Katarina Alvarado, a passionate student in Loyola University Chicago’s Science Education program, is on a journey shaped by her love for both biology and education. Initially interested in a career in medicine, Alvarado discovered her true calling during her senior year of high school while serving as a teaching assistant for a history class. “My teaching journey didn’t start until senior year of high school. I did not want to become a teacher. But senior year I became a TA for a history class for a teacher that I loved, and I realized stepping in front of the classroom, this profession was impactful," she shared. Despite initial hesitations about following in her parents' footsteps—her father taught math, and her mother special education—Alvarado found that teaching had its own way of winning her over. 

Creating a Pipeline of Impactful Teachers

Loyola's five-year teacher preparation program became a pivotal element in her decision to pursue education. The program’s unique structure equips students not only with a degree but also with invaluable hands-on experience in Chicago Public Schools (CPS), creating a direct pipeline of highly qualified teachers ready to make an impact in local classrooms. "I realized quickly Loyola was a smart choice, after my mom convinced me, ‘let’s go to an open house.’ We talked to the science department, and they said there is a 5-year science teaching program... and I was like, yes, please,” Alvarado explained. 

In addition to her academic journey, Alvarado was involved in groundbreaking research during her time at Loyola. Her participation in the Mulcahy Scholars Program enabled her to work alongside faculty mentors on projects that combined her love for biology and education. One of her key projects was examining the genetic basis of the mutualism between Medicago truncatula and Ensifer meliloti, exploring how these species interact within the Fabaceae family. "Science is such a rich thing that's constantly evolving. We have come a long way in our scientific endeavors," Alvarado reflected, highlighting how her research experiences shaped her teaching philosophy.

Loyola's CPS Partnership

Through Loyola's partnership with CPS, Alvarado was placed in schools like Clinton and Jameson, where she had the opportunity to work with students from diverse backgrounds, observing different teaching strategies and learning about the unique challenges faced by CPS students. These experiences reaffirmed her commitment to becoming a teacher within CPS after graduation. “I definitely found my place at Bell [elementary school] while working with students on school plays. Being able to see myself as a leader in the elementary school system was impactful,” she said. 

Alvarado is especially passionate about providing a safe and supportive space for her students to explore their identities, just as she had the opportunity to do. "I needed to find my way. That is what a lot of high schoolers go through – and seeing students form their own identity.” Now that she becomes a teacher, Alvarado will ensure students have a safe space in the classroom. Her dedication to fostering a nurturing learning environment is part of her broader commitment to equity and justice in education, values deeply ingrained during her time at Loyola.

As she prepares for her future as a science teacher, Alvarado is eager to bring her love of biology to the classroom, with a focus on hands-on learning. "I definitely want to bring in more physical and tangible sides of bio into the science classroom," she shared, emphasizing her desire to make science both engaging and accessible to her students. 

Loyola’s teacher preparation programs, particularly in the sciences, are designed to empower future educators like Alvarado. By providing robust academic training coupled with real-world teaching experience in Chicago’s schools, the program ensures that graduates are well-equipped to serve as highly effective teachers. Alvarado’s journey illustrates how this pipeline of dedicated and passionate educators is working to enrich CPS classrooms, one teacher at a time.