MA+

MA graduate Abigail Goldberg believes teaching leads to stepping stones for change

Anonymous — Wed, 08 May 2024 15:49:11 +0000

MA graduate Abigail Goldberg believes teaching leads to stepping stones for change Anonymous (not verified) Wed, 05/08/2024 - 09:49

When Abigail Goldberg graduated with her undergraduate degree in anthropology, she was set to pursue a career in death investigating. An unexpected job during the COVID-19 pandemic, however, changed her whole career course and launched her into teaching.

During the pandemic, Goldberg started a job teaching seventh and eighth grade humanities. She loved it so much that she decided to go back to school, so that she could be the best teacher that her students deserved. Goldberg pursued the master’s degree at 91��ý in curriculum and instruction and the humanities education track where she could develop her knowledge of theory, pedagogy and practice. Her commitment to teaching and building her knowledge shined and she was selected as the 2024 Outstanding Graduate in the program.

“At every turn, Abby has demonstrated commitment to her teaching, centering her high school students’ perspectives and building her knowledge of anti-oppressive pedagogy,” said Professor Elizabeth Dutro, one of her award nominators.

Goldberg’s capstone research project looked into the question: “What are the impacts of a no-homework policy on engagement, motivation and well-being in a ninth grade class?” Her project, which included collecting student-centered data such as interviews, focus groups and ethnographic observations, drew on the knowledge that she’s developed in the MA program.

“For me, graduating from 91��ý represents furthering my personal commitments to myself, my students and my community,” said Goldberg.

“I have always been passionate about creating change wherever I could. As a graduate from 91��ý, I have gained another stepping stone of my journey. Even if I am not able to enact big changes, I believe I have gained skills to make small changes in the lives of my students.”

In the fall, Goldberg will continue her teaching journey as a ninth grade human development and history teacher.

In her own words

Please tell us a bit about yourself

I am originally from the Chicago area. I started my journey with a bachelor's degree in anthropology. After an internship at a coroner's office, I had every intent to pursue a career in death investigating, until COVID-19 hit. During the COVID-19 pandemic, I was offered a job teaching seventh and eighth grade humanities. Although not my original career goal, I absolutely fell in love with it. I decided in order to be the best teacher I wanted to be, I needed to go back to school. Following my parents out to the beautiful city of Boulder, I soon applied and was accepted to 91��ý.”

What is one of the most significant lessons from your time at 91��ý that you’ll carry with you into the next chapter of your life?

Of the many lessons I learned during my time at 91��ý, the most significant one was the importance of having a commitment to equity and promoting change. As members of the education community, it is important to use our knowledge to better our communities.”

What does graduating from 91��ý represent for you or your family/community?

For me, graduating from 91��ý represents furthering my personal commitments to myself, my students and my community. I have always been passionate about creating change wherever I could. As a graduate from 91��ý, I have gained another stepping stone of my journey. Even if I am not able to enact big changes, I believe I have gained skills to make small changes in the lives of my students.”

What is your best piece of advice for incoming students?

My advice for incoming students would be to really dive into what interests you, what excites you and what scares you. There are so many unique and thrilling experiences and courses at 91��ý. Step out of your comfort zone and follow your passions.”

What are your next steps after graduation?

My next steps include continuing my work as a ninth grade human development and history teacher!”

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MA+ graduate Marcus Williams wears many hats: IT professional, education policy advocate and now teacher

Anonymous — Fri, 03 May 2024 22:22:42 +0000

MA+ graduate Marcus Williams wears many hats: IT professional, education policy advocate and now teacher Anonymous (not verified) Fri, 05/03/2024 - 16:22

After working for the 91��ý Office of Information Technology for six years, Marcus Williams decided to switch careers and enroll in the one-year intensive MA+ Secondary Humanities Teacher Licensure program to become a teacher.

“As a teacher, Marcus is guided by unwavering commitments to justice and to organizing culturally responsive classrooms that honor youth voice,” said Assistant Professor Sara Staley, one of his award nominators. Staley nominated him for the Outstanding Secondary Humanities Master’s Plus Teacher Licensure Program Graduate award.

For his inquiry capstone project, he explored his and his students’ metacognition skills, asking his students to create literacy goals for themselves and guiding them through executive functioning strategies in order to create a safe and equitable learning environment. As a teacher, Williams believes in critical self-reflection and examining his own biases.

“Learning is vulnerability; teaching is vulnerability,” said Williams. “If I want my students to be open and honest then I must also be open and honest.”

Williams is also an advocate and believes in paying it forward for future student teachers like him. Earlier this spring, Williams testified at the Colorado State Capitol for a hearing for House Bill 24-1290, which discussed state appropriations for the Student Educator Stipend Program established in 2022 to reduce financial barriers for students completing their clinical practices. At the hearing, he testified on the impact of student stipends on his teaching career.

“Without this stipend, I would not be here in front of you today, but perhaps more importantly, without this stipend I would not be in the classroom,” said Williams.

“I am proud to be in a profession where I can serve the young people of my community, happy to wake up every morning knowing I have the opportunity to do this for the rest of my working life, and I am thankful to a state that has given me this chance.”

In the fall, Williams will teach personal finance, intro to business/marketing and creative writing at Niwot High School.

In his own words

Please tell us a bit about yourself

I received my English and economics degrees from Virginia Tech and an MFA in creative writing and now, an MA in Curriculum and Instruction from 91��ý. I have also worked for 91��ý in the Office of Information Technology for the past six years. I've loved penguins ever since I saw them at the Boston Aquarium in second grade, and I hate onions. Most importantly, I own many, many hats.”

What is one of the most significant lessons from your time at 91��ý that you’ll carry with you into the next chapter?

Learning is vulnerability; teaching is vulnerability. If I want my students to be open and honest then I must also be open and honest.”

What is your best piece of advice for incoming students?

The only life path is the one behind us.”

What are your next steps after graduation?

I will be teaching Personal Finance, Intro to Business/Marketing, and Creative Writing at Niwot High School.”

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MA+ Graduate Taylor Renquist believes in student-centered teaching

Anonymous — Wed, 01 May 2024 20:38:17 +0000

MA+ Graduate Taylor Renquist believes in student-centered teaching Anonymous (not verified) Wed, 05/01/2024 - 14:38

Growing up with numerous teachers in her family, Taylor Renquist always knew she wanted to attend 91��ý and become a teacher to make an impact on students. After double majoring in Spanish and Mathematics at 91��ý, she came back for a one-year intensive in the MA+ Mathematics Teacher Licensure program.

As part of the first cohort of the program, Renquist did her student teaching at Niwot High School and will continue this fall at the school as a mathematics teacher after graduation. She is the 2024 Outstanding STEM Education and CU Teach MA+ Teacher Licensure Program Graduate.

“In her student teaching placement at Niwot High School, Taylor has been very attentive to developing a student-centered approach in her teaching, with a focus on raising student voices and developing positive discourse practices within her classroom,” said Assistant Teaching Professor Ian Her Many Horses, one of her award nominators.

“We look forward to working with her as an educator in our community supporting students in ways that value their perspectives, ideas, and interests.”

In her own words

Please tell us a bit about yourself

I'm from Colorado—born and raised. I kind of always knew that I wanted to attend 91��ý and be a teacher. Both of my parents graduated from CU. It is where they met and started dating. So, I grew up surrounded by all things CU. This included going to football games at Folsom, even when the football team was really bad. Thus, when I started looking at colleges, CU was at the top of my list. I completed my undergrad in mathematics and Spanish at CU and now I am in the MA+ program for secondary math education. My mom and many of my family members are teachers. I saw how they impacted students and wanted to do the same.”

What is one of the most significant lessons from your time at 91��ý that you’ll carry with you into the next chapter?

Everything happens for a reason. My freshman year of undergrad, I lived in the dorms and got assigned a random roommate. We hit it off right away and got along really well, which was good because I started college in fall of 2020 and we were together 24/7 in a tiny dorm room. She ended up being my best friend and we still live together four years later. You have no idea who will come into your life or why.”

What is your best piece of advice for incoming students?

Your college experience may not be what you thought. I started college during Fall 2020, so the majority of my college experience was not normal. Even though my experience was very different than how I thought it would be, I do not have regrets because I learned a lot, met some new friends, and got involved in interesting clubs.

Another piece of advice, go to office hours and talk to your professors. I am convinced that that is the only reason I have a degree in mathematics.”

What are your next steps after graduation?

I already have a job to teach at Niwot High School next year. I will be teaching Algebra I, Geometry, and Algebra II Honors. I am very excited to have my own classroom (and my roommate is very excited to decorate it)!”

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Meet Sophie Friedman, citizen of the world turned STEM teacher

Anonymous — Mon, 24 Apr 2023 22:09:45 +0000

Meet Sophie Friedman, citizen of the world turned STEM teacher Anonymous (not verified) Mon, 04/24/2023 - 16:09

Sophie Friedman grew up a “citizen of the world,” living in places like Japan, England, and Germany with her military family, but it’s her experience as an undergraduate and graduate student at 91��ý and in her student teaching classroom that have made the greatest impact on her next steps as a teacher.

Friedman has been an integral part of the CU STEM Education community as an undergraduate Learning Assistant, Learning Assistant Mentor, STEM Education Certificate recipient, and now graduate of the secondary science MA + licensure program, a program that allows students to earn their Master’s degree and teacher licensure in just one year.

As part of the first cohort of an intensive one-year program, Friedman student taught at Century Middle School. She provides high-quality instruction to middle grade students and teaching STEM for equity and justice. Her caring temperament and sense of humor is uniquely suited to ensuring that all students feel comfortable engaging in the hard work of knowledge construction. Friedman’s mentor teacher has raved about Friedman’s ability to plan and facilitate lessons aligned with the Next Generation Science Standards and feels that her experience working with Friedman has helped improve her own practice. Now, Friedman has been name the program’s 2023 outstanding graduate.

Friedman has also been a leader in helping her peers navigate completing an master’s and teaching license at the same time. Not surprisingly, she has already been recruited for many professional opportunities, and the CU Teach faculty look forward to continuing supporting Sophie’s essential work inside and outside of the science classroom.

In her own words

Please tell us a bit about yourself

Well... I am a military kid so I am from everywhere. The correct term is Third Culture Kid. I was born in Germany, then I lived in Florida, then I lived in Okinawa, Japan, then England, and then back to Okinawa, Japan. I have travelled to at least 30 different countries. I came to the education program because of CU Teach. I have been at CU now as both an undergrad in the Department Environmental Studies and now as a master's student with CU Teach's Master's plus Licensure in Secondary Science program."

What is one of the lessons from your time at 91��ý that you’ll carry with you into the next chapter?

The greatest experience I have had at 91��ý is the opportunity to have both a great undergrad/grad school experience and fantastic experience at my student teaching placement - Century Middle School. Being apart of both the 91��ý and Century communities has made me feel so connected to my future peers but also my students. Without 91��ý who knows where I would have student taught. Being at Century Middle School has provided me the opportunity to grow as a STEM teacher and learn what it means to be a teacher beyond the content. Alongside, my mentor teacher and leadership students we planned dances, trainings, a Lock-in, fundraisers, and so much more.”

What does graduating from 91��ý represent for you and/or your community?

It is a huge step in becoming a better teacher. This is a job I have always looked towards and now I am even closer to accomplishing that job.”

What is your best piece of advice for incoming students?

Not every one lesson you teach is going to be great, not everyday is going to be a breeze, but the day you see that lightbulb go off for a student is the day you know what you're doing means something.”

What continues to drive your passion for your work after graduation?

My passion to give students of all backgrounds the ability to learn. Not everyone learns in the same way and I want to give students the chance to prove to people that may have said 'on no, you can't do this' when in reality they just did not have the right learning support. I need to keep being flexible and adaptable to what students need and I need to be comfortable knowing that not every lesson is going to go according to plan.”

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With trust and compassion, Kassidy Whittemore connects with students

Anonymous — Fri, 14 Apr 2023 20:32:13 +0000

With trust and compassion, Kassidy Whittemore connects with students Anonymous (not verified) Fri, 04/14/2023 - 14:32

Even though COVID-19 drastically changed schooling the semester Kassidy Whittemore decided to change her major from political science to history and pursue teacher licensure, she found that teaching and working with students was her true passion.

“I remember thinking to myself, ‘what if I wake up one day and realize I don't want to do science?’” she said. “Funny enough, that is exactly what happened.”

She changed her major to history with a minor in political science and enrolled in teacher licensure classes, and the rest is, well, history. Now a middle school teacher, she brings joy, compassion, and criticality to her work, and she has been selected as the Secondary Humanities MA+ licensure program’s 2023 Outstanding Graduate.

“I feel very lucky to be a part of this program and am grateful I was able to complete both my BA and my MA at CU,” said the Colorado Springs-born graduate.

Curious and passionate, Whittemore poses questions that challenge her classmates while maintaining humility and dedication to her own learning. When planning lessons, she considers different viewpoints, perspectives, and the diversity of her students.

Whittemore makes the content of U.S. history meaningful to her students’ lives and intentionally designs lessons that allow students to examine, question, and complicate common historical narratives. During a unit on the Revolutionary War, for example, she showcased untold stories of the Revolution, and she always creates lessons with consideration of the multiple preferences, strengths, and needs of learners.

Whittemore uses trust and compassion to build relationships with students outside of the classroom, and she immerses herself in the school community through participation in co-curricular activities and special projects and chaperoning a school dance.

“It is not uncommon to see students spending their lunch period in Kassidy and her mentor teacher’s classroom, reading, chatting, and playing games on their Chromebooks,” her faculty nominators said.

“Kassidy is a continual learner and reflective educator. She critically reflects upon her practice as she considers the role of power, privilege, and positioning in education and how teachers and students can act as agents of change.”

In her own words

Please tell us a bit about yourself

CU was originally not my first choice for undergrad, but it was for graduate school. I am from Colorado Springs, and I originally thought I wanted to be an engineer and attend Colorado School of Mines. When I received my acceptance to CU for undergrad, though, I knew that I needed to go there instead. I remember thinking to myself, "what if I wake up one day and realize I don't want to do science?" Funny enough, that is exactly what happened. I ended up switching to a history major, and had political science as a minor. My sophomore year, I decided to try out education classes because of an RA coworker of mine (Sophie Friedman, who won this award for the STEM side of our program) told me all about her work with students. Although COVID shut things down that same semester, I knew I wanted to go into teaching and working with students. I did research and found that the MA+ program was the best fit for me, and with the support of various CU professors, I was accepted into the program. I feel very lucky to be a part of this program and am grateful I was able to complete both my BA and my MA at CU."

What is one of the lessons from your time at 91��ý that you’ll carry with you into the next chapter?

A lesson that I will take with me into the next chapter of my life is to enjoy things while you have them. I have seen CU in many stages, meaning I went here before, during, and after COVID shutdowns. I have also been able to accomplish many big things while attending CU, like growing in my residence life position, making lifelong friends, and being accepted into the MA+ program! Through all of these big life moments and the ups and downs of the world in general, I have realized how important it is to savor the time I have had here even though it is coming to a close. While this part of my life cannot last forever, I've learned to be thankful it all even happened in the first place.”

What does graduating from 91��ý represent for you and/or your community?

Graduating from CU this year means a lot to my family and I. All of my schooling and my performance has been supported by my Mom, my brother, Max, my sister, Becca, and my boyfriend, Jacob. I have also been greatly supported by my close friends and my MA+ classmates throughout my time at CU. Graduating this year is the culmination of the support I have received from all of the people close to me in my life. I have been very lucky to have these people surrounding me and am proud to represent them and their support upon graduating.”

What is your best piece of advice for incoming students?

It is ok to lean on others and ask for help when you need it. Whether you are looking to your friends, your classmates, or your professors, they are always going to be there to assist you in whatever you need. Sometimes life gets stressful, and you may not know what to do or how to approach things- this is when you can look to the people who truly want to see you succeed for help on what to do next. I was always someone who tried to avoid asking for help or for guidance, but the community amongst staff and students in the School of Education is one that encourages getting support. .”

What continues to drive your passion for your work after graduation?

Being able to see my students every day and see them grow over the school year is what drives my passion for my work now, and I know it will continue to drive me in the future. The best part of working with students is seeing them light up while participating in discussions and when they make connections between the things we learn. This year I feel that I have been able to help students get more comfortable and confident in doing both of those things. The students' growth in social studies has been apparent over this year, and I look forward to seeing that in my students in the upcoming years.”

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Meet Ellen Teags, returning to her "first love," teaching

Anonymous — Fri, 29 Apr 2022 23:02:33 +0000

Meet Ellen Teags, returning to her "first love," teaching Anonymous (not verified) Fri, 04/29/2022 - 17:02

Ellen Teags is a committed educator whose innovation around practices such as mindfulness and metacognition are leading the field.

After receiving a Bachelor of Science in Biology from Oregon State University, Teags various roles at small businesses — from shipping logistics to data analysis to marketing and technical writing — before deciding to return to her “first love” to become a teacher.

The students' curiosity, goofiness, individuality, passion, intelligence, diversity, challenges, and potential are all what drive me to show up every day and do good work."

She enrolled in the MA plus teacher licensure program in the School of Education with a desire to improve STEM education and work with youth. Teags excellence as a student and educator shines through in her interactions with students, peers, mentors, and instructors. She was a student teacher at Meadowlark Middle School and is working as a science teacher at Fairview High School while finishing her Master’s requirements.

Teags received the highest possible evaluations from her mentors and supervisors across three intensive practicum placements while obtaining licensure. She has been named the 2022 Outstanding STEM Education and CU Teach Master’s Plus Teacher Licensure Program Graduate by faculty, and they commend her organized, detail-oriented approach and how she is always striving for improvement. She is deeply committed to teaching STEM for equity and justice and helps her students see themselves as knowers and doers of science.

“Ellen’s drive and determination is balanced by her sharp wit and quick sense of humor, which, according to her mentors and colleagues, has endeared her to her students,” said her nominators. “We are excited to observe and support Ellen’s continued leadership in her classroom, community, and the teaching profession.”

In her own words

Please tell us a bit about yourself

Originally from California, I lived in Colorado when I was younger before moving to Oregon. I came back to Colorado for my freshman year of college, which I did at CSU, before moving back to Oregon. My original plan was to get an English and Education degree but, for a variety of reasons, I switched to science and put my dreams of teaching on hold. I completed my undergraduate degree in Biology at Oregon State in 2012, taught science in Uganda for 2 months, and struggled to find a sense of home working in Oregon. I moved back to Colorado in 2014 where I met my husband and started my career. I've held various roles at small businesses, doing everything from shipping logistics to data analysis to marketing and technical writing. Eventually I decided to return to my first love and pursue a career change to become a teacher. I wanted to have a sense of purpose, do something tangible, and work with kids. CU was close and highly ranked for its education program, so it was an obvious choice for me. After deferring my acceptance a year, I started my MA + during the height of the COVID pandemic in 2020. Although the pandemic was challenging, I'm so glad I deferred because it allowed me to meet my awesome cohort of fellow educators!”

What is one of the lessons from your time at 91��ý that you’ll carry with you into the next chapter?

I have learned that I am incredibly resilient, highly capable, and equipped with everything I need to keep learning, growing, and becoming the best version of myself. CU gave me great pedagogical foundations, an amazing shift in perspective in terms of social justice work, and some of my best friends.”

What does graduating from 91��ý represent for you and/or your community?

For me it's the culmination of a decade of getting to know myself and figuring out what I want my legacy to be and where I want to put my energy. Ten years ago I graduated with my bachelors and without a sense of purpose. Now, I graduate with my masters, a career I'm excited for, and a strong sense of direction and meaning. I'm also carrying on the legacy of my grandparents, aunts, uncles, and cousins by joining the teaching ranks.”

What is your best piece of advice for incoming students?

If you let this program, this work, and this time transform you, it will. Lay down your ego, start with humility, and embrace the process.”

What continues to drive your passion for your work after graduation?

The students. Their curiosity, goofiness, individuality, passion, intelligence, diversity, challenges, and potential are all what drive me to show up every day and do good work.”

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Meet Corey Ferraro, extraordinary educator in extraordinary circumstances and beyond

Anonymous — Wed, 05 May 2021 23:36:04 +0000

Meet Corey Ferraro, extraordinary educator in extraordinary circumstances and beyond Anonymous (not verified) Wed, 05/05/2021 - 17:36

Corey Ferraro had his sights set on two things: becoming a teacher and attending the University of Colorado Boulder. The Master’s Plus Teacher Licensure program in the School of Education allowed him to check both of those boxes in just one year.

Becoming a teacher is a life change I have wanted for many years. Finally putting myself in the position to do this is a dream come true."

“It has been a desire of mine to get into teaching for several years,” said Ferraro, who grew up in Trinidad, Colorado. “Finally, last year I decided to make the attempt for my Masters + Certification. I have wanted to attend the University of Colorado from a very early age and finally being able to do so was an amazing experience. Graduating from CU represents a massive accomplishment for me.”

Not only is Ferraro graduating, but he has also been named the Outstanding Graduate for the MA+ program in Humanities Education, one-year immersive graduate program that leads to both a master’s degree and teacher licensure in English language arts or social studies teaching.

Ferraro’s professors commend his embodiment of the program’s commitment to teaching for equity and justice.

“Inquisitive and reflective, Corey is an exemplary student who embraces every learning opportunity and considers always how what he is learning applies to his work as an educator,” said Wendy Glenn, professor of Literacy Studies and chair for the Secondary Humanities program. “He pushes himself and his classmates to think more critically about course content and brings a positive, yet realistic, outlook to his work.”

The immersive program features a summer start and student teaching along with coursework during both fall and summer semesters. As a student teacher, Ferraro holds a deep sense of care for his students, and he draws upon his commitments to social justice to create a transformative and affirming classroom space.

“Corey is the type of teacher that students approach easily,” Glenn said. “He works with students to uncover the many unspoken complicated truths that exist inside them and the history books. It is inspiring to see Corey's students making their own apps to conceptualize the Industrial Revolution or analyzing historical art.”

Throughout what has been such a difficult year for many educators, Ferraro has demonstrated grace and positivity in his education courses and student-teaching classrooms. He will also draw on the connections he made in his program as he leads his own classroom next year.

“The greatest experience was being involved with such an amazing cohort of peers and an outstanding group of teachers,” he said. “Our program feels like a family, and I appreciate the relationships I have made and look forward to collaborating with this outstanding group for years to come.”

All combined, Ferraro is an extraordinary educator under extraordinary circumstances and beyond.

“Becoming a teacher is a life change I have wanted for many years,” he said. “Finally putting myself in the position to do this is a dream come true.”

What graduation means to Corey

Graduating from CU represents a massive accomplishment for me. I wanted to attend the University of Colorado from a very early age and finally being able to do so was an amazing experience. Becoming a teacher is a life change I have wanted for many years. Finally putting myself in the position to do it is a dream come true.”

Corey’s special thanks

First, I would like to thank my family! My wife Lindsey inspires me to reach for more and fully supports me.Second, I would like to thank the amazing School of Education faculty and staff. Israel is the best Academic Advisor out there. Wendy, Bethy, Sara, Kent, Andrea, Ben, Chelsea, and Dan are the dream team of teacher education! You all made this experience amazing. Thank you."

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Daniela Harton, a future teacher with justice and equity at heart

Anonymous — Mon, 11 May 2020 16:45:56 +0000

Daniela Harton, a future teacher with justice and equity at heart Anonymous (not verified) Mon, 05/11/2020 - 10:45

With a heart for social justice, Daniela Harton kept coming back to a career in education.

The Fort Collins native moved to Washington, D.C. to attend George Washington University as an undergraduate majoring in Human Services and Social Justice, a major that introduced her to a number of education roles. She found herself supporting after school programs, working more directly with classes and designing social studies enrichment lessons, and completing a summer job with the Colorado Education Association, where she first began to see herself as a teacher.

"It was after this experience that I knew that I wanted to be a public school teacher, and I wanted to find a program that had justice and equity at its heart," said the Outstanding Graduate in Secondary Humanities.

Harton is earning her Master's degree in education plus teacher licensure in the social studies program. Throughout the immersive one-year program, she has demonstrates an impressive capacity for designing and implementing high interest, culturally responsive lessons that encourage students to think critically and carefully. She anticipates and addresses potential frustrations before they arise, listens carefully and responds thoughtfully to student comments and insights, and challenges students to question their own assumptions about themselves and their world—all while inspiring a passion for Social Studies. As a student teacher, Harton supported students in completing a problem-based learning project centered on the Industrial Revolution called “Killer Goods and Services,” and she facilitated the learning of teams of students as they generated, researched, and participated in café-style presentations to panelists from around the U.S.

Get to know Outstanding Secondary Humanities Graduate Daniela Harton:

What is one of the greatest experiences or lessons from your time at 91��ý that you’ll carry with you into the next chapter of your life?

With my next chapter being that of a secondary teacher, I’ve been thinking a lot about how to bring the lessons that I have learned in graduate school into the classroom with students of my own. What comes to mind right now, is the question: “What counts as normal?” In my Queer(ing) Topics in Education class this last semester, my professor Bethy Leonardi always guided us to come back to that question. We often grappled with the idea of “normal” and how the systems that are in place today often paint a picture of normal-- but one that is far less complex, beautiful, or meaningful, than the reality of being human. I am excited to bring this question, and others, into my classroom as a way to allow my students to be agents of their own learning as capable young adults. I believe curiosity is essential to learning, and I am excited to center curiosity in my own classroom.

What is your best piece of advice for incoming students?

The best piece of advice I have for incoming students is to invest in the relationships and people that make CU, CU. I have been blown away by the love that the faculty and my peers have for learning and feel inspired to continue this work because I know that the folks who are as committed to this fight as I am are incredible. Take the time to grab coffee before class, go to office hours just to chat, put together drop-in happy hours-- these are some of my favorite memories from CU, and have helped grow friendships that I hope will come with me far beyond this degree!

What does graduating from graduate school represent for you?

Graduating with my MA+ represents a really exciting new beginning for me! I have been looking forward to teaching and working in education for many years now, and finally graduating and being able to begin my career in the field feels really validating. I am really looking forward to continuing to grow as an educator (and as a human), and I feel really grateful for the foundation my Masters coursework and peers helped me to build over my time at CU.

What continues to drive your passion for your work after graduation?

I believe really deeply that every student deserves an excellent education, and I am driven by the idea that I will be able to spend my career working to make this a reality for more students. I hope to apply what I have learned so far to the classroom as a teacher, while continuing to question and incrementally dismantle the systems that favor some children over others. I am a learner first, so I feel so grateful to be entering a profession where curiosity and exploration are at the core of my day-to-day, and my own growth as an educator is something I can work at everyday. This work is so important, and I am driven to contribute to the betterment of the education system for all students.

With a heart for social justice, Daniela Harton kept coming back to a career in education. As an undergraduate majoring in Human Services and Social Justice, she found herself working for after-school programs and then the Colorado Education Association. Soon, she began to see herself as a teacher.

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