In 2020, Avery Ferreiro enrolled at Carolina with a focus on psychology, initially planning for a career in aiming for clinical psychology and working with children. While she enjoyed her clinical psychology classes, she realized she wanted to interact with children every day and invest in consistent relationships with them. By her sophomore year, she discovered the UNC School of Education’s Human Development and Family Science (HDFS) program.
“I have always loved learning and being in school, and I felt fortunate to have developed this interest early on,” Ferreiro said. “I realized that if I could instill this same passion for learning in kids and build relationships with them, it would be incredibly fulfilling.”
Ferreiro found the HDFS program invaluable for providing a holistic view of careers that serve children and families, ultimately helping her discover her niche in education. After graduating, Ferreiro enrolled in the Master of Arts in Teaching (MAT) program, which provided a valuable year of practical teaching experience. During her student teaching experience at Carrboro Elementary School, Ferreiro prioritized building relationships with her students, finding that showing genuine interest and enjoyment in their presence fosters a positive classroom environment.
Ferreiro was named the School’s 2024 Student Teacher of the Year — as part of the North Carolina Association of Colleges for Teacher Education’s statewide Student Teacher of the Year award competition. The winner of the competition will be announced this fall.
Ferreiro also worked to inspire an appreciation for math within her students, helping them to build confidence in their abilities. She said she wants students to see themselves not just as “math people” or “reading people” but as versatile learners capable of thriving in any subject.
“All teachers want to instill a love for learning in their students,” Ferreiro said. “I hope my students gain confidence in all subjects and have a sense of agency over their own education.”
Empowering learners and evolving as an educator
For Ferreiro, her journey through the HDFS and MAT programs highlights the importance of gaining practical teaching experience. She said her teaching methods courses emphasized authentic practice, lesson preparation using best practices, and a varied toolkit of approaches to implement.
“I attribute much of my growth to the MAT program,” Ferreiro said. “The faculty are phenomenal, blending their classroom experiences with their ongoing research. They expose us to a wide range of practices, pedagogies, and ideologies while preparing us for effective student teaching.”
As another element to broaden her educational perspectives through the MAT program, Ferreiro participated in this year’s cohort of the Tricontinental Teacher Training Exchange Program, an exchange program for pre-service teachers and soon-to-be pre-service teachers to engage with pre-service teachers at the University of Hamburg (Germany) and the University of Education, Winneba (Ghana).
“I hope to apply the knowledge from this experience to maintaining a relationship-centered classroom,” Ferreiro said.
Dionne Cross Francis, Ph.D., Joseph R. Neikirk Professor and program coordinator for the School’s Culture, Curriculum, and Teacher Education (CCTE) doctoral program concentration, remarked on Ferreiro’s dedication and engagement in class. To Francis, Ferreiro was eager to understand and engage with central ideas in class and an active participant whose keen insights encouraged peers to think more deeply.
“Avery was very insightful and grasped early on that good mathematics teaching requires strong knowledge of the content,” Francis said. “She was willing to go the extra mile to develop in this area, although she already had a strong math background. Her commitment to professional growth, even at the master’s level, is noteworthy.”
Shelby Dotson, a 5th-grade teacher at Carrboro Elementary School, and Ferreiro’s supervising teacher, commended Ferreiro’s professionalism, strong community-building, and high-quality instruction. Dotson attributes students’ confidence, smiles, and problem-solving skills to Ferreiro’s planning and encouragement, noting that her leadership and dedication are inspiring to fellow educators.
“I have worked closely with Ms. Ferriero as her cooperating teacher and have witnessed several examples of her exceptional performance in the classroom,” Dotson said. “This includes thorough reflection of her teaching practice, in-depth investigation of content knowledge, and her outstanding commitment to the betterment of her teaching and the learning of her students.”
During the 2024-25 school year, Ferreiro will teach third grade at an elementary school in Northern Virginia. With an openness to various career paths, including teaching and math coaching, she values the broad skill set she has and will continue to develop through her teaching experiences.
“Student teaching is an internship, a time to learn as much as the students do,” Ferreiro said. “This learning doesn’t stop once you have your own classroom. Continuous learning is essential, as every group of students is unique, and understanding their needs requires ongoing adaptation and growth.”