Morgan Evans

ED 199: Exploring Educator Identity

Professor Knipstein-Meyer Karly Keiper Write-Up

One of the first things Karly told us was to keep our mind open. She originally did not
ever think she was going to go into special education. However, she has worked in special ed in
many different positions, in the classroom and outside of it. Karly said that the idea of teaching
special ed came as a “tap on the shoulder” to her, and she told us to never ignore that “tap on
the shoulder.” This made me ponder about what my place in education may be. While I have
not had a “tap on the shoulder” about teaching special ed in a classroom context, however I
would not rule it out completely. I did have a minor tap on the shoulder about teaching in a sort
of setting like the kind at Riley Hospital. I’d like to keep these options open to further thought
about what I’d like to do and where my place may actually be.
I think Karly’s way of working with her students/other people (because Karly has done
work with people who are not school aged) really embodies the COE core value of embodying
inclusive and responsive teaching, learning, and mentoring. Towards the end of that core value
section on the COE website, it says “We commit to keeping our teaching practices relevant and
engaging for all students across all identities. Our teaching and mentoring must reflect what we
hope to see revealed in our students’ professional practices.” I think Karly does this very well.
She gives jobs to her students so they can learn certain skills to have a job after school. For
example, her student who was blind and did the mail route. She taught the student the mail
route for teachers, and he was able to do it. He had a peer mentor with him who was there to
make sure he stayed safe when crossing the street to another building on the school’s campus.
The peer mentor was initially very confused abut how the blind student knew the mail route,
but Karly told the mentor that the student knew was he was doing, and just to go with him.
Upon their return, the peer mentor was surprised, and told Karly “He knows the mail route!” to
which Karly told the peer mentor that the student was capable of doing the mail route and
knew what he was doing. In this situation, the student was engaged in the work, and was able
to make progress according to his needs. The peer mentor was able to learn about disabled
people and realize that they are capable of doing things as well, which would be what we would
want to see from them as someone working with a person with a disability.
There are many other things that Karly does with her students as well. When working
with students and people who may have disabilities, there is not really a set curriculum. There
are curriculums based on grade, but since each student has their own unique set of needs,
curriculum is really based on each students needs and IEPs. For some students, Karly teaches
life skills, or has them do work like the blind student did with the mail route. Some students will
have time with a resource teacher for reading, writing, or math. As with the situation above,
Karly has had peer mentors in her class that worked with students. She also said that data
collection helps a lot, and data collection tools are crucial to the work she does.
Karly also emphasized the Butler Way to us during her visit. She told us about how she
had an inside joke with a student, and upon hearing that joke one day, another staff member
said “Wow, I didn’t know they actually had a sense of humor.” Karly took the time to educate
Morgan Evans
ED 199: Exploring Educator Identity
Professor Knipstein-Meyer Karly Keiper Write-Up

the staff member on her student and how, yes, they did have an amazing sense of humor. Karly
told us that part of being a special ed teacher (or any teacher who may have students of
different needs) is that sometimes you need to educate people and change your community.
Karly emphasized that we can change our community and how they see our work and our
students. I think having that ability to make change in our community is part of being a butler
prepared educator.
The last thing that Karly told us that really resonated with me is the self-care piece. Karly
reminded us that self-care could look different for everyone, but everyone needs to do it in
some way, shape, or form. She told us that as teachers, especially those who are in special ed,
we are supposed to be able to co-regulate. However, we cannot do that if we are dysregulated.
Karly suggested one way we could practice self-care is to find a work and life balance. She told
us that personally, when she isn’t working, she is NOT WORKING. She does not look at her work
email, or answer phone calls unless it is an emergency. One thing she said to us that really
resonated with me was “I’m not just Ms. Keiper, I’m Karly.” I think it’s really important for us to
remember as teachers that we are not just whoever we are at school. It’s also important for us
to have a life and be our own person outside of school and work. I think this really resonated
with me because I have been trying to find a way to balance my school and my personal life, as
it’s not something I’m good at. Karly also reminded us to keep doing our best, and gave us a
quote from Dr. Hochman, “Our best looks different at different times in our life.” I think this is
important to remember because our best today may not be as much as our best was a month
ago, and it could be better than what our best is a year from now.