And that is exactly where a small group of NIU College of Education Educate U.S. travelers will find themselves the week of May 14.
“Our past Educate U.S. experiences have been in urban settings, significantly larger than their traditional field placements,” says Jenny Johnson, director of teacher preparation for the college. “Our leadership team really wanted to give our teacher-licensure candidates is exposure to, and experience in, a truly rural setting. The Mandaree experience expands the range of opportunities for our candidates to take engaged learning to the next level.”
North Dakota-bound: Caleb Purcell, Haleigh Eller, Andrew Finch and Delaney Nauman
Ninety-eight percent of Mandaree’s fewer than 200 students come from Native American tribes. Some of the two dozen teachers grew up in the Fort Berthold reservation or nearby; others grew up in other reservations.
One building serves the entire K-12 population, which is overseen by a superintendent, an elementary school principal and a high school principal. The district itself falls under the jurisdiction of the Bureau of Indian Education of the Bureau of Indian Affairs.
Zalesky made the initial contact with the Mandaree School District when she visited in the summer of 2017 as a certified consultant for WIDA (World-class Instructional Design and Assessment).
The WIDA consortium advances academic language development and academic achievement for children and youth who are culturally and linguistically diverse. Zalesky presented professional development on working with diverse learners and the English Language Development Standards.
While Zalesky could not personally observe student-teacher interaction during the summer, the time she spent living among and working with teachers spoke volumes.
“I was having a conversation with Superintendent Ann Longie, just talking about what a great experience I had meeting the teachers there,” Zalesky says, “and I told her about some of the opportunities that NIU College of Education students have, one being Educate U.S.”
Both believed that five days in Mandaree would provide a unique perspective to future teachers, one beyond the already diverse array of clinical experience the college offers. Dean Laurie Elish-Piper, Associate Dean for Academic Affairs David Walker and Johnson agreed.
“What I would like to think is that they will see some different methods, simply because it’s a different population – or maybe not. Maybe it’s not that different,” says Zalesky, who will return to Mandaree to supervise the Educate U.S. students. “I would hope they’ll see the cultural and community aspects that influence instruction. I would hope they would see that there aren’t too many fluent speakers of indigenous languages.”
She knows they observe “a strong sense of commitment” to students from teachers and, most of all, flexibility.
Much of that flexibility comes in response to the hiring and retention of teachers in a region of the country with brutal winters, she adds.
“I met teachers who the previous year taught fourth- or fifth-grade, and this year they’re teaching kindergarten or first. Last year, they were teaching social studies and science, and this year English or math,” Zalesky says. “They just say, ‘This is what I’m teaching. I might have four or five preps at multiple grade levels and multiple content areas from one year to the next.”
Administrators are part of that equation as well.
“If they need a bus driver, the superintendent will drive the bus. A building principal will drive the bus,” she says. “People just pitch in to do what they need to do, without question, without complaint and without a second thought.”
NIU’s select students will taste a bit of that flexibility, Johnson says.
“There is nothing like this in our service region, so participating in this experience is an added value. It’s a rich opportunity to see teaching and learning through a completely different lens,” she says. “The more they know and experience, the more highly qualified they will be upon graduation, and the more tools they will have to plan and design instruction for the students they’ll serve.”
Mandaree classrooms will bring to life what NIU College of Education students learn in their courses about diverse instruction, demonstrating how those theories and methods are implemented in different spaces to support student growth.
Licensure candidates also will learn about professional development in rural schools, Johnson adds, as well as “the culture of teachers and students living in the same small space during the education cycle.”
As with the semiannual trips to the Houston Independent School District, the NIU College of Education pays for all travel expenses. Housing accommodations are provided by the partner districts, allowing Educate U.S. participants the opportunity to experience community, culture and authentic home-school connections.
Educate U.S. travelers are eligible for the university’s Engage PLUS transcript notation.
Both professors in Sport Management believe that the hands-on learning sets NIU apart from its competitors and offers a strong marketing point for recruitment.
“We want to provide some industry insights to the overall learning experiences of our students,” says Howell, an associate professor and director of Graduate Studies for the department.
“Given that Indianapolis isn’t far from NIU, and Claire’s connections at the NCAA, and my relationships with various folks at Purdue University, we thought it would be a good fit,” he adds. “These applied and practical sides of the sport management industry are nice complements to what students learn in the classroom.”
Steve Howell and Claire Schaeperkoetter
Schaeperkoetter, who Howell says was “instrumental in organizing the nuts and bolts of the trip itinerary,” chose Indianapolis for its proximity to DeKalb and its vibrant cluster of collegiate and professional sport venues.
“Any sort of undergraduate or graduate program is looking for ways to provide unique experiences to their students,” says Schaeperkoetter, an assistant professor. “It’s good for students to hear industry professionals reiterate a lot of the concepts we talk about in class. It really adds that practical component. They can have those light bulb moments and connect the dots.”
The first stop on the trip, which took place April 19 and 20, was the NCAA headquarters.
NCAA staff conducted three panel discussions covering such topics as finance, marketing, compliance, championships and ticket sales. Students asked questions – “How did you get to where are you now?” – and heard valuable tips for success.
During a subsequent tour of the NCAA facility and its Hall of Champions, the students were able to learn more about the storied history of the college sports organization while they exchanged business cards with their hosts.
Enhanced networking took place that evening when NIU’s group gathered at a local restaurant for dinner with NCAA employees, some of whom had not participated in the panel discussions.
“Our students were able to chat with people from industry,” Schaeperkoetter says, “and pick their brains a little bit about their own career experiences, how they got their feet in the door and climbed the proverbial ladder.”
Friday morning began at the legendary Speedway.
“We toured the race track, got a historical overview of the facility, got a better understanding of some of the operational aspects and heard about what goes into hosting the races – the Indy 500 and the Brickyard 400,” Howell says. “We also got a nice tour of their museum.”
Riding on a bus around the rectangular oval, the NIU travelers also began to understand “just how many people are able to fit in the stands,” Schaeperkoetter adds. “You think that a major football stadium maybe seats 100,000. They can fit three to four times that. When you think about the management of that, the sponsorship opportunities, the logistics – it’s really interesting.”
NIU’s group toured Mackey Arena as well as the Rec Center, which was “transformed” in 2012 with nearly $100 million of renovations and expansions. “It’s one of the best rec centers in the country,” Schaeperkoetter says. “We took a tour for an hour, maybe an hour-and-a-half, and, honestly, we could’ve spent three hours on that tour. That’s how big it is.”
Back in DeKalb, students expressed their gratitude for the opportunity and their willingness to promote the value of Engage U.S. experiences to next year’s first-year grad students in Sport Management.
Schaeperkoetter and Howell, meanwhile, are pleased with the results of their maiden voyage.
“It opened our students’ eyes to even more opportunities in the field of Sport Management. I can’t tell you how many students came up to me and said, ‘I hadn’t even thought about that as an opportunity,’ ” Schaeperkoetter says. “This kind of real-world experience, outside of our dynamic classes, just adds another piece to the grad school puzzle.”
Howell enjoyed watching the students interact outside of their Anderson Hall classroom.
“They really enjoyed not only the learning component of this but the opportunity to network and the opportunity to bounce ideas of each other,” he says. “We’re already very excited to start organizing our trip for next year.”
When in Indy … NIU’s travelers join in the tradition of “kissing the bricks,” started by NASCAR champion Dale Jarrett after his Brickyard 400 victory in 1996.
All of the world’s eyes – Brandon Male’s included – are on South Korea.
But the instructor in the Department of Kinesiology and Physical Education (KNPE) is looking at the Winter Olympics through a different lens, one that understands that the games are far more than athletes, medals, national anthems and must-watch TV.
Male is preparing to select and accompany a dozen NIU College of Education students this May to the U.S. Olympic Training Center, also known as Olympic City USA, in Colorado Springs, Colo.
It’s among the first ventures of Engage U.S., a new addition to the Educate and Engage Program and tailored for students who are not in teacher-licensure programs. Thanks to generous funding from donors to the college and the department, students selected for the trip will pay almost nothing.
“This is a big opportunity for our Exercise Science and Sport Management students to gain a little insight and to get their own Olympic experience,” Male says. “This is going to be the start of something cool.”
Huskies chosen for the trip will engage with, and learn from, coaches and other practitioners and administrators who work at the U.S. Olympic headquarters. Male also hopes his travelers will meet current Olympic athletes.
USA Swimming and USA Shooting also house their national headquarters on the complex, which covers 35 acres and can provide housing, dining, training facilities, recreational facilities and other services for more than 500 athletes and coaches at one time.
NIU students will stay in the training center’s dormitories and enjoy use of the fitness facilities and swimming pools, he adds.
KNPE Chair Chad McEvoy was instrumental in bringing Male’s vision to life.
“Dr. McEvoy had a couple contacts there, including a former student who’s moved on to the USA Triathlon. He still knows some folks there, though, and did a little networking, made a few phone calls – business development is his title – and they ate it up,” Male says.
“Every once in a while, the Olympic Training Center has a university tour that comes out, but they’re trying to get more experience with more young people, with more up-and-coming professionals, and they’re really trying to push the Olympics to help grow and cultivate Team USA. They’re very on board. They love the idea.”
“Our Kinesiology program at NIU provides exceptional opportunities for students to pursue their passion for working in fitness and exercise related professions,” McEvoy says. “This Engage U.S. experience with the Olympic Training Center will allow our students to immerse themselves in sport performance at its peak.”
Past the invaluable lessons of the industry lie the kinds of experiences that are only available outside the classroom, Male says, including new skills, greater confidence and the inspiration to “better themselves to become the highest level of professional.”
“I hope these students realize that it’s a big world out there with a lot of really great opportunities. I hope they come back with a more global perspective, and that it’s important to reach out, to make contact with people and to take a chance,” Male says.
“I want them to think about those employers, those graduate schools and those jobs that might seem too good to be true, or too much of a big fish, and to go for it,” he adds. “At its core – at its root – what this is is a networking opportunity, to just go out there and meet people, and this is an opportunity to go out there and meet the best of the best. Who better to talk to you about that than Team USA?”
After 14 hours in the air, there was obviously no need to tell Marcus Lewis that he wasn’t in DeKalb anymore.
Yet his first steps off the plane into a nearly empty airport in China, with none of the crowded hustle and bustle of O’Hare, did the job anyway.
His important realizations would come later, however, as the third-year Elementary Education major spent six weeks from early July through mid-August teaching English to teenagers at the Beijing Royal School.
Language barriers toppled – and learning took place – in Beijing and also in Taiwan at NIU’s other partner: the Miaoli County Government Education Bureau schools.
English lessons came through an exploration of fairy tales, movies, TV shows, comic books and superheroes. Through morning exercise. Through telling stories of life in America. Through touching U.S. currency. Through synonyms and antonyms. Through celebrating the Fourth of July. Through song and dance. Through imaginations sparked with “a bunch of glue and a bunch of sticks.” Through hugs and tears.
Marcus Lewis (center) and Alexis Moaton teach in China.
“Students and kids are kids wherever you go,” says Lewis, one of 37 NIU College of Education students who participated in the summer’s maiden voyage of Educate Global, which provided round-trip airfare, room and board and cultural tours at no cost to the students or the college.
“Things can be culturally different, but people – regardless of wherever you go – are people. If they want to acquire some knowledge, they’re going to do so, and they’re going to do so in a way that’s rewarding to you as their teacher.”
Part of the college’s experiential Educate and Engage Program, Educate Global was designed exactly for outcomes like that one in China and Taiwan.
Doing so, she adds, enhanced their preparation and resiliency for rapidly changing classrooms in the United States. “We are seeing an increasing diversity in the K-12 population,” Elish-Piper says.
“Our graduates are going to encounter students who speak different languages, who come from different cultures, who have different experiences,” she adds. “They are now more aware. They will approach teaching from a more global understanding. They appreciate the diversity and differences our students bring to the classroom.”
Madison Geraghty (left)
NIU’s globetrotters, who were urged to replace judgement with curiosity, also returned with greater confidence and flexibility.
“Each student who participated has been transformed in different ways. They’ve experienced the life of being a teacher in a very unfamiliar setting,” she says. “Educate Global was an eye-opening opportunity to be in a part of the world where the culture, the language and the educational setting are so different.”
David Walker, associate dean for Academic Affairs, witnessed that with his own eyes.
“I saw our students really grow. I saw them be really self-reflective about how they need to change and develop,” Walker says, adding that “the life-altering set of experiences” enabled students to learn about themselves, what they do well and where they need to improve.
“Even now, I’ve had a number of them come up to me – in Gabel Hall, in Graham Hall, on the sidewalk – and tell me how Educate Global has changed their lives. It’s changed the trajectory of what they want to do with teaching,” he adds. “These are comments initiated by the students, which reveals to me what a powerful experience this was.”
Borg knows why the Huskie travelers feel that way.
“When we place them internationally, they become the minority. They, in many cases, find out for the first time what it’s like to actually be in a situation where they’re not in control or can’t navigate,” he says.
“For somebody to survive in that situation, and to excel and to thrive in that situation, means that that teacher-candidate is adaptable, is flexible, can make something out of nothing,” he adds. “It allows our students to become better citizens of the world. It requires our students to look at the world differently. It allows them to really reflect, and also to really reach out to students that perhaps don’t come from the same place that they come from.”
Case in point: Students in China and Taiwan “do not behave like American students,” Borg says.
“These students do not ask questions. That’s not how their educational system is set up,” he says. “Our students had to begin to ask more questions. Our students had to become far more observant in terms of the interactions that the Taiwanese or the Chinese students had.”
Quickly, however, “our students began to realize that the way they would behave around American students must be different in terms of how they would behave around Chinese and Taiwanese students, in particular in terms of how to build rapport.”
“Many times, an Educate Global student would have to break down that wall in order for that student to begin to share and to become more open,” Borg says.
“The effective educator really needs to be prepared to meet students where they’re at and move them to the next level,” he adds. “This is what NIU’s College of Education is all about. We want to be sure that our students have a whole toolkit to pull out at any moment.”
Amor Taylor, a junior Middle Level Teaching and Learning major, used fun activities to flatten language barriers.
Taylor and her co-teacher played games with students at the Beijing Royal School, who ranged in age from 11 to 15, asking them to demonstrate comprehension by completing unfinished sentences or drawing pictures of words spoken in English.
Nonetheless, “some of the students got frustrated. They were really hard on themselves. They are more disciplined, and when they do things wrong, they are really angry at themselves, and some of them would cry,” Taylor says.
“We would tell them, ‘It’s OK.’ We tried to show them that we’ve been here for five weeks, and we still don’t know as much Chinese as you know English,” she adds.
“I felt like that I was actually helping them, so it was very rewarding. I felt like we were making a difference. They were happy they were learning, and we were happy we were teaching them in a way they could learn.”
Nicole Morales (right) enjoys a meal with her Chinese students.
When Taylor returns eventually to her native Chicago to teach in “a school that’s impoverished,” she will bring the experiences of China with her.
“You have to slow down and take your time, because it’s not always that the students don’t understand. It’s that sometimes you’re going a little too fast for them to be able to let you know that they understand,” Taylor says.
“Sometimes we look only at the majority, and there a few stragglers behind. They’re still not grasping the material as quickly. We have to make sure that everybody knows it before we continue on because, when we go on to another subject, then they don’t know the first one – so they’re not going to be able to grasp that one either.”
Her confidence has risen to meet such challenges.
“There are people that we feel like might not ever ‘get it,’ and we have to strive to help those students, because it’s our job to make sure they get it. We have to figure out a way to help them so they can move on, so they can continue in life and continue in their education,” she says.
“I was able to just get a glimpse of what happens when you slow down you help them,” she adds, “helping their confidence to grow so they can feel comfortable learning the material even if they make mistakes. That made me feel good as a teacher.”
Lewis realized similar progression in his abilities.
Building affinity with Chinese students, despite “my zero knowledge of Mandarin, (their) limited knowledge of English,” he says, is good preparation for working to relate to students of different backgrounds.
“Just because something makes sense to me one way doesn’t mean it’s going to make sense to that student if I try and present that information to them that way,” Lewis says.
Meanwhile, he appreciated the challenge to plan, execute, reflect on and modify lessons. He enjoyed the teamwork with his co-teacher. He remains committed to flexibility while staying focused on his goals.
“If I can get different experiences, I’m open to those experiences. I’m open to doing things different ways if that is what’s going to foster this knowledge or inspire that student,” he adds. “I may not have as much experience now as more-seasoned teachers, but I want to collaborate. I want to work with them. I want their ideas – because I want to be a better teacher.”
Jodi Lampi, David Walker and Terry Borg
NIU is assisting him in that mission, he adds.
“People want you to succeed here,” Lewis says, “and they’re trying to provide you with as many experiences as possible so that you are successful, so that you are prepared.”
Educate Global travelers can differentiate themselves in the job market as well, partially through an incredible and affordable international opportunity that many could not manage on their own.
Students also can apply for the university’s EngagePLUS Academic Transcript Notation, which documents such skills as critical thinking, organization and teamwork to employers and graduate program.
“Our students who participated in Educate Global are highly motivated,” Elish-Piper says. “They are mature and serious. They are excited about taking a chance – of going out of their comfort zone, learning about others and, more importantly, learning about themselves.”
“The experiences they explain to principals and school districts are phenomenal,” Walker adds.
“I don’t know of many schools in our area that offer this kind of program. It’s the chance of a lifetime, and will be a hallmark of their lives.”
James Cohen, an associate professor in the Department of Curriculum and Instruction, just provided a professional reference for one of those students.
James Cohen (center)
Cohen was one of four NIU faculty who traveled to China and Taiwan to supervise and mentor the students; colleagues Jodi Lampi, John Evar Strid and Samina Hadi-Tabassum did the same.
“What I saw in our students was that they stepped up to the plate,” Cohen says.
“I saw games. I heard songs. I saw projects. I saw physical activities that got the students out of their chairs. I saw one teacher taking students outside, in the heat, to run while working on their English,” he adds. “I saw very little direct instruction. Most of it was student-centered, engaging activities.”
For someone like Cohen, who’s passionate about educational equity, those weeks in Taiwan proved that his philosophy – the College of Education’s philosophy – is getting through.
“I was very impressed with how hard they worked, and how serious they took their charge to be teachers to Taiwanese children,” he says. “They really, really, really wanted to make a difference. They wanted to be the best teachers they could be. They were open to constructive criticism. They were open to learning about the culture and the differences in lifestyles. They were open to experiencing a different world, and it was beautiful. It was very heartening.”
Educate Global, for its part, “opened their minds to the idea that not everybody is the same. It built empathy for the English Language Learners in their future classrooms,” he adds. “It will shape them for the rest of their lives, without question.”
Students, faculty and staff in the NIU College of Education recently raised $2,200 to send to the HISD Foundation in support of the Houston Independent School District.
Ravaged by Hurricane Harvey, the Houston schools were forced to delay their opening days by two weeks or more. Seven school building were so badly damaged that their students were reassigned to other locations.
Although Harvey roared ashore more than 1,000 miles away from DeKalb, its devastation hit close to home for the College of Education, which partners with HISD for the Educate U.S. program.
Educate U.S. enables select participants to work side-by-side with mentor teachers, observing in classrooms, preparing lessons and engaging in co-teaching strategies outside of Illinois.
NIU students chosen for the donor-funded, all-expenses paid journey further enrich their experience by joining with Houston students, host families and community members in a variety of extracurricular and community events.
Program administrators placed cash jars in three locations within the college and held bake sales to raise $1,100 in four days. Dean Laurie Elish-Piper matched that amount, resulting in the $2,200 donation.
“I’ve been keenly aware, for more than 20 years, of the big hearts and the kind souls passing through these hallways. We are a family that cares for others, whether in Illinois or Texas. This is the NIU College of Education I know and love,” Elish-Piper said.
“Believe me, our partners in the Houston Independent School District will appreciate and make good use of our contribution to their recovery – and they will continue to honor our friendship by hosting our students for the life-changing Educate U.S. program,” she added. “We are fortunate indeed.”
Meanwhile, faculty member Laura Ruth Johnson is gearing up to help Hurricane Maria victims in Puerto Rico.
“Chicago’s Puerto Rican community has been a great partner to me, and to NIU students, in providing community immersion experiences for our graduate students, and helping to develop research partnerships,” Johnson said.
She is hoping to organize a December break service trip to Puerto Rico to assist with clean-up and rebuilding efforts, and would invite other members of the NIU community – faculty, staff and students – to join her, especially those with expertise in engineering, health care, agriculture and social entrepreneurship.
“The recovery in Puerto Rico will be long and arduous,” she added. “They are predicting that it could take up to six months to restore power to the entire island. More funds and support will be needed as the island tries to recover from this disaster, and the poorest residents will be the most affected.”
Thirty-seven NIU College of Education students are traveling to teach in Asia this summer, a “business trip” guaranteed to enrich and shape their professional lives in amazing ways.
Part of the college’s experiential Educate and Engage Program, the inaugural Educate Global journey will place NIU students at China’s Beijing Royal School from early July through mid-August or Taiwan’s Miaoli County Government Education Bureau Schools in July.
Huskie travelers depart in late June to teach English as a Foreign Language in summer camp settings to Chinese and Taiwanese pupils in third- through 12th-grades.
And it’s impossible to beat the price: Educate Global covers an amazing package that includes round-trip airfare, room and board and cultural tours.
Laurie Elish-Piper, dean of the NIU College of Education, is excited to visit both sites to see Educate Global travelers in action as they “interact with their students, and embrace all of the cultural opportunities available to them in Taiwan and China.”
“I have long believed that travel is one of the best teachers about diversity, culture and one’s place in the world,” Elish-Piper said.
“Many of our teacher-candidates have not had the opportunity to travel internationally and to see education enacted in other parts of the world,” she added. “The experiences in Taiwan and China will help them understand teaching, learning and themselves as they live and teach in another part of the world.”
NIU students who participate in Educate Global will give themselves a leg up in the job market, said David Walker, associate dean for Academic Affairs.
“Our program allows students to become more educated in their disciplines, and engaged outside of the classroom in areas such as experiential learning, hands-on learning, problem-based solving, research and other areas of teaching and learning,” Walker said.
“They’ll look back at this as one of the highlights of their undergraduate or graduate careers,” he added. “I know I did; I traveled to the Soviet Union in the late ’80s, and it really helped set my course later in life. We are helping our students to teach, learn and interact in a broad space.”
Beyond the experience of teaching in a foreign culture, the Educate Global travelers will receive classroom management and instructional coaching by onsite NIU faculty members. They will work with local teaching assistants who help manage students and the language barrier. They will assist with out-of-class activities that culminate in a closing ceremony.
Elementary school campers at the Beijing Royal School will learn conversational English through exploring fairy tales, emotions and the similarities and differences between the United States and China. Teenage campers will develop their English through examining aspects of American culture, including American movies and television shows.
School-age children in Miaoli, meanwhile, will learn American culture and customs, songs and music, science and social studies with a focus on the theme of comic books and superheroes. Each child will develop and write a comic book while learning to speak, read and write in English.
“Looking at this from the big, big world perspective, the more opportunities that we take part in, where we meet and learn from people from other countries, the more we begin to recognize that we are all the same,” Borg said.
“We have families that we love. We want to learn. We want to achieve. All of these things are the same,” he added. “In an era when we’re concerned about building walls, and you’re either for us or against us, I believe this gives people cause to think that, ‘Maybe I need to be a more critical thinker than my government wants me to be.’ This might create an opportunity for more world peace and understanding.”
NIU’s students already have impressed Borg with “their commitment to be not just good but great educators.”
“Our students are concerned about teaching, and really concerned and excited about the students they’re going to teach. They’re committed to putting together very sound lesson plans based on objectives and standards,” he said. “They’re going to make NIU proud.”
Amor Taylor, a Middle Level Teaching and Leaning major in the Department of Curriculum and Instruction, wants to teach in China to “gain the knowledge necessary to view the world from different perspectives.”
“I think that I already view the world in different ways but teaching in China will add to these perspectives,” said Taylor, a native of Chicago.
Amor Taylor and Stephanie Eller
“I also want to teach in China so that I can become a better teacher for my students. The best teacher advocate for students deals with all types of situations,” she added. “Teaching in China will give me another perspective on my students and put me in an environment that allows me to learn how to deal with a variety of students. I think this opportunity as a whole is just a great way to make me a better person, student and teacher.”
Stephanie Eller, a fourth-grade ESL teacher at Emily G. Johns Intermediate School in Plano Community Unit School District 88, expects her Taiwanese campers will teach her something. She graduated in May with her M.S.Ed. in Literacy/ESL from the Department of Curriculum and Instruction.
“This will be a chance to step into a new dimension of language instruction for me, and allow me to grow my skills as a teacher working with students who do not have a common language background that we can both rely on,” Eller said. “I am excited to not only teach my language to my students in Taiwan, but also hopefully learn from them as well.”
Borg is confident that Taylor, Eller and the 35 others will return with broadened perspectives as they complete unparalleled opportunities to put theory into practice.
Some will find the courage and motivation to seek teaching jobs overseas at international school and U.S. Department of Defense schools, he said. Others will gain a greater realization of the need in Illinois for more English as a Second Language teachers as well as for teachers of English Language Learners.
All, however, will become superior teachers who “will never view their students or this career in the same way that they have before this experience,” Borg said.
“They’re going to understand now what it means when a students doesn’t understand something because they’re going to be in a place where English is not the main language, and they will translate that experience into their future students’ experience,” he said.
“Being away from their homes – flying 15 hours away, thousands of miles away – they are going to know what it means to be an environment that’s very alien to them,” he added. “And when they come back to classrooms in Illinois, they’re going to understand in a first-hand fashion about working with populations that are not indigenous here and how that feels for them.”
Elish-Piper shares Borg’s optimism – and is thrilled to see Educate Global become a reality as well as an incredible differentiator for NIU College of Education students.
“Whether our students plan to teach abroad, to teach in another part of the United States or to return to their hometown and teach,” the dean said, “Educate Global will provide them with a transformational learning experience that will forever change how they think about teaching, learning, language and culture.”
When there is no response – no “Here!” or “¡Aquí!”– a child stationed at the front of the classroom carefully removes that classmate’s photograph from the outside of the “We Wish You Well” heart and places it inside the heart.
“They say, ‘Let’s put them in our heart and wish them well,’ ” says Wendy Castillo-Guzman, an Early Childhood Education major in the NIU College of Education. “When I first saw that, I honestly teared up. I just thought it was beautiful because teaching kids at that age to care about their friends, and caring about one another, is so important.”
It’s not the only Texas inspiration she plans to pay forward in her teaching career.
“The teachers there, man – they’re just so loving,” says Castillo-Guzman, a senior from Rochelle.
“They told me that whenever you do something, do it with love, and always do it believing that every kid can excel. Never leave a child back. Show them that you believe in them, and that they can do it. Take the time to work with them. Take the time to show them that you care, and that you’re invested in them.”
Ashley Kivikoski, Early Childhood Education major
Educate U.S., a component of the college’s hands-on Educate and Engage Program, enables select participants to work side-by-side with mentor teachers, observing in classrooms, preparing lessons and engaging in co-teaching strategies.
And as much as the NIU students relish their transformational time in Houston – “This trip was amazing, and I miss my host family already!” one posted on Twitter – the HISD hosts call the feeling mutual, says Jennifer Johnson, the college’s director of teacher preparation and development.
“Houston teachers love our students,” Johnson said. “The teachers there are motivated by how excited our students are, and it’s fun to have someone come into your classroom who’s so excited. The teachers are so gracious and welcoming.”
Visiting the HISD classrooms during the last week of the school year allowed the 20 students from NIU to observe assessment and grading as well as “closings and transitions,” Johnson says.
“They got an idea of how teachers get the students ready for the next year, where they think the children should go from here and what would be the best fit for them,” she says.
Portia Downey, professional development coordinator in the College of Education, returned to DeKalb with a folder full of sticky-back visitor badges she acquired while observing NIU students throughout the 284-campus school district.
Bailey Fisch (left), Special Education major, and Nycol Durham (right), Early Childhood Education major
Downey saw the 20 Huskies engaged in decision-making over grades for HISD student report cards.
She saw them learning how HISD teachers work in teams. She saw them collecting strategies for differentiating curriculum for bilingual and ELL students.
“It was really eye-opening for them,” Downey says.
“Frank Black Middle School is 75 percent Hispanic, so I got to see a lot of dual-language teaching, which will be really valuable going forward in my future teaching endeavors,” says Foelske, a junior. “I’ve only been in middle school classrooms in DeKalb, so just seeing the different experiences there just taught me so much that education is not one-size-fits-all.”
She spent her week rotating through sixth-, seventh- and eighth-grade social studies classes.
Katelyn Horton, Early Childhood Education major
“My favorite thing was with the sixth-grade class,” she says. “They were doing presentations on different countries around the world, and I got to grade those projects.”
Like Castillo-Guzman, she found “a lot of ideas” to borrow for her own career.
“I actually spent a lot of time with the department head. He showed me everything he had in his classroom, and where he bought everything. He had an interactive notebook, which was really cool,” Foelske says. “I took a lot of notes.”
Her motivation to teach math and social studies comes from working at a summer camp, she says. “I like how different they are in middle school,” she says. “Sixth-graders are still like elementary school students. They’re innocent. By the time they get to eighth-grade, they think they’re in charge of everything.”
Castillo-Guzman, meanwhile, is picking the pre-school route to make good on a goal formed at her church as she taught Sunday School and Vacation Bible School.
“At that young age, it’s important for them to have a teacher who cares about them. It needs to start when they’re little,” she says. “I love to see how they grow. You get to see that lightbulb go on in their head when they learn something.”
May 2017 Educate U.S. participants reporting for duty!