My Statement of Purpose - Autism Spectrum Disorders Concentration

Written August 23, 2017

While preparing and submitting documents for this application, I dug through a pile of my credential papers from previous job applications. I came across a newspaper article in which I was one of the teacher’s being showcased for the community. The title of the article is “Co-teaching takes off in St. Cloud school district” and it is from my first year as a full-time special education teacher, in April 2008. The article illustrates to the community the concept and benefits of co-teaching models and how they benefit students in schools. I remember how exciting this time was as a new teacher, and how enthusiastic and proud I was to be a recent graduate from Syracuse University’s innovative Inclusive Elementary and Special Education program out in New York state, where concepts like co-teaching and inclusion were at the forefront of all our instruction and learning. How can we best meet the needs of ALL students while providing rich, rigorous instruction in engaging, safe learning environments ? This question is important to me. Searching for answers to this question, specifically as it relates to students with autism and students with the most complex needs, is at the very heart of all I’ve done since I was a teenager, and continue to do every day at work. I believe completing Bethel’s Masters in K12 Education and adding coursework and license in Autism Spectrum Disorders will help me in this lifelong pursuit. I have a family experience that has provided me with profound insights into the importance of this question. My family worked hard to support my sister’s inclusion in regular classes with her same-age typical peers throughout her school-age years. My mother trudged through the public school special education system with unrelenting persistence that my sister’s IEP teams see her as intelligent, and make it so she can demonstrate growth and success in her own unique way, while being instructed on the same academic content as her peers. Some of the things outlined in her IEP included, a special one-to-one paraprofessional (not just any paraprofessional, but one with whom she had a trusting relationship, one who believed in her unique intelligence and ability to grow by learning in the same classrooms as her peers), she also needed shortened, and modified (multiple choice or true/false) assignments and tests, and an assistive technology device or computer that she could type on to complete all her assignments, as she was mostly non-verbal, and this was her main form of communication. By law, and in many individual accounts from all over the country, this all seems very reasonable, easy. But at the time, it was so hard for my family, and my sister’s IEP teams to find common ground and to speak a common language. What were these barriers? What was going on? This following school year, I will be entering into my 11th year as a full-time licensed teacher, and I have some good knowledge and ideas about what those barriers are and there are still many overwhelming “speed bumps” and huge barriers to getting everyone involved with a student on the same page so we can create and sustain an environment that enables him/her to thrive. I know I am engaged in very complex work. My enthusiasm to grapple with all the laws, policies, research, leadership methods, and best practice that all go into this work, will keep me engaged intellectually and academically in graduate school. One thing that makes me feel most successful is when I’ve aligned (amongst the team) the perfect combination of student, para, schedule, regular ed teacher, accommodations, assistive technology, environment, sensory breaks, etc., so that a student can shine among their same-age typical peers and experience sense of achievement, and belonging. The things I struggle with most are fears and anxieties related to being judged as not doing enough. When I think about the most important contributions I can make as an educator, I want to make sure my students and their parents feel safe, enable students to demonstrate meaningful growth, and have opportunities to experience true belonging every day. I think about what I wish my students will be able to say about me (if they could): “She believed in me.” “She knew I was smart.” “She showed others I could do it.” “I was safe and did well in Ms. Mandi’s room.” “Ms. Mandi spoke up and fought for me.” I believe my dedication and passion to the pursuit of answers to the big questions, like the one I raised above, will make me a great participant to work with in the online learning community for this program. Also, my insistence on discovering the nitty-gritty, practical, applicable, and system-changing strategies and methods that we teachers can implement here and now, will help me get the most out of the program. In preparation for the adjustment of becoming a full-time graduate student, in addition to full-time teacher, mother, and wife I am praying. I am praying for my students and colleagues, that we can all work together to keep effective programming, instruction, plans, schedules, and relationships going! I am praying for my husband, children, parents, in-laws and siblings to understand the new demands on my life and continue their ongoing, everlasting love and support. I pray that I continue to be the best mom, wife, daughter, sister and teacher that I can be. I pray that I continue to put my trust in God, knowing that he has a great plan for my life (better than I can imagine) and I can rest in peace knowing he will carry me through it all with life-giving, abundant grace. I view my career path and daily tasks as offerings of service to God’s plan and his commandment of love for others (especially the poor).