KPr2204
DESCRIPTION: A retired, full-time, classroom teacher (K-12 Special Education) and lifelong student and disciple of everlasting Truth. I am passionately in LOVE with Wisdom (with a capital “W”)! I am also desperately lovelorn, until I find her and can embrace her with my forehead resting upon hers and our hands clasped in fervent prayers of gratitude. I am just a foolish and insignificant woman who creates her own despair passionately pining after the Truth. It is my only friend and will always be until the End and Everlasting into the New Beginnings.
INSPIRATION: "Do not forsake wisdom, and she will protect you; love her, and she will watch over you. The beginning of wisdom is this: Get wisdom. Though it cost all you have, get understanding." (Proverbs 4: 6 - 7)
VOCATION: Currently teaching part-time, online among several E-Learning platforms and second part-time vocation as an Online Network of Evaluators (ONE), “Constructed Response Scoring Professional” with Educational Testing Services (ETS). Certified Scorer/Rater of national and statewide, high stakes, standardized assessments via an online platform, incl. SAT - Reading Analysis; SAT - Writing Analysis; the State of Texas Assessment of Academic Readiness (STAAR - Grades 6 thru 11); the English Language Proficiency Assessments for California (ELPAC); the California Assessment of Student Performance and Progress (CAASPP); and the Test Of English as a Foreign Language - Speaking Integration - Internet Based Test (TOEFL - IbT).
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Undergraduate Bachelor of Arts (B. A.) in Philosophy and Abrahamic Faiths
from the College of William and Mary (W&M) - Class of 1996. -
Master of Science in Education (MSEd) - Curriculum and Instruction from Old
Dominion University (ODU) - Graduated in 2007 -
Licensed and Certified, K-12, Master Special Education Teacher with 17 years
of classroom teaching experience with endorsements in Specific Learning
Disabilities, Emotional and Behavioral Disturbance and Social Communication
“Disorder” - the latter stigmatizing label is also referred to as a mysterious
continuum of social language expression via autistic behaviors. I despise all
previous attempts of the APA to label the remarkable phenomenon of the
autistic child and instead, prefer to call it “Social Communication
Misinterpretation” on behalf of a non-autistic world that is equally
responsible for bridging the social communication gap by sharpening and
developing their receptive language skills, and putting more effort into
solving the communication challenge via becoming better and more active
listeners instead of burdening the autistic child / individual with the full
responsibility of making themselves understood by others. Perhaps our
antennae need calibrating.