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Week 5



Week 5: Bridging the Gap — Lessons in Collaboration and Growth

Life of a Support Facilitator

This week felt like a roller coaster ride. I finished testing, and that’s when the real work began. But I quickly realized I was blending my old mindset as a separate classroom teacher with my new responsibilities as a support facilitator—and the waters got a little murky.

I’ve always been a systematic thinker. I thrive on visuals, structure, and clear resources to guide my work. I’m also a perfectionist and my own toughest critic, which means I hate doing anything that feels even slightly unprepared.

Redefining My Role

A huge thank-you to my instructional coach, who spent an hour with me helping clarify that my job is not just to teach—it’s to bridge the gap between grade-level standards and Individualized Education Plan (IEP) goals. My focus is on making both accessible, not just one or the other.

As a separate class teacher, I lived in the world of direct instruction. Everything was systematic and predictable. But as a support facilitator, I’ve learned that this role is not one-size-fits-all. Every student’s objective requires a different approach. My responsibility is to apply strategies that ensure comprehension and retention—whether it’s identifying theme in a story or solving a multi-step word problem.

Each student I serve has unique needs and exceptionalities—autism (ASD), other health impairments (OHI), intellectual disabilities (IND), specific learning disabilities (SLD), or language/speech impairments (LI/SI). For many, visual supports, chunked assignments, reteaching, and extended time make all the difference.

Balancing Realities and Expectations

This week brought a bit of anxiety. I even made two lists:

  1. Things I like about this job.

  2. Things I don’t.

At the end of the year, I’ll revisit those lists and see what I’ve learned about myself.

In the meantime, I’m working hard to build collaboration with general education teachers. My goal is simple: to make sure teachers feel supported and that we work together for student success. I need to stay aware of assignments, grades, and progress so I can reteach and accommodate where needed.

But I’ve learned an important truth: I can’t do it alone.
This job requires partnership. It’s about walking side by side with teachers, not ahead or behind.

Agenda vs. Reality

On paper, my schedule looks tidy—30-minute sessions with students throughout the day. In reality, that time fills quickly with behavior support, 1:1 testing, reteaching, IEP documentation, and a constant stream of teacher and student needs. Some days, I feel stretched thin—like I need to be everywhere at once.

By midweek, the exhaustion hit. Wednesday through Friday, my anxiety was higher than usual, and by nighttime, I was out like a light. There’s little quiet time during the day, but I’m learning to find peace in the chaos.

Support and Strength

My mom reminded me this week, “Kara, if you don’t do it, who will? These kids need you.” That stuck with me.

I’m so grateful for the people who have been my steady ground—my family, my best friends, my instructional coach, and my administrators. They’ve spent hours talking with me, offering advice, and reminding me that this season of stretching is also a season of growth.

When I look back, I know I’ll be a stronger, wiser educator because of this experience.

There should be a saying:

“You haven’t been everywhere in education until you’ve learned to be a support facilitator.”

It’s the ultimate training ground for collaboration, leadership, and perspective.

At the end of the day, I’ve learned that being effective in this role means believing in what I’m “selling.” If my message, strategies, or mindset have passed their expiration date, students won’t learn—and teachers will look for something fresher. My job is to keep what I’m offering relevant, genuine, and rooted in what works for kids.

Have a wonderful weekend, and remember—we’re in this together.

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