Amy Huang is the new Vice President of Alumni Leadership for the Greater Chicago-Northwest Indiana region. Her career began with the Teach For America 2005 Bay Area corps. She taught biology and chemistry at McClymonds High School in Oakland, and was awarded the 2006 Teach For America Bay Area Award for Innovation in Teaching.

Prior to joining Teach For America, she served as the Executive Director of Continuous Improvement at Chicago Public Schools in the Office of Network Support. As ED, she oversaw professional learning for networks, strategic planning for schools, data reporting, and special projects such as the Algebra Access and Equity Initiative. She was a Founding Team Member of LEAP Innovations. During Amy’s tenure as the Senior Director of Programs, LEAP partnered with over 140 schools, creating the largest urban demonstration site for personalized learning. Amy led programmatic strategy and operational integration across LEAP. She also increased diversity, engagement and retention of the Programs team and the schools served. Before founding LEAP, Amy was the Portfolio Manager at New Schools for Chicago (now Kids First Chicago).

Amy is the proud parent of two daughters who share her love for reading, health and fitness, and being a global citizen. We spoke with Amy about what excites her about her new role at Teach For America. 

What motivates you about working on the TFA Greater Chicago-Northwest Indiana Regional Alumni team? 

Over the course of my career, I’ve learned that there are indeed many organizations with awe-inspiring missions. However, at the end of the day, it’s the people on the team who make and break the work. My teammates at TFA motivate me. We keep the mission front and center, and we have incredible opportunities to make system-wide impact through building and supporting our alums via strategic networking, programming, and partnerships.

What do you think makes Chicago's Educational Landscape unique?

Chicago’s education ecosystem is unique in its openness to collaborate and innovate. There’s also a mature culture of using data to inform decisions. We recognize that educators are instructional leaders and their voices are crucial at the table. Moreover, there is also a strong focus on equity, and people are generous with their time and sharing of information. 

You have been involved in the Chicago Educational Landscape throughout your career, what have you seen evolve and change? What has stayed the same? What about these things excites you?

I’ve seen more educators bring their experiences into districts and nonprofit organizations. That lived experience is critical as we design systems and make decisions that impact our students and communities. 

What advice would you give to community members who are seeking to grow their leadership and impact in education and the Greater-Chicago Northwest Indiana Community?

There’s a growing pattern of evidence that shows the value of having a range of professional experiences. I would advise branching out, joining organizations and meeting people who might make you uncomfortable. 

What is your hope for the future of alumni work in our region? How do you want to see alumni thrive? 

Connected, dynamic, inclusive, and anti-racist are the words I hope will ring true for alumni in the region. We have a lot of work ahead together to make that true, and it’ll take ALL of us.  

What do you think we can do to diversify the teacher and school leadership pipelines in our region so that more students have teachers that are representative of the diversity of this region?

I think diversification of the pipelines in our region will require early identification of interested candidates, support them in the process of entering the field, and then changing policies and systems so that professions are more attractive and sustainable. 

Ten years from now, what is something you would want people to remember about your work in education? 

I hope people will feel ownership and pride of the vibrancy of the Greater Chicago Northwest Indiana network and see their own roles in affecting long-term change.