Written By: Gabriella Bardoneschi
Lead: After a distinguished 40-year career in education, Kim Braun-Bardoneschi, 61, now enjoys a peaceful retirement in Sarasota, Florida. Born and raised on Long Island, New York, Kim’s journey from a young dreamer to a seasoned educator is a testament to her dedication and passion for teaching.
Kim Braun-Bardoneschi is 61 years old. She was born and raised on Long Island, New York. She attended Earl L. Vandermeulen High School in Port Jefferson, New York where from a very young age, she dreamed of becoming a teacher.
Kim received her undergraduate degree in special education, and elementary education from Dowling College. Followed by a masters degree in reading, and special education from Long Island University. When she was eighteen, she worked in the private sector at a daycare nursery school. Where she worked with handicapped preschoolers. While attending college, she also worked at a local delicatessen during the evenings, and on weekends. After graduation, while working toward her masters degree she taught in another private residential school on the North Shore of Long Island for Learning Disabled youth grades K-12. There she taught social studies, and specialized reading instruction. Then she went on to teach at a public school on Long Island for seventeen years. Where she taught special education, and remedial reading to special education students. She taught resource room, self contained classes at the elementary and secondary level over her stint in this district. After completing her masters program she went on to obtain her administrative degrees. She was a building level administrator, and then became a central office administrator. She retired two years ago from the field of education, and now resides in Sarasota, Florida. Where she has made many friends playing pickleball. Her favorite pastimes are reading a good book poolside or at the beach. She has been recently traveling more around the United States and Canada.
When interviewing Kim, I asked her how many years she spent in education. She spent 40 years in total, 34 years in the New York State teachers retirement system (NYSTRS). Going on to ask what inspired her to become an educator. She spoke about her love for school, and how her Uncle was a 5th grade teacher for 40 years. Her father wanted to foster her love of learning and built her a tiny school house in their backyard where she had old fashioned desks, cork and chalk boards. She would pretend to be the teacher with her younger brother and sister and other neighborhood friends being her students. Her mom always had paper and art supplies available to create many fun projects and activities. “I also had many wonderful role models growing up and wanted to be just like them.” “I also had a wonderful college professor who also saw talents and helped me learn many new methodologies to help struggling readers.” “I learned to diagnose and prescribe what that individual child needed to learn. They were lacking in either decode/encode, or were whole word readers, that led to poor comprehension. I provided the necessary strategies once I knew their strengths and weaknesses.”
Afterwards, I asked Kim about the biggest challenges she faced as an educator. She said “Getting a public school position upon graduation due to the high volume of teachers in the workforce in the mid to late 1980s. I was fortunate enough to be hired into the district where my college professor was an administrator.” Then asking what strategies she used to engage students who were struggling or uninterested in the subject matter. Kim said she used many primary and secondary reinforcements depending on the needs of each individual student. She created a warm, nurturing, safe environment for students to learn and made them feel safe to make mistakes. Genuine praise and celebrations occurred frequently. At the secondary level it was more difficult but she knew she had to gain their trust and respect. The students knew that she was there for them, no matter what the issues were. She would guide and support them.
I also asked Kim how she measured and assessed her effectiveness as an educator. She said at the elementary level, it was seeing the number of students who she taught to read and could return to the mainstream settings as soon as possible. At the secondary level, it was a bit more challenging, getting students to attend school, pass course work and regents exams in order to graduate high school. The students would joke about her being their “mom away from home” Others called her their “residential nag.” “I was fortunate enough to have many of the students I had in elementary school, when I was transferred to the high school. It was wonderful knowing them and their families.”
I asked her what role she believes educators should play in shaping students’ social and emotional development. Kim said she believes that you need to help nurture, and develop all aspects of the students you work with. “It’s not just delivering the required curriculum.” Some of her best teachers were not the ones who knew the curriculum best. Rather those who engaged with the students, especially the struggling learners in class on a daily basis. “Anyone can deliver the material, but to hone one’s craft, making it meaningful, and memorable for all students is what makes a good teacher. Students know which teachers are caring and innovative. Those teachers don’t have a seat left in any of their classes. It was hard sometimes to assist in fostering teachers to maintain that passion for student engagement. Some liked to do the same old lessons. They would photocopy their plan books, turning them in year after year. As a teacher you have to know your audience and tailor your instruction to meet your students needs.”
“Unfortunately, there are structures that protect teachers who give teaching a bad name, so it was a challenge as an administrator to get them to change their current practices. Teaching to the masses just doesn’t work.”
I asked Kim what role she thought standardized testing should play in education. Kim said she believes in theory that standardized testing has raised the bar for all students. In 2000, the New York State Education Department “threw the baby out with the bathwater” when they decided to get rid of the regent competency exams (RCT exams) for disabled youngsters, and in order for them to receive a high school diploma. “This caused our mildly intellectually disabled youths, students with 70-90 IQs, not to receive a high school diploma, and then not be able to enter the workforce.” Many of those students aged out or dropped out before the age of 21, due to frustrations. Parents shared that they weren’t able to stock shelves at the local Target because they required a high school diploma. Many weren’t eligible to enter the armed forces without a high school diploma. Unfortunately, parents reported that their young adults were sitting home on the couch. This became a financial burden to many families. “I knew it was time to leave the classroom and become a building level administrator.” The state began making the regents exams less rigorous, and 3-8 exams were instituted. These 3-8 exams continue to cause many teachers, administrators and school districts difficulty to this day. Kim doesn’t believe standardized testing has improved student learning, but has put school districts on notice to improve their teachers’ instructional practices. Unfortunately, it is very difficult to tie teacher effectiveness using these assessments. Current structures hinder improvement. It has created the mindset that being mediocre is good enough.
I asked Kim to describe a time when a student taught her something valuable, “Hmm, I learned something everyday from my students.” The one take away was that all students can learn.
I asked Kim what ways has the role of an educator changed since you first started teaching. She said schools were communities, and a wonderful place to work. There was collaboration among teachers, students, and parents. Unfortunately, Covid, school shootings, among other issues plaguing our school systems today have destroyed this. As a building leader, and central office administrator it was hard to recreate that community. Teachers are now locked behind closed doors, and find it hard to navigate this new reality. Lastly, I asked Kim what advice she would give to new educators who are just starting their careers. “Strive each day to make each student in your class feel valued. Encourage their differences and work hard to engage all learners. Work collaboratively with colleagues and families to help all students meet success.”
As Kim Braun-Bardoneschi reflects on her extensive career, her experiences and insights offer valuable lessons for educators and a testament to the enduring impact of dedicated teachers. Now, in her well-earned retirement, she continues to inspire with her story of passion, perseverance, and lifelong learning.