Lamerica Richardson

My interest in teaching developed long before I stepped into a classroom professionally. Growing up, I was always the person who enjoyed helping others understand things, whether it was explaining homework to a friend or mentoring younger students in my community. Over time, that natural desire to help and encourage others turned into a calling.

Working in special education solidified my passion for teaching and learning. As a SPED inclusion teacher, I've had the privilege of supporting students who often need someone to believe in them a little harder and advocate for them a little louder. Seeing their progress both big or small, constantly reminds me of why I do what I do. Those "light bulb: moments, where a student realizes they can do something they once struggled with, are what push me to keep growing in this profession.

My personal experiences as a caregiver and foster parent have also shaped my view of education. They've taught me patience, empathy, and the power of individualized support which are lessons I bring into the classroom every day. Whether it's through teaching, mentoring or advocating, I've seen firsthand how strong relationships and high expectations can change the trajectory of a child's life.

I enrolled in the MSED program because I want to continue growing as and educator and leader. I don't want to teach students; I want to help shape the systems and practices that make learning equitable and effective for all students. The program will allow me to deepen my understanding of instructional strategies, data-driven decision making, and inclusive practices, all areas that directly impact the success of students with diverse needs. 

What inspired me the most to take this next step was the combination of my students, my colleagues, and my own desire to model lifelong learning. My students constantly challenge me to do better and find new ways to reach them. My colleagues, many of whom have pursued advanced degrees, encouraged me by showing how continued education opens doors for leadership and innovation. And personally, I want to show the young people in my life, especially my biological child, foster children and students that growth never stops and education truly changes lives. 

Ultimately, this program is part of my ongoing commitment to serve my students, my school community and the broader field of education. I believe that by investing in my own learning, I can continue to be the kind of teacher who not only educates but uplifts and inspires. 

Title: NBPTS Core Proposition Goal 

Goal Statement:  By the end of the 2025-2026 school year. I will maintain 100% punctuality for all scheduled classes, meetings and professional commitments by organizing my weekly schedule every Sunday and setting two calendar reminders (one 1 hour before and one 15 minutes before each commitment.) If an unexpected delay or absence occurs, I will communicate with the appropriate person at least one hour in advance to explain the situation and provide and updated plan or rescheduled time.

Reflection: This goal connects directly to my MSED studies because it reinforces the core dispositions of reflection, organization, and professional growth that are foundational to the program. As I continue to learn about instructional leadership and professional collaboration, I recognize that my ability to mange time effectively and honor commitments directly impacts the success of my students, my colleagues and my own development as an educational leader. Punctuality is not just about being on time, It's about being dependable, modeling professionalism and demonstrates that I value the time and trust others place in me. 

Within my local school district, we're experiencing all of the same problems that have been going on nationally: a severe lack of teachers and students reading and math a few grade levels behind. These issues mirror the more general structural problems outlined in Sonia Nieto's (2014) work, where she brings to light racial, poverty, language, and access gaps. As with the educators she describes those in my district are working in underfunded, high-turnover, increasingly stressful conditions with not enough support. The Voices From the Field (2019) teachers also write about these conditions,the accountability pressures, the emotional weight of teaching more vulnerable learners, and the need to represent their communities even when there is little to provide for them. What we're going through in Mississippi is not something unique; it reflects the nation's overall challenge to provide each and every child equal, quality education.

Mississippi teacher salaries are some of the lowest in the country, and quality teachers are hard to recruit and retain. My district is working to meet this need by providing salary incentives for new teachers for high-need subjects like math and science. We also have mentor programs for first-year teachers, where they are assigned to be with a veteran teacher to help them develop their confidence, classroom management, and pedagogy. This is consistent with Nieto's focus on the teacher as lifelong learner and member of the community who requires cooperation to succeed.

The biggest challenge for teachers currently is balancing the role of knowledge gap filler against shortages, burnout, and high expectations. In my school district, students are far behind grade level in many areas, but most notably literacy and math. One of the ways that we are working on closing this gap is early intervention. Mississippi has instituted third-grade literacy by requiring students to pass a state reading test prior to promotion. This policy has made schools implement targeted interventions, small-group teaching, and intervention blocks. We're working diligently to catch students where they are, offer multi-layered support, and prevent students from falling further behind.

To address these issues within my local school district, I think the answer is three-pronged: retention, partnership, and substantial student support. We've begun to establish teacher capacity through incentives and mentoring, but long-term professional development and emotional support are equally vital. Creating successful grade-level teams, collaborative resource bundling, and a supportive culture can save teachers from burnout. Early intervention, reading instruction focused on reading, and frequent progress monitoring are the key for students. When schools operate as professional communities like schools in Voices From the Field, teachers will stay on the job, and students will thrive. Ultimately, my own learning environment mirrors the national one: overworked, committed, optimistic, and in change. Through most of teacher support and student intervention possible, we are gradually narrowing gaps and establishing a firmer foundation for the future.

References

Nieto, S. (2014). Why we teach now (2nd ed.). Teachers College Press.

Voices from the Field. (2019). What’s working in education [Video]. Walden University Media.

I try to establish a positive social impact in my classroom and school community as a teacher. My school district is made up of students who are from a diverse range of cultural and socioeconomic backgrounds. Through imparting tolerance, respect, and cooperation, I can create an empathetic and self-enhancing classroom environment. For example, I craft lessons that connect psychological and historical concepts to the issues in the real world so that students can learn the relevance of application of what they are studying and how they can transfer it into their own life and society. In addition, my teacher's role extends beyond the classroom as I aspire to be an example of honesty, perseverance, and compassion so that students can acquire values and perspective required to be productive citizens.

An area of design that I would like to undertake more in the classroom is group projects. Group work promotes inclusiveness but also allows students to acquire working with others from diverse backgrounds and viewpoints, which equips them for life outside the classroom. These are skills the students will need for life as they follow various career paths. Group work improves communication, teamwork, and critical thinking skills, all of which are of extreme importance in academic and life success.

As a Walden graduate student, I will maintain the Professional Dispositions which include integrity, respect for diversity, and commitment to lifelong learning through active participation in coursework, interpersonal collaboration and communication with peers and colleagues, and ethical decision-making in academic and professional activities. I will also introduce the same values into the classroom by being fair to all students and having high expectations of all students.

Lastly, I intend to keep on practicing a growth mindset as a professional by viewing challenges as opportunities for learning and improvement. Individually, my belief is that students and teachers learn by reflecting, persisting, and being responsive to comments. By embracing this philosophy, I am more able to continue developing as a coach and educator who encourages students to do the same to view learning as an ongoing journey which can contribute to positive effect towards social change in their own communities.

Reference

Walden University. (n.d.). Vision, mission, and goals. https://www.waldenu.edu/about/who-we-are/vision-mission