Fall 2019: Heartbeat and Annual Report 2019 Fall Heartbeat and Annual Report | Page 8

TAs Learn by Doing
Teaching assistants are an invaluable asset in the classroom, both to the lead teacher and to students. In Primary School
(grades SK-2), each lead teacher has a teaching assistant (TA) who supports the lesson plan for that day in a variety of ways and,
sometimes, takes the lead in planning and implementing activities. In Lower School, each grade level has its own teaching
assistant. Many teaching assistants go on to become lead teachers, either at Sacred Heart or another school.
In June 2019, three former TAs who are now lead teachers: Michelle Keen, senior kindergarten Apples; Margo Oelerich A’05,
Hardey 1; and Tom Steele, Middle School math teacher—as well as teaching assistant, Nicholas (Nic) Nagata, who is headed to
graduate school in School and Community Counseling—discussed their particular journey as a teacher. All agreed that there
isn’t just one moment that defines their experience, whether as assistant or lead, but rather an accumulation of moments over
time with students and fellow faculty that have made them better educators and people.
Heartbeat: What led each of you to pursue teaching?
Margo: Some of my greatest role models growing up have
been my teachers or family members who are teachers. I have
always loved working with children and knew I wanted a career
where each day is exciting and different.
(l to r) Tom Steele, Margo Oelerich A’05, Michelle Keen, and Nic Nagata agree that being a good teacher is rooted in relationships, and beneficial qualities
include the ability to be authentic, accountable, and communicative.
Tom: I grew up going to a very small Catholic parish school in
Southern Illinois where most of my teachers had been teach-
ing in their classrooms for more than 20 years. They were each
an example of the incredible impact one can make on the future
generation. I knew from an early age that I wanted to work
with children and try to be even half as dedicated they were.
Michelle: Initially, I graduated from DePaul University with
a bachelor’s degree in business administration and started
my career in accounting. On the weekends, I was a volunteer
leader for the Read with Me and Art at Pilsen programs that
were designed to improve K-2nd graders’ literary skills. It was
during these interactions with the students that I fell in love
with teaching and decided to go back to DePaul to obtain a
master’s in elementary education.
…I believe that as TAs and lead
teachers, we should always be
looking for new ways to present
materials to our students while
simultaneously asking our
students to continue learning.

–Michelle Keen
Heartbeat: Speaking of choosing Sacred Heart, what led
each of you to make that decision?
Margo Oelerich A’05, now a lead teacher in Hardey 1st grade, is committed
to understanding how each student learns best.
Heartbeat: Nic, it was understood from the start that you
were headed to graduate school in counseling. Why did you
pursue a TA role at Sacred Heart?
Nic: About three years ago as an undergrad, I had a conversation
with my psychology teacher who had taught kindergarten at
one point. She told me that it was one of the most challenging,
yet influential, moments in her professional journey. After that,
I knew that I wanted to get in the classroom before ending
up in a counseling office. I chose Sacred Heart because of its
proximity to Loyola University Chicago, and because the
values of community, growth, integrity, and personal faith
were familiar to me from my own school experience in Hawaii.
Tom: I also went to Loyola University Chicago, so I passed
Sacred Heart’s beautiful campus often! I felt drawn to become
involved, so I started working with the Middle School musical.
Witnessing how unique the community was, I wanted to join
a place where faith, excellence, and acceptance meant so much.
Michelle: While I was earning my master’s at DePaul, members
of my study group worked as TAs at Sacred Heart and had
great things to say about the school. After researching more
about its mission and programs, I knew it would be a great
place to explore career opportunities and was excited when I was
brought in to interview. During the interview process, I could
see the Head of School’s passion for Sacred Heart’s mission
and I had an instant connection to the motto of being a “safe,
respectful, learner.” I decided to accept a full-time position as
a teaching assistant in the Primary Division.
Margo: Sacred Heart has always been an important part of
my family’s history—my grandparents met on the playground
at Sheridan Road! As an alum, the five Goals have always
stuck with me and guided my character. Also, I have extremely
fond memories of my own elementary experience at Sacred
Heart, from the teachers to Field Days to trips to Space Camp.
I wanted to help other children make those kinds of memories.
Heartbeat: How would you describe being a teaching
assistant? If you’re now a lead teacher, how is it different or
the same?
Nic: I can only speak to being a TA, but I would describe it
as enriching for the teaching assistant as well as for those you
work with and for. You find out where you are competent
and where you need improvement as a professional, teacher,
and colleague. I also found that the TA program enriches the
education for students.
Michelle: I would describe both in terms of lifelong learning
—I believe that as TAs and lead teachers, we should always
be looking for new ways to present materials to our students
while simultaneously asking our students to continue learning.
Professional development for faculty is expected, which includes
spending time with Sacred Heart’s instructional coaching
team. I have completed more than 180 hours of professional
development in my 3-year tenure!
Tom: When I think back on being a TA on the 2nd-grade
team, I remember how closely I worked with so many people
in an intentional and cohesive manner. Each person wanted
to share their wealth of information to better the team. I grew
as a teacher, collaborator, and friend. The biggest difference
between being a TA in a primary classroom and being a lead
teacher in a middle school subject area is that there is a greater
feeling of autonomy, but with that sense of independence
comes the need for greater accountability and organization.
FALL 2019
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