Building Confident Teachers, One Classroom at a Time

Bradley education majors don’t wait until senior year to step into the classroom—they begin as early as their first semester. For sophomores Erica Juskiv, Sara Taylor, and Mylie Sims, that early hands-on experience has shaped their confidence, clarified their goals, and affirmed their calling to teach.

Juskiv didn’t arrive at Bradley with a clear direction. Inspired by family members who were educators, she knew teaching was a possibility, but not exactly where she fit. That changed with the help of her Academic Exploration Program (AEP) advisor, Natalie Shane.

“Natalie has been a big part of where I am today,” Juskiv said. “She helped guide me and support me in so many ways, even after I declared my major.”

By the second semester of her freshman year, Juskiv found her path in Middle School Education, along with a minor in Family and Consumer Sciences. What followed was something she hadn’t expected so soon: real classroom experience.

Like Juskiv, Taylor always knew she wanted to teach. Inspired by her own teachers growing up, she came to college with a clear vision of the educator she hoped to become. But it was Bradley’s early field experience that confirmed her decision.

“When I learned I’d be in classrooms during my first semester, I knew I wouldn’t get that opportunity anywhere else,” Taylor said. “That really solidified my choice.”

An Early Childhood Education major with endorsements in ESL and Elementary Education, Taylor also found a sense of belonging on campus right away. “I fell in love with the campus and Westlake Hall,” she added.

For Sims, the journey looked a little different. She initially came to Bradley to study Sports Communication, even though teaching lingered in the back of her mind. Once she discovered how quickly education majors enter the classroom, her decision became clear.

“I switched to Elementary Education and never looked back,” Sims said.

That early exposure quickly turned into meaningful, hands-on experience, particularly in classrooms supporting English language learners (ELLs). All three students credit their coursework and field placements with preparing them to step confidently into teaching roles.

“I’ve taken so many courses on how to support ELL students—how to assess them, advocate for them, and create effective lesson plans,” Sims explained. “By the time I entered the classroom, I felt prepared.”

Beyond preparation, it’s the relationships with students that have made the biggest impact.

“I once asked a student what she wants to be when she grows up, and she said she wants to be a teacher just like me,” Juskiv said. “Moments like that remind me how much of an impact teachers can have.”

For Taylor, the joy is just as immediate. “The best part is the interaction with the students,” she said. “I’ll never get tired of walking into a classroom and hearing, ‘Miss Sara is here!’”

With multiple classroom experiences already behind them, all three students say they feel ready for what comes next.

“My professors and cooperating teachers made me feel supported every step of the way,” Juskiv said. “They gave me experiences and knowledge I wouldn’t have gotten otherwise.”

Taylor agreed. “With everything we gain over these four years, I feel confident we’ll be ready for anything as first-year teachers.”

For these future educators, stepping into the classroom early didn’t just build skills—it confirmed they’re exactly where they’re meant to be.

—Emily Potts