What draws me most to this field is the opportunity to be a pivotal part of a child’s learning journey from the very beginning.
Kelli Mulloy, an honors student who grew up in Friendswood, Texas, will graduate this spring with a bachelor’s degree in Early Childhood Education and Teaching and a minor in Health Communications. She is currently a fourth-grade student teacher for Leander ISD and will continue her full-time teaching there. She also interned at Round Rock ISD, where she taught kindergarten and third grade.
Mulloy’s holistic view of education informs her academic practices and teaching methods in the classroom. A member of Alpha Phi sorority and a cheerleader in the Texas Spirit Program, she participated in the Texas Global Maymester study abroad program, Italian Approaches to Early Childhood Education.
Kelli is one of those student teachers whose work ethic immediately stands out because she brings the same discipline, teamwork and resilience she developed as a collegiate cheerleader into everything she does in the classroom,
said Shannon Galvan, assistant professor of practice in the Department of Curriculum and Instruction. She actively seeks feedback, reflects on it, and applies it in meaningful ways, which has made her growth this year especially impressive to watch. I’m incredibly excited for the impact she will have on her future students.
Q&A with Kelli Mulloy
What drew you to UT’s College of Education and the Curriculum and Instruction program?
During high school, I participated in the Ready, Set, Teach program, which played a pivotal role in shaping my passion for education. I spent time in elementary classrooms within my district, observing teachers as they developed curriculum and delivered instruction in real time.
Working with younger students and seeing the intentional planning, creativity and responsiveness that goes into teaching gave me an early, authentic look at the profession and solidified my desire to pursue it.
When I began applying to colleges, I knew I wanted to attend a university with a highly respected education program that would challenge me and prepare me for the realities of the classroom. The University of Texas at Austin stood out because of its prestigious College of Education and the strong resources and opportunities available to future educators. I was confident UT would deepen my understanding of teaching and learning while pushing me to grow both personally and professionally.
My experience here has truly lived up to those expectations. It has been both insightful and rewarding, particularly through my involvement in the Professional Development School (PDS) program. The internship allowed me to step into a real classroom, apply what I’ve learned, and continue developing my skills in a meaningful, hands-on way. Together, these experiences have confirmed my passion for teaching and prepared me to confidently begin my career in education.
Why did you decide to pursue a minor in Health Communication? How will that impact your teaching career?
I chose to pursue a minor in Health Communication to strengthen my ability to communicate effectively with students, families and colleagues. Communication is one of the most essential skills in education, and this minor has given me a better understanding of how to connect with others, navigate different perspectives and support students beyond academics. It has expanded my teaching toolkit with clarity, empathy and intention, which will be critical in building strong relationships while fostering a supportive learning environment.
Did you always know you wanted to study early childhood education, or did that interest develop over time?
I’ve always known that I wanted to work in early childhood education as I naturally gravitate toward helping others and find joy in supporting, encouraging and guiding those around me. What draws me most to this field is the opportunity to play a pivotal role in a child’s learning journey from the very beginning. I value teaching foundational academic and social skills that students will carry with them throughout their education. Being able to build that strong foundation and instill confidence in young learners is incredibly meaningful to me.
This passion is also reflected in my experiences outside the classroom. As a rookie trainer for The University of Texas Cheerleading Squad, I took on a mentorship role supporting new team members as they adjusted to the program. I helped guide them through expectations, build confidence, and foster a supportive environment where they could grow, much like the environment I strive to create as a teacher. It reinforced my ability to lead with patience, encouragement and clear communication.
I also genuinely enjoy matching the energy, curiosity and creativity of younger students. Their enthusiasm for learning is contagious and motivates me to design engaging, supportive learning experiences that meet them where they are. Altogether, these experiences have affirmed that early childhood education is where I’m meant to be.
What were some of your favorite aspects of early childhood education and student teaching?
Learning alongside my students has been one of the most rewarding aspects of teaching. We are all growing together, and I truly value being part of that process. I especially enjoy fostering engaging classroom discussions and creating a space where students feel comfortable sharing their ideas and perspectives. It is both meaningful and often fun to watch their understanding deepen over time.
What makes the experience even more meaningful is realizing that they are teaching me just as much – if not more – every single day.
How did you balance the demands of academics, cheerleading, and student teaching?
Without a doubt, balancing academics, cheerleading and student teaching was one of the most demanding experiences of my life. My days typically began at 5:30 a.m. with cheer practice, followed by a full day in the classroom, then UT games or events, and finally coursework late into the night. There was very little downtime, and each day required me to show up fully in multiple roles that all mattered deeply to me.
While managing these demands required a high level of discipline and sacrifice, it also pushed me to grow in ways I hadn’t anticipated. I developed strong time management skills, resilience and the ability to prioritize what matters most – even when everything felt equally important. There were moments of exhaustion and nights with little sleep, but those challenges shaped my work ethic and strengthened my sense of responsibility.
The intense workload not only prepared me professionally but also taught me a great deal about myself – what I’m capable of and how I show up when I’m stretched. Those lessons are ones I will carry with me into my career as an educator.
What was your experience like at the College of Education? What moments stand out to you most?
The people are what make the College of Education so special. There is a shared passion for working with children that creates a strong sense of community. My cohort, in particular, stands out to me. They consistently supported me, especially on days when I came to class after long cheer practices. That sense of camaraderie and encouragement has had a lasting impact on my experience.
Looking ahead, where do you see yourself in the future? How do you envision your career evolving?
I’m excited to share that I’ve accepted a fifth-grade teaching position at the same school in Leander where I completed my student teaching during my final semester. It’s incredibly meaningful to remain in a community that has already helped shape me as an educator, and I’m grateful for the opportunity to continue growing in a familiar and supportive environment.
As a first-year teacher, I look forward to continuing to learn, refining my practice and building strong relationships with my students. I’m eager to explore specific areas within education that spark my interest and may eventually lead me to pursue a master’s degree. I’m passionate about learning and excited to begin this new chapter – one that will both challenge and inspire me.
