LeADERS Reflection
Why did you join LeADERS?
I chose to join the LeADERS program at Old Dominion University because I wanted to make the most of my academic experience and push myself to grow both personally and professionally. As a future educator, I saw LeADERS as an opportunity to deepen my learning across multiple high-impact areas and to reflect meaningfully on how those experiences shape the kind of teacher I want to become. I was also drawn to the emphasis on connecting coursework with real-world applications and the opportunity to build a professional ePortfolio that showcases who I am as an emerging educator.
What significant challenges did you encounter throughout your LeADERS courses and related experiences?
One significant challenge I encountered during my LeADERS courses was learning to balance rigorous academic expectations with real-life teaching responsibilities during my apprentice teaching. Transitioning from student to teacher required me to quickly adapt to managing a classroom, differentiating instruction, and meeting the diverse needs of students. It was overwhelming at first, but I overcame these challenges by staying organized, seeking feedback from my mentor teacher, and reflecting consistently on my practice.
Another challenge was communicating abstract mathematical ideas in writing, especially during my writing-intensive Abstract Algebra course. With time, I improved my clarity by reviewing feedback from my professor, revising my work, and focusing on structure and precision.
What significant successes did you have during your LeADERS courses and related experiences?
Despite the challenges, I experienced several meaningful successes that contributed to my growth. During my Apprentice Teaching placement, I built strong relationships with my students and created engaging, differentiated lessons that supported learners at all levels. Seeing their progress and enthusiasm was a powerful reminder of the impact a thoughtful, student-centered approach can make.
I developed and presented an interactive R project that could search and display slash line statistics from a baseball database, which I made accessible online. This was a highlight of my Entrepreneurship in Math course, where I was able to connect mathematical problem-solving with real-world interests and innovative thinking.
In my Research Methods course, I created experiments that focused on applying data and evidence-based strategies to classroom instruction. This experience taught me how to bridge research with practice, reinforcing the importance of thoughtful lesson design and student-centered learning. These successes were the result of persistence, curiosity, support from mentors, and my ongoing passion for making math meaningful and accessible.
Looking Forward
As I prepare to graduate with my Bachelor of Science in Mathematics, I feel confident and excited about the path ahead. The experiences I’ve gained through the LeADERS program have not only deepened my understanding of teaching, learning, and leadership but also helped shape the educator I aspire to be. I’ve learned how to adapt, collaborate, reflect, and innovate—all of which are essential skills for today’s classrooms.
Looking forward, I plan to begin my career as a high school mathematics teacher, where I can continue growing as a professional while making a difference in students’ lives. I hope to create a classroom where curiosity is encouraged, diversity is celebrated, and students feel empowered to explore and succeed in mathematics. Beyond teaching, I am also interested in continuing my professional development through graduate studies, curriculum design, or mentoring new teachers. I’m excited to take everything I’ve learned and apply it in meaningful ways that support students and contribute to the future of education.