2009-2010 Residency Teaching at Cheltenham Elementary, 3rd Grade
I am 24 and graduated with academic distinction from University of Colorado Boulder with dual degrees in Spanish and English Literature. I have always had an interest in serving those in need in my community and abroad, and have participated in a variety of volunteer opportunities during the past five years, including Hurricane Katrina relief in New Orleans, work with school-aged children in the projects of New York City, work with the homeless in Boulder County, and finally a summer-long service trip to Cochabamba, Bolivia, where I spent time with some of the city’s many abandoned children. I also worked for the Housing Authority of Boulder County as a translator for families seeking affordable housing opportunities.
After spending time with a group of Bolivian orphans during the summer I spent there, I became aware of the huge impact that just one intentional adult influence can have on the trajectory of a child’s life; for this reason, I decided to go into education. I knew from the beginning that I wanted to teach in a high-needs, urban school, to fight the institutionalized racism that has doomed so many of our nation’s youth to poverty and a substandard education.
I knew that, in order to be effective in such a challenging teaching environment, I needed support and excellent preparation. For this reason, I chose the Denver Teacher Residency. This program stands for everything that I believe to be true about education and about the educator’s crucial role as an agent of change. It prepared me in the most effective way imaginable to succeed as a teacher – and most importantly – to help my students to succeed. A huge challenge that I see for the beginning teachers at my school is a lack of thorough preparation. I feel that most traditional teaching programs fail to emphasize the importance of building a culturally responsive classroom that celebrates students’ racial, ethnic and linguistic diversity. Without such instruction, teachers aren’t fully equipped to face the challenges of an urban classroom, and may burn out prematurely.
The support that I received as a Denver Teacher Resident has been unparalleled. The program staff and faculty at DU ensure that we receive training related to every unique aspect of teaching in an urban school setting, and have meticulously designed each step of our residency year to accomplish the end goal of preparing excellent classroom teachers. I could not ask for a more supportive learning environment, and feel confident of my own future success as a result of DTR’s crucial investment.
Likewise, I have been impressed by the proactive approach that DPS is taking to close the achievement gap by focusing on data-driven instruction, increased teacher support, and increased parent involvement. My fellow residents and I have the unique privilege of participating in the first year of a program specifically designed and implemented with the support of DPS as a genuine, proactive effort to change the state of Denver’s urban schools. I completed my residency year at Montclair Elementary.
I am continually amazed by the vast potential I see in my students. There has been absolutely nothing more rewarding than seeing the students in my classroom struck by the inspiration of having grasped something taught to them. Seeing a student internalize, personalize, and apply a concept learned in the classroom to his or her own experience certainly makes the toil of planning worthwhile.
Lauren Payne – Cheltenham Elementary, 3rd Grade
2009-2010 Residency
Teaching at Cheltenham Elementary, 3rd Grade
I am 24 and graduated with academic distinction from University of Colorado Boulder with dual degrees in Spanish and English Literature. I have always had an interest in serving those in need in my community and abroad, and have participated in a variety of volunteer opportunities during the past five years, including Hurricane Katrina relief in New Orleans, work with school-aged children in the projects of New York City, work with the homeless in Boulder County, and finally a summer-long service trip to Cochabamba, Bolivia, where I spent time with some of the city’s many abandoned children. I also worked for the Housing Authority of Boulder County as a translator for families seeking affordable housing opportunities.
After spending time with a group of Bolivian orphans during the summer I spent there, I became aware of the huge impact that just one intentional adult influence can have on the trajectory of a child’s life; for this reason, I decided to go into education. I knew from the beginning that I wanted to teach in a high-needs, urban school, to fight the institutionalized racism that has doomed so many of our nation’s youth to poverty and a substandard education.
I knew that, in order to be effective in such a challenging teaching environment, I needed support and excellent preparation. For this reason, I chose the Denver Teacher Residency. This program stands for everything that I believe to be true about education and about the educator’s crucial role as an agent of change. It prepared me in the most effective way imaginable to succeed as a teacher – and most importantly – to help my students to succeed. A huge challenge that I see for the beginning teachers at my school is a lack of thorough preparation. I feel that most traditional teaching programs fail to emphasize the importance of building a culturally responsive classroom that celebrates students’ racial, ethnic and linguistic diversity. Without such instruction, teachers aren’t fully equipped to face the challenges of an urban classroom, and may burn out prematurely.
The support that I received as a Denver Teacher Resident has been unparalleled. The program staff and faculty at DU ensure that we receive training related to every unique aspect of teaching in an urban school setting, and have meticulously designed each step of our residency year to accomplish the end goal of preparing excellent classroom teachers. I could not ask for a more supportive learning environment, and feel confident of my own future success as a result of DTR’s crucial investment.
Likewise, I have been impressed by the proactive approach that DPS is taking to close the achievement gap by focusing on data-driven instruction, increased teacher support, and increased parent involvement. My fellow residents and I have the unique privilege of participating in the first year of a program specifically designed and implemented with the support of DPS as a genuine, proactive effort to change the state of Denver’s urban schools. I completed my residency year at Montclair Elementary.
I am continually amazed by the vast potential I see in my students. There has been absolutely nothing more rewarding than seeing the students in my classroom struck by the inspiration of having grasped something taught to them. Seeing a student internalize, personalize, and apply a concept learned in the classroom to his or her own experience certainly makes the toil of planning worthwhile.