Erin Kowalevicz, an elementary school teacher for Arlington Public Schools and a part-time George Mason student pursuing her master’s degree in the Education Leadership Program, spent her spring break collaborating with fellow educators through a study tour with REACH for Uganda.
During this experience, she worked directly with students and local teachers and led professional development workshops focused on collaborative learning, supporting students with special needs, and project-based instruction. Continue reading for insights into Erin’s experience.
Why did you choose the George Mason Education Leadership Program?
“I chose the Education Leadership Program because I am passionate about creating positive change in schools. I want to support teachers and students by becoming a strong, informed leader who can guide schools toward better outcomes. This program aligned perfectly with my goal of making a meaningful impact in education at the school level.”
I want to support teachers and students by becoming a strong, informed leader who can guide schools toward better outcomes.
Can you share a little about REACH for Uganda and how you found this opportunity?
“REACH for Uganda was founded by John and Joyce Wanda, former Ugandan residents who were inspired by their children’s experience in Arlington Public Schools. REACH for Uganda partners with communities in rural eastern Uganda to improve the quality of their daily life and realize their future potential through improved education, healthcare, and community development.
I had a friend who went on the trip several years ago; he forwarded the flyer to me! REACH for Uganda organizes their teacher trip each spring break; Marymount University professors lead it on behalf of the program.”
Describe your spring break experience – what did you do?
“While there, we visited three schools—Matuwa Primary School, Arlington Junior School, and the newly-opened Hawthorne Scribner Secondary School. We led professional development workshops focused on collaborative learning, supporting students with special needs, and project-based instruction. We also observed classroom teaching, worked directly with students, and partnered with teachers in hands-on learning sessions.”
Erin reflects on her fond memories of building genuine connections with Ugandan educators and students.
“Despite differences in background and resources, we shared ideas, strategies, and stories, united by our common passion for teaching and learning. I was especially moved by the enthusiasm of the students — they eagerly asked questions and proudly showed their work.
Despite differences in background and resources, we shared ideas, strategies, and stories, united by our common passion for teaching and learning
Leading professional development workshops was equally rewarding, as the teachers actively participated, exchanged insights, and explored collaborative learning and project-based instruction, creating a meaningful atmosphere of mutual learning and growth.”