在您的组织内倡导什么

了解您的组织可以提供哪些支持以及如何倡导支持，以便您在课堂上发挥最佳状态

在您的组织内倡导什么
在您的组织内倡导什么
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在您的组织内倡导什么

While each organization operates differently, there are areas where you can advocate to receive support so that you, in turn, can support your students in Inclusion Settings. In this resource, you’ll find a list of those areas and items.

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Try This Flag 尝试

在开始驻留之前，要清楚你将教授什么样的课程。

每个艺术组织的职能都不同。作为在组织内工作的教学艺术家 (TA)，您可以在某些领域主张从行政人员那里获得支持。如果您独立工作，您可能必须直接与学校合作才能收到此信息。

在寻求支持时，当涉及有害但普遍的意识形态时，最好记住您的组织的做法，例如 能力主义 和 白人至上.您的管理人员是否对您、您的学生或您工作的环境做出了假设？教育自己 残疾人教育法案 (IDEA) 的历史 and learning what information or support you should have access to in your work can have a huge impact on your students.

远程教学提示：

Remote learning will operate differently than an in-person classroom experience, but much of the information expected of your organization should remain the same. If you are preparing for a synchronous online class, keep an eye out for specific additional resources for remote learning, which we’ve noted throughout this page, as well as in a separate, comprehensive checklist at the bottom of the page.

感觉有权要求

  • Names of Classroom Teachers, Paraprofessionals, and any other Classroom Professionals leading and supporting the class.
  • Type of class. Examples of General Education and/or Special Education class types:
    • ICT: Integrated Co-teaching Classroom;
    • ACES: The Academics, Career, and Essential Skills (ACES) program provides students with an opportunity to learn academic, work, and independent living skills in a District 1-32 school;
    • NEST: The Autism Spectrum Disorders (ASD) Nest and ASD Horizon programs are specialized programs that serve some students with autism. They are available in some District 1-32 schools;
    • Self-Contained: A self-contained classroom gives students with disabilities specialized interventions and support. The class is usually smaller in size than a General Education class, with a lead Teacher and several other Educators or Paraprofessionals who provide support—sometimes referred to by the number of students to Teachers to Paraprofessionals (e.g., 6:1:1, 8:1:1, 12:1:1, 12:1:4).
    • 有关这些类类型的更多详细信息.
  • Goal of the partnership as defined by your organization’s administrators.
  • Prior relationship with the school/Classroom Professionals.
  • 学生姓名列表，一对一工作的学生的指示 辅助专业.

  • Timing of class.
  • Testing schedule or other school-specific dates.
  • Class locations.
  • 空间是否适合学生并通过这种特定的艺术形式取得成功？

  • Setting up a planning meeting with the Classroom Professionals.
  • Clarification on whether there will be administrative staff attending the meeting, and if not clear, instructions on what needs to be covered.
  • Setting up a pre-residency class observation.
    • If unable to get either of these, requesting class and student information from teachers ahead of time.

  • Process for reporting incidents in the classroom.
    • 谁应该首先被告知，学校工作人员或艺术管理人员？
    • 应如何报告事件，建议的时间表是什么？
    • 报告结构是否因情况和情况的内容而异？

  • 支持访问学习管理系统，其中可能包括：
    • 访问用于发布作业和内容的平台。
    • Access to a video call platform if teaching synchronously.
      • If a class requests a video call platform that requires a subscription fee, your organization should cover this cost.
      • 如果由学校托管，则链接到视频通话。
  • 有关学生将使用哪些设备访问课程的信息。
  • 如果可能，有关学生在课堂上将在哪些空间的信息。

外部资源

book icon representing readable resource 纽约市教育部专业课程
TA 工资率计算器
book icon representing readable resource 为专业付出代价：纽约市艺术家薪酬教学报告
book icon representing readable resource Tema Okun 的白人至上文化

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