From transformative lessons in their clinical classrooms to inspirational connections with teacher leaders, many EdRising students can point to a particular moment when they cemented their desire to pursue a career in education.
Read on to learn how some of our national student ambassadors knew they wanted to become teachers.
Walking the walk
The summer before my sophomore year in high school, I got the most amazing opportunity to assist my mom in her classroom when she hosted a “jumpstart” summer school program for her incoming kindergarteners. I was fortunate enough to spend two weeks with her students, getting to know them and helping them succeed. Prior to this experience, I was 100% committed to pursuing a business/entrepreneurship pathway, yet by the end of the summer, I understood the importance of good teachers. I always had an idea that education was important and necessary for success; however, this was one of the first times I had walked in an educator’s shoes.
I left my mom’s classroom that summer beyond inspired, and with a whole new set of goals. I was fortunate to have that experience and I will never forget it. From that point on, I knew becoming an educator was the only route for me. I began my sophomore year by taking every education and child development class I could find at my school. Instead of becoming a businessman, my dreams and aspirations shifted. My focus now is on becoming a good role model and educator for my future students while chasing every opportunity to advocate for education itself.
— Owen Elsasser, 12th grade, Ralston High School, Nebraska
A chance to help others
Educators Rising became important to me very quickly. I was first introduced to EdRising at my state’s conference. It was my school’s first time attending. There were a ton of speakers, and all their stories resonated with me. Initially, I was doubtful about becoming a teacher due to things such as low pay and a lack of public appreciation. Learning about the EdRising state officers and the Educators Rising program in general sparked my interest and helped me realize how amazing it is to be in education.
I love the idea of teaching because I like to help people and I love kids. I’ll catch myself trying to teach my younger brothers and nieces the smallest things, and it makes me so happy. I can’t wait to be a teacher, as well as a role model and someone my future students will know they can trust.
— Averie Paul, 11th grade, Charleston High School, Illinois
A purposeful pathway
Everything shifted during my sophomore year of high school when two significant things happened: 1) I took my first education-related class — human development, and 2) I joined Educators Rising. These two things were pivotal in making me who I am today and are the reasons I am hopeful about my future as an aspiring educator.
Educators Rising provided me with opportunities for friendly competition, professional development, and growth through leadership roles. I learned how to advocate for myself and network effectively, and I owe much of my current and future success to Educators Rising. This organization helped me realize how much passion I have for education and how much I care about teaching our nation’s youth.
At first, I was scared to pursue a career in education. I had been told not to fall for the things promised by a career in education. But by the time I sat down to consider the pros and cons, I realized I had fallen in love with teaching. I was passionate about making a difference for children and families, and I have come to believe that the most effective change occurs through education. I want my students to feel loved, supported, and empowered in the things I teach them, inside and outside of the classroom. I want to pour into my future students, the same way so many adults have poured into my life. Education will change the world and strengthen families, and I am glad to be a part of such an incredible force for good.
—Ivy Grace Smith, freshman, The University of Alabama
Embracing the educator identity
What do you aspire to be when you grow up? At first, I didn’t know but then I was named the 8th-grade math student of the year. Transitioning into the 10th grade, I was fortunate to encounter Mrs. Porter, a teacher I greatly respected, not only for her remarkable knowledge in geometry but also for her motivating teaching methods. Under her guidance, the aspiration to become an educator began to take hold within me.
Through Educators Rising, I was genuinely surprised to find a vast number of individuals who shared my passions for education and leadership. During various general sessions at the national conference, I found that many aspiring teachers, much like me, had experienced transformative moments in their educational journeys that encouraged them to embrace teaching as a central component of their identities.
Now, as I look back on my experiences, I am proud to hold the positions of junior vice president and state champion for our math club, Mu Alpha Theta. Looking to the future, I plan to attend the University of Louisiana at Lafayette to pursue a dual major in dance and secondary math education, with the ultimate objective of becoming a geometry teacher. I can now confidently assert my identity as Laila Bellard, a bright and intelligent individual who values the opportunity to assist and educate others.
— Laila Bellard, 11th grade, David Thibodaux STEM Magnet Academy, Louisiana
