Nyana Cofer, a Temple Teacher Residency (TTR) graduate from the College of Education and Human Development (CEHD) at Temple University, understands the significance of "having the right person to look up to." 

The Philadelphia native shares she had "a rough upbringing" and "didn't have a role model" in school who looked like her and came from a similar background.  

"I'm the oldest of six siblings. We grew up in the Frankford area, where I witnessed and experienced firsthand the negative effect of violence, drug issues, poverty and the lack of resources in my own community," Cofer shares. "One of my sisters struggled with cocaine addiction and lost custody of seven of her kids. My parents were able to adopt one niece and one nephew." Later, her father passed away from cancer. 

The oldest in the family, Cofer found it challenging to navigate through school and life in her early years. "I associated myself with a bad crowd," she recalls. "Eighth to twelfth grade was a transformational period as I learned who to surround myself with. I attended vocational school and met teachers who saw the potential in me and motivated me to do better and not give up." She adds, "my teachers played a part in me getting to this point, and now my drive is to play that part for the students, especially those in the black and brown community." 

Prior to graduating from the TTR program and landing her current position as a special education teacher and case manager at Grover Washington, Jr. Middle School where she's "excited to show up every day to teach," Cofer shares that she was unsure of getting into teaching as a career. 

"I'm a teacher now, but I would not have foreseen that outcome. I never foreseen that in so many years. After working with kids for so long in the School District of Philadelphia as a special education classroom assistant, at first, I wanted to steer clear of anything else in education and thought I would try something new instead," says Cofer. 

Feeling ready to take a leap in her career, Cofer discovered the TTR program through her colleagues. She recalls feeling apprehensive about it at first and unsure if it was the right fit for her, but that all changed once she took the first step. 

"I was introduced to Amy [Scallon, TTR Director] and eventually more people from the team. They offered me so much information and so much support," Cofer remembers. "Everyone from the CEHD was supportive and communicated well. They answered my questions transparently and didn't try to sugarcoat anything. They said the program was achievable and we were doing this for a good purpose." 

Aiming to improve the opportunities and achievement of all Philadelphia students, Temple Teacher Residency is an accelerated teacher education program devoted to preparing diverse and highly motivated individuals to teach middle or high school mathematics, science, Spanish or special education in high-need schools in the City of Philadelphia. Graduates earn a master's in education (MEd) and complete necessary courses and fieldwork for Instructional I certification from the Pennsylvania Department of Education within only 12 months, or 13.5 months for special education. 

"I feel accomplished for completing the program," Cofer proudly shares. "And as I'm now a teacher, I walk into the classroom feeling prepared. It's beyond fulfilling to apply what I learned in the TTR program in the classroom and see that my dedication goes a little bit deeper than I thought it would." 

"With everything in the world, kids tend to feel like it's the end-all, be-all, as if there's nothing better than what they see or are involved in," she shares. "I want to push it in their minds that there's no such thing as 'can't' in my classroom and in life. I want them to internalize that and take that with them outside the schools because it will help them along the way."

— Nyana Cofer, Temple Teacher Residency Alum

Seeing the positive influence she has on students and her kids enjoying what she presents to them solidifies the fact that she has made the right career choice. 

"I tried to run away from education this whole time. I, instead, should have been running towards it," Cofer acknowledges. "So many doors opened when I started the TTR program. And that's how I kind of knew this was it. I was holding myself back. TTR gave me the jumpstart to figure things out for myself, for my purpose. And that meant a lot to me internally." 

Being the teacher who students can seek guidance from fulfills Cofer's drive to give back and better her community. 

"I was one of those students who was just skated by. I was battling a lot of internal issues mentally and emotionally, so I lacked a lot of motivation when it came to school," Cofer shares. "And if it wasn't for those teachers who saw that I had potential to be more than just a mediocre student who shielded away from doing anything but the bare minimum, I wouldn't be here today." 

As Pennsylvania struggles with recruiting and retaining a diverse teacher pipeline that reflects the student population, individuals like Cofer are taking on great responsibility to ensure education for the next generation.  

"Having diversity in the classroom gives students a sense of safety, relatability, growth and a new perspective of the world," Cofer says. "Kids should interact with different people and experience different cultures and things. They learn that by being in school, going out and playing in the community. It not only allows that child to grow culturally, but it also allows them to grow academically," she emphasizes.  

Tackling the teacher shortage crisis is certainly not a one-person job. Cofer notes her appreciation for the tremendous role of programs such as Temple Teacher Residency. 

"We need proper teachers with proper training. We need teachers who are passionate about coming in and who know they are coming into a hard but rewarding job," says Cofer. "We must pour into our students and build them up. Lots of them come from very broken-down areas and very broken-down homes. To reach them and break through that shell, not only do we need to do the work, but to also make it look shiny and gold." 

Cofer points out, "This won't be possible without proper resources, people and training. Programs like TTR allow us to go in ready for a battle, and to come out at the end of a rainbow." 

As Cofer promises to show up and make an impact in her classroom, her students also impact her. 

"Sharing my story and what I went through is therapeutic for me. It helps me heal a bit, although it may be hard for some to hear," Cofer shares as she reflects on her journey. "I love building relationships with my students to get to know them better. I find working with them healing." 

The biggest lesson Cofer says she would like her students to leave her classroom with is "to give their best and never give up." 

"With everything in the world, kids tend to feel like it's the end-all, be-all, as if there's nothing better than what they see or are involved in," she shares. "I want to push it in their minds that there's no such thing as 'can't' in my classroom and in life. I want them to internalize that and take that with them outside the schools because it will help them along the way." 

"Our children are our future. These are the kids we are going to depend on to keep society moving forward. It's our job to prepare them to become future educators, doctors, lawyers, artists, hairdressers, or to embark on whatever career they dream of." Cofer emphasizes that she wants her students to know, "everything is achievable, whether it's on their own or we do it together." 

Visit our website to learn how you can support professionals like Nyana Cofer and help tackle the Pennsylvania teacher shortage.