Karen, 2014 STEP UP

Summer Teacher Education Partnership for Urban Preparation
(STEP-UP)
Evaluative Report
Summer 2013
Chicago Teacher Education Pipeline™
College of Education – Illinois State University
773.522.1780
teacherpipeline.illinoisstate.edu
CHIHICAGOCAGO TEACHEREACHER
EDUCATIONDUCATION PIPELINEIPELINE
Celebrating years10

2
TABLE OF CONTENTS
TABLE OF CONTENTS...........................................................................................................2
PROGRAM DESCRIPTION .....................................................................................................3
METHODOLOGY .....................................................................................................................4
Participants ..................................................................................................................4
Measures ......................................................................................................................4
EFFECTS ON URBAN TEACHING INTENTIONS ..................................................................6
EFFECTS ON MULTICULTURAL ATTITUDES ......................................................................7
EFFECTS ON COMMUNITY ATTITUDES...............................................................................8
EFFECTS ON COMMUNITY SERVICE SELF-EFFICACY....................................................10
EFFECTS ON TEACHING SELF-EFFICACY........................................................................14
COMMUNITY-BASED INTERNSHIP AND SERVICE-LEARNING .......................................16

3
PROGRAM DESCRIPTION
Illinois State University (ISU) is the largest preparer of teachers in the State of Illinois. More teachers
in Illinois are graduates of ISU than any other institution, and one out of eight teachers in the state are
ISU graduates.
In 2005, Illinois State University began a partnership with Chicago Public Schools with the
collaborative work of the Chicago Teacher Education Pipeline™ (CTEP), centered on a common goal
– to prepare the highest quality teachers for the students that need them the most. In 2009, CTEP
was awarded federal dollars to enact the Teacher Education and Assessment Continuum for High-
need Educators and Resources + Principal Leadership for Urban Schools (TEACHER+PLUS) Project.
TEACHER+PLUS is an initiative to better prepare ISU teacher candidates for high-need, under-
serviced urban communities. Teacher education majors who join this project participate in an array of
specialized activities (e.g. redesigned courses, clinical experiences, and urban student teaching).
A central component of the TEACHER+PLUS Project is the Summer Teacher Education Partnership
for Urban Preparation (STEP-UP) program. STEP-UP is a 4-week teaching and community internship
and summer residency for ISU students. Participants co-teach with experienced mentors in the
partner district to learn best practices in urban teaching and participate in professional development
and reflective seminars. Simultaneously, these students live in Chicago in traditional home stays with
partner community residents, serve as interns at local community-based organizations, and
participate in other civically engaged activities in the community. Through this program, pre-service
teachers develop asset-based paradigms for assessing communities, cultivate an active, bidirectional
relationship with their school community, identify opportunities for authentic involvement, and become
familiar with successful models for community engagement in schools.
Now in its fourth year, the 2013 STEP-UP program provided an in-depth understanding of three
partner communities by fully immersing participants in the neighborhoods of Little Village, Auburn
Gresham, and Albany Park. STEP-UP applications were accepted from sophomore and junior ISU
teacher education students with a 3.0 (cumulative and major) minimum GPA. Twenty-eight applicants
were admitted to the program after an extensive review and interviewing process.
STEP-UP Fellows were surveyed in a longitudinal research design in order to evaluate the effects of
the various program components on students’ knowledge, attitudes, expectations, and intentions. A
more extensive description of the study’s methodology and procedure follows in the next section.

4
METHODOLOGY
In order to evaluate the effects of the STEP-UP program, the study was conducted in a longitudinal
research design. Participants were asked to complete a survey a month before the program began
(Time 1), in the first week of the program (Time 2), and then again at the program’s conclusion (Time
3).
Participants. During the 2013 summer, all 24 STEP-UP Fellows participated in the study. Six
participants (25%) lived and worked primarily in Little Village, Eight (33%) in Auburn Gresham, and
seven (29%) in Albany Park. Data on place of residence is missing for three participants. One
respondent (4%) had previously participated in STEP-UP; 23 (96%) were new to the program. The
figure below depicts the sample demographics among respondents. Parentheses denote either
standard deviations or percentages.
Age 20.88 (SD = 1.42)
Gender
Women 18 (75%)
Men 6 (25%)
Race/Ethnicity
White 21 (87%)
Latino/a 1 (4%)
Black 2 (8%)
Asian 0 (0%)
Personal High School Setting
Urban 4 (17%)
Suburban 17 (71%)
Rural 3 (13%)
Measures. The survey included seven instruments that are described below. All were scored along a
7-point Likert-type scale.
Urban Teaching Intentions. The Urban Teaching Intentions scale was composed of four items
developed by the researchers for this study. This instrument was used to assess students’ intentions
of teaching in an urban setting, specifically Chicago Public Schools, upon graduation. Higher scores
indicated greater intention to teach in an urban school. This scale demonstrated alphas of .71 at Time
1, .95 at Time 2, and .73 at Time 3.
Multicultural Attitudes. The Attitudes Towards Diversity scale comprised ten items adapted from
Pohan and Aguilar (2001) to gauge pre-service teachers’ attitudes about diversity in a professional
context. This measure assessed participants’ endorsement of various statements about diversity in
schools. Higher scores indicated a more positive attitude toward diversity. This scale demonstrated
alphas of .54 at Time 1, .60 at Time 2, and .62 at Time 3. The Multicultural Teaching Knowledge scale
comprised six items adapted from the Multicultural Teaching Competency Scale (Spanierman, Oh,
Heppner, Neville, Mobley, Wright, Dillon, and Navarro, 2011) to assess racism awareness and
multicultural teaching knowledge. Higher scores indicated greater multicultural knowledge. The scale
demonstrated alphas of .89 at Time 1, .86 at Time 2, and .90 at Time 3.
Community Attitudes. Two instruments were used to gauge participants’ attitudes towards their
community of residence (Little Village, Auburn Gresham, or Albany Park). Five items were developed
by the researchers to assess how well participants adapted and felt a connection to the community.
This scale, Community Commitment, had alphas of .75 at Time 2 and .64 at Time 3. Higher scores
indicated greater commitment and pride towards the community. The second scale, Community

5
Safety, was adapted from O’Brien and Wilson (2011) to assess how safe participants perceived their
community to be, using the domains of social cohesion and social control. The Community Safety
scale had alphas of .75 at Time 2 and .82 at Time 3. Higher scores indicated a more positive
perception of the community’s safety.
Community Service Self-Efficacy. A 46-item measure was developed by the researchers to assess
community service self-efficacy. This instrument was broken into 6 sections: areas in which
participants felt they would be able to make meaningful community service contributions, comfort in
finding service opportunities using various methods, social justice issues that participants were
confident in prompting, confidence in making a difference in various community service domains,
confidence in ability to interact with relevant professionals, and ability to apply knowledge to
community service to solve various issues. These items and corresponding domains were based
upon the programming and service opportunities of the STEP-UP program.
Teaching Efficacy. To assess teaching efficacy, three subscales were developed from the Framework
for Teaching domains (Danielson, 1996). These scales included: Planning and Preparation (6 items),
Instruction (10 items), and Classroom Environment (5 items). Higher scores indicated greater efficacy
for each subscale.
Community-Based Research Outcomes. The CBR Student Learning Outcomes Survey (Lichtenstein,
Thorme, Cutforth, and Tombari, 2011) was used to assess outcomes of participants’ internship
experiences with their community-based organization. This instrument consisted of five subscales
aligned to five outcomes: academic skills, educational experience, civic engagement, professional
skills, and personal growth. The instrument was only assessed at Time 3.

6
EFFECTS ON URBAN TEACHING INTENTIONS
In order to assess respondents’ intentions of teaching in an urban setting upon graduation, Urban
Teaching Intentions were measured at the three referenced time periods.
Although Urban Teaching Intentions were universally high, respondents demonstrated increases at every first
point of measurement. The growth from Time 2 to Time 3 was statistically significant, t(20) = -2.16, p = .04.
Participants felt most intent about teaching in urban schools at the conclusion of the program.
Urban Teaching Intentions Items
6.33 6.18 6.56
1
2
3
4
5
6
7
Time 1 Time 2 Time 3
Urban Teaching Intentions
Very
Low
Very
High
6.50
6.33
6.33
6.17
6.68
6.45
6.45
6.64
1 2 3 4 5 6 7
intent to pursue my career in an urban setting
plan to work in low-income, high-need urban
communities
desire to teach in a school with at-risk, low achieving
students
desire to teach in Chicago Public Schools (CPS)
Pre-Program
Post-Program
Strongly
Disagree
Strongly
Agree

7
EFFECTS ON MULTICULTURAL ATTITUDES
Multicultural attitudes were measured with two instruments. The Attitudes Towards Diversity scale
(Pohan & Aguilar, 2001) gauged pre-service teachers’ attitudes about diversity in a professional
context and the Multicultural Teaching Knowledge scale (Spanierman, Oh, Heppner, Neville, Mobley,
Wright, Dillon, and Navarro, 2011) assessed racism awareness and multicultural teaching knowledge.
These scales were measured at all three time periods.
Respondents’ Attitudes Towards Diversity were lowest
immediately before the program began. Although this
scale did demonstrate an increase over time, the
difference from Time 1 to Time 3 was not statistically
significant.
As with Attitudes Towards Diversity, Multicultural
Teaching Knowledge was lowest at Time 2. However, a
dramatic increase was observed at the program’s
conclusion. The increase from Time 2 to Time 3 was
significant, t(20) = -6.20, p = .00.
This suggests that the program had a substantial positive
impact on participants’ knowledge of multiculturalism in
the classroom.
Attitudes Towards Diversity Items Multicultural Teaching Knowledge Items
5.75 5.77 5.88
1
2
3
4
5
6
7
Attitudes Towards Diversity
Very
Low
Very
High
4.81 4.75
5.91
1
2
3
4
5
6
7
Multicultural Teaching Knowledge
VeryLowVeryHigh
5.42
5.50
6.50
5.29
5.25
6.25
5.63
5.29
6.54
6.17
5.82
5.73
6.50
5.27
4.95
6.45
6.27
5.36
6.14
6.64
1 2 3 4 5 6 7
traditional classroom has been set up to support
the middle-class lifestyle
all students should be encouraged to become
fluent in a second language
all schools need a racially, ethnically, and
culturally diverse staff and faculty
tests, particularly standardized tests, have
frequently been used as a basis for segregating
students
people of color are inadequately represented in
most textbooks today
students living in racially isolated neighborhoods
can benefit socially from participating in racially
integrated classrooms
whenever possible, second language learners
should receive instruction in their first language
until they are proficient enough to learn via
English instruction
teachers often expect less from students from the
lower socioeconomic class
in order to be effective with all students, teachers
should have experience working with students
from diverse racial and ethnic backgrounds
students should be allowed to speak a language
other than English while in school
Pre-Program
Post-Program
Stron
gly
Disag
ree
Stron
gly
Agree
4.90
5.29
4.52
4.76
4.95
4.05
5.91
6.09
5.64
5.86
5.64
6.09
1 2 3 4 5 6 7
knowledgeable about particular teaching
strategies that affirm the racial and ethic
identities of all students
clear understanding of culturally responsive
pedagogy
knowledgeable about racial and ethnic identity
theories
knowledgeable of how historical experiences of
various racial and ethnic minority groups may
affect students' learning
understand the various communication styles
among different racial and ethnic minority
students in my classroom
knowledgeable about the various community
resources within the community that I (student)
teach
Pre-Program
Post-Program
Stron
gly
Disag
ree
Stron
gly
Agree
Strongly Disagree Strongly Agree Strongly Disagree Strongly Agree

8
EFFECTS ON COMMUNITY ATTITUDES
A month before the program began (Time 1), all respondents were asked to rate their familiarity with
the three STEP-UP partner communities. They were also asked to voice attitudes regarding partner
communities (pre-placement) using two scales: Community Commitment and Community Safety. The
figures below depict the results.
Analyses were conducted to assess changes in both Community Commitment and Community Safety
over time. The figures below depict the results.
Among the full cohort, aggregate levels of Community Commitment [t(19) = -4.82, p = .00] and Community
Safety [t(19) = -2.28, p = .03] demonstrated significant increases over time (Time 2 to Time 3). These findings
indicate that participants had substantially stronger connections and more positive attitudes towards their STEP-
UP community at the conclusion of the program.
8%
4%
4%
33%
25%
50%
17%
42%
29%
13%
17%
8%
29%
13%
8%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Little Village
Auburn Gresham
Albany Park
completely unfamiliar/no knowledge heard/read about, but never visited visited once visited twice visited three or more times
4.75
5.93
4.91
5.60
1
2
3
4
5
6
7
Pre-Program Post-Program
Community Commitment Community Safety
Very
Low
VeryHigh

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Community Commitment Items Community Safety Items
Participants were asked to rate their comfort level in living with a host family in Chicago at all three
time periods. The figure below depicts the results.
5.38
6.29
4.29
4.33
3.48
5.95
6.73
5.32
5.68
5.95
1 2 3 4 5 6 7
desire to work in this
community
proud to tell friends/family
about working in this
community
feelings of community
belongingness
understand and adapt to
cultural norms of community
knowledge of community
resources outside of school to
support teaching
Pre-Program
Post-Program
Strongly Disagree Strongly Agree
5.24
5.48
5.00
4.43
4.43
5.82
6.32
5.45
5.23
5.18
1 2 3 4 5 6 7
community residents are willing
to help neighbors
there are adults in the
neighborhood for childrent to
look up to
community is safe
community residents take action
to address fighting, violence
community residents take action
to address skipping school,
loitering
Pre-Program
Post-Program
5.96 5.90
6.45
1
2
3
4
5
6
7
Comfort level in living with a Chicago host family
VeryUncomfortableVeryComfortable

10
EFFECTS ON COMMUNITY SERVICE SELF-EFFICACY
The community service self-efficacy instrument was broken into 6 sections to gauge participants’
knowledge and efficacy levels regarding specific components of community service and social justice.
Paired-samples t-tests were conducted for each item of this instrument to determine if participants
demonstrated change from pre-program (Time 2) to post-program (Time 3). The following figures
present the observed changes in scale scores for participants (N = 22). Items that exhibited
statistically significant changes are bolded.
1. “If I choose to participate in community service in the future, I will be able to make meaningful
contributions in the following areas…”
Over the course of their participation, respondents demonstrated an increase in community service self-efficacy
in the area of identification of services needed by the community.
5.29
5.90 5.86
5.00
5.05
4.20
4.43
5.43
5.36
6.00
6.18
5.68
5.05
3.77
4.91
4.91
1
2
3
4
5
6
7
Labor/Manpower Project/Program
Creation
Project/Program
Implementation
Identification of
services needed by
the community
Fundraising Grant Writing Marketing Assessment of
projects/programs
Pre-Program
Post-Program
Strongly
Agree
Strongly
Disagree

11
2. “I feel comfortable finding community service opportunities using the following methods…”
Respondents demonstrated significant increases in their ability to find community service opportunities in
networking with other community-based organizations, internet searches, talking to community residents, talking
to community leaders, and through the classroom/school environment. Responses at Time 3 were universally
higher than at Time 2. At the end of STEP-UP, participants were most comfortable finding community service
opportunities through internet searches, compared to other methods.
3. “I am confident in my ability to directly promote the following social justice issues…”
Participants’ confidence to promote social justice improved over the course of the program. Statistically
significant increases were observed in the issue of access to adult education access. At the programs’
conclusion, respondents were most confident about their ability to promote physical activity for youth and least
confident in promoting legal service access.
5.67
4.35
5.52 5.71
5.19
5.43
5.81
6.55
4.55
6.14
6.68
6.32
6.64 6.59
1
2
3
4
5
6
7
Networking with other
community-based
organizations
Cold Calls Personal Introductions Internet Searches Talking to community
residents
Talking to community
leaders
Through the classroom/
school environment
Pre-Program
Post-Program
Strongly
AgreeStronglyDisagree
4.00
5.76
4.86
4.29 4.29
5.90
4.52 4.33
5.90
3.95
4.14
4.50
6.27
5.27
5.00
5.32
6.14
4.82
4.68
6.41
3.95
4.73
1
2
3
4
5
6
7
Legal service
access
Youth
education
access
Adult education
access
Using art to
inform social
policy
Violence
prevention
Enrichment
activities for
youth
Social services
provision
Employment
assistance
access
Physical
activity for
youth
Access to
affordable
housing
Environmental
education and
policy influence
Pre-Program
StronglyAgreeStronglyDisagree

12
4. “I am confident that through community service, I can make a difference in…”
Although growth was observed, participants demonstrated very high levels on this measure at both time periods.
Respondents demonstrated a significant increase in their perceived ability to make a difference in local
neighborhoods, the city at large, and their future school of employment. Participants were most confident about
their ability to make a difference in their future school of employment and with urban youth at Time 3.
5. “I am confident in my ability to interact with relevant professionals in the following ways…”
Participants demonstrated significant increases in their confidence in interacting with professionals in networking
and collaboration to combine resources. These findings suggest that the program had a positive influence on
participants’ ability to work and communicate with others in community service efforts.
6.19
5.52 5.48
4.71
6.19
5.95
4.62
5.57
4.52
6.55
5.91
6.18
5.32
6.73
6.41
4.59
6.05
4.91
1
2
3
4
5
6
7
Urban youth Urban adults Local
neighborhoods
The city at large My future school
of employment
My future
residential block
City local
government
Local/community
organizations
Urban policy
makers
Pre-Program
Post-Program
5.19
5.00
5.52
5.43
5.50
5.41
6.18 6.27
1
2
3
4
5
6
7
Creation of services Developing assessments Networking Collaboration to combine resources
Pre-Program
Post-Program
StronglyAgree
StronglyDisagree

13
6. “I can apply knowledge I possess of community service to solve these ‘real-life’ issues…”
At Time 3, participants felt more prepared to solve “real-life” issues through community service in every listed
category (in comparison to Time 2). Statistically significant increases were observed among knowledge on
solving the issues of school dropout rates, youth violence, and access to healthcare.
5.10
4.95
4.48
4.10 4.14
3.81
3.76
6.09
5.50
4.91
4.68
4.82
4.32
4.50
1
2
3
4
5
6
7
School dropout rates Youth violence Gang violence Gentrification Unemployment Access to affordable
housing
Access to healthcare
Pre-Program
Post-Program

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EFFECTS ON TEACHING SELF-EFFICACY
Participants’ perceptions of their ability to serve as in-service teachers were measured at the onset
(Time 2) and at the program’s completion (Time 3). As indicated, the Teaching Efficacy measure
included three subscales developed from the Danielson Framework for Teaching. A series of paired-
samples t-tests were conducted for each of the three subscales: Planning and Preparation,
Instruction, and Classroom Environment. The figure below presents the observed changes in
Teaching Efficacy subscale scores.
Each of the Teaching Efficacy subscales demonstrated significant increases over time: Planning and
Preparation, t(19) = -2.85, p = .01; Instruction, t(19) = -5.05, p = .00; and Classroom Environment, t(19) = -2.23,
p = .04. These findings indicate that participants were significantly more prepared in teaching competencies
(planning abilities, instructional skills, and classroom management) at the conclusion of the program, compared
to pre-program levels.
Planning and Preparation Items
5.50
6.01
5.27
6.13
5.54
5.94
1
2
3
4
5
6
7
Pre-Program Post-Program
Planning and Preparation Instruction Classroom Environment
Very
Low
VeryHigh
5.57
5.67
4.71
5.76
5.52
5.76
6.14
6.50
4.73
6.32
6.05
6.32
1 2 3 4 5 6 7
can plan meaningful student assessments in my content area
that can inform instruction
can alter my instruction based on data from progress-
monitoring/benchmarking assessments
prepared to work with English Language Learner (ELL)
students
can differentiate instruction to meet the needs of a diverse
group of learners
prepared to teach my primary subject/content area(s)
prepared to write lesson plans that include instructional
outcomes
Pre-Program
Post-Program Not at all Extremely well-prepared

15
Instruction Items
“How prepared and confident do you feel in your ability to…”
Classroom Environment Items
“How prepared and confident do you feel in your ability to…”
5.48
5.57
5.62
5.29
4.86
5.38
5.19
5.19
4.86
5.48
6.23
6.41
5.95
6.23
5.73
6.14
6.09
6.05
6.09
6.36
1 2 3 4 5 6 7
effectively communicate with students
actively engage students in learning
use both formal and informal performance based assessment
use authentic, real world issues in teaching
identify and use community resources to make instruction
relevant to students’ interests and culture
make instruction meaningful to students’ lives
make instruction culturally relevant to students
implement Response to Intervention (RTI)
implement Universal Design for Learning (UDL)
align instruction to the Common Core standards
Pre-Program
Post-Program
Not at all Exteremely well-prepared
5.71
5.71
5.33
5.29
5.67
6.27
6.05
5.59
5.59
6.09
1 2 3 4 5 6 7
create an environment of respect in classroom
manage classroom procedures
manage disruptive student behavior
maintain student discipline
establish equity in the classroom
Pre-Program
Post-Program Not at all Extremely Well-prepared

16
COMMUNITY-BASED INTERNSHIP AND SERVICE-LEARNING
The CBR Student Learning Outcomes Survey (Lichtenstein, Thorme, Cutforth, and Tombari, 2011)
was used to assess outcomes of participants’ internship experiences with their community-based
organization. This instrument consisted of five subscales aligned to five outcomes: academic skills,
educational experience, civic engagement, professional skills, and personal growth. This scale was
only assessed at Time 3. The figures below depict the results.
General Feedback CBO Subscales
Respondents were asked to provide general feedback related to
their CBO internship. Participants felt most positive about their
interactions with community partners and members and rated the
clarity of tasks and expectations of their CBO experience lowest.
Five subscales make up the CBR Outcomes Survey.
Respondents felt the most positive impact in their civic
engagement and least impact in their academic skills.
“Interning at my CBO had a positive impact in…”
The figure above depicts individual item averages for the CBR Outcome Survey. Items are color-coded to align
to the subscale in which they are categorized.
5.18
4.36
5.41
6.05
5.59
5.36
1 2 3 4 5 6 7
sufficent time to execute the project
tasks/expectations were clear
felt supported by STEP-UP staff
positive interactions with community
partners and members
CBO project was useful to community
had personal voice/control over CBO
project
2.80
5.51
5.11
4.05
4.89
1 2 3 4 5 6 7
academic skills
civic engagement
educational experience
professional skills
personal growth
No Impact Substantial Impact
3.55
2.36
2.77
2.50
5.68
5.09
5.73
5.77
5.95
4.82
5.05
5.18
4.23
2.73
3.50
5.32
4.45
5.09
5.36
4.23
1234567
my analytical skills
my academic writing skills
my research skills
understanding of academic content
understanding of local issues/community
understanding of social issues
understanding of others who are not like me
helped me empathize with those who have different cultural backgrounds from
likelihood that I will participate in civic activities
helped clarify my values
interest in my major
clarified my career path
skills with conflict resolution
ability to run meetings
ability to delegate
ability to listen to others
ability to work as part of a team
my personal qualities
ability to consider others' perspectives
deepened my understanding of myself
Not at AllExtensively

17
Participants’ perceptions of their ability and knowledge regarding service-learning (SL) were
measured at the onset and again at the program’s completion. Five items developed by the program
administrators were used for this assessment. The figure below presents the mean levels for each
item over time.
QUALITATIVE COMMENTS
Why do you want to become an urban teacher?
Fellow A, Time 1: I am interested in bringing my skills & knowledge into a community that I am not familiar with. Collaboration between me,
someone from a more rural area and my colleagues who may come from anywhere may result in a wonderful experience for us and our
students.
Fellow A, Time 3: I am interested in becoming part of a community of teachers who are working for the greater good and improving the
community/city they teach in.
Fellow B, Time 1: I've never lived in the city before. It's a new experience that I'm excited for. I'm excited to live and work among people
groups and cultures different than my own. I think urban ed is or should be used with community service and social justice more than not
urban ed. And I like that I want my life to be holistic integrated and you know.
Fellow B, Time 3:
- To experience living in the city
- To learn about different cultures
- To make use of broader educational opportunities for myself and my students
- Potentially make a difference in equality
- Show my students more options and enable them to make choices they are happy with.
Fellow C, Time 1: I want to teach in an environment full of opportunities, diversity and room for me to grow as a person.
Fellow C, Time 3: I want to become an urban teacher because I believe that all children across the world are entitled to a free and good
public education.
Fellow D, Time 1: So that I can better understand what class management strategies work for my teaching style. Also, so that I can prepare
myself for students I may have a difficult time with in future classrooms.
Fellow D, Time 3: I look forward to using my personal connection with adolescents to be a role model that will demonstrate the importance of
education to students who may not see it this way.
Fellow E, Time 1: I think that lifestyle would suit me. I feel that students in Chicago desperately need good reliable role models because they
are less common (or seem to be less common) than in the suburbs.
Fellow F, Time 1: I want to teach in a high need urban area because I feel that I have the passion, creativity and disposition to provide my
students with a quality education despite lack of resources. I love allowing people to see their own potential.
6.05
5.76
6.17
6.17
6.11
4.05
4.35
3.82
4.35
4.23
1 2 3 4 5 6 7
knowledge of SL as instructional technique
ability to integrate SL into future curriculum
ability to align SL to Common Core Standards
ability to design/develop SL to meet community
needs
ability to evalute SL projects
Pre-Program
Post-Program
Very Low Very High

18
Fellow F, Time 3: I want to use my passion, work ethic, and knowledge in education to help my future students reach and see their potential.
I hope to challenge myself to differentiate instruction for students of all ability levels and to find or make meaningful resources for my
students.
Fellow G, Time 1: I understand that the students & kids in urban settings need better role models and people who fight for them and educate
them. I would like to be a part of making a difference for these kids and giving them more opportunities for success since their resources are
few and far between.
Fellow G, Time 3: I want to make a difference to the students who might lack name/family/friend support. I want to show them that I care
about them academically and non-academically.
Fellow H, Time 1: I like to look at the positive aspects of our public education system aid to the best of my ability have my students see
those positive aspects despite their SES, cultural background etc.
Fellow H, Time 3: I want to help kids have a better life. Specifically kids who are underprivileged. I don’t have the drive to help kids in
wealthy suburbs who already have everything.
Fellow I, Time 1: Ever since I was a kid my goal was to help people. I believe in an urban setting I can make the biggest difference. I grew
up in a very diverse area and I saw how diversity was addressed. Diversity is a huge thing and there are things I want to emphasize in my
teaching.
Fellow I, Time 3: I believe in an urban setting like Chicago I can make the biggest difference. Also the community and resources are an
amazing asset and I want to utilize everything around the school to give the students the best education.
Fellow J, Time 1: I feel there is a serious need for effective teacher who will have longevity in urban schools.
Fellow J, Time 1: I feel urban teaching includes challenges and opportunities which are unique to it. I want to teach to help students succeed
and I feel urban students especially need dedicated and innovative teachers.
Fellow K, Time 3: I want to be an urban teacher because I want to put myself in a experience outside my comfort zone. I grew up in a pre-
dominantly Caucasian middle class sub urban area, and I want to experience teaching in an area much different than this to make me a
better person and teacher.
Fellow K, Time 3: I want to become an urban teacher because I want to advocate for my student. I want to be a constant in their lives,
because sometimes they do not receive that all the time. I want to build bonds with my students so that they know I see them as more than
just students. I want to make a difference in their lives.
Fellow L, Time 1: I want to become an urban teacher because I want to help make a change in the urban schools. There are some
challenges urban students and urban teachers face that I feel like I can help find some solutions to.
Fellow L, Time 3: I want to become an urban teacher because I want to help serve those who are underprivileged. Every child deserves to
receive a quality education and I believe I can provide that to my students. My passion for teaching will show each and every day. It is my
hope that I even the playing field so that my students will be prepared to compete against the next person in the real world.
Fellow M, Time 1: I've always felt a connection to the city there was always something so appealing about teaching somewhere that was so
alive. My parents are from there and I hope to finally be able to fully explain why after step-up.
Fellow N, Time 1: Teaching in an urban environment has its challenges. As education majors we never stop hearing this. Rarely however do
we hear about the unique rewards of teaching urban. My main motivation is the ability to educate the youth of Chicago. The kids in Chicago
have (I believe) the greatest opportunities to effect the word via one of the largest cities in the world.
Fellow N, Time 3: I want to be a part of Chicago public education as a means of contributing to the infrastructure of the city. As an education
I look forward to being a part of where I live and using it within my classroom.
Fellow O, Time 1: I want to be in the city living in a community. I want to teach students different from me so we can learn together.
Fellow O, Time 3: I want to more than a teacher. I want to be a part of a community and bigger movement. I want to be a mentor friend, role
model, and community member. I love different cultures and the hustle and bustle of the city.
Fellow P, Time 1: I want to become an urban teacher because I believe it will give me the opportunity to make the greatest impact on my
students' lives.
Fellow P, Time 3: I want to become an urban teacher because I love the community-feel of Chicago. I want to connect students with all the
local resources that Chicago has to offer. I also love that Chicago is so diverse.
Fellow Q, Time 1: I am constantly trying to push myself to discover new ways that I am capable of contributing to bettering the educational
outcomes of students who work against the odds solely by circumstance. Whether that is having a disability to whatever that be having a
disability to whatever agree or being born into a lower income life style, these students are equally capable often with less opportunity.
Fellow Q, Time 3: Yes, absolutely.
Fellow R, Time 1: I feel like urban schools need more male minority role models in their schools so they have older males they could look up
to that went through the same thing and still went to college. As a special Ed major, I also believe that students of the minority are over
represented in an urban setting, so I still want to give them the best education that can get.
Fellow R, Time 3: To go back into community similar as mine growing up, to teach students in special education that were possibly over
represented. To also help students that struggle the most and possibly be a positive role model for students of the minority with a similar
background.
Fellow S, Time 1: I want to teach children who don't feel like they are entitled to an education. And while education is something that is due
to all children. I want to teach a child who realizes how lucky they are.
Fellow S, Time 3: I want to impact and mold a group of students who have been given up on. I wish to provide a quality education to
students who wouldn’t normally have that resource.

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Fellow T, Time 3: I want to work in a school where the children have fewer resources because I think that I’m creative and make good use of
the materials that I have.
Fellow U, Time 1: I want to become an urban teacher because I fell in love with this program at the beginning of the year. I saw how
passionate people were on the issue and how much of an impact good teachers have in Chicago.
Fellow U, Time 3: Because I think the environment fits my teaching style, and I really like the setup.
Fellow V, Time 1: I want to be the best possible teacher I can be and I don't see any plausible reason why doing should exclude urban
areas.
Fellow V, Time 3: I think urban teaching has a unique set of challenges that bring with it many rewards and opportunities to grow. I also
really liked living in the city.
Fellow W, Time 1: I want to become an urban teacher because I am eager to use the knowledge and experiences that I have gained/ will
gain to best benefit my students. I also want to gain knowledge and experiences from my students and the surrounding community.
Fellow W, Time 3: I want to become an urban teacher because I value the importance of an exceptional , public education for all students.
Fellow X, Time 1: Teaching kids that have been given everything has never appealed to me. I want to learn about different people and their
ways of life.
Fellow X, Time 3: As a teacher I want to have an impact on students I feel like every student deserves this opportunity to learn in a fun and
nurturing environment and urban schools are no different. I am good at working with a limited amount of resources and I feel that I could
work well in an urban classroom.
Fellow Y, Time 1: I want to experience a different learning environment then what I had grown up with. I also want to have the chance to be
involved with programs and the community outside of my classroom.
Fellow Y, Time 3: I want to work with my community to provide resources for my students. I want to help my students become aware of their
potential and of their resources available to them. I want to help my students utilize all of the tools available to them.
How do you feel about living in an ethnically and culturally distinct community?
Fellow A, Time 1: I am very interested in becoming part of which ever community I work in. Although it may be hard as a white female to fully
connect with people from culturally and ethnically distinct area, I believe I have as much to offer to a community as anyone.
Fellow A, Time 3: Love it. I like learning about different cultures and background.
Fellow B, Time 1: Very excited. That being said I’m a real picky eater. Its bad I need to be broken of that. But I don’t want to because I’ll
probably vomit multiple times before that happens. But I love diverse languages art forms, rituals, music.
Fellow B, Time 3: Love it. I like learning about different cultures and background.
Fellow C, Time 1: I think it will be an experience I have never had before and I am looking forward to it.
Fellow C, Time 3: I think it is one of the most beneficial experiences. It puts you in your students shoes and allows you to learn so much
about their community, culture and daily life.
Fellow D, Time 1: I feel that I will take some getting used to, and I may be shy at first but I believe that I will get along with my family and
community and that it will help my urban teaching skillset.
Fellow D, Time 3: I will enjoy being in an environment that will challenge me socially, I feel comfortable doing so and welcome the
experience.
Fellow E, Time 1: I have never done this, but am open to the experience. I think this would be good for me to experience because I didn’t
grow up with much diversity.
Fellow F, Time 1: I am very comfortable with it. I was shocked last year to see how different my own culture was. But now I am prepared to
have an open mind going in.
Fellow F, Time 3: I feel open to this. There are moments that I feel uncomfortable or unwelcome, but it is very rare. For the most part, I enjoy
learning and talking with others who may have different experiences then I do.
Fellow G, Time 1: I am very excited. I feel that there is a lot of potential to learn and grow from people who are ethnically and/or culturally
different than me.
Fellow G, Time 3: I love it! I feel like I learn so much more when living in a diverse community. Not only do I learn about other cultures, but
also about myself and my culture. I think it’s important to accept others and learn and understand other opinions, beliefs, languages and
ways of life. I really enjoyed being open and learning more during my time in Chicago.
Fellow H, Time 1: I am very excited. I feel that there is a lot of potential to learn and grow from people who are ethnically and/or culturally
different than me.
Fellow H, Time 3: I love it. New people, new food, and new cultures help broaden my horizon.
Fellow I, Time 1: I feel very comfortable living in an ethnically and culturally distinct community. It would be intriguing to see different
cultures, and really how the community ticks.
Fellow I, Time 3: I feel very comfortable living in an ethically and culturally distinct community. I think it is the best option for if you want to
teach in any urban setting.

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Fellow J, Time 1: I find other cultures quite fascinating and I love learning about new cultures so I would thrive in a culturally distinct
community which may differ from my own cultural background.
Fellow J, Time 1: I think the cultural diversity in Chicago is something which makes teaching in it so enticing. Teaching in a culturally distinct
community provides a learning experience unlike any other.
Fellow K, Time 3: I am completely in favor of this. Being a bilingual education major I want to live in a community in which my students
language and culture is represented and immerse myself in these to learn more and be able to connect with my student.
Fellow K, Time 3: I enjoy it. I love being able to interact and learn from people who have a different culture than me. At times, I still feel a
little bit out of place when I get stares walking down the street but I am getting used to that.
Fellow L, Time 1: I think it would be a great experience to learn more about the culture first hand. Books only give so much information so
being involved and witnessing how the people of a certain culture think and interact will allow me to gain more knowledge.
Fellow L, Time 3: I think I would feel pretty comfortable living in an ethnically and culturally distinct community. The community will offer me
insight that I would be able to apply to my classroom.
Fellow M, Time 1: Yes I love the idea because it fascinates and frightens me.
Fellow N, Time 1: I think it will be a fantastic learning experience. I’m excited to teach but I am even more excited to become a part of a new
community for the first time since joining the ISU community.
Fellow N, Time 3: When the community has a distinct identity it allows you to integrate it more clearly into the classroom.
Fellow O, Time 1: Comfortable I would love to learn and try new things. Open my eyes to different ways of living.
Fellow O, Time 3: Love it! I want to experience new food, cultures and norms.
Fellow P, Time 1: Excited and eager to learn.
Fellow P, Time 3: I feel excited to learn and experience new ideas as well as share my own.
Fellow Q, Time 1: I’m a combination of curious, nervous and excited. It is anything I’ve ever done before and I’m looking forward to it
immensely.
Fellow Q, Time 3: Much more comfortable infact it would be a shame not to live in an ethnically and culturally distinct community.
Fellow R, Time 1: Absolutely fine.
Fellow R, Time 3: Like home.
Fellow S, Time 1: I think it would be exciting to live in a community that loosely represents the greater global community.
Fellow S, Time 3: I believe that it would inform my teaching and make me a better-rounded individual when I can see a city through a
different lens.
Fellow T, Time 3: I would love to live in a culturally diverse community. Just in these past four weeks it’s been so awesome to learn from my
students about their culture and share mine with them as well.
Fellow U, Time 1: I am excited I love stepping out of my comfort zone and feel like this is an amazing opportunity. I am nervous however
because I don’t want to offend anymore.
Fellow U, Time 3: I like it I feel like it pushes me out of my comfort zone, and expand my horizons. It also opens my eyes to the problems in
the city. That I didn’t think will be a big deal. Sticking out sometimes makes me uncomfortable because of the extra unwanted attention.
Fellow V, Time 1: It worries me a little but I’m sure I will get used to it. I am excited to get out of comfort zone and experience other things.
Fellow V, Time 3: I think urban teaching has a unique set of challenges that bring with it many rewards and opportunities to grow. I also
really liked living in the city.
Fellow W, Time 1: I am excited about this idea. I would like to learn as much as possible about the culture.
Fellow W, Time 3: I have really enjoyed living in the little village community during my step-up experience. I believe that it is important for
teachers to be knowledgeable of the community the work in. The best way to do this is by living in the community.
Fellow X, Time 1: I am really excited to live in an ethnically and culturally distinct community. I want to embrace a culture that is different as
well as learn where my students came from. I am open and excited for the new experience.
Fellow X, Time 3: I absolutely love learning about the different cultures and embracing them.
Fellow Y, Time 1: I am curious to see the different communities and have the chance to live in an area I might one day teach in. I ‘m a bit
nervous about living with people I don’t know but I am excited to live in an area that will help me better understand urban life/education. I am
still a little nervous but I think it will be a positive learning experience.
Fellow Y, Time 3: I have been able to learn more about where my students come from and in what ways. I can help them to succeed in their
environment. There were times I felt uncomfortable, but it was a good learning experience.
How will community engagement affect your teaching?
Fellow A, Time 1: I believe it will affect it positively. It will help me better understand my students and their families, community engagement
has already proven to be positive to my growth as a pre-service teacher, so I imagine that it will be equally positive then.

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Fellow A, Time 3: Community engagement will be very important to my teaching. Having community support within the school I work would
benefit the students. My active engagement in the community will also affect my teaching in a positive way.
Fellow B, Time 3: I am interested in bringing my skills & knowledge into a community that I am not familiar with. Collaboration between me,
someone from a more rural area and my colleagues who may come from anywhere may result in a wonderful experience for us and our
students.
Fellow C, Time 1: It will teach me about my students their families and the type of environment they go home to after school.
Fellow C, Time 3: Being involved in the community and seeing your students around make an amazing impact. It shows them how much you
care about the life that they live outside of just school.
Fellow D, Time 1: I think that it can only strengthen my teaching because I will be able to get more comfortable with the area that I am
working in.
Fellow D, Time 3: I plan to be a part of many community organizations to show my students and their parents that I am dedicated to them
inside and out of the class.
Fellow E, Time 1: If something doesn’t seem successful or seem like it’s working for my students. I will alter my students. If something
already seems to be working I’ll try to figure out what more I can do to make the lesson more interesting.
Fellow F, Time 1: Being engaged in the community will allow me to gain a better understanding of my student’s background experiences and
adapt my teaching topics and interactions based on that.
Fellow F, Time 3: I would like to integrate community service into my class in a service learning curriculum. I could use community resources
to do this.
Fellow G, Time 1: I think community is a huge piece to education I need to know & understand my students their families, and their home
and social lives in order to create my rules and expectations appropriately for those specific students. Bringing community into the
classroom helps students see themselves in the content and learning, making it more possible to accomplish a lot.
Fellow G, Time 3: I really want to partner with community organizations as a teacher because bringing the community to the school and
classroom makes many connections between students, teachers, family and communities. Community connections create a safer and more
connected learning environment for students. It creates a stronger incentive to learning.
Fellow H, Time 1: I can build a stronger relationship with my students if I can live and breathe the same air they do.
Fellow H, Time 3: Seeing and experiencing what happens in the community will help me relate to my students to help build rapport..
Fellow I, Time 1: I believe community is a huge part of teaching. I will bring what learn from the community into my classroom and use real
world examples and experiences I believe it will have a positive impact wherever I teach.
Fellow I, Time 3: I plan on utilizing community engagement in aspects of my teaching. I believe they can offer a lot and even give a different
perspective to students. They are also a great option for after school activities.
Fellow J, Time 1: Community, engagement affects the students feeling towards education so it is important to have a solid relationship built
in the community to promote farther education and learning.
Fellow J, Time 1: A community needs to be engaged in the schools and vice versa. In such diverse and distinct communities it’s important
for students to feel a connection between the school and community.
Fellow K, Time 3: I think in order to truly understand my students and their lives outside of school, I have to live in or be connected with their
community..
Fellow K, Time 3: I think it’s important to live in the community you teach in or at least be extremely active. Students enjoy seeing you
outside of class and look at you differently.
Fellow L, Time 1: A big part of teaching is community involvement. By being engage in the community, not only am I helping to make a
difference, I am also learning/identifying what areas need special attention. What I learn through my engagement, I can take back and
discuss it with my students. Hopefully that will spark some interest and have my students yearning for more information.
Fellow L, Time 3: Community engagement will positively affect my teaching. Being involved in the community will allow me to make a
difference and understand the impact it may have on my school students.
Fellow M, Time 1: I need to know my community in order to know my students. Active communities get things done.
Fellow N, Time 1: I honestly can’t say enough about it. I don’t believe I will honestly be able to truly engage my students until I understand
their community.
Fellow N, Time 3: It provides context for the experiences of your students looking throughout the community can both inspire your teaching
as well as allow you to become more integrated within the community.
Fellow O, Time 1: Tremendously being engaged in the community is a way to connect with your students and families.
Fellow O, Time 3: Community engagement will allow me to relate with my students and be aware of their surroundings. Allows me to be
more than just a teacher.
Fellow P, Time 1: As a special educator community involvement will have a large impact on my teaching. Community supports often help to
provide adult care, vocational training, in-home supports, family support groups, financial assistance for students/families in need and so
much more.
Fellow P, Time 3: Community engagement is important for all students, especially students with exceptionalities. As a special educator I will
need to connect my students with local organizations that best meet their interests and needs.

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Fellow Q, Time 1: It will provide me with knowledge necessary to relating to the students. I will gain experience be exposed to different and
new situations & ultimately correlate my new found knowledge into implementing teaching strategies.
Fellow Q, Time 3: I hope to explore CBI and bring the diversity into my classroom. I wish to seek out opportunities for my students to get
involved and find support outside of school as well.
Fellow R, Time 1: By knowing the community that your students live in, you have a perspective of where the students is coming from that
could be affecting school work.
Fellow R, Time 3: To actually see where the students are coming from in the community and to realize what their surroundings are. Also to
improve the probability of me being more engaged in the community with organizations as well as to let my students know that yes, I live in
the same community as you.
Fellow S, Time 1: If I can understand where my students come from and how they spend their time outside the classroom. I will be more
effective inside the classroom.
Fellow S, Time 3: It will help me view and understand my students and where they come from. In regards to teaching music I will become a
staple in the community through engagement which will ultimately save my program.
Fellow T, Time 3: I think community engagement is very important and helps students feel more proud of where they live. I will do my best to
connect my students and their families to CBO’s that could be useful to them.
Fellow U, Time 1: It will strengthen it because it will give me more resources to use in the schools. It will also help me to learn more about
my students and what they are about.
Fellow U, Time 3: Being involved in the community allows you get a feel for the community tone. Knowing this will better help to prepare for
the classroom and see what the community needs.
Fellow V, Time 1: I think the key to being a good teacher knows your students and part of that is knowing where they’re from.
Fellow V, Time 3: I think it will allow me to connect with my students on a social emotional level.
Fellow W, Time 1: Community engagement will affect my teaching, and learning, as well as my students learning. It will allow me to
understand my students and the community on a deeper level.
Fellow W, Time 3: I will do my best to bring the community in to my classroom and my classroom into the community. I want to design my
curriculum to be culturally relevant as often as possible.
Fellow X, Time 1: I think that community engagement will allow me to know and understood the students I am working with. It will also allow
me to know the resources that are open to my students.
Fellow X, Time 3: There are so many learning opportunities that the community provides and I would love to bring those into my classroom..
Fellow Y, Time 1: I think that it will help me better understand the environment that my students live in and it will help me create
accommodating lesson plans.
Fellow Y, Time 3: I want to work with my community to provide resources to my students.
Describe the thinking process you would follow to support powerful learning in your
classroom?
Fellow A, Time 1: Powerful learning happens best by integrating all of the different learning styles and activities to engage anyone. I would
always try to remember to pay attention to all types of learners.
Fellow A, Time 3: I would integrate multicultural + diverse content into my lessons in order to support powerful learning.
Fellow B, Time 1: Every child can and will learn. Growing good things is more important than crashing bed. Every child does what they do
for a purpose. I have to be mindful of the messages.
Fellow B, Time 3: Who are my students? What are they awesome at? What do they enjoy? Where do I want them to be? How can I use
what they're awesome at and enjoy to get them there? What's their background and story? How can I make my instruction relevant to that?
What additional opportunities could their strengths + interests bring them?
Fellow C, Time 1: I believe in having an open classroom where the students feel free to express themselves. I also want a lot of hands on
learning and learning that will appeal to all students.
Fellow C, Time 3: Why! I have learned that the word why is so important in the classroom. The students need to understand why they are
learning what they are, how it is important to their lives. By planning and understanding this myself, I will be able to clearly communicate it to
my students.
Fellow D, Time 1: I would try to think from my student perspective in order to see how they respond to different teaching techniques then
choose the one they feel most comfortable with.
Fellow D, Time 3: I would try to focus on allowing my students to enjoy themselves during learning so that the pressure of being assessed is
alleviated.
Fellow E, Time 1: If something doesn’t seem successful or seem like it’s working for my students, I will alter my methods to better
accommodate my students. If something already seems to be working, I’ll try to figure out what more I can do to make the lesson more
interesting.
Fellow F, Time 1: The biggest component of powerful learning to me in real life application. I would think “what does my student need to
learn?” common core for ideas; create a fun, interactive activity of discussion to relate to the learning goal.

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Fellow F, Time 3: This would totally depend on the student. I would determine based on trial & error what techniques help them learn, and
the differentiate whenever possible.
Fellow G, Time 1: I am really looking forward to hands on learning as well as collaboration. I think learning involves caring about each other,
listening, & being fair and working together. Also as a teacher , I will emotionally show the students I care about them.
Fellow G, Time 3: Student centered learning & open thinking & sharing. I want my students to see my classroom as a safe haven where
anything is accepted & appreciated. Student voice & equality are VERY important in my classroom.
Fellow H, Time 1: I would always be thinking how I can make my lesson fun and engaging. Few students enjoy being lectured at and
handed a worksheet.
Fellow H, Time 3: I would plan lessons with strong clear objectives that align with the common core. I will use hands on materials as often as
I am able to. I will team build to construct a classroom environment that values collaboration and group work. I will incorporate my camp
counseling skills to bring my lessons to life to engage my students.
Fellow I, Time 1: The thinking process I would follow to support powerful learning is an open, but questioning one. I believe powerful learning
happens when children make their own discoveries and come up with their own ideas. When I have an open thinking process, it invites
information in. When I am questioning it allows my students to also think critically and look at things in a new way.
Fellow I, Time 3: To support powerful learning in my classroom I would always ask why. Why they have that answer, whey they think that
way and also how they got to it. And have them explain everything. This gets students to look at their own thining, and learn to critical think.
Fellow J, Time 1: In order to promote powerful learning in the classroom, a teacher has to build support relationships with each student. It is
important to get to know each student in order to devise a way for them to be actively engaged in the learning process.
Fellow J, Time 1: It's vital for a teacher to be reflective before, during, and after every lesson. Also, this reflectioncan be passed on to
students by creating critical thinking exercises and discussion with students.
Fellow K, Time 3: I would first think about my students talents/abilities/learning styles etc and think or ways I can differentiate my instruction
to make sure all of my students’s abilities/needs are being met. After that, I would think of ways to assess their learning to better modify my
instructional strategies.
Fellow K, Time 3: I would keep in mind my student's backgrounds and their communities. It is important to tie those into the curriculum.
Fellow L, Time 1: What things are my students interested in ?What background/knowledge do they have with this topic?How can I make this
relevant and applicable?How can I make it interactive and entertaining?What will my student take away from this ?Have student possibly
teach/share what they’ve learned.
Fellow L, Time 3: First, I would find what my students are interested in and how much they know about that topic. Secondly, I would use the
corrected data to plan lessons accordingly. I will ensure to incorporate interactive activities to keep my students engaged. Third, I will access
student learning. Fourth, I will review the content, and use that to transition into another topic.
Fellow M, Time 1: I believe that mistakes are necessary in learning. In order to learn you have to have something to learn from. That an
active kinesthetic learning plays a huge role in my thinking/learning process.
Fellow N, Time 1: I always try and put myself in the shoes of my students. The goal is not to become anyone other than myself, but to
understand their challenges, abilities and interests. A powerful learning experience starts here.
Fellow N, Time 3: Exposure to new content should be follow by creative responses and then student led.
Fellow O, Time 1: Be open! Open to discussion, questioning & debating. Listen first then speak: get to know my students and have them get
to know me.
Fellow O, Time 3: Student center learning, allow students to be creative + make mistakes, comfort their defeat + treat individuals with
respect and as a human being. I would differiate my instruction + use visual, sensory, + verbal directions + tools in classroom
Fellow P, Time 1: Students in the special education program are placed there because they have very specific needs. My job as an educator
is to help meet those needs to promote student independence, self-efficacy, and self-determination. I will empower my students by tailoring
my curriculum to their needs, interests, strengths and current goals.
Fellow P, Time 3:
1. Get to know my students on a personal, social, cultural, &academic level
2. Set up physicasl space to meet students' needs
3. students' IEP goals
4. common core standards
5. students' strengths, weaknesses & interests (& accommodations)
6. outcome desired
7. design lesson & assessment
Fellow Q, Time 1: Learning is valuable and knowledge is powerful and when presented in relevant, relatable and applicable manner
students can become aware of just how beneficial and necessary learning is.
Fellow Q, Time 3: Strategies that work in on instance/ w/ one student may not (& likely won't) be effective for another. Great teaching comes
w/ great self reflection. Powerful learning will be discovered through getting to know the students on a personal level.
Fellow R, Time 1: My thought process would be to have a topic that is really engaging and that would relate to the students so the individual
could have strong opinion. I would then ask them why do you feel that way?
Fellow R, Time 3: Research & utilizing my resources that I have gained as well as trying to connect with the students on how information is
important, as well as data collecting and improving on strategies.
Fellow S, Time 1: I would challenge my students to be critical thinkers and efficient, effective problem solvers. My students become powerful
when they are able to take the information I give them and transform it into something they can personally use.

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Fellow S, Time 3: -I would push my students to think critically and ask "hard" questions like "why is this important" so they can develop
thinking processes applicable to real life.
Fellow T, Time 3: I'm going to do everything that I can to make my classroom welcoming, exciting, & engaging. I'll provide my students with
as many resources as I can. I'll stay after class, come before class, stay during lunch, or whatever else I can to make sure my students have
all the help I can give.
Fellow U, Time 1: To support learning and make it powerful I will create a safe and open environment. I want to make my classroom a
second and give students to learn and teach each other.
Fellow U, Time 3: To support powerful learning I want my classroom to be a well structured warming and nurturing enviornment. I want my
classrom to be moldable by students with them leading the learning process.
Fellow V, Time 1: It is all about making students think. If they come out of my class being able to think critically take a stand and defend
their position then I have done my job.
Fellow V, Time 3: I think that powerful learning comes from a classroom with a respectful environment. I also feel that powerful learning
happens most when students are able to learn from each other.
Fellow W, Time 1: I believe that students should be encouraged to develop what they think would be an appropriate thinking process before
beginning and activity/learning opportunity. Students are very capable of deciding the best way to problem solve that best fits their needs.
Fellow W, Time 3: I want to create a student-centered classroom environment to reach all students and support them in their learning
process. I want to teach my students to be critical thinkers.
Fellow X, Time 1: I would want to relate my teaching to what was interesting to my students and allow them to have a say in what direction
we take as a class.
Fellow X, Time 3: I will learn what my student's interests are and base learning off of those interests. This will allow the students to be much
more engaged. I will also have an interactive environment in my classroom where students are actively engaged.
Fellow Y, Time 1: I really like the concept of groups, math groups learning circles etc. I think students should use their peers as a resource
as well as teachers and I want my students to feel comfortable in the learning environment provided for them.
Fellow Y, Time 3: *Look at demographics, neighborhood, and community resources to find the best way to help my students meet the
standards and goals they will one day be assessed on.
What would you pay attention to?
Fellow A, Time 1: All types of learners, the challenges students may face outside of school, etc
Fellow A, Time 3: I would pay attention to individual learning styles, diverse learners, and student engagement.
Fellow B, Time 1: What are students doing? Fearing? Not learning? Are there patterns? Group dynamics Interaction with other adults, Free-
write responses and what the students are saying.
Fellow B, Time 3:
- Strengths, interests, background
- Peer relationships- good ones, band ones
- When given choices, What choices do they make?
- How well can they explain themselves/their thinking?
- What strategies help them get the material?
- What types of media do they respond to
Fellow C, Time 1: I would pay attention to students who are struggling so that I can plan a new way to reteach them the lesson.
Fellow C, Time 3: I my classroom, I would make sure I pay attention to the all of the outside factors my students have going on outside of
the school setting. These are very important things that could affect how they are acting in the classroom.
Fellow D, Time 1: I would pay attention to how the students respond to me when I am trying different ways to connect with them through the
material I am covering.
Fellow D, Time 3: I would pay attention on a student's engagement and participation and do everything I can to raise these levels.
Fellow F, Time 1: I would pay attention to whether or not my students are learning the material in a way that they will use in their lives, also
how it will prepare them for future courses is required tests.
Fellow F, Time 3: I would pay attention to all data I collect on academic or behavior to determine what was or wasn't successful.
Fellow G, Time 1: I will pay attention to how students learn and interact. I think it is important to give students the benefit of the doubt by
understanding that they may learn in a different not wrong way then other students, so I need to show them I care instead of punishing them.
I need to look for ways to differentiate instruction and accept all learning styles.
Fellow G, Time 3: Student equality, fairness. I anticipate students treating each other fairly & respecting each other, me & the classroom.
Knowledge of things outside of the classroom- worldly concepts- are important for my students to understand.other opinions, beliefs,
languages and ways of life. I really enjoyed being open and learning more during my time in Chicago
Fellow H, Time 1: What is happening in my community? What is happening in my student’s lives? Most importantly, I would pay attention to
myself and constantly assess the effectiveness of my teaching.
Fellow H, Time 3: I would pay attention to what teaching styles capture my students attention. I would also pay attention to what teaching
styles cause my students to become disengaged so I know what to avoid.

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Fellow I, Time 1: I would pay attention to what is happening in the students’ lives right then and what things are and will be relevant to them.
If the students are interested then they are willing to learn. I will also pay attention to each child to loan individualized instruction and meet
the needs of each child where still paying attention to the class as a whole.
Fellow I, Time 3: I would pay attention to students and look at their growth. I would pay attention to their academics so I can differentiate
insruction and pay attention to their behaviors so I can (alster?) behavioral management and get the dynamics of my community of learners
in order.
Fellow J, Time 1: I would pay attention to the interaction between students. Student’s interest and different extra-curricular they may be
involved in, and also the environment from which they are living in.
Fellow J, Time 1: I would pay attention to my students' growth when comparing pre- and post assessments.
Fellow K, Time 3: I would pay attention to something I have an interest passion for something that is relevant to me something that
standouts distracts me.
Fellow K, Time 3: Something that is unique and intriguing something I am interested in. something new.
Fellow L, Time 1: I would pay attention to how my students react to certain topics. From personal experience, I’ve learned students retain
information they find interesting.
Fellow L, Time 3: I would pay close attention to student participation because students remember more when they are actively engaged.
Fellow M, Time 1: I would you pay attention to who is struggling and try to think meta cognitively about student-student, student-teacher &
student-self interactions.
Fellow N, Time 1: What makes my students eyes light up. I want to know what I can tap into that would allow me to challenge my students.
Fellow N, Time 3: The needs of my students as it applies to my curriculum. This leads to differentiated instruction.
Fellow O, Time 1: I would pay attention to participation and attendance pay attention to what my students talk and relate to the most. Who
do the believe and go for help or answers.
Fellow O, Time 3: my students, easy. Their needs, emotions, + attendance. Focus on social cues + environment of overall school +
community.
Fellow P, Time 1: Something I find meaningful and relevant, something attainable but not too easy, something shared by a person whom I
know cares for me and respects me, things that interests me.
Fellow P, Time 3:
-students' interests
- students' actions & mood
- students' strengths & weaknesses
- students' family
Fellow Q, Time 1: Students’ attitudes and behaviors
Fellow Q, Time 3: (blank)
Fellow R, Time 1: Students that are not as engaged or seem bored. Student that have strong opinions and that they can back it up.
Participation and involvement.
Fellow R, Time 3: Engagement & data collecting to see if my students are learning, as well as connecting with students in every way.
Fellow S, Time 1: I would make sure that I provide my students with the tools necessary to make them successful by asking tough questions
and making them think.
Fellow S, Time 3:
-critical thinking
- real life application
Fellow T, Time 3: I'll pay attention to what my students say about their academic life as well as their personal life.
Fellow U, Time 1: Warning sign and things that stick out. If a student is acting a certain way I will try and see if the cause is within the
classroom. I will pay attention to their behavior and appearance.
Fellow U, Time 3: I would pay attention to students needs and deficits. Pay attention to mood changes, and even physical changes.
Fellow V, Time 1: I would pay attention to making the information as relevant as possible.
Fellow V, Time 3: I would pay attention to student engagement and growth.
Fellow W, Time 1: I would pay attention to the patterns, similarities, and differences of the thinking processes that I obscene in my students.
I would also pay attention to my own thinking process.
Fellow W, Time 3:
-student interests
- student native language(s)
- different learning styles
- student progress (data)
- extensive exposure to various text types
Fellow X, Time 1: Students interest and culture, student understanding of concepts.
Fellow X, Time 3: I will pay attention to student interests and the relationships they have withtheir peers

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Fellow Y, Time 1: I would pay attention to student responses and engagement with the various activities they are presented with. Student
thinking and problem solving abilities is key to lesson planning and differentiating.
Fellow Y, Time 3:
*demographics
*test scores
*resources
*community involvement
What makes sense to focus on?
Fellow A, Time 1: The positive things.
Fellow A, Time 3: Diversity, multiculturalism, UDL.
Fellow B, Time 1: The Students, The community, Current events and pop culture.
Fellow B, Time 3:
-Student motivation/self-efficacy
- technology integration
- Growing confidence in skills
- growing self-awareness
-suppling effective strategies
Fellow C, Time 1: I think it makes sense to focus on multiple things. The students are the most important to me. They are why we teach and
want to walk into a classroom every day. So they should always be the main focus.
Fellow C, Time 3: Common core standards their technology skills and relative topics that will be going on in their lives. Always connecting
everything I teach them to something that is relatable.
Fellow D, Time 1: It makes sense to focus on the students emotions and behavior traits because I will know how to treat every individual
student on a personal level. This will make them respect me and want to learn and pay attention to what I am teaching.
Fellow D, Time 3: I would try to tailor the information Im delivering to the interests of my students so they have the desire to learn.
Fellow E, Time 1: It’s important to focus on level of mastery rather than amount of content covered. It’s better for students to fully understand
a few concepts rather than just try to cover every single topic.
Fellow F, Time 1: To me, it makes the most sense to focus on making the content engaging or else they will not truly learn.
Fellow F, Time 3: I feel that it makes sense to base my instruction & focus on core standards, but in a way that is meaningful to my students.
Fellow G, Time 1: Students driven learning, knowing there is no one right way to answer a question and instead give students the
opportunity to discuss & explain how they got their answers. Everyone has valid opinions and ideas and these need to be honored.
Fellow G, Time 3: Respect! Understanding of others- of each other within the classroom & others outside of the classroom- within our
community & world.
Fellow H, Time 3: Are students learning from my teaching? What do I need to change so they do learn
Fellow I, Time 1: It would make sense to focus on the child first. The child is who you are trying to teach to and help grow. When you focus
on the students and not the curriculum first, then you can find strategies and information that would help and interest the student.
Fellow I, Time 3: I think it makes sense to focus on building rapport and the community of learners first, building those relationships and
respect first is what will lead to having student be succesful and comfortable.
Fellow J, Time 1: It makes sense to focus on the best possible way to teach each student. Every student learns in different ways and it is
important to cater to those needs.
Fellow J, Time 1: It makes sense to focus on concepts students are continually struggling with and adjusting cirriculum accordingly.
Fellow K, Time 3: It makes sense to focus on something that will benefit you or something you can learn from.
Fellow K, Time 3: (blank)
Fellow L, Time 1: It makes sense to focus on what the students take away from the lesson and how it can be applied to real life situations.
Fellow L, Time 3: It makes sense to focus on student learning and growth.
Fellow M, Time 1: It makes sense to focus on my learners as a whole. How can I involve them? Do they like being involved ? what here
some great learning experiences that came from mistakes ? how did that mistake help form their own learning goals/ideals?
Fellow N, Time 1: You cannot move away from what’s important teaching content. It is the way we teach this content that makes the
difference. I honestly plan on learning by doing, see what works and what doesn’t. I know step-up will be a great opportunity to learn by
doing.
Fellow N, Time 3: Teaching my students how to learn so they can continue to be effective learners.
Fellow O, Time 1: Focus on how to accommodate my students and how lessons can relate to their lives and real world situations.
Fellow O, Time 3:
like social skills + emotional development
college + career readiness
building relationships in +outside the classroom.

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Fellow P, Time 1: Things that will affect my life.
Fellow P, Time 3:
-students' IEPs
- students' academic, communication, self-determination, social-emotional, language, sensory & cultural
- students' families
- community
Fellow Q, Time 1: Discovering new evidence based strategies individualizing interventions and personalizing education.
Fellow Q, Time 3: The individual
Fellow R, Time 1: Engagement & differentiation.
Fellow R, Time 3: Engagement, connecting, & data collecting.
Fellow S, Time 1: Critical thinking and problem solving would be essential things to focus on.
Fellow S, Time 3:
-career/college readiness
- one's place in community/world
Fellow T, Time 3: It makes sense to focus on things that students are doing well. Then, they will be more receptive to feedback on things
that they can improve.
Fellow U, Time 1: Focus on the things you can change or influence in the classroom. Things that will help students become better learners
and individuals overall.
Fellow U, Time 3: After school and future readinenss. I want my students to leave the classroom with all the tools students need to succeed
and live a happy life whether it be trade school, college, or something else.
Fellow V, Time 1: I think it makes sense to focus on student engagement. When students are engaged other problems decrease.
Fellow V, Time 3: College and career readiness.
Fellow W, Time 1: It makes sense to focus on the task at hand, the types of learners present in my classroom, and the purpose behind the
strategies used.
Fellow W, Time 3:
same, in my opinion [ -student interests
- student native language(s)
- different learning styles
- student progress (data)
- extensive exposure to various text types]
Fellow X, Time 1: Things that students are interested in and can identify with.
Fellow X, Time 3: What engages the students and what they respond to the best.
Fellow Y, Time 1: Student thought process and how they respond to lesson activities is so important. I cannot be effective in teaching and
my students cannot be successful learners if they are not given the material in a way that makes sense to them.
Fellow Y, Time 3:
*how students respond to their environment
*student awareness of resources
*student ability to take in new material
*how students see themselves (in their school, community, environment).
If your background is different from that of the community you will reside in, how do you feel
about being a “minority” amidst other residents?
Fellow A, Time 2: I am unsure of the background of the community this for. From what I know I believe I will be comfortable. I am only
concerned about language barriers.
Fellow A, Time 3: Although it might be uncomfortable at times, it is do-able.
Fellow B, Time 2: It’s interesting. Just walking here from my host family’s house. It was very obvious that I’m not from here based on my
race, the way I dress, even how I walk. I’m excited about it, but it’s a different feeling.
Fellow B, Time 3: I actually really like it. Maybe I’m just not self-aware but I didn’t really not like people staring at me like my fellow did. I
don’t know. It doesn’t make me uncomfortable that I don’t know Spanish or about their food because it’s an opportunity for me to learn.
Fellow C, Time 2: I am okay with it. I think it will be a learning experience for me. In the sense that I will learn to know what it feels like to be
in that position.
Fellow C, Time 3: Being a minority in a community is definitely a learning experience. It teaches you how it feels to be a minority when you
normally aren’t. But at the end of the experience I did not feel as if I stand out at all. I learned how welcoming they all where and loved it. I
could even see myself living there in the future.
Fellow D, Time 2: It will be something that I’m not used to because I’ve never experienced this, however, I am ready for this to happen. I
understand that I will stick out and am comfortable altering my lifestyle to respect the little village members.

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Fellow D, Time 3: I feel that I will be able to show my appreciation for their society, community by positively involving myself in organizations
that will benefit.
Fellow F, Time 2: I feel that being a “minority” will be a good experience for me. It is definitely different than what I am used to, and I expect
it to be eye-opening.
Fellow F, Time 3: A little uneasy sometimes. I am comfortable discussing and answering questions I receive. But sometimes I question if I
am wanted in the community.
Fellow G, Time 2: I am really looking forward to being a minority. I really want to learn from others who are different from me. I think that’s
what life is about. Constant learning and opening your eyes to the people and opportunities at your doorstep is a beautiful way to live life.
Fellow G, Time 3: I love being a minority something I constantly notice and think about is my minority status, but what my race & culture
means in the eyes of other people cultures. I don’t like being the white American who doesn’t speak other languages or understands other
cultures, when I actually do. Therefore I like being among others unlike me so I can learn, grow assimilate.
Fellow H, Time 2: I feel like people stare at me which causes me to be a little uncomfortable.
Fellow H, Time 3: Does not matter. I feel once people become used to my presence they stop staring and become more welcoming.
Fellow I, Time 2: I do not mind being a minority in the community I will live in. I understand that I will have to learn and engage in new
customs and way of life. I’m excited to engage in new experience and see how I can also make an impact within the community.
Fellow I, Time 3: I do not mind not being a majority in the community I would live in. It gives me a different perspective and a chance to
experience the community.
Fellow J, Time 2: I feel that with a mutually respectful environment of cultural differences there will not be an issue in being a “minority”
amongst the residents. I think that as long as I show respect for their background I will receive the same in return.
Fellow J, Time 2: I would take it as an opportunity to learn about a new culture, and provide a difference of experience for my students to
see and learn from.
Fellow K, Time 3: I feel like at first I stand out and am very different from everyone else. It is interesting to be able to see the other side of it
as I am not a minority in my community. I hope I can learn a lot from this experience.
Fellow K, Time 3: I am still not completely used to it. But it has helped me relate to “minority” groups. I couldn’t help feeling more relaxed
when seeing another white person on the street or at a party or feeling worried about others having stereotypes or prejudices about me
based on my race.
Fellow L, Time 2: I think it would be a great experience to learn more about the culture first hand. Books only give so much information so
being involved and witnessing how the people of a certain culture think and interact will allow me to gain more knowledge.
Fellow L, Time 3: I think I would feel pretty comfortable living in an ethnically and culturally distinct community. The community will offer me
insight that I would be able to apply to my classroom.
Fellow N, Time 2: It’s interesting knowing people look at you differently, but I am aware that I control what people think when they look at
me. It creates the goal that I want to be respected.
Fellow N, Time 3: At first it is to be expected that I would be viewed in this way. After spending a long amount of time in the community I
would hope to be viewed as a part of the community however that does not make me part of their ethnic identity.
Fellow O, Time 2: Don’t care excited to be different and see new things.
Fellow O, Time 3: I feel indifferent. I think it’s a great opportunity for me to learn about other cultures but also allow the community to learn
about me and see that people of different colors can still be similar. However, I fear that because I am white, gentrification will happen in that
community.
Fellow P, Time 2: I feel excited for the opportunity to learn about cultures different from my own.
Fellow P, Time 3: Yes, Albany Park is one of the most diverse areas in the city. It has been great getting to learn other students’
perspectives, cultures, interests & ideas. I have learned so much and shared my own experiences with them.
Fellow Q, Time 2: As far as I have yet to encounter this does not apply.
Fellow Q, Time 3: It’s intimidating at first less from the students and more from the adults. At first I didn’t feel good enough or knowledgeable
enough or experienced enough but once you stop analyzing it and just do what you’re there to do you realize you have more significant
things to focus on.
Fellow R, Time 2: I don’t feel like I’m part of the “minority” because I’m latino, but I feel like I’m part of the “expanding majority”.
Fellow R, Time 3: Didn’t feel like it, except with the actual people in the program. Felt like I came from a very different background and felt
like some of the things they were saying seemed like a problem could be solved so simply.
Fellow S, Time 2: My background isn’t much different than the community that I am apart of though the lifestyle is different and is one that I
would have to adjust to.
Fellow S, Time 3: Although I’m in the same minority group as the community I reside in . I still felt like a minority within that group. I wasn’t
from around ago and I feel they knew that. However as the program went on I became more comfortable.
Fellow T, Time 3: It’s strange to be a minority in AP because I’ve never had the experience of living in a neighborhood in which I’m a part of
the minority. However, I don’t feel uncomfortable. I think this is at least partially due to the fact that AP is so diverse.

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Fellow U, Time 2: It’s different being the minority because I get looks that I’m not use to and people can obviously tell I’m out of place. I feel
nervous to say something that might offend people but I’m excited to explore and learn.
Fellow U, Time 3: Being a minority doesn’t really bother me, but I just hate when people assume what I’m doing. Being a minority when I
don’t understand a language makes me feel uncomfortable, because I feel like I’m being disrespectful. I also hate being hit on because I
stand out even more.
Fellow V, Time 2: I think it seems like a bigger deal until one actually arrives. Then it is easy to see that no one is phased by having an
outsider in the community. It seems like an object lesson in my firm belief that all people are pretty much the same at their core.
Fellow V, Time 3: It’s a little uncomfortable I think I am always viewed with suspicion because I look like an authority figure.
Fellow W, Time 2: I feel very comfortable living in this community despite being a “minority” amidst other residents. I enjoy being out of my
comfort zone and having new experiences.
Fellow W, Time 3: At the beginning of my four weeks I was unsure of how I would feel about living in a community in which I was the
minority. I quickly grew adjusted to this and began to feel like a member of the community. I found that by interacting with as many
community members as possible I felt comfortable and welcome in the community.
Fellow X, Time 2: I look forward to the experience and learning about the cultures that are different from my own.
Fellow X, Time 3: I embrace it and use it as a way to learn about where my students come from and how we can learn together from it.
Fellow Y, Time 3: It was a bit awkward, but after sometime it didn’t seem to matter. There were times when people question stared or made
odd remarks, but I do feel it was a good learning experience.
In what ways, if at all, are you privileged?
Fellow A, Time 2: I was able to go to very good schools, get a job at 16, got a cell phone, an inexpensive car community college paid for etc.
I feel I have been very privileged.
Fellow A, Time 3: I am privileged financially in media representatives in education and in family.
Fellow B, Time 2: Uh, yeah. White, Male. My parents are paying for all of my college. My parents are both teachers so school culture was
very easy and natural for me to be a part of. School has always told me that I’m smart.
Fellow B, Time 3: White, Male. I don’t have to pay a cent for college. Really I can get my parents to pay for pretty much anything. I feel like I
just fall into things and events. Connections that I’m not deserving of.
Fellow C, Time 2: I am privileged to have both of my parents apart of my life, as well as grow up in a close family setting. I also am privileged
to grow up in a middle class family who has not struggled much.
Fellow C, Time 3: I am privileged in the eyes of society. I am white, and come from middle class situations. I also am privileged because of
the family support I have and the life experiences I have been able to experience.
Fellow D, Time 2: I am privileged with being comfortable in my own skin and understand who I am as a person. I believe this will help me
throughout step_up because I will be able to become a part of whatever system I’m working with easily.
Fellow D, Time 3: I am privileged by coming from a family that can support me in all facets of life.
Fellow F, Time 2: I am privileged by my family background and home life. Both of my parents have jobs, I have a job, I have a home, family I
feel safe with. I have access to any necessity such as food, medicine, medical care. And these are many things I take for granted at times.
Fellow F, Time 3: Many, I have a great family, an apartment, food, an education and many opportunities.
Fellow G, Time 2: I think that because I’m from a white middle class family it makes me “privileged” in this country. I do not feel as though
I’m privileged but I do see the differences between me and the other cultures around me. Due to dominating English & being white, I do not
have as many hardships as others in my home community. I consider myself equal to all others and I think the idea of being privileged is
based on personal opinion.
Fellow G, Time 3: I don’t think I’m privileged. Saying this assumes that “unprivileged” people don’t have anything and that I have everything.
I think those who are privileged are able to understand and accept everyone and every culture of the world, being blessed with open-
mindedness and the ability to love everyone and see them as equals.
Fellow H, Time 2: I’m a white male. Both of my parents went to college. I’ve also had strong family support my whole life.
Fellow H, Time 3: White, middle class, able-bodied male, Christian, two parents, college education.
Fellow I, Time 2: I am privileged to have a loving, supporting family. I’m also privileged to have experienced different things such as travel
vacations and even just having supporting friends. I am also privileged to have a safe and stable home where I have access to clean water,
food, transportation and technology.
Fellow I, Time 3: I believe I am privileged in many ways. In regards to the support I receive from family and friends but also where I grew up
and the experiences I have had.
Fellow J, Time 2: In some circumstances I feel there is a certain “privilege” which comes from being middle class and Caucasian; however
those views are antiquated and changing as we see more cultural diversity in larger political figures in our communities and government.
Fellow J, Time 2: I don’t believe that I am truly privileged in tangible ways over others. However, I am privileged in my experiences and
abilities to critically think and reflect over situation.

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Fellow K, Time 3: I am privileged because I am white. I do not have people doubting me or second guessing me because of my race. I am
privileged because my family comes from a middle class background and I have the resources to succeed. I am privileged because my
native language is the lingual franca and the language spoken by the majority of the people in our country.
Fellow K, Time 3: I am privileged because my race and the language I speak is considered the majority in this country. I am privileged
because my family’s SES is middle class.
Fellow L, Time 2: I was able to attend college and gain knowledge that will help me becomes successful. I am also privileged in having
support from family and friends. Their support motivates me to keep pushing through no matter how hard life may appear to be.
Fellow L, Time 3: I do not feel like I am privileged. I think I had the same opportunities as my fellow peers around me. The only thing that set
us apart are the choices I made, like going to college. I have come across family issues and financial issues, however I did not allow my
circumstances to break me.
Fellow N, Time 2: I am very privileged. I have both parents in my life, a nice house, car, good friends, a good education. I feel privileged in
every aspect of my life.
Fellow N, Time 3: By having parents who both support me financially and allow me to fall back on them.
Fellow O, Time 2:
• Clothes, living situations.
• School – fresh water and food
• Transportation, healthcare
• Employment
• Opportunity
• Resources
• Technology
• Support.
Fellow O, Time 3:
• Education
• Race
• Healthcare
• Opportunities
• Work
• Clean food & water
• Shelter
• Technology
Fellow P, Time 2:
• Money
• Experiences/Opportunities
• Education
• Strong family connection
• Educated parents, family friends, extended family
• Social capital
• Language
• Culture.
Fellow P, Time 3:
• Money
• Education
• Family
• Socially
• Culturally
• Language.
Fellow Q, Time 2:
• Insured
• Health care
• Available transportation
• Higher education
• Secured housing
• Employment opportunities
• Consistent food
Fellow Q, Time 3: I’ve lived my life without suffering, struggle or pain. I’ve never been felt homeless unloved, or hungry. Nothing in my life
has ever been in question or doubt. I don’t know what it feels like to be denied something or treated less because of race, religion, ethnicity

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etc. I’m privileged in many ways and it’s something I’m aware of can acknowledge that is, but in no way makes me better or more deserving
than another.
Fellow R, Time 2: I live in a house, I have health care, I have a car, I have a mother that cares about education, I went to a suburban HS
that informed me about FAFSA, employment opportunities a roof over my head food and water and my health.
Fellow R, Time 3: I have a house, AC, a car, a job, my health, food and water, safe environment and a mother that would kick my ass if I did
not go to college.
Fellow S, Time 2: I feel that I am privileged in that I had access to a quality k-12 education and am currently attending college. I also am able
to maintain and play a musical instrument which a lot of people aren’t able to do.
Fellow S, Time 3:
• College educated parent
• Ability and means to pursue music
• College education
• Education in general.
Fellow T, Time 3: I am extremely privileged. I grew up in a middle class family & neighborhood, have always gone to successful schools,
have never had to worry about whether or not I would get enough food to eat have grown up with both parents the list goes on and on.
Fellow U, Time 2: I am privileged because I have a home, stable family, food on table, friends support. And access and means to a better
future. I got to go away to college which many don’t.
Fellow U, Time 3: Being a minority doesn’t really bother me, but I just hate when people assume what I’m doing. Being a minority when I
don’t understand a language makes me feel uncomfortable, because I feel like I’m being disrespectful. I also hate being hit on because I
stand out even more.
Fellow V, Time 2: I’m white and I’m from an affluent suburb. I have a car.I think it seems like a bigger deal until one actually arrives. Then it
is easy to see that no one is phased by having an outsider in the community. It seems like an object lesson in my firm belief that all people
are pretty much the same at their core.
Fellow V, Time 3: I’m white I grew up in a safe community. I have a car I inherited money.
Fellow W, Time 2: Some ways in which I am privileged include having been raised in a comfortable home with both of my parents and my
two brothers for my own life. I have also had the opportunity to participate in extra-curricular activities and take advanced courses in my
education prior to attending college.
Fellow W, Time 3: I am privileged because I am attending a four year university to receive a college education and I have the support of my
mom. I have never been turned down from a job because of my race or my gender. I am also privileged because I have people in my life
who have assisted me in the process of finding ways to get financial aid and apply for scholarships.
Fellow X, Time 2: I came from a middle-class family and never had to worry about being provided for. I never had to worry about food,
clothes, shelter, school help health case or anything else I was also able to go on vacations and go places that not everyone else would
have been able to do.
Fellow X, Time 3: Never worrying about health care, food, a place to live, clean clothes or anything similar.
Fellow Y, Time 3:
• A family with two parents
• I have my own room
• I have AC at home
• I went to schools with abundant resources
• Had multiple libraries near my house
• Live in a safe and family friendly community growing up.

Karen, 2014 STEP UP

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Karen, 2014 STEP UP