Clark University Magazine<\/a><\/em>, spring\/summer 2025<\/figcaption><\/figure>\n<\/div>\n\n\n\nBill is the second of 10 Surrette siblings who grew up under challenging circumstances in Main South, their family relying on government aid to get by and crowding into small dwellings. They experienced stretches of homelessness, at one point finding shelter in a Red Roof Inn.<\/p>\n\n\n\n
Through it all, they stayed close. \u201cIn a big family, you\u2019re never alone,\u201d says Kim Surrette \u201908, MAT \u201909, the oldest of the siblings. \u201cThere\u2019s always someone to turn to.\u201d<\/p>\n\n\n\n
With little support at home, school became an escape for the Surrettes; their teachers were the stable adults in their lives. \u201cIt\u2019s the reason a lot of us went into education,\u201d says Danielle Surrette, MAT \u201921, sibling No. 7. The routine and reliability of school was a \u201cstabilizing force,\u201d Bill says. Kim adds, \u201cI knew that when I went to school, I was going to laugh, and it would be a good time, no matter what was going on at home.\u201d<\/p>\n\n\n\n
The three now teach in Main South schools: Bill teaches middle school English at UPCS; Kim teaches social studies at Claremont Academy; and Danielle leads Claremont Academy\u2019s English as a Second Language department. In total, seven of the Surrettes work in the education field.<\/p>\n\n\n\n
Becoming teachers has been healing. \u201cSome of the adults in our lives let us down,\u201d Bill acknowledges, \u201cand we want to help our inner child by helping kids.\u201d<\/p>\n\n\n\nUniversity Park Campus School is one of Clark’s six Main South partner schools.<\/p>\n\n\n\n
Neighborhood Affinity<\/h2>\n\n\n\n Many of Clark\u2019s Master of Arts in Teaching graduates feel compelled to teach in Worcester. The University\u2019s unique relationship with the Worcester Public Schools helps create a corps of teachers who are invested in the city, and in Main South especially. MAT students spend significant time in local classrooms, building bonds with students. \u201cThey develop this real affinity,\u201d says Professor Holly Dolan, Ed.D. \u201917, the chair of Clark\u2019s Education Department and director of the Adam Institute for Urban Teaching and School Practice.<\/p>\n\n\n\n
A centerpiece of Clark\u2019s collaboration with Worcester is the University Park Partnership, whose mission, in part, is to ensure Main South children can access a high-quality education. It\u2019s through the partnership that Clark and the Worcester Public Schools created UPCS in 1997, with the University an active collaborator in developing the school\u2019s curriculum and enrichment programs, including opportunities for high schoolers to take college-level courses at Clark.<\/p>\n\n\n\n
\u201cThe partnership is collaborative and community-based, and the relationships are different because we\u2019re intentional about building them and maintaining them,\u201d Dolan says. \u201cStudents become immersed in the community where they\u2019re teaching.\u201d<\/p>\n\n\n\n
In her 26 years at UPCS, Sarah Marcotte \u201998, M.A.Ed. \u201999, has taught hundreds of neighborhood kids, including all 10 Surrette siblings. \u201cI\u2019ve learned more from them than they can learn from me,\u201d she says.<\/p>\n\n\n\n
\u201cEverybody has value and talent,\u201d Marcotte says. \u201cKids are all smart in their own way, trying to do the best they can, and if they aren\u2019t doing well, something is standing in their way.\u201d<\/p>\n\n\n\n
\n
\nThe Clark Impact<\/h3>\n\n\n\n\nAbout 200 current Worcester Public School teachers have graduated from Clark\u2019s Master of Arts in Teaching program.<\/li>\n\n\n\n 60 MAT alums are currently teaching in six Main South partner schools: City View Elementary School, Woodland Academy, Claremont Academy, Jacob Hiatt Magnet School, University Park Campus School, and South High School.<\/li>\n\n\n\n Citywide, 5 principals hold Clark MAT degrees.<\/li>\n\n\n\n The expansion of the University Park Partnership zone in 2023 makes an additional 1,100 Worcester Public School students eligible for UPP scholarships.<\/li>\n\n\n\n From 2000 to 2022, Clark awarded 165 UPP scholarships to Worcester students.<\/li>\n<\/ul>\n<\/aside>\n<\/div>\n\n\n\nWith individual attention and hands-on learning, students in Main South are empowered to realize they have many options after graduation. For some, that means four years at Clark: The University Park Partnership includes a full tuition scholarship to students from the neighborhood who meet the University\u2019s admissions guidelines.<\/p>\n\n\n\n
Caleb Encarnacion-Rivera \u201917, MAT \u201918, is one of those students. He grew up in Main South, attended UPCS, began taking Clark courses as a high school sophomore, and attended Clark on the neighborhood scholarship. Today, he\u2019s the director of equity, cultivation, and recruitment for Worcester Public Schools, helping build a culture of belonging, empowerment, and agency for all students, educators, and staff.<\/p>\n\n\n\n
\u201cI knew that I wanted to eventually give back in the neighborhood where I grew up,\u201d he says. Clark\u2019s MAT program encourages educators to regularly reflect on their teaching practice, Encarnacion-Rivera says. As a student-teacher at South High School, he craved a better understanding of educational policy and the macro-level systems that impact classroom teaching. A master\u2019s degree from the Harvard Graduate School of Education put him on the path to working in school administration.<\/p>\n\n\n\n
\u201cA lot of the work that I\u2019m doing now wasn\u2019t in existence when I was in school,\u201d he says. \u201cWe have grown to ensure equity work is not just something that we talk about, and that it\u2019s sustainable for future generations.\u201d<\/p>\n\n\n\n
Teaching future teachers how to engage with students about their cultures and identities is a priority for Clark Education Professor Raphael Rogers \u201994.<\/p>\n\n\n\n
\u201cThey\u2019re teaching in one of the most diverse school districts in the state,\u201d he says. \u201cWorcester has students from El Salvador, Haiti, the Dominican Republic, Ghana, Nigeria. So, a lot of times our teachers are learning about who their students are \u2014 their backgrounds, their histories.\u201d<\/p>\n\n\n\n
Worcester Public School students speak 76 languages, and 58% speak a language other than English first, according to the Massachusetts Department of Elementary and Secondary Education. Of the city\u2019s nearly 25,000 students, 45% are Hispanic or Latino, 24% are white, 18% are Black, and 6% are Asian. Seventy-one percent are low-income.<\/p>\n\n\n\n
\n\u201cI don\u2019t think it could be \u2018just a job\u2019 for me whether I was teaching in Concord or Boston or Main South.\u201d<\/p>\nKim Surrette \u201908, MAT \u201909<\/cite><\/blockquote>\n\n\n\nAs MAT students get hands-on experience inside Worcester classrooms and are guided by mentor teachers, they discover that teaching is not one-size-fits-all. Flexibility and compassion are part of the program\u2019s teaching philosophy.<\/p>\n\n\n\n
\u201cWe as educators need to be willing to adapt to meet the needs of the students in our classrooms, and that might mean changing how we deliver instruction \u2014 delivering the same lesson in different formats, offering students a variety of ways to show what they know, and assessing their understanding of the content,\u201d Dolan says.<\/p>\n\n\n\n
The program also champions culturally responsive teaching, identifying how elements of a student\u2019s background add value to the classroom. For Dolan and Rogers, this means encouraging their teachers-in-training to take an asset-based approach \u2014 recognizing the skills and experiences students bring to the table \u2014 rather than a deficit-based approach that focuses on perceived weaknesses.<\/p>\n\n\n\n
Rogers is working to instill in his students that it takes much more than a college degree to help children learn and succeed. Curiosity and understanding of their students are essential, he says.<\/p>\n\n\n\n
<\/span>\n
<\/p>\n<\/div><\/div>\n\n\n\n
Raphael Rogers, professor of practice in the Education Department, leads a class at Clark.<\/p>\n\n\n\n
Teaching the \u2018Whole Child\u2019<\/h2>\n\n\n\n Before MAT students enter Worcester classrooms, Rogers presents a framework centered on holding their students to high expectations, considering the experiences of students of color in the classroom, and encouraging joy in learning.<\/p>\n\n\n\n
Sammy Eagen \u201922, MAT \u201923, who teaches fourth grade at City View Discovery School, saw the joy in her students during a recent lesson about Madam C. J. Walker, an entrepreneur and philanthropist whose line of hair products for Black women in the early 1900s made her one of the wealthiest women of her time.<\/p>\n\n\n\n
\u201cMy students were really excited to know that she paved the way,\u201d says Eagen. \u201cAll my students who have different hair types can access hair care products that they need because of Walker. It\u2019s something they now appreciate in real time.\u201d<\/p>\n\n\n\n
Many graduate education programs offer six to 12 weeks of student teaching, whereas Clark\u2019s MAT program requires a full year. MAT students are paired with a cohort of learners from the first day of school to the last, and during the second half of the year, they lead classroom lessons.<\/p>\n\n\n\n
\u201cI learned a lot about how to set up a classroom, how to set expectations, and how to keep those expectations high throughout the whole year,\u201d says Eagen. \u201cSomething that Clark helped us understand is that we are doing more than just teaching content: We are teaching the whole child. My students have so many different backgrounds and needs, and it\u2019s taken some time to figure out how to teach the same thing to all. But getting to that place has helped my students \u2014 and my teaching style.\u201d<\/p>\n\n\n\n
Feeling confident in this work deepens the affinity many Clark-educated teachers feel toward Main South and the city.<\/p>\n\n\n\n
\u201cI think many MAT students are encouraged by the impact they can have and the relationships they develop with students and their colleagues. A lot of them are interested in staying in Worcester because they want to continue to grow,\u201d Rogers says.<\/p>\n\n\n\n
<\/span>\n
<\/p>\n<\/div><\/div>\n\n\n\n
Jeremy Shulkin \u201907, MAT \u201908 with students in his UPCS classroom<\/p>\n\n\n\n
Bringing the Content to the Students<\/h2>\n\n\n\n With growth comes creative possibilities. Jeremy Shulkin \u201907, MAT \u201908, says UPCS gives its teachers a flexibility that some schools do not accommodate. His students finished studying The Odyssey before winter break and returned in January to start a unit on poetry including the book The Poet X by Elizabeth Acevedo. To help pique their interest, Shulkin had his students analyze lyrics from their favorite songs.<\/p>\n\n\n\n
\u201cClark hammers home this idea of student-centered education,\u201d says Shulkin, whose goal is to have his students connect to the material and be able to relate texts to the world around them. \u201cI\u2019m trying to make it feel like they\u2019re the ones in control of where the class goes.\u201d<\/p>\n\n\n\n
Bill Surrette works similarly. He recently spent two months reading the unabridged version of Mary Shelley\u2019s Frankenstein with his class, who initially struggled with the dense text but got hooked by the descriptions of Victor Frankenstein\u2019s grave-robbing practice. \u201cThis class was ready for a student-led discussion, and a bunch of eighth graders were arguing about what the nature of the soul is, what constitutes blasphemy, and whether \u2018monster\u2019 is an insult,\u201d Bill marvels.<\/p>\n\n\n\n
Kim Surrette found ways to galvanize student interest around The Federalist Papers, a series of essays written by Alexander Hamilton, John Jay, and James Madison, urging New Yorkers to ratify the proposed United States Constitution. Though the papers were written in the 1780s, Kimberly\u2019s students eagerly grappled with their ideas within the context of current events.<\/p>\n\n\n\n
Danielle Surrette remembers how important it was to feel safe with her teachers and looks to instill a similar measure of security and confidence in her students, even during challenging times. \u201cI try to make sure they know that even if I\u2019m mad or frustrated in the moment, that doesn\u2019t mean our relationship is ruined,\u201d she says.<\/p>\n\n\n\n
It\u2019s a meaningful lesson. The Surrettes know, far better than most, that the Worcester Public classrooms are launching pads for the future.<\/p>\n\n\n\n
\u201cIt\u2019s not just a job,\u201d Kim says. \u201cI don\u2019t think it could be \u2018just a job\u2019 for me, whether I was teaching in Concord or Boston or Main South.<\/p>\n\n\n\n
\u201cBut here in Worcester, I can see the impact I\u2019m making on a community that made such an impact on me, and that\u2019s really rewarding.\u201d \u25a1<\/p>\n","protected":false},"excerpt":{"rendered":"
Clark-trained teachers like the Surrette siblings bring passion, purpose, and possibility into neighborhood classrooms<\/p>\n","protected":false},"featured_media":21071,"template":"","meta":{"story_color":"var(--clarku-color-dark-yellow)","story_headerImg":21071,"section_label":"","footnotes":"","_links_to":"","_links_to_target":""},"categories":[],"displayed_author":[237],"featured":[],"topic":[277],"class_list":["post-21070","story","type-story","status-publish","has-post-thumbnail","hentry","displayed_author-melissa-hanson","topic-clark-university-magazine"],"yoast_head":"\n
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