In the heart of Portland, a unique and inspiring initiative is taking place, where high school students are not just learning but also teaching. This summer, a dozen young interns are interning in Portland Public Schools' early literacy-focused summer learning classrooms, working alongside trained reading specialists and licensed teachers to help struggling young readers. This program, now in its fifth year, is a testament to the power of mentorship and the potential for high school students to make a significant impact on their younger peers' educational journey. The interns, chosen from among dozens of applicants, are not just there to assist; they are also learning valuable skills that could shape their future in education. This article delves into the personal stories of these interns, their experiences, and the broader implications of this innovative program.
One of the interns, Omo Ise-Idehen, shares her experience working with a first-grade student who was struggling with the word 'log'. By asking simple questions and guiding the student through the process, Ise-Idehen not only helped the student understand the word but also learned valuable teaching techniques. She explains, 'If there is a student who just wants me to do it for them, I just act like I don’t know how, and then they always want to show me how they know more than me.' This approach, she says, has helped her build confidence and has made her more effective in her teaching.
Another intern, Ikra Noor, has been working with a student who was prone to giving up when faced with challenges. By encouraging the student to problem-solve and build his confidence, Noor has seen a positive change in the student's attitude. She says, 'Then, the other day, when they were playing Legos, he seemed frustrated, so I asked if I could help. And he said, 'No, I can do it!' I realized how much I like seeing kids problem-solve.' This experience has given Noor a deeper understanding of the importance of building confidence in students.
Alondra Uicab, another intern, has also learned about working with and comforting students who are struggling with self-confidence. She says, 'I tell them, if it gets too hard, I’ll be here to help.' Uicab's interest in becoming a special education teacher is evident as she enjoys figuring out how to help every kid with their own personal learning styles. She believes that no two students are exactly alike, and this diversity is what makes her teaching approach unique.
The program also offers a unique opportunity for the interns to work towards certifications that could help them in their future careers in education. They attend regular debriefing meetings and work on certifications like CPR and first aid. The ultimate goal is for these interns to return to Portland Public Schools as teachers, continuing the cycle of mentorship and inspiration.
Maria Zamora Bonilla, a graduate of Franklin High School, is spending a second year as an intern. She considers her teacher at Atkinson Elementary a mentor who inspired her to pursue a career in education. Bonilla is now enrolled in the tuition-supported Rise to Teach program at Portland Community College, which aims to prepare students of diverse backgrounds to become teachers in Portland or Beaverton. This program, she says, is a testament to the district's commitment to supporting its future educators.
The program's impact extends beyond the interns and the students they work with. By having the interns in the classroom, teachers like Skye Hanna can focus more on each student, providing intensive instruction that can help them catch up. Hanna says, 'When the interns come, the students look up to them so much, and it’s so helpful. They can work with small groups of students, correct papers, help with math problems, help students stay in the lines when they are writing, help with phonics.'
However, the program is not without its challenges. Funding was tight this year, allowing the interns only one day of training before starting work. Despite this, the interns have been regularly debriefing with a mentor teacher and will sit for a resume-building workshop to help them translate their summer skills for potential employers. This practical approach to skill development is a key part of the program's success.
In conclusion, the high school intern program in Portland Public Schools is a powerful example of how mentorship and collaboration can positively impact the lives of both young students and high school interns. It raises important questions about the potential for young people to become teachers and the role they can play in shaping the future of education. As the interns continue their journey, they are not just learning but also inspiring, leaving a lasting impact on the students they work with and the broader educational community.
