Alumni Spotlight: Julianne Strauss

Q: Can you tell us about a specific moment or experience from your time at Yorktown Central School District that solidified your passion for education?

A: My passion for education was fueled by my wonderful school experiences in Yorktown and my love for learning. One particular memory that still resonates with me today is being a student in Mrs. Statler's third-grade class. If you browse through the Yorktown News archives, you'll likely find a picture of Mrs. Statler and me after I won a contest for writing about “my favorite teacher,” which was her, of course. My parents and I still recall the books we read together for her after-school book club. Mrs. Statler was the teacher who made me think, “That's who I want to be when I grow up.” There were also other teachers like Mr. Heald from YHS who would go above and beyond to make sure his students enjoyed coming to learn in his class. He was constantly invested in my success, providing me with the tools in order to excel in his class. Teachers like these were wonderful role models, inspiring me to do everything I could to be like them in the future.

Q: Can you elaborate on some of the things you learned or experienced at Yorktown CSD that helped you excel at Syracuse?

A: I could talk endlessly about how well Yorktown prepared me academically for college, but what truly sets Yorktown apart is its tight-knit community and emphasis on fostering connections between students and teachers. As an elementary student, Yorktown high schoolers frequently joined us at Mohansic for our activities, and as a high schooler, I did the same. My teachers attended my sports games and always remembered me. I had opportunities to work at Yorktown Day Camp during summers, coach young students through YAC, and volunteer in district classrooms. This community-driven initiative at Yorktown inspired me to become an active member of the Syracuse community. During my student teaching placements at various local schools and my work with SU's InclusiveU program, I discovered that my success and growth as an educator were fueled by meaningful relationships with my students and within my community.

Q: Spain has a rich literary tradition. What are you most excited about learning about the Spanish education system and its approach to literacy education?

A: A significant portion of my college studies focused on teaching students learning English as a second language. I'm eager to observe how the pedagogical approaches I learned in class are applied by educators in Spain and how they compare to my own experience teaching ELLs in the US. I'm also particularly excited to see how inclusive education is implemented at my host school and their approach to literacy education for classrooms with students with disabilities. 

Q: How do you plan to share American culture with your students in Spain, and vice versa?

A: During my time at my host school, I intend to share American culture by incorporating lessons about traditions and customs as they arise throughout the school year. I also look forward to my students sharing their Spanish traditions with me. As part of my Fulbright application, I proposed community engagement plans to support an inclusive sports league for all students, which will provide an opportunity to teach students about the history and rules of popular sports in the US, such as baseball. By including children's books that I have used in my own US classrooms in my lessons while in Spain, I hope to share similar experiences of US elementary students with my students in Spain. I aspire to come back from my Fulbright experience as a well-rounded Spanish speaker and with an extended knowledge of schooling in Spain. 

Q: What are your long-term career goals after your Fulbright experience?

A:  After my Fulbright experience, I aspire to return to the United States to fulfill my lifelong dream of becoming an elementary school teacher. However, my time at SU taught me that there are significant gaps in the education system beyond elementary school walls, especially for individuals with disabilities. Through my work with SU's InclusiveU program, an inclusive higher education program for college students with intellectual and developmental disabilities, I've developed a passion for inclusive postsecondary education. In the future, I envision myself rejoining this field of work and creating meaningful and equitable education opportunities for adults with disabilities.