Amanda Dudas
Shaping the Minds of Little People
story by NAKEISHA DAWSON-THOMPSON photos by PAUL NURNBERG
Amanda Dudas enjoys her role at Mossy Oaks Elementary School teaching third graders. Amanda is from Point Pleasant, New Jersey, where she received her early education. Born to Bob and Kim, Amanda has one brother, Rob. Amanda is married to Adam Wellins, and they have two beautiful children, Bryce (age 6) and Isla (age 1).
Amanda attended Montclair State University, where she obtained her bachelor’s degree in early education, followed by her master’s degree in Inclusive Education in 2017. She began teaching in high-poverty areas in New Jersey, fulfilling her call to give back to the community. Amanda believes it’s important for students to know that she loves them genuinely and cares about their academics as well as their physical and emotional health. She has taught grades 2-6 throughout her teaching career as well as special education and gifted and talented programs.
In 2018, Amanda’s mother was recruited to the University of South Carolina Beaufort. Amanda and her family decided to also move to Beaufort. Amanda’s husband secured a position with the City of Beaufort as the Parks Supervisor, and Amanda was pleased to continue her work, shaping little minds at Mossy Oaks Elementary School (MOES). Though this is only her third year at MOES, Amanda has worn many hats. She stated that her role/job changes every year.
Amanda discussed the difficulty of teaching students during the COVID-19 pandemic. She taught 3rd graders virtually when the pandemic began. She explains it was a “difficult, yet magical experience.” The experience of virtual teaching was extremely time-consuming for her (as well as many other teachers) and rewarding. Amanda details that she was pregnant with their second child at the time. Her students became a part of her family, and they could see her in a more personal light. She could also see them in a more personal light (their home environments). She was able to connect with parents and the students on a higher level due to the need for virtual instruction. While many parents struggled with their children adapting to virtual learning, Amanda was able to be a bridge and advocate for her students and their parents. She expressed some of the difficulties: internet issues, parent communication, student participation, and teaching one deaf student. She states it was imperative for her and all teachers to get very creative during this time. After giving birth and only taking 4-week maternity leave, she was able to reconnect with her students, who so anxiously welcomed her new bundle of joy to the world. This experience allowed her students to see their teacher as a person, mom, and wife, and not just their teacher.
Amanda has been influential in supporting and contributing to many programs schoolwide. She has performed as the Gifted and Talented Coordinator, where she was responsible for testing and curriculum development. She has also assisted in implementing the “Outdoor Classroom,” which was created as a learning space for children outside, giving a second option for students who need a creative environment for learning. Lastly, Amanda is an “unofficial” cheerleader as she continues to show the students and staff her unwavering support.
Her career goals are wrapped in community support. Amanda desires to leave a lasting impact on all students she is pleased with serving. She believes that diversity teaching at this level is essential to students’ understanding and social skills. Her main goal is to have students know that it is alright to be different, and that they all have the potential to be great. Amanda aspires to become a coach, working with other educators to be great educators in all areas.
Amanda’s quote for all students is “Know that no dream is too big. You can do anything.” And to the parents: “Kids make mistakes. Be your child’s biggest support and advocate.”
Amanda recalls teaching a fourth-grade student who was a refugee from Turkey. This student was taken from his home and allowed to bring only one item with him to the United States. While in school, the student lost his pencil case and became frantic. The staff couldn’t understand why he reacted the way he did. Amanda communicated with the parent and learned the student was only allowed to bring one item from home, and that was the only thing left from his home. Amanda was able to advocate for this student, who recently wrote a high school entrance essay explaining his experience with a teacher who took the time to understand him. Amanda emotionally recalls how this made her know that she was doing something right. “The best part is knowing that you touched a student’s life. I hope they all come back to me!”
