Graduates of the UW–Madison School of Education are enjoying successful careers in fields across the arts, health, and education — and we are excited to share what they are doing today.
Following is a Q&A with Ashton Weida, who graduated in 2024 with a BS in Early Childhood Special Education and Cross-Categorical K-12 Special Education.
What is your name, what teacher education program were you in, and when did you graduate?
My name is Ashton Weida and I graduated from the Early Childhood Special Education and Cross-Categorical K-12 Special Education program in summer 2024.
What school are you currently teaching at, and what grades/subjects are you teaching?
I am currently a first grade special education teacher at Lowell Elementary School in Waukesha, Wisconsin.
Why did you pursue your teaching certification through UW–Madison?
I pursued my teaching certification through UW–Madison because I was interested in the Early Childhood Special Education program. I knew I wanted to work with young kids with disabilities, and the program made that dream feel possible. I stayed in it because of the diverse opportunities and classes it provided, as well as the personal relationships I was able to build with my professors who were building the program as I was in it.
What inspired you to become a teacher?
I was inspired to teach because my teachers growing up made me feel loved and valued, and because of the lengths they went through to give me opportunities to grow my education in fun and challenging ways. Additionally, I wanted to make a difference and be an unconditional friend in schools so that all children, regardless of their abilities, have access to education and a sense of belonging in the classroom.
What do you enjoy most about being a teacher?
I love building relationships with my students and providing them with meaningful lessons that are personalized to their needs and interests. Each kid has their own way of expressing themselves and it’s the sweetest thing when they share their love and world with me. Additionally, I love seeing them grow day-by-day in little ways.
In what ways did your teacher education program prepare you well to take on your first teaching job?
My teacher education program prepared me with evidence-based practices and inclusionary methods that I use every single day on the job. I have a diverse crew that I work with and I feel that the program prepared me with a variety of skills and ideas to meet the needs of students with different learning styles and needs. It gave me an open mind and an inclusive toolkit to work with that is continually growing and changing.
What was your most meaningful learning experience or who was the most impactful instructor during your time in your program, and why?
It’s hard to pick one experience because I found all of them so meaningful. I was able to spend three semesters in diverse settings, including a Birth–3 intervention center, an elementary school in grades 3–5, and student teaching in a 3K–4K setting. Each of these experiences immersed me in what it’s like to evaluate and refer kids to special education services, how to intervene and teach positive behaviors, and how to effectively teach students reading, writing, and solving math problems. Additionally, I had small class sizes and independent studies that allowed me to explore different schools, methods of practice, and ask professors relevant questions about their research and experiences.
The most impactful instructor during my time was Professor Hailey Love, for she always had a wealth of knowledge to share from her research and experiences about early childhood special education. I greatly enjoyed my time learning from and working with her about the littlest minds we have the privilege to serve and teach.
What impact did connections or friendships with fellow students in your program have on your learning?
The peers that I shared a few classes with became people that I could share the “highs” and “lows” of teaching with, and they always encouraged me to be a person of growth and change for my students. They helped me create new ideas and gain different perspectives on the learning of my students, as well as spurred me on to be a light of positivity and love in schools.
What role did the Teacher Pledge play in your decision to come to UW–Madison?
The Teacher Pledge played an important role in my decision to pursue teaching at UW–Madison as it helped me feel like college was possible. I had to pay for school on my own through scholarships and loans, and hearing about the Teacher Pledge gave me a lot of relief when thinking about the financial aspect of college. It made my dreams of teaching feel possible and within reach without the financial burden weighing me down.
How has the Teacher Pledge helped you in pursuing your goal of becoming a teacher?
The Teacher Pledge helped take the financial burden off my shoulders. You’ll hear that you don’t go into teaching for the money but for the kids, and that is true. The Teacher Pledge has helped my focus be on the kids I teach, not on what I’m lacking in my bank account.