The resource teacher has many responsibilities, but their main role should be to advocate

for students. To be an effective advocate for students, resource teachers need to have the right

attitude, knowledge and skills (Stoecklin, 1994, p.6). They also need to be willing to collaborate

with other professionals and parents. One skill that is important is assertiveness, meaning “being

able to stand up for yourself without violating the rights of others” (Stoecklin, 1994, p.11). The

School Assertiveness Inventory shows that I am assertive in some areas, but still have areas of

improvement.

Resource teachers need to be advocates to ensure students get the best education and their

rights are respected. One way to ensure this is through communication and collaboration with

parents. “Parents know their children better than anyone else…long-term research has clearly

shown that active parent involvement in school activities can help children better reach their

potential” (Stoecklin, 1994, p. 1). Resource teachers need to be assertive when talking with

parents to show that they are knowledgeable and ready to advocate for their child, but they also

need to do it in a respectable way. Resource teachers need to be sensitive to the parents’ stress,

knowledge and parenting style.

Resource teachers also need to be knowledgeable about rights surrounding children and

education. “Knowledge of laws can prepare families and professionals to become stronger

advocates for children and assist both parties in understanding the entire service delivery system”

(Stoecklin, 1994, p. 3). They also need to have knowledge of child development and different

disabilities. Resource teachers should also have a range of skills to be effective advocates. They

need to be assertive, have positive communication skills, organized record keeping, and

listening skills (Stoecklin, 1994, p. 11).

 Assertiveness is important because it shows that resource teachers are knowledgeable and

use this knowledge to advocate for the child’s best interest. While being assertive, resource

teachers also need to keep in mind to be respectful and listen to other professionals and parents.

Looking at the School Assertiveness Inventory, there are a few areas I am confident but also a

few areas where I need to consciously make an effort to improve upon.

I believe each child has the right to the best education and support possible. Resource

teachers need to advocate that each child is taught in a way that not only benefits them

academically but also, socially and emotionally. I also feel that my school is respectful of my

opinions and that my team is able to put together meaningful programs for each child as needed.

It is easy for me to be assertive when I have such a supportive and knowledgeable school team.

However, when it comes to being assertive on my own, I struggle. I am always nervous

going into meetings with parents and big groups of people. I am shy and know that this

characteristic can hinder me from being assertive, even when necessary. I know I come across

timid and sometimes lacking in confidence in meetings and need to be conscious to show that I

actually am knowledgeable. In meetings with a large group of people, I am nervous to ask

questions and add input but will do it in smaller groups. I have learned a lot from my school team

through small meetings, but when necessary I need to work on asking questions and clarification

in bigger group settings to ensure that something is not overlooked or done that is not in the best

interest of my students.

Advocating for students is the ultimate role of the resource. Resource teachers need to

enter meetings with parents and other professionals with a growth mind set, confidence in their

knowledge, and strong communication and assertiveness skills. I have a great team to support me

making it easy to be assertive when necessary; however, on my own I need to work on my

confidence. “No matter what our jobs are in working with young children, advocacy must be part

of our professional responsibility” (Stoecklin, 1994, p. 2). By being conscious of our strengths

and weaknesses we can better advocate for our students.

Stoecklin, V. L. (1994). Advocating for young children with disabilities.ilinoisUniversity,

UrbanaDept.of Special Education. Retrieved from
https://files.eric.ed.gov/fulltext/ED370324.pdf