As we wrap up Teacher Appreciation Week, we want to celebrate our outstanding City Schools educators with this personal essay from Miriam Chepkemoi. The essay reflects on the journey of Miriam Chepkemoi, an English Language Development (ELD) teacher at Woodhome Elementary/Middle School, documenting her experiences from Kenya to her day-to-day life as a City Schools teacher. Read Ms. Chepkemoi's essay.
I vividly remember the day I received my offer letter from Baltimore City Public Schools. It was exhilarating – a dream I had prayed, wished, and worked for finally coming true. But it was never just a job. It was an opportunity to explore the world, share my Kenyan culture, and make a difference in the lives of students.
When I boarded that plane, reality set in. I was on my way to stand in an American classroom determined to challenge what I had heard about urban schools and to create my own story.
That determination was tested quickly.
I was assigned to two schools with different curricula, and I was suddenly faced with the question many English Language Development (ELD) teachers quietly carry: How do you guide a student from little or no English to confidence and fluency?
I didn’t have all the answers. But I leaned into reflection, learning, and persistence.
One student at a time.
One lesson at a time.
One breakthrough at a time.
One moment stays with me.
A student – I’ll call her Ana – rarely spoke when she first arrived. She observed everything but kept her voice hidden. One day, I gently encouraged her to try just one sentence. She hesitated, then spoke softly. Her words were not perfect, but they were hers.
That moment changed everything.
Weeks later, she was raising her hand, smiling, and engaging with her peers. She had found her voice.
That is the work we do in ELD classrooms – not just teaching English but restoring confidence and creating space for students to belong.
By the end of my first year, six of my students exited the English for Speakers of Other Languages (ESOL)/ELD program. Not because of miracles, but because of belief. We built a classroom where students felt seen, supported, and empowered to grow.
Now in my second year, the journey continues. Being in one school full-time has strengthened relationships and deepened impact. My students laugh with me, challenge me, and remind me daily why this work matters.
As we await WIDA ACCESS scores, I reflect not only on outcomes but on transformation—students who once sat in silence now speaking with confidence, sharing ideas, and embracing their identities. They will always find an excuse to run to my class to update me on how their day is going.
Behind every closed ELD classroom door, something extraordinary is happening.
A student is finding their voice.
A teacher is learning alongside them.
A community is being built word by word.
I came to Baltimore City Public Schools hoping to make a difference. What I didn’t expect was how much my students would transform me in return.
Because in these classrooms, change doesn’t always happen loudly, but it happens every single day.
If you ever wonder whether that student will speak, whether the data will move, or
whether success will come.
Just remember: the same quiet miracles happening inside ELD classrooms can happen in yours too.
