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 Joe Leibforth, who graduated in 2024 with a BS in Art Education.
What school are you currently teaching at, and what grades/subjects are you teaching?
I teach at Vel Phillips Memorial High School in Madison, Wisconsin. I work in the Art Department teaching Digital Art 1, Yearbook, Peer Partners Art Experiences, Animation, and Art Metals & Glass 1, to students in grades 9 through 12.
Why did you pursue your teaching certification through UW–Madison?
I chose UW–Madison because of its renowned education programs, excellent resources, and vibrant city atmosphere. I wanted to attend a school that was close to home, and a larger state university with a lively campus culture and a welcoming community. UW–Madison offered everything I was looking for, including outstanding art studio spaces and connections to the local community. These features, combined with its top-tier education program, made it the perfect fit for my goals.
What inspired you to become a teacher?
I was inspired to become a teacher by growing up in a family of educators and receiving constant encouragement from supportive art teachers throughout my childhood. My passion for art developed early — I took 10 art classes in high school, and my experiences in education through my parents and extended family made teaching feel like a natural fit. Working at an art summer camp during high school solidified my desire to pursue art education, and even though I had experience as a gallery coordinator and practicing artist, teaching was always my true passion. My high school teachers saw my potential and encouraged me to pursue teaching as well.
What do you enjoy most about being a teacher?
What I enjoy most is fostering creativity in my students and witnessing their artistic journeys. Guiding them to discover and express themselves through engaging projects is deeply fulfilling. Every student brings unique perspectives, and it’s exciting to help them develop their skills and confidence.
In what ways did your teacher education program prepare you to take on your first teaching job?
The Art Education program prepared me well for my first teaching job by broadening my understanding of the arts, including art history and the interconnectedness of art and design. It also deepened my knowledge of the psychology of teaching, student learning processes, and the importance of meeting diverse needs and accommodations.
The practicum and student teaching experiences were vital for gaining hands-on experience, testing ideas, and building connections and relationships. These real-life applications and the gradual transition into teaching gave me the confidence and skills needed to succeed in the classroom today.
What was your most meaningful learning experience or who was the most impactful instructor during your time in your program, and why?
Mary Hoefferle’s classes were the most impactful part of my time in the program. Her thoughtful approach to placements made my practicum and student teaching experiences incredibly smooth. In her classes, we learned about curriculum design, teaching strategies, and the practical work involved in becoming educators. She provided us with opportunities to reflect on our experiences and model effective teaching strategies. By teaching lessons and allowing us to give feedback as students, she created a space where we could test our ideas and refine our skills. Her guidance was invaluable in preparing me for the classroom.
What impact did connections or friendships with fellow students in your program have on your learning?
Connections with fellow students in my program had a significant impact on my learning. My strongest bonds were formed through my First-Year Interest Group (FIG) and Spring Interest Group (SPRIG), where I connected with other freshmen pursuing art. These connections were especially valuable during the pandemic, when socializing was challenging. Relying on my peers in shared classes provided a sense of community that carried through my time at UW. Many of these classmates journeyed through all four years with me, and we even sat together at graduation, all having pursued Art Education.
Our senior-year classes with Mary Hoefferle strengthened this sense of community, especially as we shared the experiences of our practicum and student teaching. Our cohort was one of the largest, offering diverse perspectives and opportunities to learn from each other. I’m grateful for that time and the lasting impact it had on my education.
What role did the Teacher Pledge play in your decision to come to UW–Madison?
I was unaware of the Teacher Pledge when I first applied to UW–Madison and only learned about it later while serving on the Dean’s Undergraduate Council for the School of Education. Initially, I planned to return to my hometown of Evanston, Illinois, to pursue a job and had even declined the Teacher Pledge. However, my experiences during my practicum and student teaching in the Madison Metropolitan School District (MMSD) changed my perspective. These experiences inspired me to stay in Wisconsin and apply for the Teacher Pledge. Once I decided to settle here, taking advantage of the Teacher Pledge became an obvious and valuable choice.
How has the Teacher Pledge helped you in pursuing your goal of becoming a teacher?
The Teacher Pledge made college more affordable, especially as an out-of-state student. While it wasn’t the main incentive for staying in Wisconsin — I would have stayed regardless — it was a significant bonus. Knowing I could have some of my tuition supplemented was incredibly helpful after investing so much in my education.