A year and a half ago, a chance substituting assignment brought Jalyn McKee back to Arizona School for the Arts to teach 7th grade English Language Arts. Last year, she joined fellow alum, Carly McClain, as a permanent member of the 5th grade team. In a short period of time, she has become a beloved teacher on our staff, part of a 4-person team providing a welcoming, safe presence to our newest and youngest students.
What is your ASA student story? When did you start here, and what was your art focus? Do you still pursue it?
I auditioned to attend Arizona School for the Arts in 2009 to begin my high school career. My original plan was just to show up as a source of support for my younger sister (who was also auditioning), but my parents encouraged me to audition as well. Since I was obsessed with watching movies, and I was pretty sure I didn’t have any hidden ballet skills, I decided to try out for theater.
I had no clue what to expect, but that afternoon changed the trajectory of my life. I ended up pursuing theater until I graduated and even took a few theater courses in college. I loved reading and analyzing plays, and I had the opportunity to meet the most amazing, talented people. It gave me a new appreciation for acting and set production. I loved theater so much that my parents surprised me with tickets to see Anastasia on Broadway for my college graduation!
I believe my love for theater strongly influenced my passion for writing and film. I graduated from the University of Arizona in 2017 with a degree in Creative Writing and a minor in Film and Television. I truly feel like I found my voice and passion at ASA—along with several lifelong friends – and eventually decided to pursue a career as a teacher.
You were President of ASA’s Glamour Gals chapter during high school, bringing beauty treatments and, more importantly, bright company to residents in a senior living facility. What drew you to this particular club? From a perspective as both a student and a teacher, do you find that clubs play a foundational or an enhancing role in the ASA experience?
I knew I wanted to give back to the community, and after volunteering at the animal shelter for a while, I was ready to expand my reach. One of my friends mentioned that she and a group of girls would travel to a local assisted living facility to give manicures and mini makeovers to the residents there. The concept immediately intrigued me, and I signed up right away.
I used to spend a lot of time with my grandmother, and some of our quality time included me brushing her hair while we talked and watched movies. Until I joined Glamour Gals, it hadn’t dawned on me that some people didn’t have families that came to pamper them regularly or at all. Some of the residents, who didn’t even want our beauty services, were simply happy to have someone to share stories with and visit. Being able to have in-depth conversations with people I wouldn’t have met otherwise was truly a life-changing experience.
Organizations like Glamour Gals are beautiful examples of how seemingly small gestures can leave a lasting impact on others. As a student, this experience gave me a glimpse into lives that I would have never known about. It made me realize that every person on Earth was capable of making a difference in someone’s life, and I didn’t have to be a superhero to leave my mark. Looking back as an adult, I think volunteer opportunities like these are crucial for students to develop a sense of responsibility while also exercising empathy, grace, and compassion.
Directly after receiving your Bachelor’s in Creative Writing at the University of Arizona, you went into education and then tried your hand in a couple of other arenas. We were fortunate enough to have you come to ASA when you were returning your career to teaching. What made you want to get back into the classroom?
I enjoyed being able to experience several vastly different career branches throughout my 20s. I took lessons from every single occupation, and a crucial part of me was formed with each one. However, the same question kept popping up at the end of the day: “When did I feel my best? When was I at my happiest?” I would look back at my memories, and I would always remember the small moments when I was able to help someone.
Whenever I was able to directly work with a person and help them learn or solve a problem, I felt like I was living in my purpose. I took a chance to begin substitute teaching, and I was fortunate enough to be paired with an amazing 7th grade class at ASA that reignited my passion for being in the classroom. Being surrounded by such creative, talented, intelligent, and passionate students really brought so much color and light back into my life. The staff at ASA is remarkable and has remained a community of love and support.
How does ASA differ in your eyes as a member of staff versus as a student, and what is the same?
When I went to ASA, my graduating class had roughly 50 students. It felt like I was growing up with family, and I could name just about everyone on campus. The school was still expanding, and we were around for when the idea of the amphitheater was proposed, under construction, and finally implemented onto our school grounds. We had classes and lunch at the church down the street, and we even voted on the school mascot! ASA felt like a small community that was purely designed for students to thrive and discover their true selves.
ASA has always felt like a safe space for me, and I am happy to say that as an adult, the feeling remains the same. Every day, I am deeply impressed by the students here at this school. Especially as a 5th grade teacher, it is amazing to see the positive impact ASA has on new students. I am fortunate enough to see my students pick their very first Arts class, go to their performances, and watch them blossom throughout the years.
Your writing degree is a great boon for your ELA students, they benefit from your insight and experience; do you still write outside of work for yourself?
Teaching has absolutely provided me with an ample amount of inspiration for writing over the years. While I don’t write nearly as much as I used to outside of work, I plan on intentionally setting aside time during breaks to begin rekindling my passion. Being surrounded by new ideas daily from students finding their own voices has definitely fueled my own aspirations in creative writing.
You enjoy traveling; what are some of your favorite places to have visited? Do you bring some of the insight travel provides back to your students?
I love traveling both inside and outside of the United States. Looking back, I realized that all of my favorite memories are of the locations that have a significant historical backgrounds. For example, when I visited Ireland, I was able to tour Trinity College, which holds the Book of Kells, an illustrated manuscript that I had studied in college. Being able to walk the halls built back in the 16th century was surreal and made me feel connected to the past in an unforgettable way.
In the classroom, we tend to read many pieces of historical fiction, and it is exciting to tie these lessons back to real-life events and locations. Occasionally, I am able to provide my personal insights and sometimes my own pictures of the places and monuments we discuss. I think it is extremely important to show my students how authors derive their ideas from their own experiences and how every piece of fiction is born from reality.
What are your ultimate goals as an educator and/or a writer?
My ultimate goal as an educator is to help build a strong foundation for each student’s success. I also hope my classroom is remembered as a safe, supportive space where students feel free to learn and express themselves through writing and literature.
As a writer, I would love to write a sci-fi or fantasy novel/screenplay one day and have that piece adapted into a film.