Driven to Innovate Through Community: A Teacher of the Year’s Reflections
What does it truly mean to support students with complex needs?
In a recent episode of Rewriting the Narrative, host Ben Tillotson speaks with Rebecca Saunders, CEC’s Teacher of the Year, about her 23-year career as an intervention specialist. Their conversation highlights a central theme that extends beyond special education: the importance of addressing the whole student—academically, socially, and emotionally.
At the heart of Saunders’ approach is a focus on belonging.
“Families want to know that their children belong,” she explains. “And to me, academics are important… those benchmarks are important. But when it comes down to it, families want to know that their children belong.”
Moving Beyond a Deficit-Driven Model
While data collection, benchmarks, and individualized education plans (IEPs) are essential components of special education, Saunders emphasizes that they cannot define the entirety of the student experience.
“We do have to collect the data, and we do,” she notes. “But that doesn’t mean that’s all we do every day. That can’t be all of it.”
An overemphasis on deficits, she explains, can be counterproductive. “It’s really demoralizing… it makes kids not want to come to school, and it makes adults frustrated.”
Instead, Saunders advocates for a strengths-based approach—one that begins with what students can do and builds from there. This shift not only improves engagement but also reinforces student dignity and motivation.
Creating Access Through Innovation
In response to challenges during the COVID-19 pandemic, including limited access to community-based learning and increased financial strain on families, Saunders developed a series of school-based initiatives designed to meet both educational and practical needs.
What began as a simple effort to connect students with resources evolved into a school pantry, free store, and additional programs such as a plant library and student-supported services.
“If I made a free store, could we also make a grocery store?” she recalls. “And then I was like… could we also make a greenhouse or a plant library?”
These initiatives serve not only students with disabilities, but the broader school community as well, reinforcing inclusion through shared participation.
Redefining Contribution and Participation
A key theme throughout the discussion is the importance of redefining how contribution is understood. Rather than measuring success solely through traditional outcomes, Saunders focuses on creating meaningful opportunities for all students to participate.
“I don’t know what my students may or may not be able to do in the future,” she says. “But I do want to make sure that they have as many opportunities as I can give them.”
This includes identifying roles that align with each student’s abilities, whether through greeting peers, assisting with school initiatives, or contributing to daily operations. “They are not just somebody to be helped. They are people that are also doing the helping.”
Practical Guidance for Educators
Saunders also offers practical advice for educators, particularly those early in their careers. Her guidance is straightforward: begin with manageable initiatives and build overtime.
“I would say, start small… start with things that you find manageable.”
Equally important is the role of collaboration: “Get to know your team… and then delegate. Because you just can’t do it all.”
Fostering a Culture of Belonging
Saunders’ work is grounded in the creation of a supportive and inclusive classroom culture. “The goal is that my room feels like home… it feels comfortable, it feels like you belong there.”
This sense of belonging extends beyond individual classrooms, influencing how students interact with peers, engage in their communities, and view their own potential.
Her philosophy is best captured in a single statement: “My students will never be treated better… they will never receive better instruction than what they do when they're in my classroom.”