Professionalism+III


 * V. Category IV Divider Page: Professionalism**
 * **c. Artifact #3/ Reflective Statement**

Artifact Three for the category Professionalism details Professionalism as an important quality of an Itinerate teacher of the Hearing Impaired. The ability to communicate in a professional manner is essential. Not only do you provide services to the student who has a hearing impairment, but you must also be prepared to assist the student’s parent(s), classroom teachers, Interpreters, school principals, secretaries, nurses, cafeteria workers and co-workers in a variety of learning environments with a range of students from Pre-K thru 12th grade. The students disabilities could range from hearing impairments (mild to severe loss) to hearing impairments (mild to severe) with educationally challenged disabilities. Listed below are examples of how professionalism is related to my position as an Itinerant Hearing Impaired Support Teacher.
 * 1) Interaction with student on a one-on-one basis in a self contained classroom providing educational assistance that pertain to the student’s Individual Educational Plan (IEP) goals.
 * 2) Interaction with student on a one-on-one basis in a self contained classroom providing assistance with retesting materials. Giving the student the opportunity to have additional time on the testing materials, explaining the directions in a clear and concise manner, and assist with reading written material.
 * 3) Interaction with student providing educational information with concerns regarding to their hearing impairment.
 * 4) Interaction with school officials with informational concerns regarding the student’s hearing impairment.
 * 5) Interaction with student involving communication written and/or verbal on student’s hearing loss, student’s progress, annual IEP and Re-evaluation process, Interpreters, and Assistive Technology (Hearing Aids, Hearing Aid Battery Tester, batteries, ear molds, I Com System, Fm System, and Voice Translators).
 * 6) Interaction with parents involving communication written and/or verbal on student’s hearing loss, student’s progress, annual IEP and Re-evaluation process, Interpreters, and Assistive Technology (Hearing Aids, Hearing Aid Battery Tester, batteries, ear molds, I Com System, Fm System, and Voice Translators).
 * 7) Interaction with school officials involving communication written and/or verbal on student’s hearing loss, student’s progress, annual IEP and Re-evaluation process, Interpreters, and Assistive Technology (Hearing Aids, Hearing Aid Battery Tester, batteries, ear molds, I Com System, Fm System, and Voice Translators).
 * 8) Interaction with students in the regular classroom setting providing training of sign language to the students’ peers. This provides the student’s with an understanding of why their peers communicate with their hands, use an Interpreter to assist them in the communication process, and provides the student's peers with the opportunity to communicate to the student in their manner of communication.
 * 9) Interaction with student assisting with standardized testing under the regulations of the state (4-Sights, and Debils).
 * 10) Interaction with the student’s teachers assisting them with information on modifications to provide the student with a learning environment that is conductive to their learning styles. Modifications include, but are not limited to preferential seating, limiting background noise (and noisy environments (placement away from air conditioners and heaters), re-word or rephrase verbal information, repetition of verbal information, and making certain the speaker gains eye contact before speaking to him.


 * Reflective Statement**

This artifact was chosen to represent myself, the educator as a professional, who is capable of communicating with other professionals in the educational setting. A professional who provides support to the Hearing Impaired student(s), parents, and school officials, and the student's peers. To demonstrate ways that the Hearing Impaired educator supports a variety of individuals throughout the school day for various reasons: such as, but not limited to Assistive Technology, Modifications, Testing, State and Schoolwide Mandatory Paperwork, Education, and Communication. I can attest that the above have been met successfully throughout the past three years. Although, I am a strong believer in the fact that there is always room for improvement and growth. I have been fortunate to receive support from my team members: Supervisor, Secretary, Lead Supports, Mentor, Interpreters, Fellow co-workers, Induction Educators, LEA's, Principals, Parents, Students, Custodians, IU employees in all aspects in the fields of education and the public school systems that I provide educational services to that assist in making my position as a Hearing Impaired Educator a success. Most importantly, success in my field would not be possible if I did not have the support of my family. "Professionalism is the key to success."