October 15, 2026
For Katherine Castenada ’26ED, a Childhood Education major from Los Angeles, CA, becoming a teacher is deeply connected to her own experience as a student and the educators who helped her discover what she was capable of.
After four years at St. John’s University, Ms. Castenada looks back on her undergraduate experience as a time of growth, both as a student and as an emerging educator.
“I felt that each year, The School of Education provided me with more opportunities to strengthen my abilities and confidence as an educator,” she said.
Ms. Castenada’s desire to become a teacher began long before she stepped into a St. John’s classroom. Growing up, she struggled to keep up with her classes and stay on task. Her parents raised concerns with several of her teachers, but they were not always taken seriously. For years, her struggles were brushed off, and she was often labeled as lazy.
That changed when one teacher recognized that she needed additional support and encouraged her parents to seek help. That ultimately led to her learning disability diagnosis and, with it, the support she had been missing.
The experience shifted how Ms. Castenada viewed herself as a learner and shaped the kind of teacher she hopes to become. “I hope that throughout my career, I can be the person who recognizes when a student needs something different and helps them discover what they are capable of,” she said. “Not every student learns in the same way, and I believe differentiation is essential to creating a classroom where every child has the opportunity to succeed.”
Gaining Meaningful Experience Through Student Teaching
At St. John’s, Ms. Castenada found opportunities to begin putting that philosophy into practice. She notes that one of the most meaningful parts of her undergraduate experience was student teaching, where she was able to bring what she learned in the classroom into real-world educational settings.
During her final semester, she transitioned from a fourth-grade general education classroom into a second-grade Integrated Co-Teaching (ICT) classroom at PS 163Q Flushing Heights in Queens, NY, where she began to see inclusive education, differentiation, and collaboration come together.
“I’ve truly loved being part of an ICT classroom and learning how to create a supportive, structured, and engaging environment that meets the needs of all learners,” she said.
Each week, she met with a small group of fellow student teachers and her student teaching supervisor Michele Feuerstein to reflect on their experiences. The group discussed everything from classroom challenges and cooperating teachers to the highs and lows of becoming an educator.
Prof. Feuerstein, who had previously worked as both a teacher and principal, became one of Ms. Castenada’s biggest role models.
“I had someone with years of experience whom I could ask questions without ever feeling judged for still having so much to learn,” Ms. Castenada said.
That support became especially meaningful as Ms. Castenada began to see the difference between preparing to become a teacher and seeing herself as one.
“Looking back at how nervous I had been on that first day made me realize just how much I had grown,” she said. “Student teaching did not just teach me how to teach; it gave me the confidence to finally see myself as a teacher.”
Continuing Her Journey at St. John’s
With her bachelor’s degree complete, Ms. Castenada is continuing her journey at St. John’s through the five-year M.S.Ed. program, which combines a Bachelor of Science in Childhood Education (B.S.Ed.) with a Master of Science in Education (M.S.Ed.).
For Ms. Castenada, continuing her education at St. John’s was an easy choice, thanks in large part to the professors and close-knit community she found within The School of Education.
“So many professors at St. John’s have inspired me. I have truly never had an education professor whom I did not adore. Professors Regina M. Mistretta, Ed.D., Dr. Kristin Anderson, and Mirella Avalos-Louie, Ed.D., are just a few whose courses filled me with so much knowledge while also showing me what it means to be a kind, understanding, and empathetic teacher,” she said.
That support extended beyond the classroom, giving Ms. Castenada a place to turn as she navigated the challenges of preparing for a career in education.
“Teaching and preparing to become a teacher can be stressful, but whenever I feel confused or overwhelmed, I know that I can go to my professors and they will take the time to help me work through it,” she said.
After completing her M.S.Ed., her goal is to teach in an elementary school in New York City and create a classroom where students feel supported, understood, and excited to learn.
And as she begins the next chapter of her education, Ms. Castenada is already thinking about the students waiting for her in her future classroom.