Kati Delahanty is a Cohort 3 graduate and current ELA teacher at Charlestown High School. She completed her residency at Charlestown six years ago and has remained there since.
Kati’s undergraduate studies in English and her tutoring at the San Diego Juvenile Hall led her to explore urban education through BTR. At Charlestown High School, she has served as a BTR mentor, and is currently the coordinator of a new writing center, a collaboration between UMASS, the National Writing Project, and the Calderwood Foundation. Kati has spoken on behalf of BTR at various educational events, and currently sits on the Education Advisory Board of Edutopia, the George Lucas Education Foundation. She is also participating in the Teacher Leadership Resource Team with the Boston Plan for Excellence and is working with their data team.
Inspiration to teach:
Before BTR, I was in San Diego, California editing and writing medical manuals. I volunteered in schools and in a juvenile hall on the side, and I realized quickly that the on-the-side stuff was blowing my mind, but the technical writing stuff…not so much.
In college, I tutored in the Writing Center and loved every second of the learning I was doing ALONGSIDE the tutees (as we called them). The writing (and writers, of course) exposed me to new ideas, opinions, and philosophies every day in the center. It kept me invigorated. I was desperate to stay in that world of thinking, questioning, and learning. Teaching just made sense.
So, I started searching urban ed programs, found BTR, loved the idea of BTR, applied for BTR, was accepted into the 3rd—most awesome—Cohort, shoved everything I could fit into my VW bug, drove the 3,000 miles to Boston, and I haven’t looked back since.
About my students:
My students are brilliant, powerful, and hilarious. They are writers, readers, thinkers, movers and shakers, and—God help me—teenagers.
I learn more from them than they could ever learn from me.
Above all else, BTR is about serving students. To that end…
BTR forces us to reflect, to respect the process, to be vulnerable, and to get over ourselves by genuinely inviting and using feedback without being defensive.
BTR invites us to collaborate with like-minded colleagues (fellow grads, instructors, mentors, and current Teacher Residents) to design curriculum that will empower and inspire our students.
BTR challenges us to effect change in our individual schools and in our city by advocating for our students and by becoming teacher leaders who push other teachers to have high expectations for every single student.
I am proud to be a graduate of the Boston Teacher Residency. I am grateful to have been a mentor for the past two years. And, I’m lucky to still teach with one of my mentors, Adina Schecter, every single day. Because of BTR I don’t feel alone in this work; I feel like I’m a part of something HUGE.
Favorite Thing in the World To Do:
If they don’t play Boys II Men at my 10-year high school reunion in November, I’m walking out.
Recently by KatiRSS Feed
On September 19, 2011, I became a mother. I also became a different teacher.
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In the five years since I finished my residency year, I have often pined for the collaborative feel of my BTR experience. In my ELA content course, I worked very closely with some incredible English teachers whom I knew I could always rely on… [more]
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On every single possible-snow-day eve, you will find me praying, hoping, rooting, and wishing for a snow day—even if having one means being in school an extra day or two in the summer. And it’s not just because I’m from California and struggle to… [more]
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My students are over-aged and under-credited. This means that they have failed at least one entire academic year. And many have failed more than one. I work with students who are re-engaging with school after years of non-attending. One young man came back this… [more]
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