Haydn Crouse had several years of experience teaching in elementary schools and a solid undergraduate underpinning, when she realized she wanted to “become a better teacher for my students.”

Crouse, a kindergarten teacher in the St. Vrain School District, enrolled in the Literacy Education Master’s program a ���������� to better support her students’ literacy education and grow as a teacher, and her experience in graduate school fulfilled that dream and more.

“This, coupled with the experiences I had as a child who struggled with reading, gave me a strong desire to attend a Literacy Education program, so I could learn, grow, and continue to become the best teacher I could be,” she said.

A reflective and thoughtful educator, Crouse is motivated to support striving readers, as she makes sense of her own trajectory and supports she received as a student herself.  

She draws from her professional development and graduate studies in culturally and linguistically diverse education and her master’s courses in literacy to build meaningful literacy communities for diverse readers. Throughout her coursework, Crouse’s assignments and interactions with colleagues showcased a commitment to asset-based literacy instruction, building from and honoring the cultural backgrounds in her classroom, her faculty nominators said. Many of her students come from different regions, countries, and linguistic backgrounds, starting school in the U.S. in Longmont. Crouse is able to translate research around evidence-based instruction into responsive literacy instruction, assessment, and feedback that accounts for the different strengths and areas of growth in her classroom community.  

In addition, Crouse engages in collaboration with colleagues as a thoughtful listener and peer coach, in ways that keep students as the focus. She often shares her own experiences as a learner and about how she is growing as an educator—integrating what she is learning in ways that impact her daily classroom teaching.

When she crosses the stage at graduation, Crouse will be the first person in her family to earn a master’s degree. She plans to use the tools and knowledge she gained through graduate school to make a positive impact in the lives of her students and their educational experiences. She hopes other teachers will follow in her footsteps and find a graduate program that complements their continual growth as teachers.

“As a teacher who is working towards their master’s degree, you are in the most incredible position possible,” she said. “You are able to take the research practices you are learning in your courses and apply them directly to your instruction as an educator. You will experience how these practices work in a classroom setting with immediate feedback and reflection, get to participate in case studies and action research that directly support you as an educator, and work through your questions in education using knowledgeable, kind, nonjudgmental professors and colleagues as a soundboard. Although teaching and receiving a master’s degree can, at times, feel overwhelming, I am so happy I applied myself in both areas simultaneously.”

In her own words

Please tell us a bit about yourself

  I am a fifth year kindergarten teacher who grew up in Louisville, Colorado surrounded by a family filled with love and support. For as long as I can remember, I have wanted to be a teacher. I cannot help but feel that being an educator is what I am meant to do and how I am meant to impact others in life.  My greatest aspiration when applying to and beginning the Curriculum and Instruction - Literacy Education program at the ���������� was to become a better teacher for my students.
When I began this program, I was in my fourth year of teaching, first teaching 3rd grade for two years and then moving both states and grade levels to teach kindergarten. Although I believe I received an incredible education in my undergraduate program, I knew there was a lot more I could learn about how to support my students in literacy. This, coupled with the experiences I had as a child who struggled with reading, gave me a strong desire to attend a Literacy Education program so I could learn, grow, and continue to become the best teacher I could be. The ���������� fit my desire to learn about educational literacy research-based practices while also having the opportunity to choose courses outside of the literacy education track that support my desires to become a well-rounded teacher. CU's continued advocacy for diversity and inclusion was also appealing to me, as I could keep these at the forefront of my learning and teaching throughout the program."

What is one of the lessons from your time at ���������� that you’ll carry with you into the next chapter?

  Throughout my teaching career, I have always known that education is an ever-evolving field. My program at ���������� has taught me the value in educating myself in research-based educational practices. Adopting new practices in teaching requires a balance between keeping an open mind while continuing to have a critical lens. ���������� has provided me with the background, tools, and resources that allow me to continue learning and growing as an educator throughout and after my master’s program. This way, I can always be growing as an educator, while keeping the strong foundation I have learned through the Literacy Education program.”

What does graduating from ���������� represent for you and/or your community?

  When I graduate from the ����������, I will be the first person in my family to graduate with a masters degree. This is something I, and my family, take great pride in. Not only will I show pride for my family, but I will also show pride for my educational community, as I am bettering myself as an educator to support future generations of children. I plan to use the tools and knowledge I have acquired throughout my graduate program to make a positive impact in the lives of my students’ educational experiences. Graduating with a masters degree from the ���������� means I have not only accomplished a great task but I have also obtained a great amount of knowledge that will support me in my goal to be a better teacher for my students.”

What is your best piece of advice for incoming students?

  My piece of advice for incoming students pertains to current teachers who are in the masters program specifically. As a teacher who is working towards their masters degree, you are in the most incredible position possible. You are able to take the research practices you are learning in your courses and apply them directly to your instruction as an educator. You will experience how these practices work in a classroom setting with immediate feedback and reflection, get to participate in case studies and action research that directly support you as an educator, and work through your questions in education using knowledgeable, kind, nonjudgemental professors and colleagues as a soundboard. Although teaching and receiving a masters degree can, at times, feel overwhelming, I am so happy I applied myself in both areas simultaneously. You can do it!”

What continues to drive your passion for your work after graduation?

  The excitement and passion I have gained surrounding the knowledge I received throughout my program will be a driving catalyst to continue my learning after graduation. I will teach my students with a wealth of knowledge on how to support students in literacy as well as other aspects of their education. My drive to uplift and encourage my students’ success will continue my passion for education after graduation. I am extremely grateful for the professors and instructors I have had the privilege to learn from throughout my time at the ����������. I will forever be thankful for each and every person who has helped me learn and develop my knowledge during my program, and I promise to never stop learning and pushing myself as an educator.”

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Just like many educators, Deidre Bergquist navigated the challenges of transitioning to remote learning with her students in 2020, her first year teaching first-grade after earning her bachelor of arts in psychology with a teaching license in elementary education from ����������. Even with all the new hurdles that came with teaching during a pandemic, she started her master’s program in ���������� School of Education in the Fall of 2020.

I am totally up for the challenge that comes with becoming a literacy leader. I absolutely love literacy and the learning that comes with it (being a primary teacher). I love seeing the growth students can make when they receive literacy instruction and I believe that every student deserves an excellent literacy education and a chance to learn how to read. I can’t wait to have a positive impact on my students and colleagues with everything I’ve gained from the Literacy Studies program at ����������​."

Since her first semester, Bergquist strives to model lifelong learning for her students as part of her desire for her them to develop a love of learning and reading. Her passion for early literacy education and reaching her students where they are, the quality and care she puts into her lesson planning, and her thoughtful contributions to class discussions and assignments, and she has been named the 2022 Outstanding Literacy Studies Master’s Graduate.

Working with diverse student groups in the Adams 12 school district, Bergquist looks for ways to “take note of each of my students, notice what their background is, where they come from, so I can take action for them and help them develop empathy in a loving and welcoming environment.” Her vision for creating a community of literacy learners demonstrates her commitment to ensuring her students see themselves in the work that is taken up in her classroom, including the selection of responsive texts and instructional practices.  

As she completes her journey in the master’s program, Bergquist is stepping into her role as a literacy leader in her school, supporting her colleagues through thoughtful coaching, and sharing her own reflections as a teacher learner. 

“Deidre has so eloquently and courageously shared her own personal journey with her students and has reflected on how these experiences have allowed for expansive opportunities for learning and self-growth,” her faculty nominators said. “In her instruction, she has created humanizing and empathetic experiences that give students the space to be themselves.”

In her own words

Please tell us a bit about yourself

  I'm originally from Ft. Collins, Colorado, and I decided to come to Boulder for my undergraduate degree because I was always in awe of the city and campus growing up. My time as an undergraduate lead me to education and I decided to pursue a career in teaching. When I finished my undergraduate degree, I knew I didn't want to be done with school. I knew that I wanted to further my learning in the education field and I promptly applied to graduate school at ����������. Throughout my undergraduate education, I heard about the PIE (Partners in Education) program and how good of an experience it was. I figured I would apply to do PIE and get my masters degree so I could experience all aspects of the graduate program. My mindset throughout my time in the program shifted as I began to realize all of the different directions I could take my career in education. This program has opened my eyes to the idea of being a literacy leader and the various positions I can have as a literacy leader in and out of the classroom. Not only are there opportunities to be a literacy leader in schools, but there are also opportunities elsewhere.”

What is one of the lessons from your time at ���������� that you’ll carry with you into the next chapter?

  ���������� prepared me to be a literacy leader. With equity, justice, and diversity at the forefront of its program, I feel inspired to make a change within my community. I now see through a critical lens and feel empowered to challenge inequities that exist within education. This program has fostered my love for literacy and the need to be an advocate for each and every student through their literacy journey.”

What does graduating from ���������� represent for you and/or your community?

  Graduating from ���������� represents an experience of learning that I can take with me and apply throughout my career and life. It represents being someone who can go out into my community and fight for those who have been oppressed and marginalized, students who deserve an equitable and accessible education.”

What is your best piece of advice for incoming students?

  My advice would be to embrace every aspect of CU and all that it has to offer. There is groundbreaking work going on and it's a great feeling to be a part of it. There are many amazing programs and resources for the community to get involved in and everyone is so supportive. I would also say, lean on your cohort and classmates for support, the work we do isn't easy and it's reassuring to be around people that are in similar situations.”

What continues to drive your passion for your work after graduation?

  After graduation, I plan to continue my work as an educator that strives towards creating equity and inclusion for all learners. This work has really opened my eyes to the inequalities that exist within in education and I hope to make strides as a literacy leader to create a positive impact on literacy and ensure that education is accessible to all learners. I am totally up for the challenge that comes with becoming a literacy leader. I absolutely love literacy and the learning that comes with it (being a primary teacher). I love seeing the growth students can make when they receive literacy instruction and I believe that every student deserves an excellent literacy education and a chance to learn how to read. I can’t wait to have a positive impact on my students and colleagues with everything I’ve gained from the Literacy Studies program at ����������.”

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Erica Bednar traveled the world and thousands of miles before returning to ���������� and her hometown to earn her Master’s degree in literacy studies education from the School of Education.

A ���������� Buff through and through, Bednar earned her bachelor’s degree in creative writing from CU in 2006 but had no inclination to teach at the time. She married another ���������� alum on the Norlin Quad, and two days later, they started moving around the world.
 
In Okinawa, Japan, Bednar worked as a paraprofessional for students with learning disabilities at a Department of Defense elementary school, where she fell in love with teaching. Once stateside again, she earned a BS in Secondary English Education and started teaching high school English. 
 
Her life of traveling and loving literature came full circle when she returned to her hometown in Boulder to become a middle school language arts teacher at a school where the principal was her former math teacher and enrolled in ���������� graduate studies in education. Bednar’s courses have been challenging but rewarding, she said, and learning alongside her professors and peers has improved her teaching.
 
“We are all better teachers when we learn from each other,” she said.  “My professors and peers all had different styles and strengths. From the inspirational writing community Wendy Glenn guided in ‘Processes in Writing’ to the incredible support network Silvia Nogueron-Liu created in ‘Digital Literacies’ when we all literally went digital for the pandemic, I had the privilege of learning new strategies and skills from the dozens of creative and experienced teachers who were my classmates.”
 
The COVID-19 pandemic combined with an unexpected, non-COVID health disruption, led Bednar to make the difficult decision to take a leave of absence from teaching for a year while her husband worked overseas for the U.S. Air Force and she cared for her two children. She used that time to write a young adult novel and deepen her connection with teaching colleagues in her Master’s courses.

My students are bright and vibrant in so many ways. They shine. Some shine in my room, some in the math class next door, some in choir or band, some as the jokester in the lunchroom, some on the basketball court or the track. I hope my teaching can help give them the power of literacy, so they can shine even brighter.”

 
“Throughout the pandemic, I have been constantly impressed and inspired by the enduring dedication to teaching of my cohort peers,” she said. “I am so thankful for everything I have learned from this education community.”

Bednar’s faculty and peers admire her investment in literacy development and her ability to create affirming environments where young writers can shine.

“My students are bright and vibrant in so many ways,” she said. “They shine. Some shine in my room, some in the math class next door, some in choir or band, some as the jokester in the lunchroom, some on the basketball court or the track. I hope my teaching can help give them the power of literacy, so they can shine even brighter.”

Exactly 15 years after completing her bachelor’s degree at ����������, Bednar is earning her master’s degree, but she does not see graduation as an end to her career as a learner.

“Throughout the MA program, I made a point to tell my 7th grade students about my classes,” she said. “They would ask, ‘Mrs. Bednar, you’re still going to school?’ The answer was yes, is yes, and will continue to be yes, because I want to model for my students that we should all seek to learn new things for the rest of our lives.”

Erica’s advice for education students:

Take every advantage to learn from the experience of your professors and your peers. It was often a challenge to balance work, family, and MA classes, but I knew that the more I put into my education, the more I would get out. I was very careful in selecting elective classes that would give me more skills to bring back to my classroom and community. Remember, education is an opportunity, not an obligation."

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