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Personal Reflection/Anecdote

including English Language Learners, using digital tools approved at the district and state levels. I am so
incredibly proud of this accomplishment.

Reflections as a Result of Portfolio Development
As I came to achieve my goal, I asked myself three questions: First, what did it take to help a student
become a proficient reader? Second, what was the difference between a student who struggled to read
and a student with a reading disability? Finally, did I have what it took to know the difference and lay the
foundation for my students that would give them the ability to be proficient readers? As I reflected upon
my journey to obtain this license, I found the answers to these three questions.
First, to help a student become a proficient reader, I knew that it took a high level of dedication to
provide explicit, systematic instruction on a regular basis. I had the intrinsic motivation and skill to make
this happen. Second, through careful study and direct work, I understood and could identify the differences
between a student who struggled in reading and a student with a reading disability. For the past 3 years, I
was able to work with students in that regard.
With impactful planning, delivery of interventions, and collection of data, I was able to prove or
disprove the need for individualized reading plans for more than 20 students in Grades 1–5. Finally, I was
fully confident and had proven myself capable of recognizing and pinpointing student strengths and areas
of need in reading.

Conclusion
The greatest gift that anyone can receive from compulsory education—in the public or private sector—
is the gift of literacy. I am hopeful that all children can receive this gift before graduating from high school.
Such literacy is the hallmark of education and the key to a productive and successful future as a global
citizen. As I make my mark as a reading teacher, I look forward to making this dream come true for my
future students for many years to come.
Ultimately, my story is one of professional
and personal growth, supported by my husband
Dwayne and my children, Andrew, Myles, and
Nic, who inspire me to be the best educator I can
be. Thanks for support also go to my parents,
Linda and Jim, who filled our home with numerous
books and magazines and took me on countless
trips to the local bookstores and libraries. My
quest for growth was also supported by many
professors; my principal, Sarah; colleagues
Kathy and Chris; and DKG Milwaukee chapter
members who offered continued encouragement.
Standing on the shoulders of these individuals
and of my ancestors (many of whom were once
denied the right to learn to read), I am eager to
work to provide support to children as they strive
for the gift of literacy.

Alethea Ellen Sumbry-Cetnarowski, a member of Delta Chapter in Wisconsin State Organization, is in her 26th year as an educator for Milwaukee
Public Schools, where she is currently the School Support Teacher/interventionist for students in grades K4–5. Having previously earned a BA and
MA in Education from Mount Mary College in Milwaukee, Wisconsin, she recently completed reading teacher licensure from her alma mater.
sumbryae@milwaukee.k12.wi.us

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