For Jake Bartilad, a senior at Loyola University Chicago's School of Education, the path to Loyola wasn't a predetermined one. Initially considering careers in medicine or nursing, he discovered his calling while exploring an early childhood education program at his high school. In that program, he gained firsthand experience working with students at the school daycare. "We learned about childhood development," he recalls, "and we got to work with students... It was a Montessori-style daycare, so we did all kinds of Montessori activities."

This hands-on experience ignited his passion for working with students and set him on a trajectory toward a career in education.

Reflecting on his decision to choose Loyola, Bartilad credits the university's field-based program as a pivotal factor. "I'm a hands-on learner," he explains. "I really like learning by doing, so that was really the appeal with the [Elementry Education] program."

His experiences while placed in Ogden Elementary International School have allowed him to learn about educational experiences in real-time with elementary students. "I really love the classroom," he shares enthusiastically. "I’m in a second-grade classroom, and the teacher is super supportive of student teachers... They’re super sweet." In navigating challenges, such as balancing field experiences with lectures, he finds support from both professors and peers. "The support that we have from professors and also the other students in the class really helps," he acknowledges.

As a student teacher at Ogden, Bartilad’s presence as a male-identifying educator in an elementary setting is particularly noteworthy. "I haven’t seen a lot of male-identifying elementary school teachers throughout my education experience," he reflects. Yet, he embraces this role wholeheartedly, serving as a positive male role model for his students.

His experiences in the classroom provide invaluable insights into the realities of education, reinforcing his commitment to creating inclusive learning environments. Whether guiding students through phonics lessons or collaborating with colleagues on lesson plans, he embodies the ethos of effective, compassionate teaching.

At the heart of Loyola's School of Education's mission lies the principle of equity and social justice. For Bartilad, these values resonate deeply. He emphasizes the critical role of education in addressing social inequalities. "It's super important to be the advocate for the voiceless or those who don’t have the resources," he asserts. "All students bring in their different identities and different lived experiences, and that should be something that is celebrated in the classroom."

Through Loyola's lens, his worldview has evolved, prompting him to examine societal systems. "The program itself makes you put a more critical lens on the societal systems that we have," he explains. "Being more critical of the systems around us and how we can fix them or help them so that more students will have more access to them." 

Outside the classroom, Bartilad’s engagement with service organizations underscores his dedication to community-driven initiatives. Through projects like the clothing drive for immigrant students, he seeks to address the diverse needs of underserved communities, amplifying his impact beyond the confines of academia. Engaging with organizations like Alpha Phi Omega, a service fraternity, he channels that passion for education into meaningful community initiatives. "We do service projects throughout the semester," he shares, "and it integrates really well into education because there’s a lot of education-based service projects that we do."

As he navigates the challenges of balancing field experiences with academic coursework, Bartilad finds strength in the support of his peers and mentors. The bonds forged within his cohort at Loyola serve as a source of encouragement, reinforcing his belief in the power of collaboration and solidarity. He also considers the faculty in the School of Education “the most supportive people I’ve met at Loyola.” Mentors like Dr. Aimee Ellis, Dr. Leah Romaine, and Professor Sarah Sekowski have played instrumental roles in his growth.

Looking towards the future, he envisions a career marked by continual growth and advocacy. With aspirations to pursue a master's or doctorate in educational leadership, he aims to make a broader impact on the educational system. "Either leadership in schools, like a principal or vice principal," he muses, "or maybe even collegiate-level teaching." His commitment to fostering inclusive spaces remains unwavering. By imparting knowledge, instilling confidence, and celebrating diversity, he aspires to leave a lasting legacy.

Jake Bartilad’s long-term vision is clear: to be a catalyst for positive change in education. "I want my students to remember that I was a supportive person," he concludes, "someone who really pushed them to achieve their goals and celebrate their identity."

Story by Ethan Letsch