My name is Claudet Betty Edwards, and this electronic portfolio chronicles my journey into the teaching profession—a journey shaped by personal resilience, professional growth, and a

deep commitment to transforming the lives of vulnerable learners.

My formative years were marked by developmental delays, both cognitive and physical. These early challenges became the foundation of my purpose. Having experienced firsthand the

struggles of learning differences, I developed a profound determination to support children facing similar obstacles.

My formal preparation began at Teachers College, where I was allowed to enter the noble profession of teaching. I later pursued three years of professional training at Moneague College, further strengthening my pedagogical foundation.

My first teaching assignment tested both my resolve and my calling. I was assigned to a group of disruptive, non-reading students—ninety percent of whom were boys. Their disruptive

behaviours were intense and, at times, alarming: damaging peers’ clothing with razor blades, walking across tabletops during lessons, engaging in physical altercations, and expressing deep emotional distress. One student, Kayon, once bade farewell at the end of the school day because she intended to end her life rather than endure another night of hunger-induced stomach pain.

Food scarcity was a harsh reality for many of these children.

Recognizing that behaviour is often a manifestation of unmet needs, I employed action research as a reflective and investigative tool. Through recorded observations, I identified behavioural patterns that aligned closely with Maslow's Hierarchy of Needs. Hunger, grief, parental migration, absentee fathers, and unstable caregiving arrangements emerged as significant contributing factors. Some students lived in sibling-headed households and were commonly referred to as “barrel children”—a term used to describe children whose parents had migrated overseas and provided support through remittances via Western Union and the shipment of barrels with supplies.

In response to these findings, the Reading Residential Program was established under the mantra “A Home Away from Home.”

Teachers assumed nurturing roles akin to house parents, creating

structured opportunities for students to experience belonging, safety, and emotional security.

Daily meals were provided to address food insecurity, and partnerships were formed with the local church community to support this initiative. As trust developed, students began to demonstrate emotional attachment and security—often referring to teachers in the affectionate terms reserved for caregivers.

Concurrently, their reading barriers steadily diminished.

The evident need for structured psychosocial support inspired me to pursue a Bachelor of Arts degree in Guidance and Counselling. During this period, I became increasingly concerned about

the limited participation of fathers in parent conferences and literacy initiatives. This led me to explore the question: Why do fathers become involved in their sons’ reading programmes?

Through this inquiry, I sought to understand both engagement and disengagement, with the aim of strengthening parental involvement frameworks.

The Reading Residential Program’s impact extended beyond the classroom. It was later adopted by the Ministry of Education and Youth in Jamaica and rebranded as the Empowerment

Programme. Today, it continues to function as a reading intervention model in schools, supporting students who face academic and socio-emotional barriers.

This portfolio reflects not only my professional qualifications and experiences but also my enduring commitment to equity, inclusion, and the holistic development of every child. My teaching journey was not accidental—it was purposeful, born from lived experience,

strengthened through research, and sustained by an unwavering belief that every child deserves the opportunity to thrive.