Interview is edited for length and clarity.
What drew you to teaching?
I was heavily involved with my church, helping out in the nursery and bible school lessons. I always enjoyed working with children. I received my undergraduate degree in Youth Ministry years earlier, and I was not exactly sure what I was going to do as a career. In this transition period, I connected with my cousin, who also works at NECC, and they encouraged me to explore a new opportunity.
I started in the residential program, and I was hooked. Although I graduated from the master’s program in 2024, I started at NECC in 2016. I knew that a role where I could work with kids would feel so rewarding. I decided to finally listen to my friends who always encouraged me to take that next step and see if teaching was a good fit for me.
I never planned to go to graduate school. My undergraduate experience was very difficult, and I really struggled. That's what pushed me to be the best learner I could be. I wanted to be the teacher I didn't have.
Tell me about any internships you had.
We had practical hours that were spent in the classrooms, but we also had an inclusion internship that took place outside of the classroom. We were all placed at neighboring schools. I was in Shrewsbury and worked with kindergarteners. In an inclusive classroom, there are general education students and special education students together.
There, I learned to balance caring for students with a range of needs, from IEPs to students who needed additional support. In Massachusetts, there is a requirement to work with English as a Second Language (ESL) students to obtain a special education licensure. While ESL students are less common at NECC, it was an invaluable experience with more of the public education system in mind.
The biggest takeaway was seeing the best teaching practices for students. At NECC, I was exposed to the process of creating Individualized Education Plans (IEPs) for every student, so seeing how inclusion classes do some of that — as well as greater lesson planning for a class of 20 kids — showed how we all teach the same curriculum in different ways.
What was your favorite course at Simmons?
I remember a class called “Inclusion,” and it taught the type of model to follow in a classroom. I remember a project we had, which I still try to adopt in my classroom even now.
We had a project on finding books that we thought were good examples of an inclusive children's book and, on the flip side, found some that were not good examples.
There was also a sheltered-English instruction class, which I thought was something of interest. Given the area of Massachusetts and its growing population, there are more English language learners than ever before. Including them is key to a strong foundational education.
What is your current role? What are some of your responsibilities?
I am an education coordinator in the intensive instruction program. I've been in this role for almost a year and a half, and it has been such a learning experience.
My role includes creating Individual Education Plans (IEPs), monitoring student progress, and classroom management among the teachers. I also work closely with a Board Certified Behavior Analyst, who is a part of the supervision team.
As a group, we often have meetings to go over changes in special education. For instance, last year, the template for IEPs changed. That was a large undertaking to make sure all of the students were accommodated and appropriately cared for.
Are you still in touch with other Simmons alumnae/i or professors?
Yes, Chris Evans, the chairperson of the education program. When I was on the fence about taking the master’s program because of my difficult undergrad experience, she made the point that we are all special educators; if we couldn't make a plan specialized to me, then we wouldn't be practicing what we preach to the students. If we can't accommodate and emphathize with my situation, then we are not doing our jobs.
I feel so lucky that I had such a great group of teachers at NECC. We stay connected by helping each other. For instance, I was asked to come back for the Class of 2025, who graduated in May. Helping them and seeing them succeed felt wonderful and made our network stronger.
I really appreciate Chris Evans and Heather Fortin. I've had teachers in the past who you could tell don't care, and Chris and Heather are the total opposites. They are so passionate about this field and this population of students. In the practicum years, they will check on you outside of the working hours to make sure you are on track.