Alliance for Catholic Education
Reflecting on the many experiences of my ACE summers, one aspect stands out more than any other: solidarity. There are few other times in my life in which I have experienced this principle as much as I felt it over my ACE summers.
After particularly tough school days throughout my first year teaching, I would often remind myself that I was one day closer to setting foot on Notre Dame's campus for a second ACE summer. The muggy two months that make up ACE summer sometimes seemed to be lasting a lifetime, but when they finally came to a close, I was left wanting more: more teaching preparation (you can never get enough), more advice from professors, more dorm masses and Folk Choir songs, more of Father Joe's cookies, and-more than anything else-more time with my fellow ACErs.
In some ways, I imagine ACE summer being comparable to studying at Hogwarts (without the magic, unfortunately). ACErs live in an old, stone dorm with all of their friends. Meals are eaten together, often with professors and other teaching assistants. As a first-year, I was guided and encouraged by the returning second-years. As a second-year, I was reinvigorated by the excitement of the first-years (and affirmed that I did, in fact, gain knowledge to pass on to them). When I needed additional advice and support, the ACE staff-professors, pastoral team, priests-were more than willing to put me before whatever else they were doing.
Reflecting on the many experiences of my ACE summers, one aspect stands out more than any other: solidarity. There are few other times in my life in which I have experienced this principle as much as I felt it over my ACE summers.
As I already mentioned, the ACE staff and professors were available whenever I was searching for guidance in teaching-or any aspect of my life. It was through their examples more than any journal article or education study that I learned what it means to be present to my students. The mentor teachers-ACErs who have already completed the program-played many different roles for current ACErs. For me, they provided affirmation, practical knowledge, support, and encouragement. They continue to be role models for me both as a teacher and a community member.
More than anyone else, I experienced solidarity through my fellow ACErs. It is one thing to commiserate with someone going through a shared challenge, which we certainly did. However, I was constantly blown away by instances in which, despite their own challenges, my ACE brothers and sisters reached out to see how I was doing. We make each other laugh, challenge each other to think beyond our initial conceptions, and carry each other through the struggles that every beginning teacher faces. We swap stories and trade our best teaching practices and strategies. Together we visit the Grotto, make sock puppets, lesson plan, play basketball, sing karaoke, swap stories, and build each other up until we have no choice but to be the best we can be.
The lasting impact of this solidarity is not just the invaluable, life-long friendships that I have made. Just as impactful as these friendships are the insights I gained through them-insights about teaching, my relationships with others, prayer and spirituality, and the ways in which I hope to live my life. I'm still quite far from perfect, but thanks to the extraordinary group of individuals brought together for ACE summers, I'm certainly a better person than I was before.