Whether your ultimate goal is to become a classroom teacher, a curriculum coach, a school principal, a district superintendent, or a policymaker, Teach For America will accelerate your educational career while preparing you to have an immediate and measurable impact on student achievement. With 18 years of experience, Teach For America is at the forefront of teacher preparation and professional development. Training is outcome-focused, based on the principle that effective teaching is effective leadership, and specifically geared towards preparing corps members to be highly successful teachers in low-income areas. Throughout the two-year commitment, Teach For America's regional program directors observe corps members' teaching, reflect with them on progress and areas for improvement, and ensure they have the professional development opportunities and teaching resources necessary to achieve success with their students. Teach For America seeks to accelerate the path to principalship for qualified alumni by fostering structured relationships with district, charter, and graduate school partners on the national and regional levels. Our alumni state that teaching for two years in a low-income community provided them with a unique opportunity to develop as an instructional leader in a challenging and rewarding environment.
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When I started college, my goal was to become a child psychologist. Then I got an assignment in my freshman composition class to write about the D.C. public schools—which I had attended—and the research I did alarmed me. Only 50 percent of the students would graduate, and out of those 50 percent, about 25 percent wouldn't even read on a 10th grade level.
It was eye-opening to me that D.C could have so many renowned universities and yet not afford the people who live and work here each day equal access to educational opportunities. I started to question why it is that only half the people who went into high school with me actually graduated—and what I could do to change that. When I heard about Teach For America, I knew I had to apply.
Nothing could have prepared me for those first three months of teaching. I had this overwhelming sense of responsibility for my students, so I became immersed in finding effective lessons and improving my practice in executing them. I saw kids who were failing become top students in my class. I wanted to share this with other teachers so I could affect that many more students. My plan was to complete a Ph.D. and then open a school. But during my first year in the doctoral program, I found out about New Leaders for New Schools (NLNS), a nonprofit that trains individuals to become principals in urban schools. Being accepted to NLNS was an honor, as I had only been teaching for two and a half years.
The fundamental skills that made me a good teacher came from the initial training and ongoing support I received from Teach For America. Teach For America does wonderful research, and its focus on data-driven instruction helped me a great deal in the classroom. There were a lot of innovative practices I learned in the corps that are now becoming D.C. public-school system mandates.
Aside from practical skills, I found strength in being part of a group who shared the belief that all children can learn and excel. As a product of D.C. public schools and as the first college graduate in my family, I know just how vital it is to have teachers who are committed to the academic achievement of all students.
Teach For America continues to play a big part in my life—I'll have two corps members in my school this fall, and the new chancellor for D.C. schools and my school board representative are Teach For America alumni. The power of Teach For America as an agent of change is undeniable. Being part of that bigger movement and knowing that it's achieving results gives me a tremendous sense of pride.
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I moved around a lot as a kid because my dad was in the army. I attended exemplary schools until the 10th grade, when I found myself at a high school where the standards were much lower. On the first day of AP classes, the teachers told us we wouldn't be allowed to take the AP exams as our scores would embarrass the school. I remember being so angry about both my own situation and that of other students; it was a disservice to set our bar so low. Upon graduating from college, I joined Teach For America because I wanted to work on improving the system while gaining practical experience. I appreciated that Teach For America rolled everything into one program: training specifically designed for educating students in high-need schools, assistance in getting certification, and professional development. I wanted to learn everything I could, so I took advantage of all these tools and resources during my two-year commitment.
My time in the corps increased my motivation to work toward systemic change and confirmed that education was the right path for me. When I look back at the significant gains my students made, I see them as proof that the achievement gap can be closed. I hope that by going into administration, I can prove the same thing school-wide and eventually district-wide. I was accepted to the Urban Superintendency Program at Harvard University, and after my doctoral coursework, I completed a six month superintendent internship to diversify my experience.
I'm now a first-year principal in Portland, Oregon. As the youngest person on staff, some staff members admitted they were skeptical because of my youth, but they're warming up to me. I keep things focused on the kids, and people respect me for that. It's hard to turn around a failing school-it's more complicated than turning around a classroom because of all the people involved. On the really hard days, I think back to the work I did in the corps, and that keeps me going. I remember the huge obstacles my students and I overcame to achieve our goals. When I think about all we accomplished, I know it's possible to turn this school around, too.
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After graduating from college, I moved to Chicago to take a position as an engineering consultant at Sargent & Lundy, LLC. After about two years in this position, I realized that I was craving a position that allowed me to use my leadership skills while also making a difference in the work I was doing. Teach For America seemed to be the perfect solution.
My time as a corps member was invaluable for both me and my students. My students definitely benefited from my engineering background, and I, in turn, was able to better define my career path as I realized my potential in education. Even though Sargent & Lundy, LLC. offered me a raise to return to the company and my former position, I decided to remain in the classroom for the time being. I plan to pursue school leadership as well as policy over the course of the next few years.
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After I completed my graduate degree, I then took a position working at the Center for Economic and Policy Research in D.C. for three years. I did a lot of international and domestic economic policy work while there, but found the environment to be very stifling. I wanted to understand firsthand how economic policies impact the lives of children and their families. I thought that teaching in a low-income community would afford me that opportunity.
I ultimately chose to apply to Teach For America over the other alternative certification programs in the D.C. area because it offered the best support and was deeply committed to addressing educational inequity. I'm currently working as part of the founding teaching team at a charter school in Harlem. I'm teaching math and running civic programs and loving it-and feel that I'm making a real impact on my students' academic achievement.
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Teach For America is filled with diverse people who do dynamic things during their time in the classroom and beyond. When you join the corps, you join a large network of incredible people that will not only help you when you need support in the classroom, but will continue to be important friends for the rest of your life and career.
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Prior to Teach For America, I was working in a corporate job in Texas. Approximately 18 months into my career, I realized that I had learned a lot about working for a living, but was not learning about real life. I had a desire for something challenging and meaningful, and I decided that I wanted my life to be my own—that in 50 years I would need to look back on what I did and be proud. What surprised me was that the 'sacrifice' that I made to teach in an under-resourced area has equipped me with the tools to be successful in any arena, professionally and personally.
I joined the Teach For America corps four years ago, and I have developed character strengths and skills that I would have never been able to find within myself had I made a different choice. My experience, coupled with the learning and networking opportunities that I have had through Teach For America, have made me a true asset to my family, my profession, and my community.
Learn more about alumni effecting fundamental change
Hear from alumni in education about how Teach For America has impacted their decisions and perspectives.
Based on the last two admissions cycles, Teach For America alumni are accepted at significantly higher rates than the average
applicant. This is true at both the Master's and the doctoral level. They are among our most successful students. They bring their rich
experiences and their considerable talents to our classrooms as they prepare to be leaders in education practice, policy, and research.
- Kathleen McCartney
Dean and Gerald S. Lesser Professor in Early Childhood Development
Harvard Graduate School of Education
A growing number of graduate schools of education and national growth initiatives partner with Teach For America because they recognize that alumni have gone through a highly selective process and have engaged in a challenging professional experience. Partners offer special benefits for corps members and alumni, such as a two-year deferral and scholarship opportunities. Click here to search our complete database.
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