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First, Kirk is a very diverse school, both racially and culturally. According to the school demographics I found, out of 612 total students, 41.99% identify as African American, 22.39% as white, 22.06% as Hispanic/Latino, 4.84% as Asian American, and 5.56% as multiracial. This mix of backgrounds was really highlighted in the student survey responses, too. Several students mentioned speaking another language at home, like Spanish, Arabic, Vietnamese, and French Creole. Others identified with cultures from the Caribbean, Africa, and Central America, showing that Kirk’s classrooms include a wide range of cultural perspectives.

The data also showed that many students face economic and educational challenges, but there’s still a strong sense of pride and community. About 34.48% of students are identified as low income, 14.38% are English Language Learners, and 21.9% are students with disabilities. Those numbers highlight how important it is for teachers to use differentiated and inclusive instruction, since students bring different strengths and needs to the classroom.

When I looked at student responses, I noticed a lot of variety in their interests, motivations, and daily lives. Some students love hands-on subjects like science and math because they enjoy doing experiments or solving problems, while others prefer art, English, or theatre because they can be creative and express themselves. Several students said they want future jobs like doctors, artists, electricians, veterinarians, or engineers, which shows how big their dreams are even in middle school.

A theme that came up again and again in the surveys was honesty about school life. Students described Kirk as “nice but loud,” “a little ghetto,” or “pretty good but with fights every week.” While some comments were negative, they also showed that students feel comfortable speaking openly about what they experience. They know their environment isn’t perfect, but they also mentioned positives, like “nice teachers,” “friendly people,” and “a good area.” This honesty helped me see that Kirk students are very self-aware and pay close attention to what’s happening around them.

Another thing that stood out is how caring and intentional Ms. Hannon is as a teacher. In her interview, she talked about focusing on relationships first, like calling home with positive updates so families know she sees the good in their kids. She said, “Equity means giving each student what they personally need to succeed,” which really sums up her approach to teaching. The way her classroom is set up matches the mindset of encouragement and growth. It is bright, organized, full of books, and covered in positive posters.

Finally, I noticed that Kirk’s present connects closely to its history. My research showed that the Newark/Brookside area has been shaped by industrial growth, postwar suburbanization, and school desegregation efforts from the 1950s–1970s. Those patterns still impact the community today through zoning, busing, and income differences. It helps explain why Kirk’s student body is so diverse and why some families may still experience inequities in resources or access.

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This information revealed to me that Kirk is a place full of diversity, resilience, and opportunity, but it’s also a place that needs teachers who see the big picture. The history of industrial growth, housing segregation, and desegregation orders in Delaware all connect to what the school looks like now. The mix of students from different racial, cultural, and language backgrounds isn’t random, but the outcome of decades of social and political change in the area. It helped me realize that teaching at Kirk means understanding both the people in the building and the systems that have influenced how the community formed.

It also revealed that students at Kirk bring a lot of cultural and linguistic assets to their learning. From the surveys, I noticed that many students speak more than one language or are growing up in multilingual homes. For example, Spanish, Arabic, Vietnamese, French Creole, and Pashto were all mentioned. This tells me that there’s a huge opportunity to use those languages as strengths in the classroom. Students aren’t just learning English. They’re already navigating multiple cultures and ways of communicating, which is an incredible skill.

The data also revealed that students value relationships and connection more than anything else. Ms. Hannon emphasized how she makes a point to know her students personally. She asks about their pets, sports, and families, and her students’ responses show how much that matters. Even the students who said school feels “boring” or “chaotic” also said that their teachers “care” or that they have “nice people” around them. That really stood out to me. It shows that even when there are academic or behavioral struggles, the sense of belonging is what keeps students engaged.

Something else this data revealed is that equity is an ongoing challenge, but also something the teachers are actively working toward. Ms. Hannon said that while schools try to be equitable, “we don’t always achieve it,” especially for multilingual learners. That honest reflection shows how equity isn’t just about fairness. It’s about whether every student actually has what they need to succeed. Seeing that about 21.9% of students have disabilities, 14.38% are English Language Learners, and over one-third are from low-income made me realize how many layers of support are needed in one classroom.

The student responses also revealed a mix of hope and frustration that’s really eye-opening. Some students described Kirk as “loud,” “crowded,” or “with a lot of fights,” but others called it “friendly,” “fun,” or said they liked the environment. That shows me that middle schoolers have complex feelings about their school. It is not just good or bad, but both at the same time. They see the flaws but still care about the people there.

Finally, all this information revealed how important it is for teachers to see the whole student, not just their test scores or behavior. The data made it clear that behind every number or statistic, there’s a student with interests and dreams. Someone who loves video games, who dreams about becoming a doctor, or who’s learning English while adjusting to a new culture. As a future teacher, it reminded me that understanding students’ backgrounds, interests, and identities is the first step to teaching them well.

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What surprised me most after going through all my data was how honest, aware, and self-reflective the students at Kirk Middle School are about their school and community. Even though they’re only in middle school, their responses showed a level of insight that I wasn’t expecting.

For example, several students were really open about both the strengths and weaknesses of their school. One student said, “It’s fine, but there’s a fight at least every week,” while another described it as “a little ghetto but nice people.” Others said things like “the teachers are nice” or “it’s organized and cares for students.” Hearing those mixed feelings surprised me because it showed that students see their environment clearly. They don’t sugarcoat things, but they still find positives. I expected students to maybe give shorter or surface-level answers, but instead, they shared thoughtful details about what’s working and what isn’t.

It also surprised me how diverse and multilingual the students are — not just in their backgrounds, but in how they express themselves. Some students mentioned speaking Spanish, Arabic, Vietnamese, and French Creole, and several said they’re learning English or balancing multiple languages at. Seeing that kind of linguistic variety in one classroom reminded me how global and interconnected our schools have become. It also made me realize how important it is for teachers to be aware of language differences and to create lessons that include and support every student’s voice.

Another thing that surprised me was how much students think about their futures and the kind of people they want to become. A lot of them already have specific dreams. One wants to be a doctor, another a vet, another an artist or animator, and one said they want to be a chemist. Even students who said they don’t love school still talked about their goals or what motivates them. That was really eye-opening because it showed me that students are driven by purpose, even if they don’t always show it in class. It made me realize how important it is to connect lessons to real-world interests and give students space to dream big.

I was also surprised by how much positivity Ms. Hannon brings into her classroom and how deeply she cares about building relationships. When she said she calls parents to share good news before ever calling about a problem, that really stuck with me. It’s such a small thing, but it changes the whole tone of communication.

Finally, what surprised me overall was how the history of inequality in the Newark area is still visible in the school today, but so is the effort to push back against it. The data about redlining, desegregation, and housing segregation made me realize that the challenges Kirk faces aren’t just about student behavior or academics. They’re ultimately connected to larger systems that have existed for decades. Yet, the commitment of the teachers and the sense of pride in the community all show that people are actively working to create a better story.

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description: The classroom is very bright. There are a lot fo windows so the rooms is bright and sunny. There is a whiteboard and a smart room at the front of the room. Students' desks are organized in pairs of 3 rows. The back wall has small lockers for the homeroom students. There are boxes of books on the windowsill that are separated by grade level. Each student reads on a different grade level based on their scores from the iReady diagnostics test they took a week ago. There are a lot of different positive and inspirational posters scattered around the walls of the classroom. There’s also a lot of different ELA posters like figurative language and types of words. The classroom looks out into a playground where the elementary students play during recess.

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Newark Free Library

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One of the strongest parts of Kirk’s culture is its diversity, specifically in how students express themselves and see the world. The data showed that the school’s student body includes 41.99% African American students, 22.39% white students, 22.06% Hispanic/Latino students, 4.84% Asian American students, and 5.56% multiracial students. In addition, 14.38% of students are English Language Learners, and many speak languages like Spanish, Arabic, Vietnamese, and French Creole. That mix of backgrounds brings a richness to the school’s culture. In Ms. Hannon’s classroom, you can feel this through the wide range of perspectives students bring to discussions, the mix of interests they share, and the way they interact with one another.

I noticed that students take pride in their individuality. Some describe themselves as artistic or athletic, others as future doctors or engineers. Many mentioned that they love creative outlets like art, theatre, music, and video games, while others are passionate about science and math experiments. This showed me that the culture at Kirk celebrates self-expression and imagination. Even when students mention frustrations about fights or noise in the hallways, their answers still show curiosity and ambition.

I also learned that relationships are a key part of the school’s culture. Ms. Hannon’s teaching style centers on connection. She said that building relationships with students is how she earns their trust and engagement. She makes positive phone calls home, asks students about their interests, and creates a bright, welcoming classroom space filled with motivational posters and ELA visuals. From what I observed, the students respond to that energy. Even though middle school can be chaotic at times, there’s still a feeling that teachers care and that students matter. That caring culture is something that stands out across the entire community.

Another cultural layer I noticed is how the school’s history and community identity are still connected. Kirk is located in a suburban neighborhood that grew during postwar expansion and later experienced the effects of school desegregation and redlining. Those historical forces continue to influence the present-day culture, shaping who attends the school, what resources are available, and how families view public education in Newark.

The community member I interviewed described Newark as a place with “a strong sense of community” but also noted a “gap between the university and the local neighborhoods.” That comment really stuck with me. It reminded me that some areas have more privilege and resources than others. But there’s also hope, because people in Newark recognize this imbalance and want to bridge it.

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Number have mainly stayed consistent throughout the years. 2023 there were 27.36% of students were white, but the decreased to 22.39% in 2025. In 2023 38.54% were African American but that increased to 41.99% in 2025.

612 students total

22.39% identify as white

41.99% identify as African American

4.84% identify as Asian American

22.06% identify as Hispanic or Latino

5.56% identify as multiracial

14.38% identify as English Language Learners

34.48% identify as low income

21.9% identify as student with a disability

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As an English teacher, this data makes me ask:

How can I make sure every student’s culture and voice is represented in the texts we read?

How can I use literacy instruction to help students process and challenge stereotypes about their school or community?

How can I ensure that multilingual learners get equitable opportunities for reading and writing growth?

How can I balance structure and freedom so that students who describe school as “boring” or “chaotic” re-engage with learning?

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https://www.delawarepublic.org/education/2016-10-21/school-desegregations-impact-four-decades-later?

https://ssl02.nccde.org/gisfiles/Images/NCC2050/Comp%20Plan%20Final%20Draft/I-%20Historic%20Preservation-DraftFinal.pdf?utm_source

https://reportcard.doe.k12.de.us/detail.html#displaypage?scope=school&district=33&school=374&id=785

https://archives.delaware.gov/delaware-historical-markers/brown-v-board-education/

https://zipdatamaps.com/school-profile/delaware/christina-school-district/kirk-middle-school

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Why did you decide to become a teacher?

I come from a family of teachers, so education has always been an important part of my life. Becoming a teacher felt like a natural step for me.

How do you cultivate positive relationships with students and coworkers?

With students, I believe relationships matter deeply. I make an effort to talk with them about things beyond ELA, such as their pets, favorite sports, or siblings, so that we can find common ground. With coworkers, especially my team, we build strong relationships by sharing resources, celebrating successes, and supporting one another through challenges.

How do you include families in students’ education? Or how do you see families being included in students’ education at this school?

I begin with positive contact (email/phone call) so that families know I see the good in their child. That way, if I ever need to reach out about a behavioral or academic concern, they’re more likely to be open and receptive.

Is continuing to learn and grow important to you in your job? If so, what do you do to help this area?

Yes, to a point. At this stage in my career, I have a clear understanding of what works for me and my students. I’m always open to listening and trying new ideas, but I’ve also noticed that many “new” strategies are often older ideas with a different title. My focus is on what truly benefits my students in practice.

What is equity to you? Do you see equity in education in general, and in this school/district in particular?

Equity means giving each student what they personally need to succeed. Naturally, this looks different from one student to the next. While schools strive for equity, we don’t always achieve it. For instance, MLL students sometimes do not receive the resources or support they deserve. I think there is effort toward equity, but it remains a challenge.

What is a source of joy for you in your job?

A big source of joy for me is watching students grow in confidence as learners and individuals. I love it when a student has that “lightbulb moment” where something finally clicks, or when they start to see themselves as capable readers and writers. I also enjoy that, as eighth graders, they’re beginning to figure out their high school path and what lies ahead. It makes me happy to see them thinking about their future and taking those first steps toward it.

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I interviewed a student at the University of Delaware and has lived in Newark, DE all her life.

What is going well in your community right now?

Honestly, I think Newark has a strong sense of community for a college town. There’s always something going on like local events, farmers markets, and people supporting small businesses on Main Street. I’ve noticed more community involvement lately, especially with things like volunteer work and programs for younger kids. It feels like there’s a growing effort to connect college students, families, and schools, which is nice to see.

What is your biggest challenge or frustration about your community?

I’d say one big challenge is the gap between the university and the rest of the Newark community. Sometimes it feels like there’s a divide; the college area is really well-kept and funded, while some nearby neighborhoods and schools don’t get the same attention or resources. It’s frustrating to see kids in local schools facing challenges that don’t get talked about as much. There’s also a lot of traffic and overdevelopment, which can make the town feel overcrowded.

What is one critical change you’d like to see in the community and/or school?

I’d love to see more programs that connect University of Delaware students with local schools, like mentorship or tutoring partnerships. There’s so much potential for collaboration that could benefit both sides. College students would get real experience, and middle or high school students would get extra support and role models who are close to their age. I also think the town could do more to make sure every school in Newark has equal access to updated materials and after-school programs.

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I watched this student leave the classroom twice. Both back-to-back. One time, she went to the bathroom and was gone for almost 10 minutes. Then she sat down for about a minute and asked to get water. Then she was on her phone for a little bit while we were reading a story. Ms. Hannon even told students to put their laptops away, and she kept hers open. However, it seemed like Ms. Hannon was not that fazed by the students' behavior. So, I am wondering if maybe the student gets all of her work done so Ms. Hannon gives her a little grace during class because she knows she’s a good student. Or, if there is an underlying reason as to why the student is unfocused.

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University of Delaware

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Kirk Middle School