Loyola Future Teacher Club
The Loyola Future Teachers Club, an affiliate of Illinois Education Association (IEA), engages teacher candidates in professional development, social networking, and service projects with local schools. Club members have the ability to engage in several service projects ranging from building playgrounds at local schools to building community with K-12 students. Loyola’s future teachers are always a strong presence at the annual IEA conference and have won several grants to help support family literacy programs in the Lake Shore Campus community.
LFTC is a student-run organization that aims to prepare and support students who are interested in pursuing careers in education. They have been focusing on increasing its attendance this year, citing its mission to create a strong group of future educators. President-elect Lucy Hamilton of the Loyola Future Teachers Club (LFTC) executive board says, "when you teach at a school, it becomes your community, and learning to work within this community starts here at Loyola.”
After two years of virtual meetings and little to no in-person contact, the club has plans to come back stronger than ever. The club provides its members support through events, monthly meetings, and alumni networking opportunities. Their goal is to provide an environment within Loyola Chicago’s School of Education that builds community between future educators and allows them to share their experiences and skills.
"So much of a kid’s life is spent in school, we want to make sure we are being a role model and example of the kind of person students may aspire be." Lucy Hamilton, president-elect
There is a clear consensus for why many members of the LFTC chose Loyola – teacher candidates experience field-based learning from day one and are immersed within a school classrooms as soon as their freshman year. President of the LFTC Jake Bartilad says that its essential for teachers to be culturally relevant, and that cultural awareness comes from getting into classrooms as soon as possible.
Bartilad found that Loyola’s unique teaching and learning program is what could best prepare him for his career as an educator, allowing him to learn at several schools in the Chicagoland area. The School of Education partners with over 50 local schools including many Chicago Public Schools and several surrounding districts, which serve as the training ground for Loyola students. This is a main feature of why many students choose Loyola’s teacher preparation program. Being placed in a real classroom the first semester on campus opens the door to career and networking opportunities, as well as to the vast social and cultural resources of the Chicagoland city.
In addition to the School of Education curriculum, the LFTC also partners with Mathers High School in Rodgers Park, where club members tutor students after school. The club also partners with fellow Loyola club, LUC for Edgewater, to engage with the local community and volunteer where needs arise.
Educators have a major influence on how a student learns and their educational advancement. Future Teacher Club
A cornerstone of the club is leadership development for its members. Students learn to become role models for the students within their training classrooms as well as their future students once they have a classroom of their own. The entire executive board feels passionate about teaching with care through a social justice lens. Hamilton says “so much of a kid’s life is spent in school, we want to make sure we are being role models and examples of the kind of person students may aspire be.”
Much of teaching is observing, as the club members pointed out. Teachers can become some of the most impactful people to students as they grow and learn. The LFTC is committed to helping shape future educators, because they know the profound impact that teachers have on students and the development that occurs within the classroom. The club wants all members to be better prepared to help students and make a positive impact on their lives.
When meeting with the executive board, Bartilad jokingly chimed in about the truthfulness of the saying that teachers help shape the next generation of America. The executive board appreciated the comment with a shared chuckle around the room. Everyone agreed that, while cheesy, the statement had merit. Students spend a lot of their time with their teachers. Educators have a major influence on how a student learns and their educational advancement.
The LFTC is trying to promote collaboration with teacher candidates who are just entering their degree program, resulting in graduating classes of teachers who understand the value of collaboration and community interaction.
Teaching and Learning
Loyola Future Teacher Club
The Loyola Future Teachers Club, an affiliate of Illinois Education Association (IEA), engages teacher candidates in professional development, social networking, and service projects with local schools.
Learn MoreTeaching and Learning
Teaching, Learning, and Leading with Schools and Communities
Whether you aim to teach early childhood, elementary, middle grades, secondary, bilingual, or special education, you will move through three phases of field-based sequences and modules across your four years of study.
The Loyola Future Teachers Club, an affiliate of Illinois Education Association (IEA), engages teacher candidates in professional development, social networking, and service projects with local schools. Club members have the ability to engage in several service projects ranging from building playgrounds at local schools to building community with K-12 students. Loyola’s future teachers are always a strong presence at the annual IEA conference and have won several grants to help support family literacy programs in the Lake Shore Campus community.
LFTC is a student-run organization that aims to prepare and support students who are interested in pursuing careers in education. They have been focusing on increasing its attendance this year, citing its mission to create a strong group of future educators. President-elect Lucy Hamilton of the Loyola Future Teachers Club (LFTC) executive board says, "when you teach at a school, it becomes your community, and learning to work within this community starts here at Loyola.”
After two years of virtual meetings and little to no in-person contact, the club has plans to come back stronger than ever. The club provides its members support through events, monthly meetings, and alumni networking opportunities. Their goal is to provide an environment within Loyola Chicago’s School of Education that builds community between future educators and allows them to share their experiences and skills.
There is a clear consensus for why many members of the LFTC chose Loyola – teacher candidates experience field-based learning from day one and are immersed within a school classrooms as soon as their freshman year. President of the LFTC Jake Bartilad says that its essential for teachers to be culturally relevant, and that cultural awareness comes from getting into classrooms as soon as possible.
Bartilad found that Loyola’s unique teaching and learning program is what could best prepare him for his career as an educator, allowing him to learn at several schools in the Chicagoland area. The School of Education partners with over 50 local schools including many Chicago Public Schools and several surrounding districts, which serve as the training ground for Loyola students. This is a main feature of why many students choose Loyola’s teacher preparation program. Being placed in a real classroom the first semester on campus opens the door to career and networking opportunities, as well as to the vast social and cultural resources of the Chicagoland city.
In addition to the School of Education curriculum, the LFTC also partners with Mathers High School in Rodgers Park, where club members tutor students after school. The club also partners with fellow Loyola club, LUC for Edgewater, to engage with the local community and volunteer where needs arise.
A cornerstone of the club is leadership development for its members. Students learn to become role models for the students within their training classrooms as well as their future students once they have a classroom of their own. The entire executive board feels passionate about teaching with care through a social justice lens. Hamilton says “so much of a kid’s life is spent in school, we want to make sure we are being role models and examples of the kind of person students may aspire be.”
Much of teaching is observing, as the club members pointed out. Teachers can become some of the most impactful people to students as they grow and learn. The LFTC is committed to helping shape future educators, because they know the profound impact that teachers have on students and the development that occurs within the classroom. The club wants all members to be better prepared to help students and make a positive impact on their lives.
When meeting with the executive board, Bartilad jokingly chimed in about the truthfulness of the saying that teachers help shape the next generation of America. The executive board appreciated the comment with a shared chuckle around the room. Everyone agreed that, while cheesy, the statement had merit. Students spend a lot of their time with their teachers. Educators have a major influence on how a student learns and their educational advancement.
The LFTC is trying to promote collaboration with teacher candidates who are just entering their degree program, resulting in graduating classes of teachers who understand the value of collaboration and community interaction.