r in 200-300 words. Nearly all researchers are hired to teach in high-need schools located in low-income communities. Why do you want to teach specifically in a high-need school? What challenges do you expect to improve student achievement in your classroom, and what experiences have prepared you to overcome these challenges? Knowing these challenges, what steps will you take to prepare for your first year of teaching in a high-needs school, and why? Growing up, I lived in a home where Portuguese and English were used interchangeably. Early in public school, I was labeled an “English Language Learner” before I had a chance to show what I knew. Even after taking a test that showed my English skills were perfectly proficient, a note was placed in my records indicating that I needed further observation. As a young student, I was frustrated. How could I test myself? Fortunately, my parents and teachers were able to advocate for me and prevent one label from defining my education. However, many low-income students do not have the same opportunity. I want to teach in high-need schools to ensure that every child receives the same tools for success and is held to the same standards. Low-income students face stereotypes that pose major challenges to student achievement. Individual differences and needs are usurped by the idea that all low-income students are the same: unmotivated, indifferent, and doomed to fail. When students experience these stereotypes, they are at risk of accepting them as true. My responsibility as a teacher in a high-needs school will be to help students understand that they are not destined to fail. Teachers should help students realize that they have intrinsic value and that, with hard work, they are capable of reaching the limit... middle of the paper... believe that the majority of the responsibility for the students' success students belongs to the teachers. While external factors can certainly influence student success, I think the biggest culprits are teachers. A teacher who motivates students, sets high expectations, and provides tools for progress can profoundly influence their success. While there are limits to a teacher's control outside of the academic environment, I will do my best to enlist the support of others to help my students succeed. If I do not receive this support, I will continue to ensure that students receive the highest level of support from me in my classroom.I feel comfortable seeking support from peers.Not at all like meNot much like meA little like meMostly like meVery like meFailures don't discourage me. Not at all like me Not much like me A little like me Mostly like me Very much like me

Topic > r in 200-300 words. Nearly all researchers are hired to teach in high-need schools located in low-income communities. Why do you want to teach specifically in a high-need school? What challenges do you expect to improve student achievement in your classroom, and what experiences have prepared you to overcome these challenges? Knowing these challenges, what steps will you take to prepare for your first year of teaching in a high-needs school, and why? Growing up, I lived in a home where Portuguese and English were used interchangeably. Early in public school, I was labeled an “English Language Learner” before I had a chance to show what I knew. Even after taking a test that showed my English skills were perfectly proficient, a note was placed in my records indicating that I needed further observation. As a young student, I was frustrated. How could I test myself? Fortunately, my parents and teachers were able to advocate for me and prevent one label from defining my education. However, many low-income students do not have the same opportunity. I want to teach in high-need schools to ensure that every child receives the same tools for success and is held to the same standards. Low-income students face stereotypes that pose major challenges to student achievement. Individual differences and needs are usurped by the idea that all low-income students are the same: unmotivated, indifferent, and doomed to fail. When students experience these stereotypes, they are at risk of accepting them as true. My responsibility as a teacher in a high-needs school will be to help students understand that they are not destined to fail. Teachers should help students realize that they have intrinsic value and that, with hard work, they are capable of reaching the limit... middle of the paper... believe that the majority of the responsibility for the students' success students belongs to the teachers. While external factors can certainly influence student success, I think the biggest culprits are teachers. A teacher who motivates students, sets high expectations, and provides tools for progress can profoundly influence their success. While there are limits to a teacher's control outside of the academic environment, I will do my best to enlist the support of others to help my students succeed. If I do not receive this support, I will continue to ensure that students receive the highest level of support from me in my classroom.I feel comfortable seeking support from peers.Not at all like meNot much like meA little like meMostly like meVery like meFailures don't discourage me. Not at all like me Not much like me A little like me Mostly like me Very much like me