Pursuing excellence: A journey to support educational equity for individuals with disabilities —Anamaria Arteaga
From a young age, I was taught the importance of purpose and commitment to excellence. My upbringing and education ingrained in me the belief that every task, no matter how small, should be performed with heart and dedication. This philosophy of excellence has been the cornerstone of my personal and professional life, guiding me through challenges and triumphs alike.
My educational journey at the University of Connecticut played a pivotal role in shaping my commitment to educational equity. At UConn, I immersed myself in a program that emphasized the importance of providing high-quality educational services to all students, regardless of their backgrounds. This experience opened my eyes to the disparities in special education services across different districts across Connecticut. Determined to make a difference, I embraced the philosophy of servant leadership, a principle that underscores the importance of leading by example and serving others selflessly to promote the adoption of evidence-based practices that will make a difference in students’ success after they finish school
My first encounter with the Futures school where I now serve as Assistant Director was during my school psychology practicum. Initially, my role was part-time, aimed at gaining the necessary school-based experience hours for my educational psychology degree. Under the supervision of Dr. Karan, the school’s founder and a licensed psychologist, I spent two years learning and growing. Dr. Karan recognized my potential and encouraged me to stay on, suggesting I could make a significant impact on the school. I too, knew the school could have a significant impact on me.
Taking on this challenge, I transitioned from a part-time practicum student to a full-time school psychology intern , eventually completing 1,500 hours of supervised experience. During this time, I focused on creating a positive school climate and ensuring consistency and predictability in the school environment. Fortuitously, my efforts were in alignment with the upcoming Connecticut State of Department of Education (CSDE) focus on school climate, proving my foresight and deep understanding of the challenges.
One of my primary goals was to support the staff, understanding that a well-supported staff is crucial for student success. Modeled after the (CSDE) professional community of practice groups at the state level, I facilitated a Teaching Assistant (TA) Community of Practice during our professional development days. This is a time when I can share evidence-based practices with staff, and I facilitate a discussion with TA’s on how we can implement these practices in our unique setting with our student population. By providing ongoing support and sharing educational insights, I aimed to enhance the staff’s ability to work with challenging students and reduce the research to practice gap.
Creating a master schedule for students with individualized plans was one of the many organizational improvements I spearheaded. This task, though challenging, was essential for ensuring smooth daily operations and promoting high student engagement. My efforts paid off, leading to a more structured school environment where students thrived.
Our dedication to excellence bore fruit in numerous success stories. One particularly memorable example involved one of our youngest students, who had faced significant challenges. Through our support and the positive environment we helped create, this student not only stabilized but also became an apprentice at one of our job sites this past summer. His growth and development were a testament to the impact of our work.
Looking ahead, I envision a future where the school continues to evolve, embracing the latest educational research to enhance student outcomes and encourage excellence. My goals include fostering student growth in vocational, social-emotional, and educational skills, and further supporting the staff to ensure they are well-equipped to meet the needs of all students.
My journey is a testament to the power of dedication, servant leadership, and a relentless pursuit of excellence. I hope my story serves as a beacon of hope and a reminder that with heart and hard work, transformative change is possible and scalable in education.