{"id":1513,"date":"2017-03-17T12:22:29","date_gmt":"2017-03-17T16:22:29","guid":{"rendered":"https:\/\/sites.temple.edu\/templeteacherresidency\/?page_id=1513"},"modified":"2018-02-28T14:28:18","modified_gmt":"2018-02-28T19:28:18","slug":"cohort2","status":"publish","type":"page","link":"https:\/\/sites.temple.edu\/templeteacherresidency\/profiles\/cohort2\/","title":{"rendered":"2016-17 Cohort Profiles"},"content":{"rendered":"

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Bridget D.<\/strong>
\nMathematics
\n2016-17 Cohort<\/p>\n

Before TTR<\/strong>
\nBefore joining TTR, I earned my Bachelor of Mathematics at Temple University.\u00a0 I was also working part-time as a whitewater rafting guide, and a swim teacher and coach at the YMCA.<\/p>\n

Why TTR<\/strong>
\nAfter earning my undergrad, I felt very strong in my ability to both understand and communicate mathematics.\u00a0 I was looking for a program that would give me comprehensive preparation in teaching skills, and for that, I couldn\u2019t find something better than TTR.\u00a0 All of our classes are important, but nothing prepares you for life in the classroom quite like spending a year in a classroom.
\nTTR\u00a0also gives me two invaluable relationships:\u00a0with my cohort and with my mentor teacher.\u00a0 Having a cohort not only means that I have a quality group of people to rely on during my education, but also that I have a quality group of people I know I\u2019ll be able to turn to during my teaching career.\u00a0 Having an excellent mentor teacher means that I get to see best practices consistently modeled, and that I am getting constant, real-time feedback about my own teaching practice.<\/p>\n

Why Teach<\/strong>
\nI\u2019m fascinated by the process of learning. \u00a0Helping someone develop an understanding of something challenging or new, and watching them develop self-confidence as a result of that is amazing.
\nMath is a beautiful subject.\u00a0 It\u2019s quite literally the language we use to describe the universe.\u00a0 But unlike any other academic subject, it comes with this odd social stigma:\u00a0people have divided themselves into \u201cmath people\u201d and \u201cnot math people.\u201d \u00a0I don\u2019t believe that such a thing exists.\u00a0 But I do believe that math can be taught in relevant, engaging, and accessible ways, and when it isn\u2019t, it gets very intimidating very quickly.<\/p>\n

Why Middle School<\/strong>
\nMiddle schoolers are at this amazing point in their lives where they\u2019re really starting to think critically about the world and test the boundaries of their own independence, but they\u2019re also young enough that they aren\u2019t cynical- they\u2019re just passionate and excited.\u00a0 To be able to capitalize on that as a teacher, and engage their interest in whatever subject you\u2019re teaching, makes the classroom a very rewarding place for them and me.
\nMiddle school is also the time when there is a marked drop in young womens’ interest in STEM subjects- and that is a problem with which I’ve had personal experience, and which I\u2019m committed to solving.<\/p>\n

Teaching in Philly<\/strong>
\nPhiladelphia is a city that’s very proud of itself, its citizens, and its history, but not at all an insular one.\u00a0 When I moved here, I was instantly welcomed into my neighborhood and community, and I\u2019ve never wanted to leave.\u00a0 Also there\u2019s nice parks and art.<\/p>\n

Best Experience This Year<\/strong>
\nI was teaching an inquiry-based activity about data and statistics, in which I gave students a problem and a very small amount of information, and then had them work in self-assigned groups to develop a reasonable solution.\u00a0 The group of students who had united based on their general disinterest in math class ended up being the only group to come up with a complete and correct solution.\u00a0 They were surprised and proud of themselves, and I learned a lot about making sure I create spaces in which all students have different kinds of opportunities to succeed.<\/p>\n

TTR in Three<\/strong>
\nRigorous, Constructive, Gratifying<\/p>\n

Final thoughts<\/strong>
\nI\u2019ve learned so much this year- about teaching, about middle schoolers, and about myself.\u00a0 I wouldn\u2019t trade\u00a0this experience for anything.<\/p>\n

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Alexander F.<\/strong>
\nScience and Social Studies
\n2016-17 Cohort<\/p>\n

Before TTR<\/strong>
\nSince graduating from Temple as an undergraduate, I have been working in a small business designing, installing, and maintaining ecologically sound aquariums in both commercial and residential settings.<\/p>\n

Why TTR<\/strong>
\nAs a Temple alum, I was happy to return to Temple for graduate school. The fact that TTR combines a cohort model with a residency model was a big selling point. You get to learn by doing, but also have a support system in place. Simply being able to talk about your experiences with someone else going through the same thing goes a long way.<\/p>\n

Why Teach<\/strong>
\nI have always loved working with kids and have enjoyed educating others. For example, I often found myself leading mini impromptu lessons on the aquarium systems I was maintaining. I began rehearsing how I would teach people about the system, whether I was working on a tank in a school, or the Children’s Hospital, or a private residence. However, I began to feel disillusioned with the industry as a whole and naturally gravitated toward teaching as a new career.<\/p>\n

Why Middle School<\/strong>
\nMiddle school students keep you on your toes \u2013 even if as a group they are not making your day easy, there is always at least one who will make you smile.<\/p>\n

Teaching in Philly<\/strong>
\nPhiladelphia\u2019s students bring diverse experiences with them to school. This keeps everyday as a learning experience for the teachers. I have heard new and different thoughts from my students every day of my residency so far. They really keep the experience fresh for me!<\/p>\n

Best Experience This Year<\/strong>
\nOne day, I was teaching a lesson on photosynthesis and trying to get a student to understand the importance of learning the process. She was not getting it until I related the process to the meals she ate that day. I could tell a light bulb lit up in her mind about why plants are important in her own life.<\/p>\n

TTR in Three<\/strong>
\nEffective, Intense, Memorable<\/p>\n

Final thoughts<\/strong>
\nI have learned something new every day, hour, five minutes I have spent in school.<\/p>\n

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Natalie G.<\/strong>
\nScience
\n2016-17 Cohort<\/p>\n

Before TTR<\/strong>
\nI started TTR right after graduating from Temple with a bachelors degree in neuroscience.<\/p>\n

Why TTR<\/strong>
\nTTR provides a network of support and encouragement from people who truly want to improve education in Philadelphia. I love hearing other people\u2019s experiences and it\u2019s been amazing getting to know the other residents and share this learning experience with them. We always work together and help each other keep track of the many deadlines and events we have going on.<\/p>\n

Why Teach<\/strong>
\nI have always had a love for kids and a love for science \u2013 this lets me work with both!<\/p>\n

Why Middle School<\/strong>
\nThey are both mature and immature, all at the same time. So there is never a dull moment. I love seeing their creativity at work, hearing their clever thoughts on things, and watching them try to figure out their way through life.<\/p>\n

Life in Philly<\/strong>
\nI love Philadelphia. There is such great history and culture, everywhere.<\/p>\n

Best Experience This Year<\/strong>
\nWe had a new student come to our school late in the marking period and she was very quiet. She told me she didn\u2019t like to talk in front of other people. I started talking to her more individually, after class, and in small groups, so I could answer her questions and give her more study techniques. I saw her self-confidence grow as she got the support she needed and she has slowly been opening up and participating more in the classroom.<\/p>\n

TTR in Three<\/strong>
\nEye-opening, Rigorous, Unforgettable<\/p>\n

Final thoughts<\/strong>
\nTTR has given me a way to invest in the future generations and future of Philadelphia.<\/p>\n

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Laura H.<\/strong>
\nScience
\n2016-17 Cohort<\/p>\n

Before TTR<\/strong>
\nI was a Quality Control Chemist for three years at Johnson Matthey Refinery and Chemicals in Paulsboro, NJ.<\/p>\n

Why TTR<\/strong>
\nThe one-year aspect of the program was very compelling. I am a career changer and I could not drop everything to go back to school. TTR was a great opportunity for me to remain financially responsible and pursue my master\u2019s degree. Now that I am in the program, I feel like a first year teacher because of all the experiences and responsibilities my mentor teacher allows me to take over in her classroom. My coach and my mentor have both encouraged me to take risks and try new strategies. The cohort aspect of TTR is also very valuable – we work together on lesson plans, share classroom strategies, and consult on issues we encounter. When we discuss our issues, we realize we have so much more in common than we initially thought. Teaching is difficult; however, its difficulties are common among teachers.<\/p>\n

Why Teach<\/strong>
\nMy nephew was my inspiration to pursue this degree and become a teacher. When my mother adopted him, he was below grade level in reading and math. Once a week I would take him to the library to introduce him to new books and complete math problems. I realized that I liked showing him new information in this way. Working with him made me realize that students adapt in many ways, in his case, his preferred learning styles were auditory and visual \u2013 perhaps because he couldn\u2019t read very well.<\/p>\n

Why Middle School<\/strong>
\nMiddle grades students are still very plastic and curious. They are also able to do so much more than you expect. They are talented and with a little motivation can create something amazing. I have already seen a lot of improvement in my students from the beginning and the end of the year. These students have a different perspective of the world, which is refreshing, but they also understand that their future is in their hands. Before I started this program I would consider a 12-13 year old the same as a small child who needs a lot of direction and guidance, however, I am learning that these students are very independent and are capable of learning and expanding their understanding of the world.<\/p>\n

Life in Philly<\/strong>
\nThe whole city of Philadelphia is a classroom. Philadelphia is a historical city. I would call it the most historical city in America. There are so many free resources and opportunities for the students in the city. Between museums, national memorials, and historical blocks the city is one big classroom for the students to learn every day. Philadelphia is a technological hub of the East Coast as well. I’m learning so much every day and there are great experiences in and around the city.<\/p>\n

Best Experience This Year<\/strong>
\nI’ve learned how to build a relationship with the students which allows for easier classroom management. We have a student with a behavioral IEP (individualized education plan) who was recently out for surgery. He usually has a quick attitude and is hard to manage at times. I provided him with the work he missed, but I was worried about his ability to take the test. I gave him time to make up the work, and he took the test. He even surprised me when he got an A. His whole attitude changed in the classroom, and I could see that he was just concerned about the grade. He began to participate more in the classroom.<\/p>\n

TTR in Three<\/strong>
\nChallenging, Rewarding, Motivating<\/p>\n

Final thoughts<\/strong>
\nAt the end of the day, learning is the goal and it may not look exactly as you planned. However, if you are able to fulfill your objectives, then the lesson was a success.<\/p>\n

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James M.<\/strong>
\nMathematics and Science
\n2016-17 Cohort<\/p>\n

Before TTR<\/strong>
\nAfter graduating from Temple for undergrad, I spent some time working at an environmental compliance lab and running a Boy Scout summer camp.<\/p>\n

Why TTR<\/strong>
\nI appreciated my time as an undergrad at Temple and wanted to return to Temple for a graduate degree in education. TTR is the perfect program \u2013 it met all the criteria I was looking for, specifically that TTR is an accelerated program, allowing me to earn my Masters in 12 months. TTR offers more support than most teacher preparation programs I researched, providing a full year of teaching experience working with a stellar mentor teacher. I appreciate how my mentor and coach always have answers to my questions. The mentorship and guidance provided by TTR are second-to-none. The faculty are eager to offer guidance and whatever resources they can to support us in our mission to become teachers. I can’t forget about the cohort, of course. We are always there to provide support, answer questions, and discuss any challenges we face.<\/p>\n

Why Teach<\/strong>
\nI was blessed to have some amazing teachers in middle school who made science and math fun and interesting. I want to do the same in an urban setting where it is needed most. Education, after all, is a great equalizer. I’ve been working with youth for many years, so the decision to teach just came naturally. There is nothing more fulfilling than seeing a child grow and learn from experience.<\/p>\n

Why Middle School<\/strong>
\nWe can have a great impact on the lives of our students. They are mature enough to think abstractly, understand complex concepts, but still young enough to mold and develop into future scientists and leaders. Their energy is often endless, but also contagious.<\/p>\n

Life in Philly<\/strong>
\nI grew up not too far from Philadelphia, and appreciate how much potential there is to make an impact here. The kids in Philadelphia are often at a disadvantage and can benefit greatly from the deep content knowledge we possess.<\/p>\n

Best Experience This Year<\/strong>
\nI knew this year would also be a learning experience for me, but I underestimated how much I would learn from my students. Each individual brings their unique experiences, knowledge, and needs to the classroom. Learning how to meet each student where they are, making the classroom a safe and welcoming environment, makes all the challenges of teaching worth it.<\/p>\n

TTR in Three<\/strong>
\nRewarding, Eye-opening, Fulfilling<\/p>\n

Final thoughts<\/strong>
\nKids are kids are kids; they are all very eager to learn.<\/p>\n

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Jalil P.<\/strong>
\nMathematics
\n2016-17 Cohort<\/p>\n

Before TTR<\/strong>
\nI have always had the goal of wanting to become an educator. Before joining TTR, I was a part of the Learning Support department at a charter school in Philadelphia.<\/p>\n

Why TTR<\/strong>
\nTeacher residency programs are the ideal situations for aspiring educators to learn how to put theory and techniques to practice. The student teaching experience usually completed during undergraduate programs only take place over the course of a single semester, which is 3-4 months long. However, our grade school students have class and school over the course of 10 months. It isn’t possible to learn how to effectively become a teacher without the full experience of educational responsibilities being presented to you. Residency programs allow aspiring educators to learn and develop in the job and they are exactly how our young teachers should learn.<\/p>\n

TTR provided me with the opportunity to learn from a working educator, as a mentor, while teaching in a classroom of my own. I already had experience teaching in schools before I became a part of TTR, but I never had the chance to teach mathematics for an entire year in a general education setting. TTR is the ideal program for any educator that is looking to transition to STEM teaching or any new educator interested in STEM.<\/p>\n

The amount of feedback that I receive from my mentor and coach is astounding and helpful in every way. The feedback is never negative and it is always given in an effort to assist me in improving as a teacher. My mentor was the absolute greatest part of my TTR experience.<\/p>\n

Why Teach<\/strong>
\nThe teachers that I looked up to and learned from in my youth were instrumental in my success as an adult. They constantly pushed me to do more and I didn’t appreciate that effort until I began to benefit from the skills they imparted on me. I seek to do the same for every student that I come across in our school systems.<\/p>\n

Why Middle School<\/strong>
\nThis age group is a challenging one and that is exactly why I chose to work with them. Many of these young scholars are mindful, thoughtful, intelligent, and creative in their own unique ways. In many cases, these students have more obstacles and challenges than their parents had before them. They simply need a system by which they can be given a chance at success.<\/p>\n

The middle-grades are when they begin to develop their friend groups, discover their likes and dislikes, and gain interest in the things around them. This age group requires constant care and supervision because of the stage of development they are entering, as well. This is also the age group where inspirations and aspirations are created. Helping a student develop a feel for what they want in their lives begins in the middle-grades and that is why there is no other age group that I would like to work with more.<\/p>\n

Life in Philly<\/strong>
\nThe vast amount of educational activities that are available in the Philadelphia area are amazing. They range from museums, to old city history, to vast amount of colleges\/universities in the area.\u00a0However, many students are unaware of these activities and many teachers may know about these educational activities, but are not aware that they are free and can be planned early in the school year, if necessary.\u00a0I grew up in Philadelphia and I believe that I have a unique perspective on the challenges that some of my students encounter. I want to use this shared experience as a connection to show students that they aren’t alone in many of these challenges. I strive to show them that I can be the primary example of someone who defied the odds and overcame the challenges they are currently facing.<\/p>\n

Best Experience This Year<\/strong>
\nThere have been many, but my most valuable memory and experience during this residency was when I encountered an 8th grade student that had an IEP. After many months teaching him, I related to his case manager that he may not require some of the accommodations stated in his IEP and some of the gaps in knowledge in his IEP from the previous year may not apply for his new IEP. After he was re-evaluated, it was found that this student no longer needed some of the accommodations because his mathematics level increased by almost 2 full years! It was a great feeling to know that I was part of the reason he was able to progress so far.<\/p>\n

TTR in Three<\/strong>
\nTeachers teach teachers. Teachers impact students. Students impact everything.<\/p>\n

Final thoughts<\/strong>
\nThe potential impact that TTR can have on the students and teachers in the Philadelphia area is, not only amazing, but imperative. As a person who grew up in the Philadelphia area, I can see the huge impact that Temple’s residency program can have on the mindset and outlook of a young professional. I encourage anyone interested in serving the community as an educator to support and invest in TTR as a paradigm for teacher development. It is the perfect example of an investment in the future that will grow exponentially.<\/p>\n

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Byeng Uk R.<\/strong>
\nMathematics
\n2016-17 Cohort<\/p>\n

Before TTR<\/strong>
\nI was a mathematics major at Temple University.<\/p>\n

Why TTR<\/strong>
\nI chose TTR because it would allow me to get a master\u2019s degree in one year, provide field experiences in an urban school with an experienced mentor, while also providing a stipend for my work. Looking back, I like that the first semester focuses on observation \u2013 residents have a chance to prepare for our roles as teachers. The second semester is about our role as lead teachers \u2013 residents practice what they have learned and test our skills. The mentorship is also good. My mentor observes my lessons and provides me feedback on what I need to improve and focus on. The combined field experience and mentorship are the best benefits of TTR\u2019s program.<\/p>\n

Why Teach<\/strong>
\nBefore coming to TTR, I worked with students a little bit through my church \u2013 both as a 1-8th grade Korean and 2\/3 grade Sunday school teacher. I was thinking about going to medical school. But I love to see smiles and happy faces when they understand something I teach. Even though teaching is very hard and stressful, smiles give me the strength to continue.<\/p>\n

Why Middle School<\/strong>
\nMiddle-grades students are very positive and bright. They are very energetic and eager to learn what they do not yet know.<\/p>\n

Life in Philly<\/strong>
\nMy favorite thing about teaching in Philadelphia is the variety of students, their diversity. They are lovely to work with. I grew up in South Korea, but I have lived in Ardmore\/Philadelphia since I was in 8th grade and glad to give back to this community.<\/p>\n

Best Experience This Year<\/strong>
\nI have made real connections with students. I feel like I have shown myself to be equal to every student and that I care about each student.<\/p>\n

TTR in Three<\/strong>
\nSupportive, Engaging, Caring<\/p>\n

Final thoughts<\/strong>
\nTTR prepares each resident for what it takes to be a teacher through guidance on specific teaching techniques as well as management of time, classrooms, and student behaviors.<\/p>\n

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Shannon S.<\/strong>
\nScience and Social Studies
\n2016-17 Cohort<\/p>\n

Before TTR<\/strong>
\nI grew up in the Poconos near Stroudsburg, PA. Before coming to TTR, I was studying neuroscience and philosophy at Ursinus College.<\/p>\n

Why TTR<\/strong>
\nTTR provides so much support \u2013 from not only your mentor, coach, and cohort, but also the faculty and administrators. The way TTR combines masters-level coursework and hands-on practice alongside a master teacher, means I have been able to find my teaching style and build my toolkit without the additional stress of simultaneously being solely responsible for student success. My mentor and coach provide honest feedback so that I can improve. The relationships I have made are invaluable to me.<\/p>\n

Why Teach<\/strong>
\nWhile in college, I worked with children in Norristown and did civic engagement work in Albany, NY. I realized that there is a great deal of inequity in education and wanted to make a social justice impact through teaching. My background and love for science, makes me incredibly excited to share not only the content, but also the skills necessary to be a critical and creative scientific thinker with my students. I believe in an interdisciplinary approach to science because so many science skills, like comparing and contrasting, making and recording careful observations, and interpreting graphs and data are skills that span all subjects. I want to help students develop their science knowledge while also making connections between content areas and the real world.<\/p>\n

Why Middle School<\/strong>
\nI love this age of student! They are so quirky, sassy, and understand the world in ways many adults do not. They are at a point in their lives where they can joke around, but are still learning to understand sarcasm. I feel that impacting a middle schooler in a positive way can change their future.<\/p>\n

Life in Philly<\/strong>
\nI do not currently live in the city, but I love visiting and exploring Old City and the many wonderful museums in Philly. I love all types of art and have family and friends in the city. I will be moving soon, and look forward to living where my students live. Philadelphia has become my home \u2013 it is vibrant, has and demands grit, and is incredibly friendly.<\/p>\n

Best Experience This Year<\/strong>
\nAn experienced teacher told me, \u201calways be yourself, completely genuinely.\u201d Meaning, when working with middle schoolers, this transparency helps to create meaningful relationships with students that helps to develop trust and increase learning. For example, a student in my classroom has been particularly difficult to engage. She likes to escape to the nurse or the bathroom instead of work in class. We have developed a rapport where now I can persuade her to attempt the work before trying to leave. On many occasions, she has become so engaged in the work, she stops trying to leave. She is learning better and has shown measurable improvement. Leaving the classroom so often had resulted in huge gaps in her exposure to instruction and limited her learning. Once she felt she knew me, she trusted me and was willing to try to do the work.<\/p>\n

TTR in Three<\/strong>
\nSupportive, Preparing, Rewarding<\/p>\n

Final thoughts<\/strong>
\nI really love every single one of our students and believe that all students of Philadelphia deserve a quality education regardless of their zip code.<\/p>\n

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Bridget D. Mathematics 2016-17 Cohort Before TTR Before joining TTR, I earned my Bachelor of Mathematics at Temple University.\u00a0 I was also working part-time as a whitewater rafting guide, and …<\/p>\n","protected":false},"author":7959,"featured_media":0,"parent":958,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-1513","page","type-page","status-publish","hentry"],"jetpack-related-posts":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P6HqGo-op","post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/sites.temple.edu\/templeteacherresidency\/wp-json\/wp\/v2\/pages\/1513","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.temple.edu\/templeteacherresidency\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.temple.edu\/templeteacherresidency\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.temple.edu\/templeteacherresidency\/wp-json\/wp\/v2\/users\/7959"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.temple.edu\/templeteacherresidency\/wp-json\/wp\/v2\/comments?post=1513"}],"version-history":[{"count":0,"href":"https:\/\/sites.temple.edu\/templeteacherresidency\/wp-json\/wp\/v2\/pages\/1513\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/sites.temple.edu\/templeteacherresidency\/wp-json\/wp\/v2\/pages\/958"}],"wp:attachment":[{"href":"https:\/\/sites.temple.edu\/templeteacherresidency\/wp-json\/wp\/v2\/media?parent=1513"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}