Summer Advisor 2021

DIVERSIFYING

10 CEA ADVISOR SUMMER 2021

STUDENTS AWARDED CONNECTICUT EDUCATION FOUNDATION SCHOLARSHIPS TO PURSUE TEACHING CAREERS T hese Connecticut students have been awarded Ethnic Minority Scholarships from the Connecticut Education Foundation (CEF) to help them pursue teaching careers. In addition, CEF Ethnic Minority Scholarships have been renewed for recipients continuing their undergraduate studies. “We are so proud to award these

CECILIA ECHEVARRIA Cecilia Echevarria has wanted to be a teacher since the day she started kindergarten. “I fell in love with every one of my elementary school teachers,” she says, “and I thought to myself how much I wanted to make other students feel this way.” By the time she reached middle school, she says, her reasons for wanting to pursue teaching had expanded. “I noticed a lack of diversity at school,” she of color.” That sobering fact underscored her desire to teach and make a difference in students’ lives, or, as she puts it, “to let students of color see me and think, ‘If she can do it, I can do it.’ We all know that children are impressionable; they will observe quietly and act as they see. It is important that students have role models to look up to.” Cecilia, whose family is Hispanic, has learned multiple languages, including Spanish, English, French, and American Sign Language. “My junior year, I was taking three different language classes,” she recalls. “It was challenging for me, but I loved every moment of it.” Indeed, she was inducted not only into the National Honors Society but also the honors societies for Spanish and French. The importance of communicating in different languages became clear to her when her Spanish-speaking grandmother came from Peru to live with Cecilia’s family—and again, later, when she and her family visited Peru. “Every day, we had conversations in Spanish, whether it was within our family or in public, and I was reminded what a beautiful language it is and how it’s the main language in many different cultures. Learning and teaching language is partly about concepts and grammar, but it is also about gaining an appreciation for the cultures connected to those languages.” Cecilia’s world literature teacher at West Hartford’s Hall High School notes that in his class, Cecilia insightfully expanded the class dynamic and discourse. “She challenged her peers to explore new perspectives, creating an atmosphere of shared risk-taking through her presence and demeanor in class,” says English teacher Matthew West. “She was an asset to the rigor and intellectual milieu of the room, growing her own skills and perspectives while facilitating the same process among her peers. Her aspirations to be a teacher find a special place in my heart, obviously. She is a perfect candidate for the teaching profession, with a keen concern for her own learning as well as that of those around her. Challenge, and even occasional obstacles and setbacks, were never impediments to her—rather, they were understood as inherent to the nature of education.” Aside from excelling as a student, West adds, Cecilia is also a kind, supportive classmate. “Continually, she shows concern for the social and emotional well-being of her classmates and school community as a whole. She is a positive person who’s never afraid to share a good laugh.” “Cece is a dynamo!” adds school counselor Amy Landers, who says her teachers enjoy the way she enriches classroom conversations and bravely shares her opinions and beliefs. “She is a nonconformist who stands up for her beliefs, even if it’s against the ‘popular’ vote.” She will take those skills and traits with her to the University of Connecticut this fall, where she plans to major in education. explains. “At first I didn’t think much about it, but when I entered high school, I realized I’d only had three teachers

DOMINIC PONCE Incoming Quinnipiac University freshman Dominic Ponce, a graduate of Meriden’s Platt High School, plans to major in English and Spanish as an undergraduate and eventually teach. “I would really enjoy becoming an educator in my hometown’s middle school or high school once I complete my master’s program in college,” she says. “Dominic’s goal is to ultimately teach Spanish, and I can think of no student with greater potential to do so,” says math teacher Pamela Guest. “When I think of Dominic, I already envision her as a colleague.” Guest, who serves as an advisor for the school’s Educators Rising club, says, “It was easy to entrust Dominic to represent the student perspective in an interview with a local news organization about our new Educators Rising club last fall, a job she approached seriously and professionally. I look forward to the day that I might welcome her as a member of our staff. Her goal orientation, enthusiasm for learning, work ethic, and approachable demeanor make her well- suited for the teaching profession.” “My passion for the Spanish language and culture are huge motivational factors in my continuous learning Logging more than 200 hours of community service, Dominic’s extracurricular activities have included tutoring students ages 4-12, helping with summer reading events, and delivering meals during the COVID-19 pandemic. “Giving back to my community has been my greatest satisfaction during my high school years,” she says, adding, “Being able to dedicate my time to doing things I appreciate, like helping others, has allowed me to focus on the career I want to embark on.” Like the professional educator she aspires to be, Dominic recalls a particular student who was inspired by her words and her example. “During one of my volunteering sessions, I met a girl who was nervous about entering seventh grade at her middle school,” she says. “I shared some advice with her and encouraged her to stay positive and never give up, just as my grandfather has always told me when I’m feeling distressed. Later, I met with this girl again, and she whispered, ‘Thank you for sharing your thoughts. You helped me a lot.’ I still remember the joy and confidence on her face.” The Connecticut Education Foundation is a nonprofit, charitable foundation that was established in 1991 to help teachers and children with extraordinary personal hardships as well as students planning teaching careers. Visit cea.org/cef for more information about the Ethnic Minority Scholarship Fund or the DiGiovanni Future Teacher Scholarship Fund. experiences,” says Dominic, who led the Spanish Club at her high school. “My desire is to teach others and help them grow as individuals.”

MAYSON MURPHY Mayson Murphy, who graduated from Groton’s Fitch High School and plans to major in music education at Central Connecticut State University, credits a special middle school educator for inspiring her to choose teaching as a profession. At two-and-a-half, Mayson was adopted from a Chinese orphanage. “I had no parents to teach me how to sit, stand, or play with toys,” she says. Early on, she also had difficulty learning English, which she says made it hard to socialize and make friends. “Most other kids my age were speaking multiple English words. When I first came to the U.S., I spoke gibberish, because no one in the orphanage taught me Chinese.” Mayson describes herself as a shy student whose palms would sweat scholarships to students who have set out on the path toward becoming educators and bringing their talents and passion to our profession,” says CEA Vice President and CEF President Tom Nicholas. “CEF’s Ethnic Minority Scholarship Fund helps ensure that we continue to diversify our profession so that Connecticut’s students of color increasingly see themselves reflected in their teachers.” life.” She went on to play the flute in her high school’s concert band, jazz band, and marching band as well as in local youth symphony orchestras. When her middle school band director suggested she go into music education, she says, “It stuck with me. I want to encourage shy and nervous students like myself to dive into music. I hope to make an impact on future students, like my former teacher did for me. I would like to create a safe and comfortable environment for those students so that they can freely express their ideas and playing skills without feeling anxious or nervous.” One of Mayson’s observations, and something she says will inform her teaching, is that shy, quiet children may not always get the attention they need, especially when others are exhibiting behavioral issues. “It is easy to forget the well-behaved children, because the attention is on the kids who are misbehaving,” she says. Mayson has taught music to students at various levels and says, “As I have worked with each student, I have learned much from them and have enjoyed coaching them in their musical studies. I like to see kids succeed and grow.” “In addition to having stellar grades, Mayson’s successes pour out of the classroom and into other areas of her life, such as music,” says school counselor Jasmine Zubek, who says Mayson’s work ethic, integrity, and love of working with children make her an excellent candidate for CEF’s teaching scholarship. whenever she raised her hand or spoke to her peers. “In late middle school,” she recalls, “music became prominent in my