Table of Contents
- Leadership Academy Kickoff: Empowering Current and Future Leaders
- Monmouth Alumni Make a Lasting Impact at Parkview School
- Our Alumnae
- Ruby Bridges: A Conversation on Courage, Racial Justice, and Building Equity in Education
- SLP Partnership Expands Accessibility
- Groundbreaking Math and STEM Education Research Presented at ICME-15
- Holmes Scholars: Empowering Diversity in Education
- Kindling Curiosity in Young Minds: The Success of the Chinese Learning Summer Camp
- Shaping the Future: The Climate Change Learning Collaborative
- Transforming Education: Transition Services & Resources Workshop
- A Monmouth University and Jackson School District Partnership
Leadership Academy Kickoff: Empowering Current and Future Leaders
On Oct. 10, 2024, Monmouth University’s School of Education hosted its annual Leadership Academy Fall Kickoff, bringing together 200 students, educators, and community leaders for a conversation on leadership and education. The event featured New Jersey State Senator Vin Gopal and 2023-2024 New Jersey State Teacher of the Year Joseph Nappi as keynote speakers, inspiring attendees to impact their communities positively.
Gopal, known for his commitment to educational advocacy, provided legislative updates and emphasized the importance of leadership in shaping inclusive and effective educational policies. Moderated by Scott McCue, superintendent of Eatontown Public Schools, and Rebecca Montgomery, assistant superintendent of Freehold Township School District, Gopal’s session encouraged attendees to think critically about how state-level changes can support teachers and students.
Nappi was celebrated for his dynamic approach to education. He shared his journey as an educator dedicated to empowering his students. Known for creating a classroom environment where students feel seen and supported, Nappi has implemented initiatives like “Be the Change,” which engages students in community service. His powerful message, “Our true enemy is not hate; it is fear,” resonated with the audience, challenging them to overcome fear and embrace positive change.
The event, held in Monmouth’s Anacon Hall, included networking sessions, small-group discussions, and a meeting led by the Monmouth County Curriculum Consortium (MC3), where updates from the New Jersey Department of Education were shared. The kickoff was sponsored by Equitable and was supported by Monmouth University President Patrick F. Leahy, Ed.D., Interim Dean Wendy Harriott, Ph.D., and other esteemed faculty members.
Attendees left feeling motivated and equipped with new insights, ready to apply what they learned. Monmouth University’s Leadership Academy will continue hosting sessions and bonus workshops throughout the year, providing students and community leaders with valuable opportunities to develop leadership skills and make meaningful connections.
Monmouth Alumni Make a Lasting Impact at Parkview School
Parkview School in Milltown is a testament to the strength of community and teamwork, largely due to a dedicated group of educators who are proud alumni of Monmouth University. Principal Eric Siegel ’01, ’04M, a Monmouth University alumnus with a B.A. in communications and M.A. in teaching, expressed his pride in the strong connection between the University and his school.
“Monmouth’s education program sets educators up for success with their training during student teaching and assistance afterward,” Siegel shared. “Everyone is supported and valued, so our culture has been so strong for many years. I’m proud to have earned multiple degrees from there.”
Siegel highlighted how these educators contribute to the school’s positive environment: “Our Monmouth alumni have had a significant impact on Parkview School through their dedication, innovative teaching methods, and commitment to student success.”
The presence of Monmouth University alumni at Parkview School highlights the quality of education and teacher preparation the University offers. Their collective achievements and contributions not only enrich the lives of their students but also strengthen the bond between Monmouth University and the broader educational community.
Eric Siegel, Principal
Eric Siegel credits Monmouth University with laying the foundation for his career. “My parents knew long before I did that education would suit me well,” he shared, having been inspired by his parents, who were teachers. Siegel appreciates the similarities between Monmouth’s supportive community and Parkview’s personalized environment, noting, “Monmouth is a smaller university in size; Parkview mirrors that as well, being very small. But with that comes the personalization that helped me succeed in college.” He advises current Monmouth students, “Stay connected with your classmates and professors, take good notes, and always ask questions.” Siegel is committed to professional development, mentoring new administrators through the Leaders to Leaders program, and fostering collaboration at Parkview. He enjoys seeing “the joy on the faces of the students, parents, and teachers every day.”
Our Alumnae
Allie Caravella ’18, ’21M, Second Grade Teacher
B.A. Elementary Education & Math, M.Ed.
Alexandra (Allie) Caravella has been a part of the Parkview community since her student teaching experience. She credits Monmouth with preparing her to work with diverse students and providing strategies to help her ESL students thrive.
Caravella values the importance of technology and adapting her teaching methods to meet students’ needs. She engages in professional development at Parkview, particularly in STEM education and responsive classroom techniques. Caravella appreciates Parkview’s strong sense of community, stating, “The sense of community has been instrumental in my role as a teacher.”
Samantha DiMaggio ’23, First Grade Teacher
B.A. Interdisciplinary Studies for Elementary Educators, Special Education Endorsement
Samantha DiMaggio began teaching as a sixth grade special education co-teacher in Milltown and now teaches first grade at Parkview. She applies her Monmouth experience to build strong student connections and foster academic growth.
DiMaggio is involved in professional learning communities focused on ELA and math. Reflecting on her work, she said, “Building rapport with students has greatly impacted their growth.” She credits Monmouth with preparing her to create a student-centered classroom and is eager to continue using data-driven tools to support her students.
Vanessa Ferrara ’19, Third Grade Teacher
B.A. Communication/Marketing
Vanessa Ferrara has always been passionate about working with children. She credits her time at Monmouth University with giving her the confidence and tools to succeed, especially during the challenges of her first year of teaching. “Monmouth prepared me to handle various challenges, especially during the pandemic,” she shared.
Ferrara values the sense of community at Parkview, where staff support one another, stating, “We are a family here.” As an inclusion teacher, she faces the challenge of managing time among diverse students, but Monmouth’s training in time management has been invaluable. Ferrara enjoys the collaborative atmosphere at Parkview, where everyone is willing to help, reinforcing the importance of building strong relationships within the educational community.
Taylor Iasparro ’20, ’22M, Physical Education Teacher
B.A. Health/Physical Education, M.A.T.
Inspired by her family of teachers, Taylor Iasparro has always had a passion for working with children. Monmouth University’s hands-on opportunities and field placements gave her a solid foundation for her role at Parkview Elementary. “Taking full advantage of these experiences was key to my development,” she said.
A highlight for Iasparro was organizing Parkview’s field day, which she describes as one of her most rewarding experiences. She considers the supportive community at Parkview to be vital to her growth, noting that the staff is always willing to share ideas. Despite the challenge of teaching third, fifth, and eighth grade students, she has refined her teaching approach with the support of the training in reflective practice that she received at Monmouth. Iasparro acknowledges professors like Staci Drewson, Ed.D., and Mark Housel, adjunct professor, for significantly shaping her teaching philosophy.
Lauren Jezycki ’20, School Psychologist
B.A. Psychology, NASP Certified
Lauren Jezycki is a school psychologist at Parkview Elementary. Initially interested in mental health, she shifted her focus to school psychology during the pandemic. “Monmouth shaped me into the person I am today,” she said.
Jezycki values the support she receives from the Monmouth alumni community at Parkview and encourages students to embrace all opportunities. “Confidence and resilience, instilled by Monmouth, help me face challenges,” she explained. This year, her goal is to learn as many student names as possible, reflecting her commitment to building strong connections.
Leora Keats ’22, ’23M, Kindergarten Teacher
B.A. Interdisciplinary Studies for Elementary Educators, M.A. Special Education, ESL Endorsement
Leora Keats credits Monmouth with preparing her to teach. She first connected with Parkview during her clinical hours and returned for her second semester, saying, “Without Monmouth, I wouldn’t have been placed at Parkview.”
Keats’ proudest moment was helping a student with an individualized project. She encourages current students to engage with staff and clinical placements, emphasizing that these experiences leave a lasting impression. “Parkview’s supportive environment mirrors Monmouth’s,” she noted, highlighting the importance of community.
Freddi Lake ’20, Preschool Teacher
B.A. English/Elementary Education, P-3 TOSD Certification
Freddi Lake is passionate about creating a positive classroom environment. Thanks to her coursework at Monmouth, she feels well prepared for the challenges ahead. A memorable moment occurred when a student recognized a College Day photo and repeated the Monmouth slogan, “Hawks fly together.”
Her advice to current students is to build strong peer connections for support. Lake experiences a strong sense of community at Parkview, similar to Monmouth, which drives her growth.
Sara McGowan ’04, ’06M, Director of Special Education
B.S. Mathematics, M.A. Education
Sara McGowan attributes her success at Parkview Elementary to Monmouth University’s strong integration of theory and practice. “The blend of theory and practice has been key to my success,” she says.
McGowan encourages students to build relationships, reflect often, and stay curious at all times. At Parkview, she thrives in a collaborative culture and stays actively engaged in her professional development through initiatives like Milltown Mondays and NJPSA’s Hot Topics in Special Education workshops.
Alyssa Purcell ’19, Second Grade Teacher
B.A. Anthropology and Elementary Education ’19, Special Education Endorsement
Alyssa Purcell reflects on how Monmouth’s field placements prepared her to meet the demands of virtual teaching during the pandemic. She encourages students to “enjoy every minute” and take full advantage of hands-on learning opportunities.
Purcell also highlights the lasting impact of Monmouth’s community and tech-infused teaching approach. “Monmouth gave me the chance to learn from many types of educators and explore different methods,” she explains. Today, her teaching is deeply shaped by the examples set by her cooperating teachers: “Almost everything I do today, I learned from them.”
Alexis “Lexie” Shemesh ’16, First Grade Teacher
B.A. English/Elementary Education, Special Education Endorsement
Lexie Shemesh, named Teacher of the Year 2024, was inspired to teach by her first grade teacher and attributes her success to Monmouth University’s small class sizes and strong connections. “Monmouth prepared me for diverse student needs,” she said.
She encourages current students to build relationships during their practicum experiences. Shemesh values Parkview’s supportive, family-like environment, noting, “The students and staff are welcoming and hardworking.”
Ruby Bridges: A Conversation on Courage, Racial Justice, and Building Equity in Education
On Oct. 22, 2024, the Monmouth University Social Justice Academy, housed in the School of Education, in collaboration with the Intercultural Center, had the honor of hosting civil rights icon Ruby Bridges. At just six years old, Bridges became the first Black student to attend an all-white elementary school in New Orleans during the tumultuous era of the 1960s. The event, titled “The Courage to Challenge Racial Injustice and Build Equity in Education,” was held in Pollak Theatre as part of the University’s ongoing commitment to fostering meaningful dialogue about social justice. Moderated by Social Justice Academy Director Vernon S. Smith, Ph.D., and inaugural Director of the Intercultural Center Zaneta Rago-Craft, Ed.D., this event commemorated the 70th anniversary of Brown v. Board of Education and drew a diverse and engaged audience.
Bridges shared her experiences with striking clarity. She revealed that as a child, she didn’t fully grasp the significance of her actions, mistaking the crowds outside her school for a Mardi Gras parade. She reflected, “Why would I think someone was outside of the school screaming at me? My parents didn’t teach me anything about racism, especially at six.” Her story emphasizes how childhood innocence can shield one from the fears associated with situations that adults perceive as dangerous and tense.
Rago-Craft highlighted the significance of Bridges’ message about current efforts by state legislators and school boards to ban books recounting her story and other accounts of racial history. Bridges questioned, “So why would you be trying to ban my books?” emphasizing that censoring these narratives undermines recognition of those who supported her fight for justice. She argued that erasing such literature denies the lived experiences of Black Americans and the courage of allies during crucial historical times.
The event saw record attendance, with Monmouth students, faculty, staff, and community members, including families and children. Rago-Craft remarked, “It was moving to see everyone come together in such a warm and welcoming atmosphere of learning.”
Inspired by Bridges’ message, Rago-Craft emphasized: “Racism and division are learned behaviors, not innate to who we are. If they can be learned, that means they can be unlearned.” This powerful statement reinforced the event’s central theme: that meaningful change requires ongoing education, empathy, and collective effort.
The event left a lasting impact on attendees. Educational counseling student Gareth Lewis Jr. reflected, “Hearing Ruby Bridges speak in such a calm manner was admirable. It was an honor to hear her life story in person.” Psychology professor Lisa M. Dinella, Ph.D., emphasized the importance of such events in supporting Monmouth University’s Diversity Mission Statement and its commitment to social justice.
Bridges’ visit underscored the significance of storytelling and remembrance in pursuing social justice. Her narrative highlights the resilience and courage of those who shaped history, inspiring new generations to work toward an equitable future. Monmouth University’s commitment to such programming promotes meaningful conversations and fosters awareness, empathy, and positive
SLP Partnership Expands Accessibility
Monmouth University’s Department of Speech-Language Pathology (SLP) has partnered with Chick-fil-A in an initiative that began when store owner Suzanne Varona, a licensed speech-language pathologist, sought to use her business as a platform for community support. This collaboration aims to enhance speech and language accessibility within the community while providing Monmouth’s SLP graduate students with real-world opportunities to apply their skills and develop professional leadership.
One of the key projects under this partnership is Storytime Adventures, a program held four times a month, where SLP graduate students read stories to children and assist them with related crafts. The goal is to create a language-rich environment that fosters pre-literacy skills in children. At the same time, parents and caregivers gain insight into effective reading techniques to support speech and language development. Specialist Professor Ashley McCarthy, M.A., CCC-SLP, who oversees the program, emphasized the value of these sessions in bridging educational practices with community service. Students thoughtfully prepare each craft bag, including visual directions and materials to ensure that all children, regardless of ability, can engage in the activities. The students’ creativity shines through in the extra elements they add, such as recipes and QR codes linking to read-aloud versions of the storybooks, enhancing the interactive experience.
For those unable to attend the events in person, extra craft bags are available at Chick-fil-A, allowing children to participate at home. This initiative ensures that the program’s reach extends beyond the events, contributing to the broader goal of community accessibility and learning.
Graduate students have also taken on the innovative task of developing a low-tech Augmentative and Alternative Communication (AAC) board that adapts Chick-fil-A’s menu for customers who require communication support. The ultimate goal is to have this AAC board programmed onto an iPad, enabling customers with speech and language needs to order independently. This project exemplifies how the SLP program integrates academic skills with practical solutions to create a more inclusive environment for the community.
Additionally, the department contributes to Chick-fil-A’s sensory-friendly offerings by developing social stories that help customers with sensory processing needs. These stories provide visual and narrative guidance, making it easier for individuals to understand and navigate dining experiences. This project further underscores the partnership’s commitment to creating supportive spaces that accommodate diverse needs.
McCarthy highlighted the broader vision behind these efforts: inspiring students to embrace professional leadership and community service in their future careers. She stated, “It is our responsibility as professionals to support the community around us and lead by example. These projects encourage students to understand that their contributions can extend beyond the clinic into real-world applications, ultimately creating a ripple effect of positive change.”
Feedback from participants and community members has been overwhelmingly positive. Families appreciate the thoughtfulness and creativity that goes into each program, while students gain valuable experience working directly with the community. This hands-on involvement strengthens their professional skills and deepens their understanding of how SLP practices can be applied in everyday contexts.
The partnership between Chick-fil-A and Monmouth’s SLP program continues to grow, with more projects anticipated. McCarthy expressed optimism about the potential for continued collaboration and its impact on the University’s students and the wider community. She remarked, “The future is bright for this relationship, and I look forward to seeing how we can continue to support community needs while inspiring our students and other speech-language pathologists to contribute similarly.”
Monmouth University’s Department of Speech-Language Pathology exemplifies the University’s mission of combining academic rigor with community engagement. Initiatives like these highlight how educational institutions can foster partnerships that make a tangible difference, promoting accessibility, equality, and a shared commitment to service.
Groundbreaking Math and STEM Education Research Presented at ICME-15
In summer 2024, Monmouth University Associate Professor Vecihi Zambak, Ph.D., represented the School of Education on an international stage at the 15th International Congress on Mathematical Education (ICME-15) in Sydney, Australia. ICME-15 is one of the most prestigious gatherings in math education, bringing together scholars, researchers, and practitioners from around the globe to discuss advancements and challenges in the field. Zambak presented two impactful studies focused on enhancing math achievement and STEM identities, showcasing Monmouth’s commitment to research and community impact.
One of Zambak’s key presentations, “Promoting Children’s Achievement in Mathematics Using Literacy Strategies,” introduced a five-session intervention to improve parental involvement in elementary math education. Conducted in collaboration with colleagues Associate Professor Lilly Steiner, Ed.D., and Associate Professor Kerry Carley-Rizzuto, Ed.D., the study employed literacy strategies to guide parents in supporting their children’s math learning at home. This school-based program transformed parental roles from direct assistants to collaborative problem-solving partners. Zambak noted that by the end of the program, parents reported significantly greater confidence in engaging with their children’s math homework and felt more empowered to support their overall education. This research has already gained recognition, highlighting the potential for literacy strategies to bridge the gap between parents and their children’s math education.
Zambak also presented his work on “Exploring Pre-Service Teachers’ STEM Identities and Thinking,” which focuses on developing positive STEM identities among pre-service teachers through model-eliciting activities in math and science methods courses. This research investigates how integrating interdisciplinary activities early in teacher training can help future educators view themselves as capable STEM instructors, improving their teaching confidence and effectiveness in STEM subjects. Zambak emphasized that fostering this identity is crucial for preparing educators who will inspire future generations of students in STEM disciplines. This project continued into early 2025 as Zambak and his colleagues gathered further data for presentation at the January Association for Science Teacher Education Conference.
A particularly memorable part of ICME-15 for Zambak was the conference’s dedicated “excursion day,” where participants engaged in cultural activities to enrich their understanding of Australia. Zambak joined the Tribal Warrior Cruise, an experience that allowed him to connect with Sydney’s Indigenous history and culture. Zambak noted that this event was a conference highlight, providing valuable cultural context that complemented the academic exchanges.
In addition to his presentations at ICME-15, Zambak’s research has been widely shared, including a feature in Monmouth Now, which details his contributions and Monmouth University’s role in global education initiatives. His recent publications in the Journal of Interdisciplinary Studies in Education and Research on Preschool and Primary Education have further showcased these projects, underscoring the importance of integrating literacy and STEM strategies in educational practices to support children and families.
Reflecting on his experience at ICME-15, Zambak highlighted the significance of international dialogue in advancing educational practices, stating, “The discussions and feedback from global educators provided fresh perspectives and underscored the universal challenges and innovations in math and STEM education.” He noted that the conference was not only an opportunity to present research but also a platform for learning from the insights and experiences of educators worldwide.
The School of Education is proud of Zambak’s contributions to local and international educational research. His presentations at ICME-15 exemplify the University’s commitment to fostering academic excellence and community engagement, reinforcing Monmouth’s dedication to developing evidence-based strategies that improve teaching, support families, and inspire future generations.
Holmes Scholars: Empowering Diversity in Education
The Holmes Scholars Program, supported by the American Association of Colleges for Teacher Education, assists underrepresented students pursuing advanced degrees in education by providing mentorship, resources, and networking opportunities. At Monmouth University, three exceptional scholars—Brittney Henry, Niasia Kennedy, and Jason Jones, all doctoral students in the School of Education—are dedicated to promoting diversity, equity, and inclusion in education. Through their work, they contribute to research, leadership, and initiatives that drive positive change and innovation. Their efforts exemplify the mission of the Holmes Scholars Program to foster leadership and inclusivity within the field of education.
Brittney Henry
“I became a Holmes Scholar because I am passionate about contributing to meaningful research and addressing systemic inequities in education. This program has connected me with like-minded professionals, providing me with a platform to drive change and advocate for diversity and equity in education. Being part of this community has offered me invaluable mentorship and support as I pursue my academic and professional goals.”
Niasia Kennedy
“My inspiration to become a Holmes Scholar stems from a desire to serve as a role model for underrepresented communities in education. The program’s mission aligns with my values, empowering me to make a lasting impact in the field. I have gained valuable insight into research, leadership, and advocacy, all while being supported by an amazing network of scholars and mentors.”
Jason Jones
“As a Holmes Scholar, I am committed to contributing to impactful research and advocating for underrepresented communities. The program offers the resources and mentorship I need to navigate my doctoral journey while addressing systemic inequalities in education. I take pride in being part of this diverse community and in contributing to the future of education.”
Kindling Curiosity in Young Minds: The Success of the Chinese Learning Summer Camp
Monmouth University’s School of Education hosted an innovative Chinese Learning Summer Camp for students entering grades 3 through 9 focused on an engaging Olympic theme last summer. The camp provided students with a unique, immersive experience that combined language learning, cultural exposure, and hands-on activities.
Designed and led by Professor Chiu-Yin (Cathy) Wong, Ph.D., the camp offered tailored instruction based on the participant’s language proficiency. Campers learned Chinese vocabulary and phrases related to sports each morning, while afternoons were filled with activities like basketball, bowling, soccer, and dodgeball. This approach allowed students to apply their new language skills in real-world contexts. Incorporation of traditional Chinese cultural activities, such as fan dancing and kung fu, further enriched their experience, creating a comprehensive cultural journey. The program concluded with a performance where students showcased their skills, impressing audiences with their progress over the two weeks of the camp.
A standout moment of the camp was the final performance at Pollak Theatre, where students confidently demonstrated their newfound bilingual abilities. Audience members expressed surprise at the students’ rapid progress, with some assuming they had been practicing for months. The friendships formed among students from various districts were another notable achievement, fostering a strong sense of community and shared learning.
Feedback from parents and students was overwhelmingly positive. Many parents were impressed by the rapid language development, noting that their children learned more in two weeks than in previous years of study. Students expressed their excitement about returning for future camps, and the dining hall experience emerged as a favorite among attendees. Wong shared, “I was particularly moved when two audience members told me they initially assumed the camp spanned several months due to the students’ performance level, only to be surprised that it had been only two weeks.”
The camp attracted diverse students from districts such as Red Bank, Long Branch, Monroe, Princeton, and South Brunswick, many from non-Chinese-speaking backgrounds. This diversity highlighted the camp’s broad appeal and the importance of promoting linguistic and cultural understanding. Wong noted, “The camp achieved one of my main goals: promoting an appreciation for cultural and linguistic diversity. This work is part of my ongoing mission to normalize multilingualism in education and society and to create an environment where diversity is celebrated and valued.”
Reflecting on the experience, Wong expressed deep gratitude for the support from the dean’s office. She acknowledged that while the process involved significant effort and challenges, “seeing the result and the impact on the students made it all worthwhile.” Monmouth University’s Chinese Learning Summer Camp successfully fostered language skills, cultural appreciation, and unity among students from varied backgrounds. The School of Education continues to champion innovative, inclusive programs that enrich student learning and celebrate diversity.
Shaping the Future: The Climate Change Learning Collaborative
Monmouth University’s Climate Change Learning Collaborative (CCLC) has made significant strides in preparing New Jersey public school teachers to address one of the most pressing global challenges of our time—climate change. In just six months of operation, the CCLC has delivered 20 professional development sessions, equipping educators with the knowledge and tools to integrate climate change education into their classrooms across various subjects.
The initiative is more than just a response to the climate crisis; it is a call to action for educators to help shape the future of the next generation. The CCLC sessions cover a range of critical topics, from the science of climate change to practical solutions, including climate-driven sea-level rise and sustainability initiatives within schools.
Science Education Lecturer Michelle Schpakow, Ed.D., who leads the CCLC, expressed pride in the collaborative efforts of the interdisciplinary Monmouth University team: “It’s been incredibly rewarding to see colleagues from across disciplines come together to build something so impactful. Our varied backgrounds and areas of expertise have allowed us to create engaging events for New Jersey teachers. Teachers who have attended often return for additional events, eager to deepen their understanding of the climate crisis.”
The initiative’s mission extends beyond the classroom, aiming to foster long-term partnerships that empower teachers and build a supportive community. The CCLC hosted a showcase event on March 20, 2025, where educators shared their progress in climate education, offering activities for K-12 students and teachers.
Schpakow emphasized the urgency of the initiative: “The climate crisis is happening here and now. New Jersey teachers have an obligation to prepare their students for their future.”
As the climate crisis intensifies, Monmouth University’s CCLC empowers educators to develop skills essential for addressing these challenges, positioning them as agents of change for a sustainable future.
Transforming Education: Transition Services & Resources Workshop
In Oct. 22, 2024, the Special Services Academy hosted a Transition Services and Resources workshop presented by JoAnn Johnson and Bill Freeman from the New Jersey Department of Education (NJDOE). This session aimed to equip educators with essential tools and strategies to support students with disabilities transitioning from school to post-school activities. Participants received a variety of valuable resources, including a checklist for preparing for Individualized Education Program (IEP) meetings focused on transition. This checklist contains information about the Workforce Development and Opportunity Act, transition pages from the NJDOE Model IEP form, a summary of the New Jersey Administrative Code statements on transition, sample measurable transition goals for IEPs, and sample activities and strategies for effective transition services.
Key takeaways from the workshop included understanding the regulations for transition planning and services, along with timelines for implementation, lists of agencies available for consultation during transition planning, information about the five required pre-employment transition services, resources for guardianship and supported decision-making, insights on transition assessments, and access to New Jersey’s Transition Toolkit.
The workshop attracted 36 attendees from 13 school districts and agencies across Monmouth, Ocean, and Middlesex Counties, demonstrating a strong commitment to improving student transition services. Attendees found the workshop highly relevant and helpful, with many appreciating the practical strategies, resources, and transition planning insights provided. Many educators highlighted the value of sample strategies and activities, while others noted that the session broadened their understanding of transition planning for students at different educational levels, including younger students.
A Monmouth University and Jackson School District Partnership
Summer 2024 marked the completion of the inaugural year of the Jackson Township School District and Monmouth University School-Based Mental Health (SBMH) Grant partnership.
Jackson Township School District has received the highly competitive State of New Jersey SBMH Grant, which names Monmouth University’s Educational Counseling program as their Institution of Higher Education selected partner. During the life of this five-year grant, Jackson will coordinate with Monmouth University’s Educational Counseling program to provide a paid internship experience for up to 12 school counseling interns. In addition to this paid internship opportunity, the Educational Counseling program’s graduate student interns will receive additional professional development training and experiences to prepare them as future school counselors.
As a part of these additional trainings and experiences for our Monmouth graduate students, there existed an opportunity to develop a further and additional partnership between Monmouth University and Jackson School District. With the support of Provost Richard Veit, Ph.D.; Interim Dean of the School of Education Wendy A. Harriott, Ph.D.; and Educational Counseling Chair Vernon S. Smith, Ph.D., Monmouth University partnered with the Jackson Township School District to create a Supplemental College and Career Readiness Program (SCCRP). Associate professor and program director of Educational Counseling, Alyson Pompeo-Fargnoli, Ph.D., leads this program.
The SCCRP supports the Jackson district counselors, counselor interns, and students through an academic mentoring program to increase the number of low-income, first-generation students graduating from high school. It serves as a pre-college bridge program that aims to target the 6th through 12th grade population of students in Jackson Township School District. The program provides participants with valuable experiences that hopefully lead to acceptance at higher education institutions, including Monmouth. One of the goals is to increase access to higher education, including supporting those who aspire to start a career in the field of education or human services to become agents of social change.
Another initiative of the SCCRP involves training counseling interns to facilitate college and career readiness counseling/support groups for the Jackson students. These groups focus on first-generation college-bound students in Jackson by supporting them and providing resources for the college application process. The Monmouth University graduate counselor interns assist in facilitating the SCCRP counseling groups. They acquire essential skills to prepare them as future school counselors.
Educational Counseling graduate intern Tetiana Drag, who completed her internship through the Jackson partnership, noted, “The experience was very beneficial for me and my future career, not to mention the benefit to the students at Jackson! I want to give thanks to professor Pompeo-Fargnoli for choosing me to participate in this program. It means so much for my personal and professional growth, and I am so thankful to Monmouth for giving me such an opportunity!”
This year also marked the SCCRP partnership’s inaugural summit event. In addition to the SCCRP students and staff, various Jackson students and staff were invited, along with students and staff from other Monmouth and Ocean County schools. This year’s event included Monmouth University faculty, staff, and student speakers. The day featured helpful tips about moving on to higher education, information about Monmouth and how the University supports its first-generation students, and success stories from Monmouth faculty and current students.
The inaugural year of the Jackson Township School District-Monmouth University School of Education program has been one of great success, and it is full steam ahead as we plan to continue this great partnership!