“I have always been drawn to finding ways to bridge gaps—connecting people and helping to motivate them,” Emily said.
“I consider myself fortunate here at LELC because of being mentored by my colleagues, so I am going into graduate study with a very solid teaching foundation. Educational leadership suits my inclination, and now I have the opportunity to get the credentials I need to be considered an expert.” Emily believes graduate education will make her a better teacher while preparing her for a career in school administration.
“I believe that the individual matters, and I focus on that —whether I am dealing with a 2-year old or a 22-year old—when communicating, offering support or trying to make a connection. Showing respect—offering faith in the person, up front.”
Curriculum and Instruction for Social Justice Program, with a concentration in Teaching English Language Learners (TELL)
“I have an interest in social issues and teaching students to be socially con- scious as to who they are, in the world and in their environment. Specifically, because of their race and what they see in the environment, namely, positive role models,” Melissa said.
“That is why I chose my area of study. I am always striving to be a better teacher in ways that will benefit my students and accommodate the ways they learn. I am deeply passionate about my work on a very personal level, and I view my work through a social justice lens, with a keen focus on marginalized groups. That’s the reason for choosing a concentration in TELL. My graduate study will help me emerge as a more engaging teacher with more relevant instructional tools for my students.”
Melissa wants to work one day at the K-4 or elementary school level.
School Counseling Program
Kayla chose Loyola’s School Counseling Program to focus on students’ emotional care and development, which are vitally important to academic success.
“The school counselor is a mentor, the person who helps students grow,” she said. “Often, [the counselor] is the listening ear, a trusted member of the faculty and/or administration who offers students a safe space where they can be themselves, take a break and problem-solve.” Kayla wants to be that person.
“I want to learn the tools to help our young children be comfortable with themselves. When they are having problems at home with siblings or parents, I want to know how we can help them by building on the trust we have already established with them, so we can help them not feel alone or isolated. We do a lot of good exercises at the school now, like mindfulness. I want to learn more skills so I can be helpful to students, my colleagues and our parents. I think I can develop good mediation skills to support our parents.”