The True Measure Collaborative is grateful to partner with so many dedicated, passionate, and talented special education teachers across our state. We are also very excited to share their stories of impact!
This school year, during Teacher Appreciation Week, the TMC would like you to meet Erin O’ Brien! Erin is a Special Education teacher at Whatcom Intergenerational High School (WIHS) in Bellingham, WA. We had a chance to chat with Erin about her work at the school.
Here’s what we learned!
A DAY IN THE LIFE OF ERIN
WIHS is a fully inclusive school, without separate classes for students requiring special education support. All learning happens in the general education classroom. Erin loves the culture and student acceptance at the school. Her day consists of a lot of co-teaching, supporting students in Math and English classes, and coordinating with students and families, depending on the time in the school year – from writing IEPs (Individual Education Plans) to planning for meetings!
CELEBRATING THE SCHOOL COMMUNITY
“Our student body is so uplifting of one another and people are really respectful and accepting of each other’s differences. I think that’s such a beautiful thing,” said Erin about why she loves the student community at WIHS.
Neurodiversity is celebrated at the small school. Students feel safe in the learning environment, they really thrive in their high school journey, and are able to develop self advocacy.
STUDENT AUTONOMY IS KEY
What’s unique and critical about Erin’s work with students is how she champions and believes in the importance of student autonomy.
“Autonomy is such a huge part of special education, because we are teaching our kids how to be independent and take care of themselves to make their way. Autonomy is so essential in transition. We want our kids to be able to do it without our support,” she shared.
Student autonomy shows up in many ways at WIHS – such as being encouraged to ask for help and having the choice of what to study or how to display what they’ve learned. Specifically in Erin’s leadership of the SpEd department, student autonomy is about kids having a say and ownership in their education and IEP.
“We’re working with high schoolers, this is their plan. I always tell them, ‘this is about you – your plan, you need to be involved and help me write this.’ I have students pick out their [IEP] goals or we co-create them together because goals don’t work unless the kids are invested in them.”
Student-led IEPs involving a collaborative process with parents and teachers has been a focus for Erin this year. When the plan is student driven, they really take to the goal. They noticeably light up when they present their IEP and take charge. There’s a difference in the student’s demeanor and comfortability.
Erin is an advocate for students being able to do it all for themselves. She really wants her students to be able to achieve their goals by learning the skills, doing the research, and asking for help along the way.
“Our kids have dreams and I want them to have the skills to reach them. They have to deal with a little bit more. Other people don’t have to talk about accommodations in job interviews or when applying. So there’s also a building of resilience there that our kids will need to have.”
PARTNERING WITH THE TMC
There are so many things that a special education teacher does – so much to organize, dates to keep track of, and laws to know!
“TMC really helps me understand what needs to be done, to have compliant files, best practices in writing IEPs, and really just making sure my students get the attention and support they deserve. I feel like TMC has been able to support me in making that happen,” Erin explained.
Erin was a general education teacher before switching to special education. She values the guidance she receives from TMC to understand and navigate state and federal regulations, while designing supports to best meet the needs of her students.
“To have someone walk you through what is expected is really essential to set you up for success. We’re working with students with disabilities. We’re working with students who have had to fight for their rights. I want to be within compliance. That’s my goal, and so to have someone help me achieve that goal, I think it is really valuable,” she says.
Every student is so different and oftentimes, questions that arise are so tailored. Erin finds it helpful and effective to have someone to turn to when there are situations that would be time-consuming to find solutions for. There is already so much to do and there is only so much time!
TEACHING STARTS WITH LEARNING
We know being a teacher is incredibly challenging. Erin shared some insights from her own experience:
“It takes a lot of boundaries in order to be able to do your job well and practice self care. There’s always something more you can do and there’s always something more you can learn. But you have to know when to stop, and how to pace yourself.
I’m super passionate about work life balance. I cannot be a compassionate teacher unless I’m compassionate to myself. I can’t show up for my kids, if I can’t show up for myself. I really believe that.
I think it’s important to know that each year you get to grow and add on one goal. It’s really hard to do everything really well at once. It’s okay to practice one or two skills at a time and then keep adding to your toolbox.”