11 minute read
ONE ALMA MATER. FOUR VERY DIFFERENT TEACHERS.
From rural PA to downtown Chicago, four alumni apply nature and nurture to students, from tender toddlers to troubled teens
By Maya Bingaman ’19
If necessity is the mother of invention, it was also behind four Pitt-Bradford alumni who saw an educational need and filled it. For some, it was creating the educational environment they wanted for their own children. For others, it is finding a way to nurture the students who need it most.
Shaping the next generation through nature-based day care
In 2015, Lana Radl ’06-’08 gave birth to her second daughter. Instead of sending her daughter off to a day care center where she would spend most of the day, she and her partner sought forest-based preschool. However, options were non-existent in Cleveland, so Radl got to work.
In 2016, Radl founded the Cleveland Nature House, where she introduces young children from 12 months to age 6 to the wonders of local wildlife and environmental literacy.
Radl’s path to becoming a prominent figure in environmental education was anything but straightforward. Her journey began at Pitt-Bradford where she earned an associate degree, followed by a bachelor’s degree in geography from Miami University in Ohio and a master’s degree in sustainability from the University of South Florida.
Reflecting on her time at PittBradford, Radl said, “The unique interdisciplinary arts and science classes were very helpful.” And, she said, having a small campus near a national forest and a closeknit community was instrumental in shaping her approach to education.
Previously she worked organizing a Climate Leaders program at Case Western Reserve University, challenging students’ perceptions of nature and the environment. Later, as an educator for the Cleveland Museum of Natural History, she focused on renewable energy education.
“A lot of minds at the (teenage stage) are prejudiced toward nature and the environment. It’s difficult to educate them on a variety of topics like climate change and how it impacts their environment.
Students are thinking about what makes money versus life balance and how we can leave a positive environment for other generations,” she explained.
Radl was eager to encourage the next generation to be good stewards to the planet. The Cleveland Nature House – encompassing over 1,000 square feet of indoor space and a half acre of outdoor area – provides vegetarian meals and uses toys made from renewable resources.
“I was very mindful about creating an environment that aligns with sustainable values,” Radl said.
A typical day at the Nature House follows a Waldorf-inspired rhythm. Children enjoy free social time, outdoor exploration and nature-based learning sessions.
“We might walk to a local park or explore the diverse flora within our fenced area,” Radl said. “The goal is to make environmental education a natural part of their daily lives.
“I took the time to review the different types of pedagogies practiced for early education – Montessori, Waldorf, co-ops – and the positive and negative aspects of publicschool systems. I wanted to take the pros from all of those to make the Nature House.”
Improved mental health and deep learning are added benefits Radl cites for nature-based care. “Outside environments can relax their nervous system to help them deal with anxiety or provide fortitude for other life challenges.”
Beyond the daily operations of the Nature House, Radl has been exploring digital avenues to broaden her impact. She creates YouTube videos featuring nature-based books, offering an educational alternative to typical screen time. She’s also active in the community, participating in Earth Day events and tabling at a native plant nursery to spread awareness about environmental issues. She is also a committee member of the City of Shaker Heights Sustainability Committee.
Looking ahead, Radl dreams of expanding the Cleveland Nature House to serve more children and to reach economically disadvantaged families. She believes public schools could benefit from incorporating nature-based learning into their curricula.
A principal guided by relationship building
Jessica Dolan ’11 has always known she wanted to be a teacher. Now, as the principal of a nonprofit school for students with disabilities in Rochester, N.Y., Dolan’s experiences as a teacher and a parent have shaped her into a passionate and empathetic leader, too.
Dolan’s career commenced in New York after she earned a degree in secondary English education from Pitt-Bradford in 2010. Her path wasn’t straightforward. Dolan found herself in a challenging job market post-graduation.
“No one was hiring,” she recalled. “I took a job as a teaching assistant and worked on academic intervention.”
Despite attending 20 interviews in two years, Dolan struggled to secure a permanent role. During this period, she earned a master’s degree in literacy from Canisius University in Buffalo, N.Y., which eventually helped her land a job in the inner city of Rochester.
Dolan found her niche with middle schoolers when she began teaching seventh grade in a Rochester charter school with more than 100 students.
“Middle schoolers are the most interesting things on the planet,” she said with a laugh. “They’ll eat you alive if you don’t build relationships with them.”
“Middle schoolers are the most interesting things on the planet,” she said with a laugh. “They’ll eat you alive if you don’t build relationships with them.”
That insight guided her approach throughout her career – the importance of connecting with students on a personal level, something that was reinforced when she followed her husband to Phoenix and continued teaching seventh grade.
“Teachers roll their eyes when administrators say you have to build relationships, but it’s everything,” she said.
Her next move took her to Indiana, where she taught seventh and eighth grade for half a decade and also coached volleyball and soccer. In Indiana, Dolan began to see the broader impact she could have in an administrative role. She regarded herself as a worker ant, but serving in leadership roles had a transformative effect on her.
“I realized I could advocate for kids on a larger scale,” she said.
Dolan’s career took a turn when her son, Jacob, was born with a genetic duplication and other cognitive delays. His condition opened her eyes to the unique challenges faced by students with disabilities.
“Because of him, I’m a better teacher and administrator,” she said. This personal experience fueled her passion for her current role as principal, which she stepped into after moving back to Rochester.
Dolan relies on empathy and adheres to combatting biases in the rural and urban communities she serves. Having grown up with limited resources herself, she understands the impact of systemic barriers.
“The answer to kids’ shortcomings isn’t just parenting. There’s generational poverty and limited access to resources.”
Building trust with students and their families is central to Dolan’s philosophy. She makes it a point to know at least three things about each student that are not school-related. “It’s not hard to get to know kids; you just have to ask,” she said.
This approach has helped her connect deeply with her students, even during challenging times. Dolan recalled a period when Jacob was hospitalized for over a month, and she didn’t have paid time off to use. “I was honest with my students and told them I needed grace.”
Dolan acknowledged the difficulties of being an educator, particularly in a profession that often lacks respect and adequate compensation.
“The hardest part is that collectively, it’s not a respected profession.” Despite these challenges, she remains committed to transparency and communication with her students and their families, sending weekly updates and maintaining open lines of communication.
One of Dolan’s key insights is the need to adapt to the changing world. She believes educators must embrace the realities of instant gratification and internet accessibility to engage students effectively. Furthermore, she advocates for recognizing the capabilities of students with disabilities rather than focusing solely on their limitations.
“Everyone focuses so much on what these students can’t do, but there’s so much they can do.”
Prospective engineer redirected to becoming a math educator
Christopher Bishop ’11 embarked on a journey about 6 hours northwest of Philadelphia in 2005 to pursue his dream of being an engineer. He started that journey at Pitt-Bradford after initially being deferred by the Pittsburgh campus.
However, GPA standards prevented Bishop from transferring to Pittsburgh after two years. Despite the initial setback, he found solace in mathematics and teaching.
“I enjoy helping people, so I decided to switch gears and become a math educator,” he said.
While at Pitt-Bradford, Bishop not only found his professional calling but also a personal connection. He met his wife, Christina Bishop ’17, on the stoop of Hemingway House during a Resident Advisor event when they bonded over pineapple pizza and their interest in anime.
After graduating in 2010, Bishop’s teaching career took root at Beacon Light Behavioral Health System and its sister school in Bridgeport, Pa., where he worked as a behavioral health technician in the alternative education setting. His early career helped him develop the belief that students must be looked at as a whole instead of what a test score deems them to be.
“Just because a student or child is labeled as a bad kid doesn’t mean they have nothing of value to bring to the table,” Bishop said.
He also learned that growth and development can extend beyond a classroom. At one point, Bishop had to use safe crisis management and restrain a girl who was spitting at staff and throwing objects. After the incident ended, Bishop recalls being moved to tears when the girl, without any prompting, apologized to him and reconciled her actions.
Bishop now is a geometry and algebra teacher at Bradford Area High School where he aims to continue to foster an environment of inclusivity and empathy, where every student is encouraged to learn, whether they care about earning straight A’s or just getting a high-enough grade to pass.
His dedication extends beyond the confines of the school day. He invests time in building relationships with his students, whether through extracurricular activities or casual conversations.
“When I see them outside of class, I try to say ‘hi’ and ask non-school-related questions. Some are in dance or sing in choir or in band. I only live three blocks from work, so if there are events happening at the school sometimes, I tell my wife I’m leaving for a few hours to watch.”
“[Students] light up when they know I saw them,” he said, adding that he hopes showing up for his students outside of school hours will encourage his pupils to work outside of school hours, too.
Reflecting on his journey, Bishop acknowledges the role of resilience instilled in him while at Pitt-Bradford, where he learned to adapt and persevere in the face of adversity and ultimately find his true calling in education.
Self-motivated educator on a mission to serve Chicago students
For the past 12 years, Romainne Kelley has dedicated herself to serving under-resourced communities in Chicago, which, she said, requires passion and grit.
Kelley’s excitement for education stems from her upbringing, where her single mother of four placed high importance on academic excellence. Growing up in California and Arizona, Kelley excelled in school and was inspired by great teachers who left a lasting impression, notably Mrs. Tapia, her second-grade teacher with whom she maintains a close bond today.
Her path to teaching took shape during high school, where she actively participated in programs like Future Teachers of America and gained experience in tutoring and lesson planning. Kelley graduated from Pitt-Bradford in 2011 with an English major and three minors.
Following her undergraduate studies, Kelley embarked on a journey with AmeriCorps, gaining valuable experience in Cincinnati and later pursuing a master’s degree in education while working in admissions at DePaul University in Chicago. Determined to make a difference in the lives of students, she transitioned to teaching and eventually took a vice principal role, driven by her unwavering passion for education and serving as the representative she wished she had.
Throughout her career, Kelley has faced numerous challenges such as navigating resource limitations.
“Institutions can be set up for failure. If scores are low, they reduce funding. You don’t always have resources, and it’s taxing if you’re not truly passionate,” she said, adding that her current school hasn’t been able to invest in a full-time nurse in over a decade.
Kelley also has had to work with unsupportive administrators and address cultural conflicts surrounding education.
“Some people believe being smart isn’t cool. If you read too well and you articulate, that’s acting white, and you don’t want to be part of that spectrum,” Kelley said.
Kelley’s commitment to her students always goes beyond the classroom. Her goal is to be a consistent and positive presence in her students’ lives, serving as a stable adult figure they can rely on for guidance and support, especially for students with more challenging home lives.
She remains steadfast in her belief that every student deserves access to quality education and opportunities for success. Looking ahead, Kelley envisions creating her own school or virtual homeschool program to provide even more tailored and intentional education experiences for students.
