Reflections

Professional Development 

In these two years, I have had the privilege of engaging in numerous opportunities that have enriched my understanding of teaching and learning, and one of these experiences that has had a profound impact on me is my involvement in coordinating and organizing the weekly Friday Night Writes project (FNW). Friday Night Writes is an initiative aimed at middle and high school students (6th-12th grade) who are encouraged to attend weekly drop-in sessions to discuss, collaborate, and revise their writing pieces with our writing coaches. My role as one of the coordinators and organizers allowed me to actively engage with the students and witness the growth and improvement in their writing skills firsthand.  

One valuable lesson I learned from FNW was the importance of creating a safe and supportive environment for students to share their work. As students, sharing their work with others can be a daunting task. Whether it's presenting in front of a class, submitting an essay, or even just sharing their thoughts and ideas with a peer, it takes a lot of courage and energy to put themselves out there. However, creating a safe and supportive environment for students to share their work can make a significant difference in their learning experience. When students feel comfortable and accepted in the classroom, they are more likely to engage in discussions, participate in activities, and take risks in their learning.  

Additionally, Friday Night Writes provided me with the opportunity to engage in professional collaboration with other educators (writing coaches). Sharing ideas, resources, and strategies with other writing coaches enriched my understanding of effective teaching practices and helped me refine my own approach. In turn, this collaborative learning environment encouraged me to reflect on my own teaching methods and make meaningful adjustments to enhance my approach to instruction. The interaction with other writing coaches not only broadened my perspective but also exposed me to innovative techniques and practices, which I could then implement to better support the students in my care. As a result of these collaborative experiences, I found myself on a continual path of professional growth and development, ultimately expanding my repertoire of skills and knowledge as an educator. 

Most importantly, the experience of coordinating and organizing the Friday Night Writes project also has allowed me to develop my leadership skills. By taking responsibility for the planning, implementation, and evaluation of the program, I have gained valuable experience in project management and decision-making, which has not only enhanced my confidence as an educator, but also prepared me for future leadership roles within the educational sector!

Fieldwork

During my work with the Write4Change (W4C) community, I have had the opportunity to engage with youth from diverse backgrounds and cultures, and to witness firsthand the transformative power of writing in fostering interpersonal connections and promoting social change. Sarah (a pseudonym), a 16-year-old junior at a public school in Philadelphia, teamed up with me as a youth moderator for the Write4Change program, which is an online community that brings together adolescents from all over the world and provides them with a virtual space to write for social change. 

One of the key takeaways from W4C experiences has been the importance of building genuine, empathetic relationships with the youth participants. After gaining an understanding of the importance of an inclusive and supportive environment through the Friday Night Writes project, I was able to apply that knowledge practically in the Write4Change project where I worked with Sarah to create such an environment. By taking the time to listen to her stories, to understand her perspectives, and to create a safe and supportive space for us to express ourselves, I have been able to establish a sense of trust and mutual respect that has been essential to the success of our collaborative writing projects. 

Another important lesson that I have learned is the value of creating a digital, transnational, and collaborative space for youth to share their writing and engage in dialogue with others from around the world, especially in 21st century. Through the W4C community, I have seen how writing can be used as a tool for promoting social justice and empowering youth to take action on issues that matter to them. As educators, it is our responsibility to create spaces where youth can express themselves freely and engage in meaningful dialogue with others, and to provide them with the tools and resources they need to make their voices heard. By creating spaces where youth can share their stories and engage in dialogue with others, we can help to build a more just and equitable society, one that values diversity, empathy, and mutual respect.

My literacy internship experience at Overbrook Educational Center (OEC) was an eye-opening experience that taught me the importance of inclusion and equity in education. As a teacher's assistant in a first-grade classroom, I had the opportunity to work with struggling students in small groups, providing them with the support they needed. Over time, I formed close bonds with these students, who always shared their interests and aspirations with me. By getting to know them on a personal level, I was able to appreciate their individual strengths and abilities. Some of them had exceptional artistic abilities, while others excelled at sports or had a particular interest in science or technology. This experience was a powerful reminder that every student has something special to offer, and that it is essential to recognize and celebrate their individual strengths and abilities.  

I also learned about the importance of inclusive education that takes into account the diverse needs of students. I observed how teachers worked hard to ensure that all students, regardless of their abilities or challenges, received quality instruction tailored to their unique learning styles. Through my interactions with these students, I gained a deeper appreciation for the value of creating an inclusive and equitable learning environment. It became clear to me that every student deserves to be seen, heard, and supported, regardless of their background or level of academic ability.  With the right support and instruction, students who struggle can make tremendous progress, which is particularly true when teachers approach each student with a positive attitude and a belief that all students can succeed. 

My literacy internship experiences at Write4Change and Overbrook Educational Center have been invaluable in shaping my understanding of the significance of inclusion, equity, and empathy in education. These experiences have underscored the transformative power of education when it is grounded in values of inclusivity, empathy, and mutual respect, and have reinforced my commitment to fostering these principles in my future career as an educator!

Literacy Leadership 

Participating in the Intercultural Leadership Program (ILP) at Penn has been a life-changing experience. As a program that brings together a diverse group of students from around the world, ILP afforded me the rare opportunity to interact with peers from diverse cultural backgrounds, thereby enhancing my understanding of the role of literacy in intercultural communication and leadership. 

During the weekend retreat and subsequent activities, we explored a variety of topics, such as exploring identities, fostering cultural humility, and addressing power and privilege. These themes were instrumental in fostering self-awareness and enhancing my capacity to navigate and participate effectively in a variety of educational settings. Through the ILP, I was able to recognize the value of human differences as resources and learning opportunities, which had a direct impact on my leadership approach in the literacy field. 

As a member of the ILP community, I was encouraged to advocate for causes I care deeply about, such as promoting inclusivity and equity in literacy education. Through a variety of activities, simulations, and discussions, I gained a deeper understanding of how my cultural background and personal experiences impact my leadership style in the literacy field. This self-awareness has enabled me to better accommodate the needs of diverse learners and foster a learning environment that values and respects individual differences. The ILP has also contributed to my professional development by providing me with intercultural communication skills that are essential for effective literacy leadership.  By recognizing and valuing cross-cultural experiences, I've been able to establish deeper connections with my students and colleagues, resulting in a more impactful learning environment. 

My participation in the Intercultural Leadership Program has significantly influenced my approach to literacy leadership by equipping me with the skills and knowledge required to thrive in multicultural settings. By cultivating cultural humility, self-awareness, and effective communication skills, I am better equipped to create inclusive and diverse learning environments in which all students can thrive. Without a doubt, the lessons I've learned through ILP will continue to guide my efforts to promote literacy and intercultural understanding at Penn and beyond.