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.