Student-Professionals

Student-Professional Feature: Ngozi Taffe

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In Higher Education, it is not uncommon for students to balance their studies with a full- or part-time job. Many students enrolled in the program of the University of Connecticut’s Department of Educational Leadership (EDLR) are not only students, but working professionals in the field. The “Student-Professionals” series will highlight these hard-working student-professionals and how they balance their responsibilities. This feature focuses on a student-professional in the LLEP Program.

Ngozi Taffe, Director of the Project Management Office in ITS, is working to complete her doctorate in UConn’s Learning, Leadership, and Educational Policy (LLEP) Ph.d. Program. Taffe, who earned a BS in Information Technology and an MBA both from UConn, has returned, after working for 15 years in the corporate world, to implement and support new projects at UConn.

Ngozi Taffe headshot

Formerly the Director of Financial Systems at UConn, Taffe’s role evolved to Director of Project Management about a year ago. While the implementation of policy and software has stayed the same, Taffe works to solve more complex issues within the educational arena and change technology for the better to keep up with evolving policies. In her doctoral program, Taffe specializes in studying college persistence within minority populations and addresses the “element of grit that comes to both areas.” Essentially, she’s interested in building software for people while researching about people.

By connecting her research interests to real-life experiences, she is learning “to listen to people express experiences in voice, research factors, and other successes, and capitalize and create a roadmap on those successes.” A road that leads Taffe towards understanding and solving bigger societal issues.

While Taffe’s work is “very rewarding,” balancing school, work, and family obligations continue to be a “juggling act.” On top of being a student-professional, Taffe is both a spouse and a parent and works to fill both shoes while also accomplishing her own personal goals. Taffe does admit though that this kind of lifestyle is not for everybody, but being the continuous learner that she is, she loves to engage in critical research and push her intellectual boundaries. She states, “the benefit of what you’re doing is what drives you.”

“As an adult learner, with several levels of responsibility, there’s a benefit of working and going to school.”

With Neag’s flexibility in providing classes after business hours, Taffe encourages students to take advantage of the available opportunities to gain professional experience while advancing your education. By aligning your work with your academics, with some level of overlap, you learn to make necessary trade-offs which can deepen your level of understanding while pushing you to achieve your long-term goals.

Taffe’s recommendation for other students looking to become student-professionals is to surround yourselves with supportive advisors who understand and appreciate the challenges you’re going through; align yourself with a support/peer group that shares similar interests and goals. As Casey Cobb, her advisor comments,

“She has found a way not only to balance work, life, and student demands, but also found interconnections among all those areas.”

Student-Professional Feature: Sarhanna Smith

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Sarhanna Smith, a student in the Executive Leadership Program (ELP) at the University of Connecticut, works hard to maintain an academic and professional career as both a full-time student and Principal of Read School in Bridgeport, CT. Smith’s teaching journey began in 1994 with her very first teaching position in grade three in Washington, DC, and then teaching first and second grades at an interdistrict magnet school in Connecticut run by Area Cooperative Educational Services (ACES). She later taught older students who were identified as struggling readers. After earning her Master of Science in Reading in 2003, Smith became a literacy coach for the interdistrict magnet school. Through her work as a literacy coach, she worked with a district-wide committee to co-author the Scientific Research Based Interventions (SRBI) plan for the school district. In 2012, as a student in the UConn Administrator Preparation Program (UCAPP), Smith earned her sixth-year diploma in educational leadership and became assistant principal of Thomas Edison Magnet School in Meriden, CT from 2011 to 2013, then of Hamden High School in Hamden, CT from 2013 to 2014. She has been principal of Read School since 2014.

Sarhanna Smith in front of art wall

Smith’s commitment to education goes above and beyond teaching. She is actively engaged with district-wide committees, teacher organizations, and she challenges Connecticut to take action towards social change. Working to make her district stronger by “focusing beyond just the school level,” as Smith says, is vital in her success as an administrator. Another of Smith’s pursuits is part of Educators for Excellence-CT, a teacher-led organization out of Bridgeport, CT, whose objective is to make different routes to certification fair and accessible to teachers of color. In its beginning stages, Smith had the privilege of taking part in the creation of Educators for Excellence-CT’s policy paper, which has already grabbed the attention of the CT legislature and governor. But attention, Smith notes, is not enough: social change and action are needed to give qualified teachers of color access to available teaching positions. Smith is a firm believer that students learn best when exposed to content they can identify with and as a result, are able to connect to teachers who care about them, share and respect their social identities, and represent a more diverse population of educators. 

To other student-professionals, Smith emphasizes the importance of building a strong support network and connecting with others within your professional cohort. Smith advises other working mothers like herself to never give up and seek the support of peers and professionals within your cohort. As a student-professional, Smith understands the importance of time management. She believes she is strengthened both as a professional and as an individual pursuing a career in executive leadership as well as continuing her education as a full-time student. By holding a leadership position, Smith sees it a priority to be an example of hard work and ethics to her students. Smith says,

“Young people are constantly watching and learning from the adults around them”

and as a result, you are responsible for setting a good example for your students as well as for other up-and-coming professionals in the field. 

Whether it’s principal, student, or committee work, she admits,

“There’s never a time when I have no work to do.”

Student-Professional Feature: Miguel Colón

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In Higher Education, it is not uncommon for students to balance their studies with a full- or part-time job. Many students enrolled in the programs of the University of Connecticut’s Department of Educational Leadership (EDLR) are not only students, but working professionals in the field. The “Student-Professionals” series will highlight these hard-working student-professionals and how they balance their responsibilities. This feature focuses on a student-professional in the SPM program.

Miguel Colon headshot
Miguel Colón

Miguel Colón, a student in the Sport Management master’s program at the University of Connecticut, works hard to maintain an academic and professional career as both a full-time student and the Interim Associate Director for UConn Community Outreach.

Colón says he never expected to go to school for Sport Management, but ever since he was a little kid he always had a great affinity for sports. Now, close to completing a master’s degree and having worked closely with Community Outreach’s 14 youth development and education programs and the student leaders in those programs for the past 11 years, Colón wouldn’t have it any other way.

As both a student and the new Interim Associate Director for Community Outreach, Colón is faced with challenges every day. Nevertheless, he strives to create a positive environment in every aspect of his academic and professional life. A big sports fan, Colón understands the social implications of physical exercise and applies this knowledge to his daily life – both within and outside of the office.

He sees sport as a vehicle for both personal and social change; as he puts it, “sports reflect society”.

Miguel with a student
Miguel Colón meeting with a student.

A first-generation college student, Colón was well-acquainted with facing challenges and overcoming obstacles long before he began his higher education path. He migrated to the mainland US from Puerto Rico at the age of 14, and says that navigating a new bureaucracy, seeking out help and support, and finding mentors who could guide and direct him were just a few of the challenges of joining a new educational system. In his feature with WNPR, Colón shares more details about his experience as a first-generation college student.

Because of his unique background, Colón says he views college in a way that’s different from most. Although it was difficult at times, he says he enjoyed going through the experience. The most rewarding aspect of his sometimes-demanding lifestyle, he says, is seeing how he’s able to trailblaze through thick and thin. The ability to acknowledge what you have been able to accomplish, he notes, is vital to moving forward in your life.

As a student-professional, Colón appreciates the time he spends working with people and communicating with students, colleagues, and professors. Communication is vital to his area of study, he says, and using and honing these skills not only benefits him in the classroom but also in his personal and professional spheres.

To other student-professionals, Colón emphasizes the importance of having a strong support network of faculty advisors, such as Drs. Burton and Cooper, who strive to put their students’ happiness and well-being before anything else. Even in times of crisis, as in the wake of Hurricane Maria which devastated his family in Puerto Rico, Colón knew he had several shoulders to lean on. But, at the end of the day, Colón admits that self-motivation is huge. Especially in a fast-paced work environment, Colón says committing to a task and following through is crucial; it’s one of the biggest pieces of advice he can offer. “Once I’m ready to do something,” says Colón, “I really act on it.”

 

Student-Professional Feature: Diana Kelley

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In Higher Education, it is not uncommon for students to balance their studies with a full or part-time job. Many students enrolled in the programs of the University of Connecticut’s Department of Educational Leadership (EDLR) are not only students, but working professionals in the field. The “Student-Professionals” series highlights these hard-working student-professionals and how they balance their responsibilities. This feature focuses on a student-professional in the Ed.D. program.

For Diana Kelley, a student in the Department of Educational Leadership’s Ed.D. program, balance is key: in addition to her studies, she works as the Director of Special Education for Glastonbury Public Schools.

Kelley’s path in the field of special education began when she was a busy stay-at-home mother. As her children started to get a little older, she was ready to rejoin the workforce and decided to go back to school to become a paralegal. At the same time, she got a job as a special education paraprofessional. She found that she greatly enjoyed working with children in a professional setting and was particularly interested in special education. Education, she realized, might be the right career for her. As a result she stopped her paralegal studies and transferred to Central Connecticut State University (CCSU) to complete her teaching degree.

Photo of Diana Kelly outside
Diana Kelley

Managing the multiple and often competing demands of work, school, and family was a challenge as she completed her degree. “I would take my schoolwork to my kids’ sports games,” remembers Kelley. Upon successfully completing her bachelor’s degree, she started working as a special education teacher at Gideon Welles School in Glastonbury, CT. In that position, she also took on numerous building-level leadership roles, including serving as a team leader and serving on the Teacher Administration Liaison Committee. Her interest in leadership led her back to CCSU to complete a master’s degree and then to Sacred Heart University to earn an administrative certificate. When the opportunity arose, Kelley took a position as Special Education Supervisor at Glastonbury High School. When the Director of Special Education position for Glastonbury Public Schools opened up several years later, Kelley applied, and she has been in that role ever since.

For Kelley, the decision to pursue an Ed.D. was multifaceted. “I like being in school; learning about the most current practices and research is very helpful in my career,” she says, adding that earning a doctorate has always been a personal goal as well.

She chose UConn’s Ed.D. program for its proximity, affordability, and cohort model, which she says is very important to her. “The cohort is very supportive; it helps everyone stay connected and hold each other accountable,” she says. “And from a networking standpoint, it’s wonderful to get to know people and understand where they’re coming from.”

At this point in the program, Kelley’s research largely focuses on teachers’ beliefs and attitudes about students with disabilities, and she intends for her research to have real-world impact. “I want to find out things that will help guide me and my staff in terms of best practices to support students and teachers,” she says. “The growth mindset is important to me: believing that all students can learn.”

Being a student-professional can certainly be a challenge, says Kelley. Her job is demanding and she is sometimes exhausted by the time she gets home at the end of the day, which makes hitting the books for her program difficult.

While it can be difficult at times, Kelley says being a student-professional is also uniquely rewarding. “I like being able to relate what’s said in class back to my job,” she says. “It helps me keep my practice current and relevant, and it helps me provide useful professional development for my staff.” Plus, Kelley adds, the busyness of her schedule actually helps her appreciate the calmer moments. “Sometimes it makes me appreciate being in the moment more.”

“Balance and prioritization is key,” says Kelley. “My advice is to stick to a schedule and have some structure. I try to get my schoolwork done on weekends and one night a week. And it’s so important to carve out time for yourself: some time to go to the gym, whatever it might be. Sometimes I just take one night and say ‘I’m not going to not think about school or work tonight.’”

 

Student-Professional Feature: Bethany Rataic

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In Higher Education, it is not uncommon for students to balance their studies with a full or part-time job. Many students enrolled in the programs of the University of Connecticut’s Department of Educational Leadership (EDLR) are not only students, but working professionals in the field. The “Student-Professionals” series will highlight these hard-working student-professionals and how they balance their responsibilities.  This feature focuses on a student-professional in the UCAPP program.

Bethany Rataic headshot
Second year UCAPP student and first-grade teacher at Lake Garda Elementary School, Bethany Rataic.

Bethany Rataic, a second year student in University of Connecticut Administrator Preparation Program, manages her academic work with her day-job in a different type of scholastic setting – as a first grade teacher at Lake Garda Elementary School in Burlington, CT where she has taught for the past 8 years.

She applied to UCAPP for the same reason that she wanted to pursue a career in teaching; because she loves working with kids and wanted to have a positive impact on their educational development. Through the UCAPP program, she is hoping to broaden her perspective and prepare herself to have a greater impact on the lives of more students as an administrator.

Rataic’s current principal, Stefanie Anderson, has been a great mentor and support system in her decision to enter the UCAPP program and pursue her 092 certification. When Rataic first considered this career step she was concerned that it would take her attention away from her classroom, but Anderson reassured her of her ability and reminded her of her mission as an educator – to inspire and empower greater learning in the lives of as many kids as possible.

Balancing a career as an educator with the responsibilities as a student of higher education is a challenge as both demand a large time commitment and mental capacity. Rataic explains that in order not to over dedicate herself to one role or the other, she has to hold herself accountable and continuously look at her priority-setting. As UCAPP is only a 2-year program, it has gone by fast and she wants to ensure that she is getting the most out of all it has to offer without sacrificing her work-quality in the classroom.

Rataic attributes her success as a student-professional to a commitment to her core values. She is dedicated to her goals and sees no other option than to persevere through challenge. In high school, Rataic’s guidance counselor told her that she would never get into UConn. Today, she holds multiple degrees from UConn including a B.A. in Human Development and Family Studies, a B.S. in Elementary Education and a M.S. in Curriculum and Instruction in addition to her current enrollment in the UCAPP Program.

Bethany Rataic with her class of students
Bethany Rataic reading to her first grade class.

Rataic has not only taken advantage of opportunities in her career, like studying and working in London as part of her Integrated Bachelor’s/Master’s degree, but she’s turned challenges into growth opportunities. She did not get into UConn, the Neag School nor UCAPP in the traditional admissions cycle, but she never let that rejection deter her from her goals. She is determined and quick to ask for feedback, including talking to Richard Gonzales, UCAPP Administrator, concerning the rejection of her application. This initiative and eagerness was recognized, and she was admitted into the program. Her commitment to growth and her end-goal has been a key factor in her success, and an asset as she balances the challenges as a student and a professional.

To other student-professionals, Rataic encourages them to self-reflect and recognize that there are going to be challenges. She explains, “Rely on your support system to help and motivate you, and be confident in your ability to meet these challenges.”