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Personal Reflection/Anecdote

Dr. Simone Nance,
in their actions around the school. The Ninjas also had a belt system whereby Assistant Professor of
other students and teachers could notify me of any positive behavior witnessed, Teacher Education at the
and the recognized students received points. They would then increase through University of Southern
the different colors of belts, trying to be a black belt by the end of the year. This Indiana, Evansville,
created a sense of community among my students from year to year, and many Indiana, is a member
students still identify with this Ninja identity years later. and current president
As the pandemic was calming down and we felt comfortable with my daughter (2020–2024) of Beta
Alpha Chapter of Indiana
returning to public school, I missed the students and the work. I was antsy from State Organization.
being home for so long, and I thought that becoming an adjunct instructor would senance@usi.edu
help me stay connected to the education profession and avoid feeling I had wasted
my experience and degrees. I had no idea I would love the change so much
and applied for a full-time position just a semester later. Although I miss my
elementary students, I absolutely love where this new position has taken me and
look forward to the possibilities that await.
Dr. Wilkins Explains: The Dauntless Dragons

I spent 10 years in the public school
system in a Grade 6 classroom where I taught
English language arts (ELA) and several
courses of English as a Second Language
(ESL) instruction for students who were
learning early-language skills. Each year I
was given a group of students to mentor. This
was more than homeroom; this team of mine
were my “Dauntless Dragons.” Our “team”
name was democratically created: Students
wanted to be “dauntless” with the mission
to stand up for what is right and “dragons”
because they were special, mystical, but
ultimately powerful. My team of Dauntless
Dragons included 23 students who wanted
to reimagine their school. We focused our energies on community projects, and
students identified things that they wanted to fix in their communities. Together,
we planted gardens, fundraised for and purchased water filtration systems for
our school, and organized events that celebrated their cultures. We raised money
for different community organizations, such as the unhoused populations, infant
crisis centers, Latino Action Agency, and local animal shelters. We were brave and
powerful, just like our name.
My school was centered in a large, community-based urban district in Dr. Elizabeth
Oklahoma. Our school demographic was mostly Latino students and included Wilkins is Assistant
a high number of students on the free-and-reduced meal program. I spent those Professor of Teacher
years creating book-club reading programs, targeted literacy supports, and parental Education at the
language classes to support families who wanted to learn English as well. Each University of Southern
semester we saw student results on standardized ELA tests rise due to the nature Indiana, Evansville,
Indiana.
of our literacy instruction. Students enjoyed reading. They loved their book clubs. ewilkins@usi.edu
They wanted to read longer each day we met.

Collegial Exchange · 31