Isabella Mileo Starts Teaching in Brooklyn Weeks After Graduating

Alumna Isabella Mileo landed a teaching job in NYC. In this Q&A, Isabella shares her Duquesne experiences and describes work as a teacher in Brooklyn - returning to her roots, as she was once a student in NYC public schools. Isabella notes, "it's incredibly valuable for students to have teachers who understand their school community and are familiar with the area and available resources. That connection can positively impact education—and no one understands a neighborhood better than someone who was raised in it."

Isabella graduated from the School of Education with a B.S.Ed. in Early Childhood Education and a M.S.Ed. in Special Education with an ABA certification extension. Just weeks after graduation, Isabella landed herself a job in her own classroom, in NYC. Today, Isabella is a 5th-grade special education teacher at Bay Ridge Elementary School for the Arts in Brooklyn.

Hear from Isabella as she shares her journey to becoming a teacher, why she chose Duquesne and the insight she gathered along the way.

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September 23, 2025

I teach 5th-grade special education in an ICT (Integrated Co-Teaching) classroom in Brooklyn, New York. In this setting, I collaborate with a general education teacher to support 18 students. Co-teaching allows us to provide a well-rounded, individualized and inclusive education, ensuring that all students receive the support and resources they need to thrive both inside and outside the classroom.
I was born and raised in New York City, and my entire immediate and extended family still lives here. I attended NYC public schools through middle school and had a wonderful experience that helped shape my passion for teaching. Returning to work in the same community where I grew up feels like a full-circle moment. I believe it's incredibly valuable for students to have teachers who understand their school community and are familiar with the area and available resources. That connection can positively impact education—and no one understands a neighborhood better than someone who was raised in it.
During the interview process in NYC, I was extremely nervous, but deep down, I knew I was prepared. I completed two interviews at different schools and gave one demo lesson—ultimately receiving job offers from both schools. I truly credit Duquesne University’s School of Education and its professors for this success. Everything they taught, modeled and the resources they shared came to mind throughout the process, allowing me to respond to every question with confidence and authenticity, drawing from the exceptional experiences Duquesne provided me.
Growing up in a nurturing and resourceful household, I’ve been fortunate to have parents who would move mountains for me—but I recognize that not every child enjoys such stability. Many face adversity, growing up with one or no parents, struggling to find food, wearing the same clothes daily and lacking essential school supplies or a consistent adult presence. I want to make a difference in the lives of the children I teach by helping shape their character, supporting their overall learning and well-being and building meaningful bonds that foster academic and social development.
I chose to attend Duquesne University’s School of Education because I wanted to study in a city—but not in New York City. From the moment I first visited Duquesne, especially the School of Education, I felt the close-knit community shared among students and faculty. I was impressed by the resources and opportunities available to both current students and alumni, and it was clear that the professors and staff genuinely care about supporting each student’s journey toward becoming an educator.
At Duquesne University, I participated in the 5-year early start program, which allowed me to earn my bachelor’s degree in Early Childhood Education while simultaneously beginning my master’s in special education. I completed my undergraduate degree in four years and my master’s with just one additional year of study. This program was incredibly valuable, as many of the same professors taught both undergraduate and graduate courses. As a result, they truly got to know me as an individual and were able to support and guide me throughout my entire journey.
What I love most about Duquesne University is the overwhelming sense of pride. Every student on campus is proud to wear the blue and red and to be a Duquesne Duke. That pride is felt everywhere—throughout the buildings, in the arena and out on the field. Duquesne offers countless opportunities for students to grow socially and personally through networking events, campus activities, clubs and experiences that make the most of the vibrant city of Pittsburgh. There’s no better feeling than walking through the city and seeing just how many people proudly represent Duquesne University.
Duquesne University's School of Education offers students the unique opportunity to gain hands-on classroom experience from the very beginning. These experiences, across a variety of school settings, helped me build a broad and well-rounded foundation before entering student teaching. The undergraduate courses are thoughtfully designed to support key areas such as classroom management, instructional strategies, assessments, literature and differentiation for students with disabilities and English language learners. Each course focuses on a specific aspect of teaching, and throughout the program, we’re not only learning how to teach effectively—we’re also expanding our own knowledge along the way.
The greatest growth often comes from failure. While it may seem intimidating, I’ve learned far more from the lessons that didn’t go as planned than from the ones that ran smoothly. It’s okay to make mistakes, feel nervous, and show emotion. Our students look to us for guidance and as role models, and one of the most powerful lessons we can teach them is that it’s perfectly normal to have tough days, to express feelings, and to make mistakes. The best way for them to truly understand that is by seeing us embrace it ourselves.
Making an impact in the classroom is the reason I decided to be a teacher. Every child deserves a quality education—a chance to explore, learn, and dream limitlessly—and as a teacher, I will be that constant in their lives, guiding them toward a brighter future.