During her undergraduate years, University of Vermont alumna Joan Greening ('74) took several unexpected detours along her educational pathway. But with the guidance and support of caring faculty and staff, she ultimately graduated with a degree in secondary mathematics education. Greening went on to earn a graduate degree in higher education administration followed by a rewarding 25 years working in career services.
Inspired by the support she received at ¶¶Òõ̽̽, Greening sought to find a way to help other students reach their goals successfully. From her professional experience, she was aware that education students completing their full-time teaching internships don't have time to continue working as much in their regular jobs. So she worked with the ¶¶Òõ̽̽ Foundation to establish the Greening Student Teaching Award that provides financial support to at least two students annually. Though Greening created the award, other donors are welcome to make a contribution to the fund.
This year's award winners are Maddie Heavey, an Elementary Education major pursuing an accelerated master's pathway in Special Education, and Larry Montague, a graduate student in the Master of Arts in Teaching program. We are proud to share each of their stories.
Maddie Heavey
"This financial award is a huge support in completing my student teaching in a fourth-grade classroom at Orchard Elementary School in South Burlington," says Heavey. "With the award, I don't need to work as many hours to pay all my bills. So I can focus on the internship and have enough time to prepare, write lessons, and support my mentor-teacher before and after school. Being able to dedicate this time to my internship allows me to get the most out of the experience."
Working toward her degrees and licensure in elementary education and special education, Heavey realizes the value of applying her learning and building her skills through practical experiences in the field.
"I have learned so much about being an educator during my last three years at ¶¶Òõ̽̽, writing quality lesson plans, differentiating instruction, managing and creating an inclusive classroom, and many other skills. Student teaching allows me to put my learning into practice with the support of an experienced mentor teacher. This is the only way to truly understand students and how to be an effective teacher."
Along with the wonderful moments that come with teaching, Heavey says there are also times of struggle, such as a lesson not going as planned. But that's when she learns to make adjustments and adapt while making sure that she is always putting the students’ needs first.
Heavey believes students with disabilities should be included in the general education classroom as much as possible. "Through my internship, I am experiencing what it's like to be a real-life educator. I believe that Universal Design for Learning should be utilized in every classroom. A big part of being a successful special educator is supporting general educators in teaching students with disabilities."
Larry Montague
Prior to the pandemic, Larry Montague experienced changes in his personal life that led to him becoming a single parent of a kindergartener while working as a grocery buyer to cover his mortgage. Despite those challenges, he was determined to pursue his ultimate aspiration.
Though Montague's educational background and experience is in math, science, and forestry, he remembers wanting to be a teacher since he was in middle school.
"I was drawn to middle level education because that's when I formulated this dream identity of my future self – who I thought I was inside and wanted to become. In my teaching internship at Hunt Middle School, I feel a deep connection to the students and a strong sense that I have indeed found my place with this age group."
After completing the Master of Arts in Teaching (MAT) and earning his teaching license, Montague's vision is to lead a science classroom guided by authentic inquiry and project-based learning while disrupting systems of oppression so all students can thrive.
"My internship prepares me for meeting these goals through opportunities to apply best practices in my own lessons and advisory, mirror teaching with my excellent mentor, observing other teachers in the building who are exemplars of inquiry, differentiation, and anti-racist teaching. I've also attended valuable professional development such as Having Conversations about Race with Quin Gonnel and an Intro to Restorative Practices with Mika Moore."
Montague says practical experience is the most important aspect of his training as a teacher. "Each day I get to see theory at work, pedagogy in action, and all of the elements of inclusion, Universal Design for Learning, and culturally-responsive teaching materialized in the classroom and school."
News of the award provided welcome relief to help alleviate Montague's financial challenges and allow him focus on the internship.
"I'm grateful to Ms. Greening and the scholarship committee for this generous gift. The financial support comes at a critical time for my family and I as we enter the home stretch of the MAT program. I believe strongly in reciprocity and commit to giving back through my service as a future middle school teacher."