It’s no surprise that Simran Sadaranganey, GED’26, is heading back into the classroom in the fall. After all, it’s why she came to Penn GSE’s Urban Teaching Apprenticeship Program (UTAP) in the first place.
“I have always dreamed of being an educator and was especially drawn to UTAP because of the extensive amount of time spent immersed in the classroom environment—over 800 hours of student teaching!” she said. “I wanted a hands-on experience working with students and learning alongside experienced educators.”
In the fall, Sadaranganey will graduate to running a classroom of her own as a ninth- and tenth-grade English teacher at West Philadelphia High School. She will get to apply all of the innovative, student-centered methodologies and culturally responsive pedagogy she learned during her time at Penn GSE and practiced in her apprentice classroom—and she’ll get to do it in the same neighborhood where she trained.
“I’m excited to begin my career in Philadelphia and continue working with students in an urban public school setting,” she said.
Ahead of her recent graduation, Sadaranganey spoke with us about what she’s learned and how she hopes to apply that to her students next year.
How did your time at GSE prepare you for your new job?
Student-centered assignments at GSE pushed me to engage directly with students through interviews and classroom-based inquiry, allowing me to design instruction that was responsive to their individual needs, experiences, and identities. These opportunities strengthened my intentionality and adaptability as an educator. Additionally, curriculum design work deepened my capacity to differentiate instruction, equipping me to create learning experiences that are both rigorous and accessible, while meaningfully supporting a diverse range of learners.
What kind of impact are you hoping to make in your new role, and how does that connect to your GSE studies?
I aim to cultivate a classroom of independent thinkers who are empowered to become changemakers in their communities and beyond. This vision is closely aligned with UTAP’s student-centered teaching philosophy, which emphasizes student agency and positions learners as active shapers of their own education. The program’s mission reinforces a classroom approach where students take ownership of their learning, while the teacher’s role is to facilitate, guide, and support student-initiated inquiry and growth.
Looking back, what’s one thing you’re most proud of accomplishing during your time at GSE?
Looking back, I’m most proud of the relationships I’ve built during my time at GSE. My mentors, professors, and cohort members have been an essential part of this experience, and I credit them with helping me grow significantly as both a teacher and a person. Teaching is demanding and deeply personal work, and having a community that consistently encouraged, challenged, and supported me made all the difference. I’m hopeful that the GSE network will continue to sustain us in our work and remain a lasting source of strength as we move into classrooms across the country and carry forward the responsibility of shaping the next generation of learners.
What advice would you give to incoming or current GSE students who want to follow a similar path?
Be the change you want to see. Advocate for what you believe in, challenge the status quo, and push the field of education forward in ways that reflect your values and vision. Meaningful change doesn’t always come from sweeping reform. It often begins with individuals willing to think differently, act intentionally, and reimagine what education can be in their own spheres of influence. And most importantly, don’t forget to find the joy in your work!
Media Inquiries
Penn GSE Communications is here to help reporters connect with the education experts they need.
