Capstone Portfolio : Etienne Visser
Annotated Transcript
Facilitated Courses (EDL15 - EDL18)
01
23 March - 25 April 2023
Seen, Heard & Valued: Universal Design for Learning & Beyond
In this course I learnt the importance of creating inclusive and equitable learning environments where every student feels recognized and respected. I was introduced to Universal Design for Learning which drastically changed my views about inclusion. The course further highlighted the importance of understanding each student's unique strengths and needs and advocated for personalized learning approaches.
We were introduced to practical strategies for fostering an inclusive classroom culture, promoting student voice and choice, and ensuring that all students are given opportunities to succeed.
02
1 May - 27 July 2023
MTSS in Inclusive Schools
This course gave me a better understanding of Universal Design for Learning (UdL), Response to Interventions (RTI) and Multi-tiered Systems of Support (MTSS). I learnt about co-teaching and small group interventions. We were also introduced to tier 2 and tier 3 interventions. Looking at examples of academic and behaviour interventions plans and intervention protocols were especially helpful to help me think about how these could be helpful in my own context.
03
3 August - 21 September 2023
Teaming with Families in Inclusive Schools
This course has profoundly shifted my perspective on families.
I now integrate the strategies and tools learnt from this course routinely in my current role. It emphasised the critical role families play in supporting their child's learning and well-being. I gained insights into the significance of engaging families as equal partners at the table, empowering them to advocate effectively for their children. Additionally, I learnt that parents are experts on their children, possessing valuable insights that enhance the school's ability to provide effective support.
04
28 September - 9 November 2023
What Matters Most
This course began by emphasising the importance of focusing on the individual needs of each student and provided practical strategies for implementing differentiated assessment techniques. I discovered ways to tailor assessments to individual learning styles, strengths, and needs, ensuring that each student can demonstrate their understanding and progress in a way that suits them best. It further emphasised the need for regular, ongoing assessments and the use of data to adjust teaching strategies and support plans. Collaboration was a key theme throughout the course, and we learned how to engage in collaborative assessment practices with colleagues, specialists, and families. This approach ensures that all perspectives are considered when assessing student needs and planning interventions, leading to more comprehensive and effective support.
05
20 & 21 January 2024 (Seoul, South Korea)
From Goals to Growth
This course emphasised identifying and prioritising student needs to ensure that the goals are relevant and impactful. It provided me with strategies for designing interventions that are evidence-based and tailored to individual student needs. The course further highlighted the significance of collaboration among teachers, specialists, and families. I discovered models for effective team-based intervention planning and implementation.
Understanding the impact of collaborative efforts has motivated me to foster a more inclusive and cooperative environment within my school, ensuring that all stakeholders are involved in supporting student growth.
Building teacher capacity and expertise in intervention and support was a major focus. The course introduced me to various professional development models that emphasise continuous growth and improvement.
06
22 February - 28 March 2024
Coaching and Consultation in Inclusive Schools
Key topics from this course included the role of a coach in an inclusive environment, the importance of empathy and active listening, and the ethical considerations involved in coaching for inclusion. The course was deeply introspective, focusing on self-awareness and understanding others. We engaged in activities and discussions that helped us reflect on our biases, assumptions, and beliefs. This process developed a deeper awareness of how my identity and experiences shape my interactions with others. We examined the cultural and environmental factors that influence inclusive coaching and discussed how to create a supportive and inclusive climate within educational settings. We were introduced to systems thinking, a holistic approach to understanding complex systems, and learned to view educational institutions as interconnected systems where various components influence one another.
Finally, we explored the concept of agency and how it can be cultivated among educators and students to drive inclusive practices. We discussed strategies for leading change within our institutions, including developing and implementing action plans for systemic transformation.
Overall, this course equipped me with the knowledge and skills to be an effective coach for inclusion. It highlighted the importance of self-awareness, cultural competence, systems thinking, and transformational leadership in creating inclusive educational environments.
07
11 April - 16 May 2024
Leading Change in Inclusive Schools
This course began with an exploration of strengths and barriers in implementing inclusive changes within schools. We were introduced to the concept of "Change by Design," linking it to Invitational Education Theory. We explored the importance of both heartset and mindset in fostering a growth mindset among teachers and considered how these concepts could be applied to enhance collaboration within our teams.
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We examined the role of peers and effective communication during the change process and studied various resources on communication, leveraging peer expertise, and managing resistance.
08
23 May - 27 June 2024
Compassionate Classrooms
This course began with an exploration of emotions, focusing on emotion regulation and the challenges of dysregulation. We examined Dialectical Behaviour Therapy (DBT) and Cognitive Behaviour Therapy (CBT), emphasising the role of validation in both. Mindfulness was highlighted for its importance in emotional regulation and mental well-being, and we studied techniques to enhance present-moment awareness and reduce reactivity. Advanced interventions for managing emotions and reducing negative impacts were covered. We also learned about interpersonal effectiveness, including skills for better communication and relationships. Finally, we explored creating supportive learning environments using universal design principles to ensure accessibility and effectiveness for all.
Program Evaluation Project
FALL 2023 & SPRING 2024
Needs Assessment & Program Evaluation
(EDL 690 & EDL 691)
In the EDL 690-691-692 sequence, I explored the fundamentals of needs assessment and programme evaluation, crucial for refining educational practices and enhancing student outcomes. I developed an understanding of needs assessment, programme evaluation, and action research within educational contexts. This included learning about various data collection methods and their relevance to different inquiry contexts, as well as mastering data analysis techniques suited to the types and volumes of data available.
A significant part of the course involved selecting a project aligned with my professional goals. I began by reviewing existing data to deepen my understanding of the identified opportunity and to guide the development of my inquiry plan. By examining documented examples of needs assessment and programme evaluation in educational settings, I gained insights into their strengths and limitations, which prepared me to identify relevant opportunities for inquiry within my own professional setting.
In summary, I have applied these principles to create a detailed plan for my inquiry work, including formulated questions, chosen methods, and a structured timeline. This course has equipped me with the skills necessary to conduct effective needs assessments and programme evaluations, ensuring informed decision-making and impactful educational practices.
SUMMER 2024
Data for PK-12 Program Design, Appreciation, and Improvement
(EDL 692)
In this course, I transitioned from data collection to the analysis and reporting phase. I began by reassessing the gaps between the data needed to address my evaluation questions and the data collected thus far. This adaptive inquiry process, initiated in the preceding course, continued as a final checkpoint to verify data needs and adjust the plan if necessary.
Once data collection concluded, I conducted a comprehensive analysis of the collected data, guided by my research questions. The findings were compiled into a final evaluation report, summarising the inquiry process, key results, and their implications for improving practice. This report included an overview of the context, methods used, findings, recommendations for improvement, and actionable insights for leaders and other stakeholders.
The course also required me to present my findings professionally to peers, highlighting the results and their implications. Finally, I reflected on the entire inquiry process, evaluating its benefits and limitations to better prepare for future applications and practice. This course has enhanced my skills in synthesising data, refining inquiry plans, and effectively communicating findings and recommendations.
