Leadership is critical to success in any field-from business to the classroom-and as a Teach For America corps member, you will have an unparalleled opportunity to lead. By committing two years to teach in a low-income community, you will immediately assume tremendous responsibility, managing a classroom of students, setting ambitious goals, and inspiring your students to meet those goals. By working relentlessly to ensure your students attain the same level of academic achievement as their peers in higher-income areas, not only will you have a profound impact on their performance, but you will also develop concrete skills that will enable you to excel in your career. Top employers such as Goldman Sachs, JPMorgan, Google, and McKinsey & Company, as well as top-ranked business schools, have partnered with Teach For America because they are compelled by the skills corps members develop. Further, they recognize the value in hiring civic-minded individuals with a firsthand understanding of our nation's disparities. Corps members have rare insight into what can make a real difference and unique credibility that enable them to have a real impact, both personally and professionally.
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The small town I grew up in was pretty homogenous in terms of culture and ethnicity. I didn't have much knowledge of or interest in educational disparities until I got to college, where the environment encouraged me to develop some social awareness and question the educational inequity present in our country.
During my senior year, in addition to applying for graduate school and law school, I interviewed for consulting and banking jobs. I began to consider changing my course when I heard President Clinton's call to service in the 1997 State of the Union address. I had an idea of what opportunity and experiential learning could mean based on the work I had done at a summer camp which had hosted a diverse group of kids. I was immediately energized by the idea of joining Teach For America, but I also had some tough questions. Was it OK that I didn't think I wanted to be a teacher forever? If I opted out of the corporate recruiting process now, would that limit my access to those jobs down the road? At the end of the day, these concerns faded in the face of my overwhelming desire to be a part of something I believed in.
In the classroom, I began to understand the true scope of the achievement gap. Part of that process involved witnessing first-hand the impact of so many factors: the school, the other teachers and myself, parents, even language. Most of my students were second-language learners, and I never understood how and to what extent language governs educational progress until I was in the classroom. When you see how much students can achieve with committed teachers—no matter the obstacles—you realize that wide-scale change is possible.
My time in the corps taught me the power of leveraging the resources at hand. One of my proudest accomplishments was starting an after-school tutoring program with another Teach For America corps member. We employed eighth graders to tutor sixth graders who were struggling in mathematics. It was a fantastic experience, watching the older students play this mature role—not only being the academic stars they were during the day but also developing their patience and empathy—and watching the sixth graders respond to that.
Looking back, I'm so glad I chose to teach before embarking on this next phase of my career. I developed skills that proved crucial when I arrived at business school and empowered me to excel beyond my peers: organization, effective time management, public speaking, and thinking on my feet. The responsibilities I shouldered in the classroom prepared me like nothing else could for the challenges of management, communication, and intense focus that characterize my current position, where I conduct industry research, create financial models, identify trends, and explain their implications in investment reports.
Further, having participated in the recruiting and job-seeking processes as both a recruiter and a potential employee, I have insight into how far the organization has come. Brand recognition is incredibly high; employers today understand that Teach For America draws individuals with strong focus and commitment, who build concrete, transferable skills; and now graduate schools seem to value their teaching experience and the credibility and perspective that it provides.
Teach For America gave me a sense of perspective and the maturity that comes with being responsible for kids' futures. It was life-changing. My experience defined my outlook on the problems our country faces, and on a more personal level, it helped me identify who I am and what I care about.
I donate to causes that serve the principles I developed during my time in the corps, and I'm on the board of a nonprofit organization which serves children in the same community where I taught. The passion and commitment I put into these initiatives are a direct result of my time in Teach For America.
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Before I joined the corps, I believed the biggest problem in public education was a lack of funding. However, I quickly realized that successful schools, like the schools that I attended as a child, require high-quality teachers and high-quality management.
In my work with Morgan Stanley I work with municipal agencies to help them raise funds for infrastructure-related projects. Almost half of my clients are school districts and community college districts, and they sincerely appreciate my firsthand experience working in the field of public education.
I cannot imagine what I'd be doing if I hadn't joined Teach For America. In the classroom, I learned many lessons: how to set up effective structures, how to be flexible and communicate efficiently in many situations, and how to handle long hours and stress. Most people come into the analyst position without any real work experience, but coming from Teach For America, I had the ultimate work experience. I knew how to take initiative and lead, and this has helped me be successful in my current position.
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I had a fantastic high-school experience and although I was intellectually aware of my privileged background, I wasn't emotionally aware of the fortunate situation I was in. When I started to think about what I wanted to do, I realized Teach For America was a unique opportunity to work in a field that I am passionate about.
If I hadn't spent my two years at Teach For America, my perspective on leadership would be very different and less balanced. My experience as a corps member made me aware of what it takes to be an effective leader and what it means to truly have an impact on people. In addition, I gained an understanding of how people learn and develop. It's critical to recognize when people are struggling, while not lowering your expectations of what they can achieve.
Never was there a day during my teaching experience that I woke up and felt like I was going to a job. It felt more like, 'This is my life. I'm passionate about doing this.'
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When I announced to my co-workers that I would be headed to the Mississippi Delta to teach math, most of my managers were very supportive-indeed, proud of my decision. I think that everyone-myself included-was very focused on what I would be giving to the kids and greater community that I would serve. I quickly realized, though, that I had entirely underestimated the amount that I would be learning in the process.
I walked into the business world right out of college afraid to make mistakes, relying heavily on my managers' experience. As a teacher, however, I learned to be super-autonomous. I needed to form my own opinions about things and move forward with my own plan. During that time, I made mistakes and I learned from them. That experience was new for me and gave me strength and courage.
Learn more about alumni effecting fundamental change
Click here to hear from alumni in business about how Teach For America has impacted their decisions and perspectives.
The Stanford Graduate School of Business has always sought to develop the next generation of managerial leaders.
Teach For America alumni possess leadership skills, an entrepreneurial spirit, and a commitment to social justice that greatly enrich
our community. We invite them to join the Stanford legacy of socially minded MBAs committed to using leadership and management
talent to make a lasting difference in our society.
- Robert L. Joss
Philip H. Knight Professor and Dean
Stanford Graduate School of Business
A growing number of graduate schools and corporations in a wide variety of fields partner with Teach For America to offer special benefits for corps members and alumni. They know that alumni have gone through a highly selective process and have engaged in a challenging professional experience. Below is a list of partnerships available for business schools. Click here to search our complete database. For employer partnerships, click here.
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