For Melissa Schepers, BYR ’19, EDU ’26, teaching music in Philadelphia extends beyond performance and pedagogy. It includes understanding the systems that shape students’ lives and learning how to navigate them to better advocate for young people. 

Schepers is a full-time high school choir and musical theater teacher at Franklin Learning Center. She has taught there for three years and previously taught K–8 music. Now in her sixth year of teaching, Schepers is completing her master of education in urban education and policy in the College of Education and Human Development (CEHD) at Temple University. 

“What I love most is seeing student growth over time, making music every day and sharing that experience with students,” Schepers said. 

While many music educators pursue graduate degrees in music education, Schepers chose a different path. 

“My biggest challenge in teaching is not music knowledge,” she said. “It is navigating the system and understanding the bureaucratic barriers that affect students and schools.” 

Schepers earned her bachelor of music in music education at Temple University, where her coursework focused primarily on music content and pedagogy. She wanted a graduate program that would help her better understand policy, systems and advocacy in an urban context. 

She learned about the urban education and policy program online and was drawn to its in-person format, affordability and location. “As a teacher in Pennsylvania, you can transition your Level I certification to Level II certification after three years of service and completing 24 credits or higher at a degree granting college,” she said. “This program fit perfectly.” She began the program in 2024 and plans to complete it in summer 2026, with two courses remaining. 

A highlight of the program is a course on school and community partnerships, led by Lori Shorr, associate professor of instruction and program coordinator of the urban education and policy program. As part of the course, students completed a community partnership outreach project grounded in real policy work. 

Schepers focused her project on youth homelessness in Philadelphia, an issue she had limited prior exposure to. 

“The project was very policy-oriented and pushed me out of my comfort zone,” she said. “I learned about language, budgeting and City Hall processes that I had no experience with before.” 

The work prompted her to reflect on what educators may not always see in their classrooms. “It brought awareness to how common homelessness is and how difficult it can be for students to focus on school while facing those challenges,” she said. 

Schepers noted one of the most challenging aspects of the project was learning to communicate complex information clearly and concisely. 

“Compiling data into a brief was difficult, but being prepared to speak confidently about it was even harder,” she said. 

She worked alongside teammates, who presented the project at City Hall. The experience exceeded her expectations. 

“I did not expect the project to lead to actual funding,” Schepers said. “Our community partner, HopePHL, provided real opportunities and expected a high level of engagement, which made the experience very meaningful.” 

Unlike classroom simulations, the project offered hands-on policy experience with tangible outcomes. “It helped me understand how complex policy and advocacy really are,” she said. 

Balancing full-time teaching with graduate coursework was challenging, but her CEHD community has been with her through it all. 

“The workload was heavy, and I often felt underwater,” Schepers said. “My professors and peers made it manageable and provided much-needed support.” 

The knowledge and experience she gained through the urban education and policy program strengthened her communication skills and confidence as an advocate for students. 

Examining issues such as youth homelessness also reshaped how she understands challenges like truancy. “It showed me how important it is to remove barriers so students can attend school and succeed,” she said. 

Schepers strives to make her classroom a calm, supportive space. “I want students to feel grounded in my classroom, even if their home lives are unstable,” she said. 

The program has also encouraged Schepers to reflect on cultural responsiveness and equity in her teaching. 

“My perspective as a white teacher in a majority-minority classroom has evolved significantly,” she said. “The biggest lessons are holding students to high standards while recognizing systemic inequities and avoiding a deficit mindset.” 

Originally from Brooklyn and raised on Long Island, Schepers plans to remain in Philadelphia and continue teaching. She values the city’s close-knit music education community and sees potential future roles in nonprofit or education leadership. 

“The urban education and policy program showed me how important it is to pair classroom experience with policy knowledge,” she said. “It has strengthened my work as an educator and advocate.”