Erick Smith has always dreamed of becoming a teacher. His path to the classroom has been anything but linear, weaving through years of life-changing experiences and a career in criminal justice and residential care. Today, he has found his way back to education through the School District of Philadelphia and the Temple University's Teacher Residency Program (TTR). Erick is now pursuing his lifelong ambition while redefining the role of an educator in urban schools. 

When Smith joined the autistic support classroom at Solomon Solis Cohen School as a teacher assistant, his dream of teaching reignited. His principal, Michelina Serianni, introduced him to the TTR program, which became the pathway to his long-held goal. The encouragement and guidance from TTR's staff in the College of Education and Human Development (CEHD) gave Smith the confidence to embrace the field of education, affirming that he was exactly where he was meant to be. 

"The way Miss Amy [Scallon, TTR Director] and her assistant [Shanae Bryan] explained everything made me feel so comfortable," Smith recalls. "They guided me through the process and reassured me. Also, knowing that the program was only 13-and-a-half months long was a huge factor for me. It felt achievable." 

The program's cohort model played a crucial role in helping Smith navigate with the challenges of balancing school, work and personal life as a single father. "Sometimes it is hard bringing outside life into this," he shares. "But the people in the program keep me grounded. They remind me that the light at the end of the tunnel is coming." 

In the TTR program, special education became Smith's focus, and this decision was rooted deeply in his personal experience. "I was a special education student my whole life, from elementary school through college," he explains. "I understand these students, and they understand me. That trust comes faster." 

His background has given him a deep empathy for his students, many of whom face challenges beyond the classroom. Growing up in Plymouth Meeting, Pennsylvania, raised by his aunt and uncle from birth, his early vision of the classroom was shaped by suburban schools with somewhat steady resources and supportive communities.  However, transitioning to urban education revealed stark contrasts. "In Plymouth Meeting, kids had breakfast before school. Here, I have learned that some students are angry simply because they are hungry," Smith reflects. "The education system is so different. In the city, we as teachers often become the family for these kids."  

Rather than deter him, this culture shock fueled his determination. Smith's experiences in residential care had already prepared him for working with children from diverse and challenging backgrounds, teaching him patience, adaptability and the importance of building genuine connections. 

Smith credits much of his growth to his mentor, Katie Tait. "She threw me to the wolves," Smith laughs. "On the first day, she had me teaching. No sitting around or observing, just straight into it. And that is the best thing she could have done for me. It made me love what I do and wish I had started this 20 years ago." 

Tait's guidance extends beyond the classroom. "She checks on me every day—my lessons, my schoolwork, even my personal life. She knows that I am a single dad, and she asks about my daughter. She genuinely cares, and it keeps me driven," he shares. 

Reflecting on his growth, Smith says, "I know how to interact with students better and use what they like to keep their attention. I am catching my own mistakes before my mentor or coach, Sue Kelley, even tells me. This program has helped me become a better teacher and a better person." 

Feedback is a cornerstone of Smith's journey as an educator. Whether it comes from his mentor or coaches, their honesty helps him perfect his teaching practices. "I like them being upfront and truthful. They are doing their job to make me a great educator," he shares. Even though Smith finds it difficult to ask for help, he recognizes the value of this collaborative process. "They are teaching me to ask questions, which is something that I am still working on." 

This feedback loop has improved his technical skills as well as reshaped his mindset. Smith shares that each conversation clears doubts and gives him confidence to address his next challenge. His growth as a teacher also comes from his willingness to accept support, even when it pushes him out of his comfort zone. 

The TTR program's coursework has transformed Smith's understanding of effective teaching. He candidly admits that teaching is far from easy. "People think we just go in there and sit," he explains, "but it is a lot more than that." By mastering educational vocabulary and observing other educators in action, Smith has developed a comprehensive perspective on teaching strategies. 

One course that stands out the most for him is Literacy Instruction for Students with Disabilities. Even though it is the most demanding class Smith says he has faced, it has also been the most transformative. Smith emphasizes its relevance, especially for students who struggle with reading comprehension in the School District of Philadelphia. "It has taught me to understand more and even made me realize I need to read more to teach my students better." This commitment to continuous learning illustrates Smith's broader philosophy: teaching is not just about imparting knowledge—it is about growing alongside his students. 

Smith's dedication extends beyond the classroom. He actively participates in community-focused initiatives, like joining the Deca Club or helping with fundraisers like the Dig Pink event. One of his proudest moments involves his autistic support classroom where he takes students into the community to practice skills like shopping and job hunting. "It is about making them part of the community," Smith explains, accentuating the importance of inclusivity and empowerment. 

Looking ahead, Smith envisions a teaching career that lasts as long as he can physically manage. In addition to teaching and in connection with his professional background, Smith dreams of creating an independent living program for children who might otherwise enter foster care. "The goal is to keep them connected to the Philly school district," he shares, envisioning students being supported academically and emotionally in a residential setting. 

Ultimately, this dream reflects Smith's deep empathy for underserved communities. His experiences living and teaching in Philadelphia have illuminated both the challenges and the potential within the city. By understanding the diverse needs of its neighborhoods, Smith strives to build solutions that can address systemic gaps as well as promote hope and opportunity. 

Smith's advice for aspiring teachers is simple but profound: passion is everything. "If you really care and want to see the future, teaching is the way to go," he says. He views educators as the architects of society who are shaping not just students but the world they will inhabit. "We set the tone. Without teachers, there is no one to guide the next generation." 

His words stand out as a call to action and urge others to embrace teaching as a path of impact and transformation. Smith's story illustrates the significance of resilience, community and a strong commitment to making a difference. By tackling the challenges of coursework and dreaming of systemic reforms, he exemplifies what it means to teach with purpose. Great educators inspire belief in the potential of every student. Through his dedication, Smith is shaping classrooms and building a brighter future for Philadelphia's youth. 

For more information on the Temple Teacher Residency program, please visit our website.