Out in the Field, Ahead of the Curve: Early Experience Shapes Future Teachers

Before most education majors ever enter a classroom, these four School of Education students made a difference for organizations across the region. 
 
Duquesne’s School of Education facilitates field experiences, internships, practicums and student teaching opportunities beginning as early as students’ first year at Duquesne. Placements at community organizations and public, private, Catholic and charter schools allow students to integrate teaching fundamentals and advanced pedagogies from their coursework while reinforcing their ambitions to become teachers.

Elle Bowers: Creating a future everyone can share

After graduating from Warrior Run High School in Northumberland County, Pa., Elle Bowers, E’28, chose Duquesne because of the strong sense of campus community and the welcoming, supportive environment. 
 
Now studying early childhood and special education, Elle wants to be a teacher because she’s “always had a heart for helping others.” Her desire to help students feel supported, encouraged and confident has led the way.
 
“I hope to inspire children to believe in who they are, recognize how capable and valuable they are, and remind them they can achieve great things,” she said. 
 
Elle did just that during a field placement at Pittsburgh Pioneer Education Center, a specialized school serving Pittsburgh Public Schools students ages 5 to 21 with multiple and/or medical disabilities. The school focuses on helping students reach their highest level of independence through individualized support, therapies, community-based instruction and life-skills development.
 
“One of my main assignments was creating and writing a Functional Behavioral Assessment (FBA) based on my observations and experiences in the classroom,” said Elle. “I gained hands-on experience by working directly with students and leading activities.”
 
Elle also observed students during physical therapy, occupational therapy and vision services, giving her a deeper understanding of the many ways students are supported. 
 
A field trip to PPG Paints Arena for a basketball game stands out as a fond memory.
 
“It was so special to watch the students light up with excitement and pure joy throughout the experience,” said Elle. “Seeing their happiness and enthusiasm made such a lasting impact on me and reminded me why I am so passionate about working with children.”
 
Elle believes that exposure to diverse field placements allows her to be more flexible and prepared.
 
“I connect what I learn in coursework to real classroom situations right away, making my learning more meaningful and practical,” said Elle. “Starting early also builds my confidence by giving me time to grow, reflect and learn from each experience before having my own classroom.”
 
Prepared for anything, Elle hopes to apply what she’s learned at Duquesne and Pittsburgh Pioneer to become a special education teacher. 
 
“This program does not just teach you how to be a teacher; it helps you grow into one,” she said. 

Tally Cicione: Every student is a star

Tally Cicione, E’28, graduated from Elk County Catholic High School in St. Mary’s, Pa. She’s from a family of teachers, including her grandmother, mother and great aunts. Tally has fond memories of growing up surrounded by their positive example that now motivates her to work hard, continue learning and strive to become a caring teacher who helps all students reach their full potential. 
 

The early childhood education major knew Duquesne was right for her after a positive conversation with her tour guide and a visit to Gumberg Library’s Curriculum Center, which houses materials and resources School of Education students can use for classroom projects and lesson planning.
 
For her social justice class, Tally completed a field placement at HOPE for Tomorrow, an after-school program in McKees Rocks where students receive help with homework and partake in programming like dance, culinary arts, sports, hairstyling, debate club and more. The organization also partners with other local programs to provide additional educational opportunities for students. Tally was tasked with brainstorming program improvements, interacting with students and building connections.
 
“I learned a lot about problem-solving, communication and stepping outside my comfort zone,” said Tally. “I went above and beyond to get to know students. They were so sweet and always wanted to be around me.”
 

Tally implemented a special project at HOPE for Tomorrow—a wall of fame. Working with current staff who had previously been part of the program as students, Tally captured their stories and detailed what they love about HOPE for Tomorrow in a visual way to remind current students about who they can become and the impact they can have.
 
“I met a lot of people and heard different perspectives,” she said. “They did an open house for the kids to come in and look at the wall of fame and they just loved it. It was cool to see them connect with it.”
 
Tally appreciates that Duquesne makes opportunities like this accessible to students so early in their education and feels that early exposure allows them to confirm their desire to become teachers and find a deep sense of purpose.  
 
“Duquesne students have a leg up with professional experiences,” said Tally. “It’s nice to go into classrooms and see what kids are like and what they need. Even though we’re taking classes, this helps to prepare us a lot more.” 

Maura Riscavage: Scoring points and making connections

Maura Riscavage, E’27, from Havertown, Pa., had many memorable teachers who supported her throughout childhood. She attended Cardinal O’Hara High School outside of Philadelphia, where her career aspirations blossomed. 
 
“I had a lot of great teachers, and I just want to be that person for another student—someone students can rely on, provide consistency in their life and make sure they know they’re supported and cared for,” she said.
 

The transition from the Philadelphia area to Pittsburgh has been a breeze for Maura thanks to a vibrant campus, faculty who walk alongside her and a variety of fulfilling field placements. 
 
“Dr. Julia Williams has a lot of good insight and experience,” said Maura. “She’s given me a lot of great tools. Having early field experiences solidified that this was the path I want to take and has given me such a wide range of experience.” 
 
Maura enjoyed a field placement at Sarah Heinz House, which provides youth programming where kids learn to make healthy choices while participating in fun, challenging activities. 
 
“They allow students to explore their interests in different ways while we get to know them, build relationships and spend time together,” she said. “We didn’t just see them in their academic setting but more so how they live and move, so we could take our role and make a better afternoon and experience for the kids.”
 
Maura led four-on-four basketball games complete with cheerleaders on the sidelines and took a leadership role in the gymnasium to ensure that students were engaged in activities that suited their interests. Despite the hectic pace, she always took a moment to ask about students’ days.
 
“I was able to listen and learn more about Sarah Heinz House and adjust to what students were feeling and needing,” said Maura. “On my last day when the kids came up and gave me a hug, I realized that I made a difference in their lives.”
 
Maura looks forward to student teaching and managing a classroom. 
 
“I know classroom management is difficult for teachers to implement, but my field placements have shown me strategies that I can pick and choose from moving forward,” she said. 

Kendall House: Pursuing dreams, helping others do the same

Kendall House, E’27, is from Brownsville, Pa., and attended Calvary Chapel Christian School. Her parents are teachers, and she grew up watching them lesson plan and mentor hundreds of students.
 
Kendall came to the Bluff intending to become a lawyer, then realized it was “someone else’s dream for [her].” 
 
After two semesters pursuing law-related studies, she had a productive meeting with a counselor in Duquesne’s Center for Career Development and pivoted to the School of Education to study early childhood and special education. 
 
“It worked out the way it was supposed to,” she said. “I have a great group of friends and my cohort is amazing. It hasn’t been a straight path, but it’s the path that works for me.”
 
Kendall was inspired by her field placement at Jewish Family and Community Services (JFCS). The after-school program hosted students from Taylor Allderdice High School and consisted primarily of immigrant and refugee youth. 
 
Kendall helped with resumes, job interview preparation and homework, making recommendations and offering feedback to help formalize and structure programming along the way. She also led creative art projects that helped students think about their future careers. 
 
“One student wanted to be a model and fashion designer, another wanted to be a nurse,” she said. “They got to be creative and expressive through art and outline what they want to be when they grow up.”
 
In addition to learning about students through their career aspirations, she was honored to learn about their traditions. 
 

“We got to know about their cultures and get to know them,” said Kendall. “At the end of our placement a staff member brought in a bunch of different food from her culture as a little Thanksgiving celebration.”
 
Kendall appreciated the warmth and acceptance JFCS offered and the lessons she learned.
 
“It taught me that you need to be aware of everyone and everyone needs to be seen, valued and celebrated,” she said. “It opens great conversations and it’s so important to be culturally aware, responsive and trauma informed.”
 
Kendall hopes to teach in a public school in the Pittsburgh area following graduation.
 
“I know the classroom is where I’m called and meant to be,” she said. “I thrive there and just feel so happy.”