When embarking on the journey of graduate school, I didn't quite know what to expect. I knew I was going to be part of a reading program and was eager to learn more about becoming a better and more effective reading teacher. I'm always interested in learning something new and becoming better at what I do. The NLGL program offered me the opportunity to reflect more deeply on my teaching. Each class during the program required me to reflect on the readings involved, but also on the practices happening in my classroom. In many cases, the reflection assured me that what I was doing was the best for my students. But other times, I learned that I would need to make changes to my instruction to better fit the needs of my students. My time in the NLGL program has taught me to stand up for what I know is best for my students and it taught me how to find evidence to show those are the best practices. The program has taught me how to be a better teacher, but also how to lead in literacy in my school. I am able to provide support in planning interventions as a member of the intervention team based on the information I have gathered about effective reading instruction throughout my time in the NLGL program. In my classroom, I am able to plan my reading groups more effectively, including using instruction that is more closely tailored to the needs of my individual students. I am also able to weave literacy instruction seamlessly throughout the day to help develop the minds and learning of my young students. Because the program operates as a cohort, I have been able to work with the same peers throughout the program. This allowed us to get to know each other quite well and has allowed me to make new friends near and far that are willing to collaborate with me and support me as a teacher and a person. The NLGL program has helped to open doors for the future of my career, my students, and my school. 

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