Baltimore Teaching Fellows

1. Nearly all Residents are hired to teach in 'high-need' schools that are located in

low-income communities. Why do you want to teach specifically in a high-need

school in Baltimore? What challenges do you expect, and what experiences have

prepared you for the challenges of teaching in a high-need school in our

community?

I believe that education is the single most powerful way a person can achieve

what he wants in life. A good education, and the choices and opportunities that come

with it, should not be determined by where one lives or how much money one’s parents

have. Lack of access and inequality in our school systems is an injustice that I am

passionate about fighting.

I want to teach in Baltimore because I want to commit my time and energy to

students who are not receiving the education they deserve. I’ve been impressed by the

great changes Dr. Andres Alonso has brought about in Baltimore and I hope to see the

city become a model of effective development of urban schools. I would very much like

to be a part of a school system that's making great strides in improving student attendance

and achievement.

I recognize that teaching in a high-need area will come with challenges. I expect

to be work with students who perform far below their grade level, who have become

accustomed to failure and have given up, and who face significant challenges at home. I

know there will be challenges like unsupportive parents, limited classroom resources, and

overwhelmed teachers.

I believe my experience teaching in an underdeveloped village in Kenya helped

prepare me for teaching in a high-need community like Baltimore. I remember days in

Kenya when I wanted to give up because it seemed hopeless – the students were

disrespectful, they didn’t seem to be making progress, or they were simply too far behind.

But there were always little successes that made up for the tough days – a student finally

understanding a math concept, writing a touching story in language arts, or just coming to

ask for help. Those little successes helped me through the hard days in Kenya and I know

those lessons will help me in Baltimore as well.

I want to give my skills and my time in service of others. I know that I can be a

strong and effective teacher and make a difference in the lives of my students. In the long

run, I want to work in education policy and make a difference on a larger scale by

improving school systems. I believe I will be a more effective policy-maker and be better

able to incite positive change having had first-hand experience as a teacher in a high-need

school.

2. The most important responsibility of a teacher is to ensure high academic

achievement for all students. Explain how one skill or ability that you possess will

help you ensure success as a teacher, and describe how you will apply this skill or

ability to ensure high academic achievement for all your students.

One of my greatest strengths is my ability to communicate. Having had a great

deal of experience in public speaking, I can communicate comfortably, clearly, and

effectively with people of all ages and from many different backgrounds. In high school,

I was a nationally qualifying competitor in Speech and Debate. I competed in several

different events, but excelled in Extemporaneous Speaking. I also have previous

experience leading a classroom through teaching as a volunteer in Kenya and from

teaching in a summer program for socio-economically disadvantage middle students who

needed extra help in their academics.

I think that the ability to communicate with my students on their level will be

critical, both on an academic and a personal level. Students are not going to be able to

learn if they don’t understand what the teacher is asking them to do. I can clearly present

and explain material to students in ways that they will understand. When a student is

struggling, I understand how to offer constructive criticism, how to explain concepts in a

different way, or how to help guide them to correct answers. Also, I am capable of

engaging an audience and keeping them interested, which will be critical in a potentially

large classroom of students.

On a more personal level, students need someone who is able to talk to and listen

to them, offering encouragement and advice when they need it. One aspect of strong

communication is understanding who you are speaking to and how they receive what you

are saying. My grasp of this skill will allow me to interact effectively with all different

types of students.

Fundamentally, teaching is about transmitting knowledge and inherent in that is a

need for effective communication. I know that my strong communication skills will

prove invaluable in the classroom.

3. Briefly describe a time when you achieved a goal in the face of challenges (or while balancing multiple responsibilities). What specific steps did you take to ensure

you would meet your goal, and how did you know you were successful? How will you apply that experience to set goals and measure your success in the classroom?

During my junior year of High School, I competed in Speech and Debate. My event, International Extemporaneous Speaking, required extensive preparation in order to be well informed and up-to-date on international current events. “Extemp” was a huge commitment of time and energy, but I was determined to qualify for Nationals at the end of my senior year.  

In order to tackle the overwhelming amount of work required, I broke it down into smaller, more manageable pieces. I identified the elements that make a good Extemp competitor: effective public speaking, a thorough knowledge of current events, a strong filing system, and the ability to write a great speech quickly. By identifying these distinct tasks, I was able to tackle each one individually. 

Time management was crucial, as I had many other responsibilities during that period. I juggled rigorous coursework, an extensive senior project, SAT and AP test preparation, college applications, and home responsibilities. I was also president of my Speech team and coached a group of novice Extemp speakers.  After two years of dedicated work, I won first place at my region’s National Qualifying tournament and earned my spot to compete at Nationals that summer.            Unlike Speech and Debate, success as a teacher will not be defined by or culminate in one single event, but will be a cumulative achievement built over time - concept by concept, unit by unit, for each student. It will be measured, not simply by my performance, but by the academic progress achieved by my students.

However, I can use the same strategy I used to be successful in Speech to become an effective teacher. I will have to break down the huge task of educating students into smaller, more manageable goals. I will have to set goals for one student at a time, one subject at a time, and track my success through my ability to help my students achieve success.   As in Speech and Debate, I will set high expectations for myself, and will commit to doing whatever it takes to accomplish my goal.  Many of the same strengths that helped me reach my goal as a competitive speaker will help me to be successful as a teacher as well. Perseverance, discipline, preparation, time management, and organization were essential elements in my success in Speech, and will similarly help me to succeed in the classroom.