If you are applying as a dependent, you will need to include your undergraduate education cost and how it was paid. You will need the total cost of your education, including tuition and room/board across the full years it did or will take you to complete your degree, and a breakdown of how your undergraduate education was paid for.
No. We work with your region to determine the overall expenses for that region from summer training through the first paycheck. We then use that figure to calculate individual award packages based on the particular financial need of each corps member who applies. The need-based financial support program is in addition to your Transitional Support Stipend.
No to both. You will receive funding and the same amount of funding whether you apply right when the application opens or wait until closer to the final deadline. Note, if you apply during a "late" deadline, this may impact your final award, so we encourage you to apply by the final deadline.
Alas, as we are a private loan, Teach For America’s loans cannot be repaid through the AmeriCorps award. But there are a lot of other options that most of our corps members find make a real difference in helping with their overall expenses.
Everyone who applies is offered at least a $1,000 loan. We also offer larger loans and grants to corps members who demonstrate a greater financial need when they apply, and/or who will be joining one of our more expensive regions. Because each applicant's situation is unique and there are varied costs associated with each region, we are unable to provide a full range of possible awards.
TFA alumni represent diverse backgrounds, experiences, and career paths. But as lifelong colleagues, partners, and friends, they’re connected across generations and communities to our shared mission. Our more than 68,000 alumni lead and serve in many different ways and in virtually every field. Personally and collectively, alumni work as lifelong advocates for better educational opportunities and outcomes for kids.
Take a look at just a handful of the fields TFA alumni go into, and learn how their experiences in the corps shaped their journeys.
Yesenia Castro, School Leader, KIPP SoCal Public Schools
"I did not expect to entirely change my career aspirations, but that’s what TFA does; the corps exposes you to different opportunities, communities, and ultimately challenges your beliefs. TFA also helped me create strong friendships, and I am still very much connected with the corps members from my 2007 class today."
Aaron Lesser, Dean of Instruction, Noble Network of Charter Schools
"The freedom you get from day one in TFA is the best way to grow as a professional and as a person. I was making decisions that had an effect on how much my students learned. That kind of autonomy and responsibility is stronger in teaching than any other field. TFA gave me the tools and support to become a more complete educator over the years."
Shaina Neal, Head of English Program, The Dewey Schools Vietnam
"I thought teaching was going to be a stop-over to doing something else. But my calling is to invest and motivate students. I taught at my TFA school for three years, then easily got into a teaching abroad program because I was TFA. I’ve been able to connect with and help so many people."
Steven Ward, Principal, Prodeo Academy
"I was called to a career of service, and my path to service came through education. If you feel similarly called to serve, I encourage you to live your life in a way that enables as many people to have access to the same opportunities that you have had. Teaching is one way to do this. You will make a difference every single day."
Julie Jackson, President, Uncommon Schools
During her three decades in education, Jackson’s strong leadership and commitment to improving public education have earned her several honors including the Teacher of the Year award in 1998, the Dodge Leadership Award in 2002, and Teach For America’s Peter Jennings Award for Civic Leadership in 2013. She is a Pahara-Aspen Fellow alumni and also served as a Board of Trustee member to the Oprah Winfrey Leadership Academy for Girls. Jackson’s career underscores her professional and personal commitment to ensuring that all children have access to the same quality of education she wants for her own children.
Nick Melvoin, School Board Member, LAUSD
"TFA made me think about everything from the lens of how decisions will affect my students."
Suzy Wang, Advisor to the Deputy Director of Management, Office of Management and Budget, The White House
"Whatever problem you decide to solve, someone is on the other side of that problem, feeling the impact of your actions. Teaching made that concept real for me, and that belief centers me in my professional journey. It gave me the empathy and courage to create positive change."
Denise Terrazas, Deputy Director of Policy and Legislative Affairs, New Mexico Public Education Department
"Building relationships with students, families, and fellow teachers. I am most proud of helping students find their voice and developing the courage to show who they are."
Luke Glaser, City Council Member, City of Hazard, KY
"Teaching taught me that I am capable of doing more in 24 hours than I ever dreamed possible.... TFA taught me how to manage my time, and how to prioritize the laundry list of action items that never seems to grow shorter."
Sunny Liu, Principal Fiscal Analyst, New Mexico Legislative Finance Committee
"Being a former teacher has helped me build credibility with policymakers, not only because I learned how to communicate and explain issues in an understandable manner but also because of my perspective from the classroom. Funnily enough, teaching lawmakers about policy issues is pretty similar to describing learning objectives to students."
Kalisha Dessources Figures, Founder & Chief Strategist, KDF Strategies
"No textbook, grad school classroom, or job in Washington can get you the experience you get in the classroom—not just in instruction but in understanding the livelihood of youth, their families, and their communities. I will forever see policy and research in a unique light because of my time as Ms. Dessources."
Garvey Pierre, Foreign Service Officer, US Department of State
"I learned to be patient. To control my emotions. To take time to understand everyone and what moves them. To value certain skills that don’t necessarily fit within the categories we’ve been socialized to appreciate. To push the envelope. To refuse to accept what others might deem unrealistic."
Ray’Chel Wilson, CEO and CFEI®, Raise the Bar Investments and ForOurLastNames
"I will say that Teach For America was a great landing spot post-undergrad to be able to understand how my leadership abilities not only could grow in the classroom but also could directly impact future leaders from the classroom."
Nat Natarajan, Investment Banking Director, Barclays
"In the classroom, I got countless opportunities to develop effective professional and personal relationships with teachers and students in a high-stress environment. Also, being a teacher requires skillful data interpretation, relationship management, crisis management, detailed planning, and a number of other abilities that I could carry into banking."
Elaine Dang, Engagement Manager, McKinsey & Company
"I learned that if I invested students in the “why” behind our lessons and held them to the highest expectations, they could overcome any obstacle. This applies to my work today. My students changed how I view the world and what I want to do with my life. They shape everything I do."
OJ Oleka, PhD, Senior Sales Consultant, Conduent
"Teach For America impacted my life by giving me a purpose. Any person with any level of privilege has an opportunity. It is what they do with it that determines whether or not they have utilized that privilege to help others. I have committed the entirety of my life to provide opportunities for low-income families."
Ben Sperling, Senior Associate Brand Manager, M&Ms, Mars, Inc.
"I was changed by the corps experience, both personally and professionally. It really taught me how to have a strong work ethic and how valuable relationships are among coworkers, administrators, and anyone you are working with. When I encountered an issue at the school, I had a whole support team I could go to."
Sandhya Dhir, Head of Healthcare, Strategy and Development, Amazon Business
"As a corps member, you learn to focus almost entirely on others’ success—instead of your own. As a manager, I am no longer an individual contributor. My entire success stems straight from my team’s success."
Dr. Sandrene Cassells, Resident Physician, Children's Hospital of Philadelphia
"When speaking to patients, I know how to scaffold information, such that it is being delivered in digestible pieces. When working with my colleagues, I know how to differentiate tasks to play to each individual’s strengths. Most of all, I have learned to be flexible. Just like with teaching, you often begin your day with a plan, only to have the patient express an entirely different need. Teaching has taught me to adapt to the needs of the people I have taken an oath to serve."
Jamie Bernstein, Psychotherapist, Frey & Associates
"Prior to the corps, I was a college student whose only responsibility was to focus on myself. During the corps, I was responsible for 30 8-year-olds and 9-year-olds who needed my constant attention, and I had to learn to adapt. I also learned the true importance of collaborating with my colleagues; we were able to do a lot more together than I could ever do on my own."
Dr. Lilian Ho, Pediatrician, Alaska Native Medical Center
"After high school, I planned to go into research. During junior year, a public health study abroad program in South Africa showed me that I wanted to help people more directly. Teaching allowed me to do this while pursuing my passion for science, inspiring students and helping to fill a need for science teachers."
Dr. Peter Jenkins, Assistant Professor of Surgery, Indiana University Health
"As a corps member, I chose to pursue a career in medicine because I was moved by how the lives of many of my students were influenced by their chronic health conditions, and as a medical student, I chose to become a trauma surgeon, because traumatic injuries disproportionately impact people who are socioeconomically disadvantaged."
Dr. Anita Saunders, School Psychologist, Indianapolis Public Schools
"My transition to teaching through TFA was an act of racial justice. Although I did not fit the typical demographics of a corps member, I knew, because of my own school experiences, the importance of having teachers who looked like me and shared a cultural background."
Rainey Johnson, Undersea Medical Officer, Naval Medical Research Center
"I will never think of our nation’s education system the same way. To theorize and to experience are two different things. My experience in TFA has—and I anticipate that it always will—influenced the way that I prioritize education and vote."
Jaquelinne Murillo Figueroa, Removal Defense Immigration Attorney, Polanco Law, P.C.
"Now, as an immigration attorney who is an immigrant as well, I can identify with my clients and their families on a much deeper level. Teach for America helped me learn this skill, and appreciate the ability to identify with my students and now my clients. In short, I learned the importance of serving as a role model for Latino youth and the community overall."
Matthew Aiken, Associate Counsel, The White House
"Professionally, my organizational skills, speaking ability, and leadership skills, all grew exponentially. I led in a number of capacities that I never thought I would, specifically with my 9th graders and as a JV football head coach. The responsibility and ownership of your successes and failures is unparalleled in preparing you for any future leadership experience."
Amy Martoche, Supreme Court Justice, Erie County Supreme Court
Judge Amy Martoche presides over Western New York's Human Trafficking Intervention Hub Court, the first of its kind in the United States. Amy is a pioneer of the "hub court" model, allowing courts to support more victims of human trafficking across the state and provide them with services that reduce recidivism.
Brandi Pikes, Associate, Winston & Strawn
"If you are passionate about helping others and seeing children succeed in school regardless of zip code, apply to Teach For America. Teaching skills can be taught and developed by good coaching teams, especially when you have a heart for public service. With the right heart, pure motives, a willingness to work hard, open communication, and a great support system, you can do anything and be successful at it."
Eddy Hernandez Perez, Lead Attorney, Allensworth Texas Construction Lawyers
"TFA taught me to look at challenges with greater optimism. I no longer look at problems as insurmountable—I’m much more emboldened to break large problems down and say, “Let’s take it one step at a time.”
Tom McSorley, General Counsel, NATO - Defence Innovation Accelerator for the North Atlantic (DIANA)
"I was sure I was going to go to law school. But I had gotten advice from virtually everyone not to go straight through because you’ll always regret missing a chance to expand your horizons. I couldn’t see any other opportunity that matched TFA’s offer to actually dive right into making change and, frankly, taking on a ton of responsibility, so I applied."
Destany Story, Program Director, Women Empowering Nations
"The corps played a huge part in my journey of discovering my own identity, passion, and purpose. I always go back to my 'why' of even joining the corps when I reflect on my career path."
Kristopher Lewis Sr., Executive Director, Rebuilding Together Baton Rouge
"Through my experience with Teach For America, I gained valuable skills in management, organization, and fundraising, enhancing my ability to contribute to the organization's mission. My true passion lies in public service."
Lakota Vogel, Executive Director, Four Bands Community Fund Inc.
"I learned to take a big goal, break it down into smaller, measurable steps, and how to track progress toward outcomes. Teaching also taught me that no door is closed if you have the desire and are willing to work hard. I also learned that there is foundational work to be done with communities that impacts success in the classroom, which started me on my current career path."
Anjali Malipatil, Executive Director of Philanthropy and DEI, PDT Partners
"I became a stronger planner and learned how to use every resource at my disposal. I learned how to communicate with a vastly different group of individuals—students, other teachers, administrators within my school, parents of students, or fellow TFA corps members. I also learned how to facilitate group conversation and strengthened my public speaking skills."
Daniel Velasco, CEO. Ensemble Learning
"I decided to apply to TFA when my recruiter walked me through some statistics on the barriers I faced in graduating from college on time. With a better understanding of how unlikely my relative success was, I felt compelled to give back and help change a system that disproportionately prevents those with similar life experiences from succeeding."
William Trang, Product Marketing Manager, Google, Inc.
"Teaching was a humbling experience; nothing I do today is taken for granted. My perspective was shaped through my experience; I truly appreciate my opportunities. Without these skills, I wouldn't be where I am today."
Louise Baigelman, Founder and CEO, Story Shares
"As a teacher, it was key to invest others in achieving the desired results. As an entrepreneur, I also rely on this skill. We have been able to build Story Shares to this point because of the relationships we have built along the way."
Abbas Manjee, Co-Founder / Chief Academic Officer, Kiddom
"Your experience as a teacher really forces you to be a fantastic time manager. You really have to figure out what you need to do, how you're going to do it and execute. And that's a skill set that you can utilize anywhere you go."
Paige Andersen, Project Coordinator, Learning.com
"I did meet my partner through Teach for America and some of my best friends, but I would say it was also the hardest thing I've ever done in my life. If you are up for that challenge, I think you should do it. Absolutely."
Kien Nguyen, Product Manager, Digital Payments, eCapital Corp.
"In the classroom, there are times when students get stuck, and you need to be able to actively problem-solve the situation to get the students back on track. Being able to set clear objectives, communicate effectively, and actively problem-solve are things I do every day when I’m working with engineers or executives."
Bernie January, Jr., Co-Founder, Creative Director and Developer, Heartsleeve
"Those years shaped me. I continue to do the work of supporting young people and local nonprofits to this day largely because of how those years framed my perspective on the many challenges facing South Louisiana."
Charli Cooksey, Founder and CEO, WEPOWER
"When I saw my students’ unlimited potential and realized that their progress is being stunted by our broken system, I knew I had to commit to fighting for them."
Elisa Hoffman, Founder and Executive Director, School Board School
"I would not have been able to develop this program without my TFA network."
Colin Seale, Founder & CEO, thinkLaw
"What if every doctor, lawyer, politician spent the first two years of their career in a classroom? What would the world look like if that were the case? Once you’ve done the work, it’s impossible to erase that from your consciousness."
Lucy Volkmar, Co-Founder, Structured Literacy Solutions
"If I hadn’t joined TFA, I know my career would not be as rewarding and fulfilling as the one I have today. I saw firsthand the impact that having not just one strong teacher—but a series of strong teachers—has on a child."
Alejandro Gac-Artigas, Founder & CEO, Springboard Collaborative
“The entrepreneur’s only chance at succeeding, where hundreds before you have failed, is to understand the problem more deeply than anyone else. And no one understands a problem better than the people who experience it firsthand.”
Taylor Toynes, Founder & Executive Director, For Oak Cliff
“I knew that being a teacher would allow me to reach kids in my community early. So right away, I left my job at the district attorney’s office and applied to join Teach For America in Dallas.”
Elizabeth Bagley, Managing Director, Project Drawdown
"If there was ever a time to talk about the possibility of a coordinated global change in how humans interact with nature, it's now."
Rachel Malarich, Assistant Director, Environmental Services, Koreatown Youth and Community Center
"To me, this work starts with listening to the issues that are important to the community, related to trees or not."
Katelyn Roedner Sutter, California State Director, Environmental Defense Fund
"The same communities struggling to get quality education are bearing a disproportionate burden of environmental damage. Working for justice in either education or the environment is transformational for the same people."
Najee Johnson, Chief of Staff, Ceres Imaging
"Education can change lives, but not in a vacuum. I learned that there’s more to closing the achievement gap than just teaching your subject well. I became more aware of the other issues that impact students on a daily basis, such as health and economic issues. I’m committed to using my experience in the classroom to have a positive impact on people—no matter where I go."
Johnathan Klein, Co-Founder & CEO, UndauntedK12
Johnathan Klein (Bay Area '97) is co-founder of UndauntedK12, whose mission is to support America's K-12 public schools to make an equitable transition to zero carbon emissions.
Rashid Williams, School Lead, Blue Zones Project - Jacksonville
"Regardless of content, curriculum, or Common Core, you can't make change if you don’t have the right human capital and real leaders. So, for me, as a leader within this work who is trying to empower young minds daily, I know that I have to stay in it to really make a difference."
Where could your path with Teach For America lead? Take the first step on your journey.
Teach For America (TFA) could be a great option for you. Whether you’ve taught for several years, you’re making a career change into education, or you’re just graduating from college, TFA is a unique opportunity to make an impact in students’ lives and serve the Baltimore community.
TFA recruits outstanding leaders from all backgrounds and career sectors to become TFA “corps members.” Corps members commit to teaching for two years, where they are full, salaried employees of local public schools and confront both the challenges and joys of expanding opportunities for kids. Many corps members choose to continue teaching after their two-year TFA commitment ends.
Corps members develop into strong classroom leaders who go beyond traditional expectations to advance students’ academic and personal growth while helping to strengthen schools. They work in the districts and schools most impacted by educational inequity.
In partnership with universities like Johns Hopkins University, other local nonprofit organizations, and businesses in the Baltimore communities, corps members receive initial training, ongoing professional development, and access to an unparalleled resource and support network.
TFA has more than 3,000 corps members, reaching nearly 250,000 students in more than 1,500 schools.
You'll be placed in your preferred region so long as there's space and you meet the local requirements.
To be considered for a position with TFA, you must have a bachelor’s degree with a minimum cumulative GPA of 2.50 and either have U.S. citizenship, national/legal resident status or be a DACA recipient or EAD holder. You are not required to have a background in education.
In addition to these eligibility requirements, we seek people who have a deep belief in the potential of every child, a strong record of achievement, and perseverance in the face of challenges, among other key values and experiences. Read more about the characteristics of strong corps members.
Applications to teach in Baltimore are open. Take our quiz to discover your dream career.
As a corps member, you will be required to complete steps to become highly qualified in the subject(s) you’ll teach and work toward full teaching certification during your two-year commitment. Learn more about earning your teaching license and getting hired at a school.
You’ll receive a salary and benefits from the school district, charter school, or pre-K center where you work.
You’ll be paid the same as other beginning teachers working for the same employer. Salaries typically range from $53898 to $57,180, depending on the grade and subject level you teach.
As a full-time TFA teacher, you are entitled to medical benefits through your school or district. Plans and costs vary, depending on where you teach. Read more on salary, benefits, and the cost of living in Baltimore.
You may also be eligible for additional financial incentives exclusively available to TFA corps members. Learn more about financial aid, including transitional funding packages.
After your two-year commitment with TFA, you may choose to stay in the classroom for additional years of teaching. Some TFA alumni go on to work in school leadership, and many others go on to impact educational equity from another other sector.
We are dedicated to making sure you have the resources and support you need to lead and continue to work towards change, with a dedicated TFA Baltimore alumni support staff. Learn more about life after the corps.
TFA places corps members in more than 40 regions throughout the U.S. During the application process, you can select up to three regions. Then, after interview week concludes, you'll have an opportunity to change your regional selections if you wish. Read more about our placement process.
Teach For America has been in Baltimore since the early 1990s, and is now home to more than a thousand TFA corps members and alumni.
We have created long-lasting relationships with educators, community organizations, and leaders in order to create lasting change in Edmondson, Cherry Hill, Baltimore County, and several more neighborhoods in the city.
As a TFA teacher in Baltimore, you will join a highly supportive network that reflects the racial and economic backgrounds of the city’s students. Students who had corps members teaching in their classrooms are now becoming corps members themselves, and TFA alumni are leading schools, contributing to the growing ed-tech industry, and running for office.
The best part about Barbara is the care and commitment she has for her students. She is the type of teacher that her students will remember for a lifetime. Can you imagine having that kind of impact? Learn how to sell your strengths to an employer.
If you were a teacher, your students would feel comfortable around you and likely thrive under your leadership. They would trust that you always have their best interest in mind.
Whether you are Barbara, Janine, Gregory, Melissa, or Jacob, each character shares their passion and commitment to fuel the potential of their students. This quiz is more than just a way to see which character you are most like. It's a celebration of the incredible work our teachers do every day, even in the face of budget cuts and obstacles. It's a tribute to their unwavering dedication, their resilience, and their ability to always show up for their students.
Take the first step.
Check your inbox for a welcome email and make sure to confirm your subscription!
Log in
