fulfillment as each day ends.
If my students achieve their goals and feel rewarded and content, then we have all contributed toward making the world a little better place to be.
Elizabeth Cunningham is pictured (left) with fellow teachers in the Centralized Structured Classroom at Renner Middle School (l-r) Suzanne Martin, Justin Bilgri and Sarita Shaffer.
Educational / Professional Background
University Degrees
1986 - Bachelor of Science, University of Texas at Dallas
Specialized Training
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1991-2008 - Crisis Prevention Institute, Inc. Non-Violent Crisis Intervention Certification, Region X and Plano ISD
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2002 - 2008 Texas Behavior Support Initiative Certification, Plano ISD
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1998 Strategic Language Arts training, Plano ISD
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1997 Strategic Math training, Plano ISD
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1996 Strategic Reading training, Plano ISD
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1992 Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) training, University of North Carolina at Chapel Hill
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1992 Sign Language training, Plano ISD
Professional Work Experience
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1990 — 2008 Team Leader Centralized Structured Classroom, Renner Middle School, Plano ISD
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2005 — 2007 Headmaster for Summer Extended Year Services for Elementary and Secondary Centralized Structured Classrooms, Plano ISD
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1990 — 2004 Team Leader for Summer Extended Year Services for Secondary Centralized Structured Classrooms, Plano ISD
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1990 — 2000 Parent Trainer and In-Home Trainer for students with autism, Plano ISD
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1989 — 1990 Teacher in Autism Classroom, Shepard Elementary, Plano JSD
- 1986— 1989 Teacher at Dallas Area Co ops, Cooperative Training Center Garland ISD
Committees and Presentations
- 2005 — 2006 Presenter at Centralized Structured Classroom new teacher training on classroom structure and data collection, Plano ISD
- 2004 Presenter at Annual Statewide Conference on Autism, “Using Visual Strategies for Teaching Secondary Math” San Antonio, Texas
- 1994 — 2004 Presenter at annual summer Structured Teaching Workshop for teachers of students with autism, Plano ISD
- 1994 — 2004 Presenter at annual autumn Structured Teaching Workshop for teacher and parent teams for students with autism, Plano ISD
- 2001 —2003 Faculty Council Sub Committee Representative, West Cluster, Plano ISD
2000 — 2003 Faculty Council Representative, Renner Middle School, Plano ISD
Community Outreach
- 1997 - 1999 Served on Board of Directors Autism Society of Collin County
- 1998 Presenter for Collin County Autism Society to Plano Police Department on understanding and supporting autism
- 1998 Presenter for Collin County Autism Society to Collin County Mental Health and Mental Retardation on understanding and supporting autism
- 1998 Presenter for Collin County Autism Society to Plano ISD bus drivers on understanding and supporting autism
- 1986— 1989 Special Olympics games volunteer, Garland, Texas
- 1986— 1989 Explorer Troop Leader for special education troop at Cooperative Training Center, Garland, Texas
School
Principal Recommendation
Dear Teacher of the Year Selection Committee:
It is my pleasure to write a letter of recommendation for Elizabeth Cunningham, Renner Middle School Teacher of the Year. In her time at Renner, Elizabeth has taught, supported, and advocated for students with autism. She was selected by the staff for her dedication and passion for teaching students in her role as CSC Team Leader. I truly believe that there is no one better in the role that Elizabeth fills on this campus.
It is a testament to her teaching abilities and caring attitude that parents move to this attendance zone so that their child might have the opportunity to work with her and the program that she has established. In addition, Elizabeth is also called on regularly by the PISD special education department to serve as a district-wide mentor, providing support and assistance for teachers at other Plano schools. She volunteers her time to do this because she believes it will help teachers better meet the needs of their students. Her insight and experience help enhance the lives of students across this district. She is a master teacher and an expert in her area.
The program that she has built at Renner is structured to the needs of each of her students and pushes each child to work to their best of their abilities. Her program is a model for others to follow. She works diligently to plan activities and units to stimulate her students. Her program focuses on building desired positive behaviors in each student. She is thorough in collecting and recording data on the progress of each student and uses this information in her conversations with parents and to guide her instruction. She has positive interactions with her families and has created an atmosphere that allows each student to succeed.
Though she works in a physically and emotionally demanding position she is always positive and patient. Dedicated to her students and doing what is right for them, she believes in connecting and including her students in the school whenever possible. Elizabeth works with Renner’s PAL group to arrange for her students and the PALS to work together on different activities. This time has been very meaningful and positive both for her students as well as the PALS.
Elizabeth Cunningham is an inspiration on our campus. She is an individual who has dedicated her life to teaching students and working with other teachers to help them grow in their profession. No recommendation can truly summarize her work, because seeing her program at work is truly amazing. Elizabeth has set a standard for excellence and it is my privilege to recommend her for the district secondary teacher of the year.
Sincerely,
Bill McLaughlin
Principal, Renner Middle School
E-mail congrats to Elizabeth Cunningham
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