Lauren Landry’s final semester at Saint Mary-of-the-Woods College (SMWC) didn’t go as planned.
It went even better than she could ever have imagined.
Four days before Landry was scheduled to begin student teaching at Sullivan Elementary on Monday, Jan. 12, she received an unexpected call. Due to unforeseen circumstances, she was asked to step into an emergency long-term subbing position for a kindergarten class at Lost Creek Elementary in Terre Haute.
“I had only a few days to make the decision and would start immediately. While I was nervous, I chose to take the opportunity,” said Landry, a senior Education K-6/ Mild Intervention major from Jasonville, Ind. “Looking back, I’m incredibly grateful I did. It has challenged me in the best ways and felt like a door that was meant to open for me.”
Ultimately, Landry trusted that her preparation at SMWC would make her successful heading a class of 23 kindergartners.
“Through the field experience program, I had been placed in multiple classrooms across different schools and grade levels before student teaching,” she said. “Those hands-on experiences allowed me to build confidence, learn classroom management strategies and understand what real teaching looks like day-to-day. The program emphasizes practical, realistic preparation, which made stepping into my current role much more manageable.”
By the time they start student teaching or take on their first teaching positions, students are well-prepared, supported and confident in their ability to make a meaningful impact on students.
“Our program is built on early and consistent field experiences, so students are in classrooms from the beginning of their coursework. This allows them to build confidence, apply what they’re learning in real time and develop strong relationships with mentor teachers and schools,” said Ashley Bennett, M.Ed., assistant professor of education and chair of SMWC’s Education Department. “We emphasize practical, hands-on learning grounded in the Science of Reading and evidence-based instructional practices. Through coursework, simulations and real classroom application, students learn how to plan, instruct, assess and respond to diverse learner needs. Additionally, our small class sizes allow faculty to provide individualized feedback, coaching and support. We work closely with each student to ensure they are not only meeting expectations but are truly ready to lead a classroom.”
The experience has been both challenging and rewarding for Landry, who has felt pulled toward the teaching profession since high school.
“In high school, I participated in cadet teaching in a kindergarten classroom for two years, and that experience really confirmed my passion,” she said. “I’ve always wanted to help people, and teaching felt like the most natural and meaningful way to do that. Receiving the Indiana Next Generation Teacher Scholarship was another moment that affirmed I was on the right path.”
Landry learned the demands of teaching kindergarten firsthand, especially stepping into a classroom under difficult circumstances. But the experience has pushed her to grow quickly and prepared her for teaching experiences still to come.
“One of the most meaningful parts has been building relationships with my students and watching their growth—not just academically, but socially and emotionally,” she said. “Seeing students gain confidence, learn routines and celebrate their successes has been so fulfilling. Even on hard days, those moments remind me why I chose this profession.”
Landry’s long-term subbing position will continue through Vigo County Schools’ academic year that concludes at the end of May. Once she has her diploma in hand and the school year behind her, Landry will determine where to begin her post-graduation teaching career.
“I’ll have to decide whether I want to continue in Vigo County or go closer to home,” she said. “Regardless of where I am placed, I plan to spend my summer preparing thoughtfully for the upcoming school year so I can start strong and best support my students.”
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