Amplifying Excellence in Career Education and Development

In December 2023, the Educating All Learners Alliance (EALA) hosted a Community of Action with the intent to fund at least one project that could provide a solution to an identified challenge in the field of education related to students with disabilities and learning differences. At the end of 36 hours, each group pitched ideas to fellow attendees, who then collectively selected two projects to fund through participatory grantmaking.

One of the projects that received funding was the Amplifying Excellence Initiative. Ben Solomon with AVID and Marissa Wicklund with Getting Smart teamed up to pitch an idea to highlight educators who demonstrate excellence in inclusive career education, leveraging AVID and Getting Smart’s platforms and EALA’s network to share these stories.

Claire Enderson

Meet Claire

Marquise Anderson

Meet Marquise

Linda Stewart

Meet Linda

Nicole Paner

Meet Nicole

Sara Salinas

Meet Sara

Meet Claire Enderson of Patapsco High School and Center for the Arts

“I’m so excited to see you! What are you doing now?”, I asked a former student, who I taught two-years prior. Until I ran into her, I always thought of this student as my “success story”. She had transferred to our school as a junior and was not on track to graduate on time. As her IEP case manager and math teacher, I was able to support her in classes she previously failed and provided instruction that prepared her to pass the Algebra 1 PARCC exam. I expected my student to tell me she was involved with something amazing, but instead she was “hanging out at home”. That is when I knew it was not enough to get students to graduate high school, I had to help them develop a plan for what to do after high school through exposing them to a variety of post-secondary options.”

Claire Enderson is a Special Education teacher at Patapsco High School and Center for the Arts in Baltimore, Maryland. Her passion for teaching and dedication to students with disabilities has been a driving force throughout her career. From a young age, Claire always knew she wanted to be a teacher and had a particular love for working with students with disabilities. Her volunteer work with an adaptive ice hockey program for youth with disabilities further cemented this passion.

At Patapsco, Claire is an AVID elective teacher, special education mathematics teacher, and a case manager. Given her many roles at the school, she has found it important to be inclusive in non-traditional academic settings. For instance, when she takes her AVID students on field trips, she ensures that all her students, regardless of ability level, inquire about academic supports such as tutoring, disability services, and mental health supports.

Claire was often surprised to learn that many of her students did not pursue work or college after graduation. This realization came as a wake-up call, prompting her to focus more on preparing students for life after high school. Recognizing that her students had immense potential but often lacked leadership opportunities, Claire made it her mission to build their confidence. She has since started organizing field trips to the Community College of Baltimore County (CCBC) and invites students with IEPs who indicated they did not want to go to college. To make these field trips more inclusive, she ensures that the Office of Disability Services presents the different accommodations and modifications available to students with IEPs. In addition to an overview of traditional associate degree programs, the admissions office discusses a variety of programs for different types of learners. These field trips have succeeded in getting students excited and confident about attending post-secondary programs.

“Career exploration and development is important to break systemic oppression and empower students to pursue any career of their choice. Often marginalized groups are pigeon-holed into different careers, especially students with disabilities. These jobs are often low-paying and may not be in the best interest of the student and their communities. Helping students explore different careers and develop career-related skills, ensures that students have choice in their career, so they have the confidence to pursue a career that will allow them to make positive contributions to their community.”

Most of Claire’s students are diploma-bound but are not necessarily bound for a four-year college. She uses this connection to the community college as a gateway to discuss the different opportunities available. Frequently, she will pull up different programs and examine the certificates and degrees they lead to, along with the math required for the program. These discussions have led her to expose her students to information that is usually only explained to ‘college-bound’ students. Claire has invited the college and career counselor to visit the class and discuss the admissions process to trade programs, community colleges, and traditional four-year schools. The counselor also presents the different financial aid options for these programs.

Claire took on the role of an allied sports coach after school, organized local visits to community colleges, and also joined a committee dedicated to integrating students with disabilities into career development opportunities. She has integrated real-world applications into her teaching, such as exploring how exponentials in math class relate to esports and video games, for example, providing her students with a practical understanding of different career paths.

Through these varied and holistic efforts, Claire ensures that her students not only graduate but are also prepared for whatever their next steps look like and have the confidence to succeed!

Meet Marquise Anderson of Next Step Charter School

“Career exploration and development are vital for students with disabilities to foster independence, self-confidence, and fulfillment. It empowers them to discover their strengths, interests, and aspirations, paving the way for meaningful employment and societal integration. By equipping them with vocational skills and resources, career exploration promotes self-advocacy and prepares them for success in the workforce, enhancing their overall quality of life and contributing to a more inclusive society.”

Marquise Anderson is a Special Education teacher at The Next Step Charter School, a part of DC Public Charter Schools, in Washington DC. The Next Step offers a “bilingual ABE (adult basic education), GED, and ESL program open to all youth between the ages 16-30.” The school serves youth and adults who have dropped out of traditional schools or need an alternative learning environment. Many students are Spanish-speaking and come from other countries, adding a rich diversity to the school community. The school operates a night school and functions year-round, offering flexibility to meet the varied needs of its students. To ensure comprehensive support, they also provide wraparound services and every student is assigned a case manager. The 16-30 age model is designed to make students feel that it is never too late to learn, with the condition that if they enroll by 29, they can stay in the program until completion.

Transitioning from a Special Education teacher to both a Special Education Teacher and Coordinator has allowed Marquise to evolve his approach and expand his focus to provide more inclusive practices. One key aspect has been providing tailored guidance and resources to empower students in identifying their interests, strengths, and career goals. He facilitates individualized career assessments and counseling sessions to assist students in exploring different career pathways and aligning their aspirations with their skills and abilities.

Incorporating culturally responsive teaching practices is essential in engaging and empowering predominantly Latino and African American students at The Next Step. Marquise integrates culturally relevant materials, guest speakers, and community partnerships to expose students to diverse career options and role models reflective of their backgrounds. This helps them envision themselves succeeding in various professional fields and overcoming cultural barriers they may face. Furthermore, he prioritizes collaborative learning experiences and real-world applications to enhance students’ career readiness skills. Through project-based learning, internships, and job shadowing opportunities, students gain hands-on experience and develop essential workplace competencies such as teamwork, communication, and problem-solving.

One notable program available at The Next Step is the Mayor Marion S. Barry Summer Youth Employment Program. Students in this program receive a stipend to attend during the summer, allowing them to build a portfolio of skills while hearing from guest speakers about different career pathways. Another notable program is DC3C, a program of the DC Special Education Cooperative with a focus on Careers, College, and Community, which has a partnership with The Next Step, and has enabled Marquise to take students to career fairs and gain exposure to a variety of professions. 

Marquise shared a story of a student’s journey from experiencing homelessness to attaining their GED to earning an associate’s degree and now is pursuing a bachelor’s degree while working in the university administration office. It reaffirms the importance of inclusive practices in creating opportunities for all students to thrive and fulfill their potential. Seeing this student overcome adversity and achieve their dreams underscores the profound impact a supportive school environment can have on students’ lives!

Meet Linda Stewart of Cholla High School

“All students need to have the opportunity to decide what they like and don’t like as well as to have multiple opportunities to develop skills they may not know they have. All students should be able to determine for themselves what they enjoy doing and how that activity could lead to more independence.”

Linda Stewart has been involved as a parent, advocate, and educator for nearly 40 years. Her journey to teaching began as a concerned and proactive parent on behalf of one of her own children who began receiving special education services. Determined to understand and support their needs, she immersed herself in learning about the educational system, frequently questioning teachers and educating herself on available services. This curiosity and dedication led her to make a significant career shift at the age of 22. While working as a dental assistant, she decided to return to school, driven by a desire to be more involved in her own children’s education.

Starting her educational career as a paraprofessional, she pursued a degree and began working in early childhood education and Head Start programs. During this time, she encountered many children with fetal alcohol syndrome in her Early Childhood Education (ECE) classroom, which deepened her commitment to special education and serving students with disabilities. In 2003, she earned her elementary certification and has since gained extensive experience across the educational spectrum, from early childhood to secondary education. Currently, she teaches grades 9-12 at Cholla High School in the Tucson Unified School District.

The Transition from School to Work (TSW) program works with all students in grades 9-12 who have an IEP or 504 Plan. These students have a documented disability and choose to apply for Vocational Rehabilitation services. TSW currently has about 50 active students. The team reaches out to approximately 250 students annually to offer opportunities for engagement. When students participate in TSW/VR services, they are more likely to be involved in competitive employment and/or higher education.

At Cholla High School, about 70% of graduating students have become engaged in the community through employment, higher education, military service, or other opportunities. Some students involved in TSW who also participated in JTED programs have secured apprenticeship positions with local welding and electric companies or have entered family businesses. Additionally, students engage in Community Based Instruction opportunities, which include volunteering, meeting with instructional staff to develop portfolios, and visiting colleges and businesses of interest.

Cholla is a school-wide AVID program, which supports students to be college and career ready with 21st century skills. With the support of AVID, Linda was able to expose her students to a variety of programs, including:

• Project FOCUS – a 2 year program where students take career exploration classes by audit, through the University of Arizona
• Project SEARCH – a 1 year CTE program where students rotate every 6-10 weeks exploring different careers of interest, through the University of Arizona
• Advanced Community Training (ACT) – a 2 year community based experiential learning transition program through the Tucson Unified School District
• Pima County Summer Youth Employment Program – an internship and summer school program through Pima County Community and Workforce Development

“Autonomy is critical for all people, and being able to make informed choices through real life experiences is an important part of becoming independent. Students with disabilities deserve the opportunity to learn alongside their peers and have the opportunity to engage in activities that are age appropriate. This includes academics, social, emotional, and vocational experiences.”

Meet Nicole Paner of Marshall Elementary

“Inclusive practices promote a sense of belonging, respect, and diversity, fostering an environment where students feel valued and supported in their academic and social development.”

Nicole Paner’s path in education has been both diverse and fulfilling. She initially started her career as a substitute teacher, transitioned to a general education teacher for a year, and has now dedicated the past two years to teaching Special Education at Marshall Elementary within the Stockton Unified School District in central California. Having moved to the United States in 2016 after spending her entire life in the Philippines, Nicole brings a unique perspective to her teaching. Her current role specializes in teaching students with autism in a generalized level in grades K-2, a role she never envisioned for herself but she has built confidence and developed a deep passion for the students she has had the privilege to teach over the past couple of years.

“My evolution as an educator towards embracing inclusive practices has been deeply influenced by personal experiences and a supportive network. My mom, a special education teacher, and having two brothers with disabilities, have taught me the importance of empathy, understanding, and tailored support in education. Additionally, I’ve been fortunate to work under the guidance of an exceptional administration team, including my admin with experience in special education. Their insights and mentorship have shaped my approach to inclusive education, fostering a collaborative culture within the school community.”

Marshall is an AVID Elementary site, which supports efforts to spread college and career readiness to all students. With the support of AVID, Nicole’s curriculum emphasizes career exploration, at the elementary level, from simple stories highlighting various careers to each student owning a classroom job. She focuses on teaching her young students job-ready skills through everyday interactions with staff around the school, promoting respect and other essential workplace behaviors. Her students benefit from hands-on experiences, such as field trips to a local children’s museum where they learn about different careers, and guest speakers who come to the classroom and provide insights into various professions.

Nicole shared a story about how one of her students “initially expressed an interest in becoming a police officer during our beginning-of-the-year discussion about future aspirations. However, during a science lesson focusing on engineers and their problem-solving skills, the student’s perspective shifted. Engaged and attentive to the lesson, he approached me at the end, expressing a newfound desire to become an engineer to contribute to solving problems. This transformation proved the impact of exposure and education in shaping students’ career aspirations. It was during dismissal that the moment melted my heart. The student ran to his father, exclaiming, “Daddy, I want to become an engineer!”” witnessing firsthand the impact of inspiration and empowerment.”

Early awareness, building interests and strengths, broadening horizons and increasing motivation are all important aspects of why Nicole focuses so much on career exploration and development on behalf of her students at such a young age.

Meet Sara Salinas of Harold Kaffie Middle School

Sara Salinas is a Special Education teacher for students who are deaf and hard of hearing at Harold Kaffie Middle School in the Corpus Christi Independent School District in Texas.

“As a Deaf Education teacher my biggest goal is to help create independent, self-advocating, responsible adults. As a professional who struggled to find her “why”, it took several different experiences to get to where I am now and appreciate the journey. Our Deaf Education students seldom have the opportunity to explore career opportunities due to their different communication needs and varied home life needs. I hope to aid our students on their journey to their “why”.

Sara graduated high school in 2009, a year after her grandmother suffered a stroke that left her with limited mobility. Watching Sara take care of her grandmother, her aunt suggested she pursue a career as an occupational therapist. However, college was never a focal point in her upbringing and higher education was rarely discussed.

Initially, Sara took her aunt’s advice and explored the field of occupational therapy. It was during a clinical observation that she encountered a deaf student struggling to communicate with their physical therapist, an experience that ignited her interest in learning sign language. Shifting her focus away from occupational therapy, Sara decided to pursue speech therapy and graduated with an Associate Degree in Interpreter Preparation. Sara’s path led to a speech therapy assistant role in Corpus Christi in the same district she now teaches in. She continued her education, earning a Master’s degree in 2018 and by 2020 embarked on her first year as a full-time Special Education teacher.

In her first year, Sara was struck by the lack of career exposure among her students. “As an educator, I came in without any knowledge of how I should be preparing my middle school students for high school, much less after secondary. I have gone from not knowing much on how to prepare my students for post-secondary life, to making it my mission to teach them all I can to prepare them for the challenges to come in high school and thereafter. I have gone from rarely touching/teaching about college and career choices to making it a naturally, often talked about discussion. This teaching does not stop with my students, it extends to their parents as well.”

This past school year, Sara began a Career Exploration class, which brought in professionals from different career fields to discuss their education, likes/dislikes and provide advice to students. Sara took students to a local fire station, organized Zoom calls featuring guest speakers including a chef, an engineer, a nurse, a neurosurgeon, a marine biologist, an ASL teacher who is deaf, and a teacher who is blind, and chaperoned a trip to the Imagination Texas Arts Conference which included college visits to Baylor and TCU. She aims to incorporate public colleges in future trips to broaden students’ exposure.

Inspired by the events of the Spring, Sara has numerous plans for the upcoming year, aiming to build on the momentum and opportunities that have recently emerged. “My vision for career and college exploration has only just begun. I am absolutely thrilled to see what next year brings for my students.”

The stories of these educators underscore the transformative power of inclusive education that extends beyond the classroom, ensuring that students with disabilities are not only prepared academically but also empowered to navigate their futures with confidence. The Amplifying Excellence Initiative exemplifies how dedicated educators can inspire change and create a more inclusive and equitable educational landscape for all students. Read more about EALA’s Community of Action on their website!