Normandale Community College’s SpedUP program is making significant strides in addressing disparities within the special education field. Launched in 2022 to recruit and support BIPOC students during their first two years of special education studies, SpedUP aims to confront educational equity gaps in K-12 classrooms by diversifying the special education workforce.
According to a report supported by data received from the Minnesota Department of Education and written by Aaron Burnes, MDH-PHL, and Alex Migambi, J.D., Black students in Minnesota are more often placed into special education than their white counterparts. The prospective special education teachers participating in SpedUP hope that students of color will greatly benefit from having a teacher who looks like them and understands them culturally.
The SpedUP Program offers a range of core services designed to support and advance students pursuing careers in special education. Central to the program are full academic scholarships, which cover tuition and books, easing financial burdens and allowing students to focus on their studies. The program also features a cohort model that provides a supportive learning community, fostering collaboration and a sense of belonging among participants.
In addition, it emphasizes professional development with activities specifically aimed at enhancing teaching skills and preparing students for their future roles. Proactive advising ensures a smooth transition to a bachelor’s degree program in special education, guiding students through their academic and career paths. Finally, the program connects students to essential campus resources, ensuring they can access the support services needed throughout their educational journey. These comprehensive offerings collectively aim to facilitate academic success and career readiness for students in the SpedUP Program.
On August 13, 2024, Normandale Community College hosted a panel to provide SpedUP students with valuable insights on effective time management. Leticia Alvarez led the discussion alongside Dr. Sarah Toland, Dr. Jen Westmoreland, and Professor Cindy Carow-Schiebe. They emphasized professional development and personal well-being in becoming special education teachers.
Leticia Alvarez, a distinguished graduate of the SpedUP program and a seasoned paraprofessional with Bloomington Public Schools, kicked off the dialogue by expressing her commitment to ensuring future educators receive the support they need. “My dream is that I’m walking so you can run . . . Know that I am trying my best on the ground to make sure that when you all are in that transition period, you have these supports in place, and if they’re not, call me,” she said, highlighting her dedication to improving support systems for students transitioning to four-year programs.
The conversation then delved into effective communication with professors. Carow-Schiebe shared strategies for students to engage with their professors. “Think about how you want your students to approach you, and then do that. If you want to teach your students to talk to you, you have to practice that so you can guide them,” Cindy advised. She also emphasized the importance of connecting with professors in person or via email to enhance learning experiences and support.
Westmoreland reiterated that point, proclaiming, “Professionally, those are the moments that I live for! I love connecting with students before or after class, in the hallway, on Zoom, whatever.”
The SpedUP participants sat silently and diligently took notes as the panelists spoke. Their respect for those in front of them was apparent. They had already resolved to model the behaviors and attitudes they expect from their future students themselves.
Another key topic was the critical aspect of self-care, with panelists sharing strategies for maintaining well-being amid demanding schedules. One student mentioned that exercise and yoga, particularly hot yoga, were essential for their peace and restoration. Alvarez responded with a mix of humor and upliftment, suggesting, “Okay, put me on! Let’s go sweat. I don’t want to sweat this press out, though!” The hearty laughter around the room reflected how in tune the panelists were with the students.
Alvarez’s advice to add self-care tools to one’s routine resonated strongly, emphasizing, “You cannot pour from an empty cup. You must ensure you’re whole and well, especially when serving your students.”
The discussion continued with practical advice on finding effective self-care routines. Toland shared her experiences trying various strategies until she found what worked best for her. “People will give you advice that may not work for you,” she noted. “Recognize that and let it go. Lean into what works for you.”
Alvarez encouraged students to communicate openly and seek peer inspiration, saying, “Talk to each other. The thing that’s so amazing about this cohort model is that you have the support of one another. Pull inspiration from each other.”
As the event concluded, the panel underscored the SpedUP program’s role in addressing the shortage of special education professionals and promoting diversity within the field. Normandale Community College’s commitment to supporting BIPOC students through the SpedUP program reflects a broader effort to enhance educational equity and ensure a well-prepared and diverse workforce for the future.