By: Sabrina Miller, Content Strategy Director, University Communications
BALTIMORE, Md. – With just five years in the classroom, Alyssa Demski M’21, C’26 is already making an impact—leading special education classrooms and innovative STEM experiences, all grounded in one core belief: every student learns differently, and that’s something to celebrate.
A two-time graduate of Notre Dame of Maryland University (NDMU), Demski earned her master’s degree in elementary and special education in 2021 before recently completing a post-master’s certificate in STEM. Her decision to continue her education was fueled by both her passion for teaching and the influence of her biggest role model, her sister. “I got to take a class with my big sister, Ashley, who is my best friend and biggest inspiration,” she said.
Demski’s experience at NDMU helped spark her passion for innovation in the classroom. Encouraged by faculty and inspired by collaborative learning environments, she developed a love for creating engaging, hands-on experiences that allow students to think creatively and solve problems in their own unique ways. “It really fostered this love for creating something out of nothing,” she said. “Every student can be given the exact same materials, and they’ll all come up with something completely different.”
Recognized in 2021 as a Rookie Teacher of the Year at Lansdowne Elementary school, Demski has taught across multiple settings from self-contained special education classrooms to general education and now serves as an Elementary Computer Science and Innovation (ECSI) educator, or more affectionately known as the “stealth teacher,” as well as running the Cal Ripken Senior Center. In this role, she leads project-based learning experiences where students explore coding, engineering, and technology through play.
Her classroom reflects the same philosophy she developed during her time at NDMU, one rooted in collaboration, flexibility, and growth. “I had to learn that I’m not always at the front of the room,” she said. “Now I get to step back and watch. Some days, my students teach me more than I teach them.”
Demski credits her time at NDMU with shaping both her confidence and her approach as an educator. During her master’s program, she built strong relationships with classmates who became an essential support system. “We supported each other through everything—whether it was reviewing papers or just decompressing after class,” she said.
Demski’s post-master’s certificate experience offered a more personalized and immersive learning environment, allowing her to work closely with faculty and receive meaningful, real-time feedback. That level of engagement helped her deepen her understanding, strengthen her skills, and build lasting mentors. “It pushed me to be comfortable with being uncomfortable and that’s something I now model for my students,” she said.
At the heart of her teaching are the “four P’s”: persistence, problem solving, peer respect, and patience. “Learning can be frustrating,” she said. “But when students are supported, they learn how to work through that frustration and that’s where real growth happens.”
For Demski, teaching is more than a profession—it’s a constantly evolving journey rooted in curiosity, creativity, and connection. And through her work, she is helping students discover that learning isn’t about having the right answer—it’s about exploring, creating, and growing along the way.
