50 Years - 5 Lessons

We don’t receive wisdom, we must discover it for ourselves after a journey that no one can take for us or spare us.
— Marcel Proust

OK – true disclosure – it’s only my 49th year, but 50 looked catchier in the title. OK?

As 2018 draws to a close, I’ve been pondering what I’ve learned from my professional journey. The process of formulating my lessons learned has increased my gratitude for the people and events that brought me here. Thank you for all YOU have contributed to my learning! At each step, I did the best I knew. But I know so much more now and will know more next year. Sound familiar?

Lesson 1: Teachers do the best they can with what they know.

How young I look in this 1981 picture! After teaching middle school English for 8 years, I was in my third year of teaching special education.

In those days, special education was a place. All students (grades 6,7,8) with IEPs were in my classroom for all their academic subjects. I did my best with what I knew then.

I was determined that they would not have to face failure any more. After all, they had ME, right? Later, I realized I had robbed them of the opportunity to discover their own power to overcome personal challenges.

Lesson 2: Self-determination has to be integrated into daily interactions.

In 1985, I proudly joined the Baltimore County Transition Team. We were committed and ambitious, developing procedures to support students using national models and our best intentions. I loved learning behind the scenes activity as a job coach – from dishwasher – to pet store assistant – to shoe salesman – to tug boat pilot. I could tell you stories….

What I learned about the impact of a disability and supports available in higher education / on the job was priceless. Then, I stood beside those youth when they explained to their boss that they had memory (or reading, calculation, concentration, etc) problems. I saw their confusion when the boss asked what they needed. They didn’t know. We hadn’t prepared them. You can’t do that solely at an IEP meeting.

Lesson 3: Systems change depends on engagement of all stakeholders.

In 1997, I was thrilled to be hired as the Transition Specialist for the Maryland St DOE. Midway in my doctoral program (Leadership for Full Participation at George Washington U), I was immersed in coursework and internship experiences that expanded my view of what is possible.

In US DOE think-tank sessions beside other US transition leaders, I learned to think on the broad scale. What would it take to institute system-wide practices that could address the appalling statistic? Only 20% of US adults with disabilities were employed more than 20 years after the first special education law. We needed to pull in all stakeholders. My dissertation investigated the relationship between strong family engagement and students’ post-school outcomes.

Lesson 4: Teacher preparation must combine theory, strategies, and heart!

In 2000, I led development of the Towson Univ. Special Education Graduate program. It was an opportunity to use my prior knowledge and newly acquired doctoral study to organize a learning experience system.

Our courses, and the ones I later taught at Univ. Delaware, were designed to meet certification requirements, but (more importantly) we embedded in every course an emphasis on promoting student ownership and self-determination, empowering families, and differentiating instructional practices. My favorite part was seeing in my students’ eyes the passionate heart of an educator.

Lesson 5: School transformation requires 5 essential ingredients.

Over the last ten years, I have provided professional development and coaching to teachers in seven states.

I have learned what doesn’t work if we are truly committed to instituting strong collaborative and inclusive practices to improve student learning and post-school outcomes.


Effective transformation will only work if:

  • school/ district leadership are empowered to set the stage for change – speaking a vision and expectations for faculty.

  • there is a unified, systemic, strategic plan for change.

  • professional learning is incremental and personalized with coaching support.

  • families are engaged as partners, supporting their students and reinforcing school efforts.

  • the whole process is implemented within a nurturing culture for educators, students, and family.


As we look ahead towards 2019, I have several offers for you:

  • FREE webinar (Dec. 13) Problem Parents: Our Untapped Asset

  • Family Partnership Cadre (Jan – Dec. 2019) for transition teams

  • Consultation in Collaborative Teaching (video series/coaching modules)

  • Passport to My Future (Youth Empowerment/ Self-Determination)


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Family Partnerships: From Finger Pointing to Handshakes

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Revealed Riches in Your Classroom