A Year One Fellow reflects on Summer Institute

Getting to know my Cohort has been my favorite part of this experience….Meeting my Dallas Cohort and building those relationships has been incredibly special in such a short time, it feels like we’ve become a family. I’m excited to continue growing and learning together through this experience.

A Year One Fellow reflects on Summer Institute

Being in classes with people that are from all over the country and that are teaching in all of these different places has been truly touching experience. Listening to others share their stories and their experiences has been an amazing opportunity….I felt heard and listened to in my paper, as well as in my group, when we discussed our backgrounds and how we think that maybe adds or takes away from our path to being an educator. What things are holding us back and how we can change that.

A Year One Fellow reflects on why she joined Cohort 2025

Growing up in Philly, I saw firsthand the impact great teachers can have on students’ lives. Representation is important in the classroom, I want to provide that representation. After working in higher education, I witnessed the challenges students from our communities face. Now, I’m eager to work directly with students and inspire them early on, showing them they belong in positions of power and leadership. I want to empower them to see their potential and strive for greatness. 

A Year One Fellow reflects on why he joined Cohort 2025

I wanted to change careers as soon as I was eligible for retirement from the Army. On the mark, at 20 years, I retired and began researching teaching paths. City Teaching Alliance really stood out amongst its peers; strong values and a great way of supporting it’s members through coaching and the gradual deliberate movement of fellows into the profession.

A Year One Fellow reflects on what she wants to accomplish during her first year in the program

This year, I will be working in Deanwood (northeast DC), and I would really like to immerse myself in the local community. One of the most rewarding aspects of being abroad in Uruguay was getting to know locals and authentically experiencing a different culture. I’d love to take a similar approach working in Deanwood to learn more about my students’ cultural context and to keep building empathy for others. More specifically, I’m hoping to attend at least a couple community events and foster meaningful relationships with students’ families.

A Year One Fellow reflects on why he joined Cohort 2025

I’ve always believed in the power of education to transform lives, especially in communities that look like mine. Joining this cohort aligned with my values around justice, equity, and showing up fully for students who often don’t get the kind of love, attention, and high expectations they deserve.

A Year One Fellow reflects on why she joined Cohort 2025

After researching programs, City Teaching Alliance stood out—not only because of its mission, but because so many of my colleagues at John Ruhrah were City Teaching Alliance alumni who spoke highly of their experience. Their encouragement gave me the confidence to apply, and I’m proud to be part of Cohort 2025.

A Year One Fellow reflects on Summer Institute

I love DFW Cohort 2025!…The relationships mean so much to me. Summer Institute being cross site allowed me to make even more connections with those from Philly, DC, and Baltimore. A lot of the learning sessions have been incredibly helpful, particularly the ones on financial planning and mindfulness.

A Year One Fellow reflects on why she joined Cohort 2025

I chose to join Cohort 2025 because I saw it as an opportunity to grow within a community of educators dedicated to equity and impact. Having already earned a graduate degree in 2016, I felt this was the right time to return and intentionally equip myself with the tools necessary to become a transformative force in education. Joining the City Teaching Alliance allowed me to align my values with action, serving students in communities that deserve the very best educators.

A Year One Fellow reflects on why she joined Cohort 2025

I really want to give back to the community that raised me, D.C. I’ve lived here since I was about five years old, and I wouldn’t be who I am if I hadn’t grown up in DCPS. After graduating from undergrad, I knew it was time to come back home and support my community. My little brother is also a huge inspiration to me, and my teaching journey. His name is Tomi, he is 12 years old, and he has Down syndrome.

Helping him navigate the public school system has shown me the importance of advocating for student rights consistently. I want to be part of the reason the next generation of students grow up with the tools they need to thrive, and I think City Teaching Alliance is setting me up to do just that!

A Year One Fellow reflects on why she decided to pursue teaching as a career.

I believe a better tomorrow begins with quality education for every child. I decided that this was the right time to start because I had spent the years following my graduation from the University of Vermont traveling the world and trying on a few different professional hats. However, wherever I went I kept finding myself drawn back to the classroom. I love to learn, and I wanted to try and spark this same love of knowledge for the next generation.

A Year One Fellow reflects on why he joined Cohort 2025

I joined Cohort 2025 because after graduating I taught one semester by myself. I thought as a black male educator I would be amazing to relate to but I honestly had the opposite effect. I lack many skills of classroom management and techniques to help with specific skills. Knowing this, the reason I chose to join cohort 2025 was due to not being as good of a teacher I thought I was. Joining this program is one of my many steps to improve myself.

A City Teaching Alliance Alum reflects on being a Second Year Teaching Fellow 

In my previous career, I felt like I wasn’t really doing anything helpful. I wanted to be on the front lines of education. The first year of [City Teaching Alliance] was rigorous. It was a heavy course load, but it was information we needed. There were no courses that we don’t apply every day.

My first year in my own classroom as a kindergarten teacher was busy, but it would have been so much harder without the residency year. The experience I had gained in my residency helped a lot.

The whole teaching process includes a lot of reflection and adjustment. We do so much more than teaching kids about letters and numbers. We are literally teaching them how to be human beings, how to interact with other children.

One student last year, whenever he got mad, he would throw a tantrum and hide under the table. But by the end of the school year, he was helping other students deal with their emotions. A girl arrived at the start of the year unable to recognize any letters. She left being able to write sentences. You see growth in every child. And there is never a day when they don’t make me laugh.

A City Teaching Alliance Alum reflects on being a First Year Teaching Fellow 

The residency year was really tough. I’d see about 5 minutes of daylight because there was so much work. But from that, I learned very good time management. There are days you think you can’t do it, but at the end of the day, you don’t want to be doing anything else.

I worked in a classroom last year with a boy named Alejandro. He didn’t know a lot of English and he was pretty discouraged. He grew a liking to working with and really came out of his shell. Now he’s a shining star– very smart, very humble.

I really like where I am right now. I didn’t think it was possible to like teaching this much. This is my purpose and this is what I want to do right now.

A City Teaching Alliance Alum reflects on being a First Year Teaching Fellow 

I was directed towards [City Teaching Alliance] through Americorps. I liked the mission. I appreciated the residency year and the year of coursework– I wanted to have that preparation before I had a class of my own. I like that it recognizes the teaching profession as something of high value.

The residency year? Wow, it was challenging, but I grew a lot from it. Now that I’m in my first year in the classroom, what I’m able to do wouldn’t have been possible without the residency year. And I still feel very supported. There’s a real sense of community among everyone in my cohort. Even though we meet once a week, it’s a big support system. I also like the coaching aspect. That keeps us on our toes and always improving.

There are moments in the classroom where I just get to be myself, to connect with students. One student was having a tough time the first couple weeks of school– not cooperating, arguing a lot. Two weeks ago, we had a moment where I pulled him aside and asked what was up. He looked me in the eyes, started tearing up and disclosed some family things that had been going on the past few months. Now I’m trying to provide him extra support and he’s stepped up. He’s become one of our class leaders.

A City Teaching Alliance Alum reflects on being a First Year Teaching Fellow 

I knew I wanted to teach, but I wasn’t sure how to get into teaching. After spending a year doing City Year in Boston, I started researching teacher certification programs. I chose [City Teaching Alliance] because I had seen what happened to students when teachers weren’t ready and I didn’t want to do my students a disservice. I wanted to be ready when I stepped into the classroom.

The first year was really intense, but my host teacher was a big support. She was a top tier teacher, and she really wanted to help young teachers develop. We were really able to partner, and she was able to give me this huge space to try teaching.

This year, in my own classroom, I’m teaching Algebra 1. It’s hectic and stressful but fun, and I know it would be 100 percent harder if I hadn’t been an[City Teaching Alliance] resident last year. I know my students from last year. I know my administrators. I all these structures within the school and how things work. I’m able to focus on my class and what I am teaching.

A City Teaching Alliance Alum reflects on being a First Year Teaching Fellow 

I chose [City Teaching Alliance] because I really liked the model of a full year of residency and a lot of support to grow and develop as a professional. But what was most appealing was that it aligned with my values. I wanted to go to the inner city and work with children who need extra support.

Last year, as a resident, I learned a lot of things—how to help children grow academically and socially and emotionally, relating to them as a person and not just as a teacher. The biggest and the most beneficial part of coursework has been looking at what are best practices, how to best serve children with different backgrounds and home lives and socioeconomic statuses.

Now I’m teaching sixth grade English in the same school where I was a resident. One thing that makes [City Teaching Alliance] different is that we get certified in special education. And, because I’m in Dallas-Fort Worth, [City Teaching Alliance] also prepared me to teach English language learners. When I needs my students had this year, I knew I was equipped to meet them.

A lot of the things I learned last year has been immediately applicable to my teaching this year. I don’t think I would have gotten that anywhere else than [City Teaching Alliance].

A City Teaching Alliance Alum reflects on being a First Year Teaching Fellow 

I did City Year after I graduated college and that convinced me that I wanted to become a teacher. I was accepted to a couple teacher training programs, but I chose [City Teaching Alliance] because I wanted to have the ability to learn and grow. I wanted to be able to practice in the classroom. I didn’t want to let kids down.

The residency year was long, but it wasn’t as difficult as I had imagined because of my cohort. We really held each other together. We quickly became huge family. As far as the coursework and classroom balance, it was really well planned. I would learn something in class on Tuesday and be able to implement it on Wednesday.

Now I’m teaching fourth grade. I don’t think anyone’s first year of teaching is easy, but I feel much better equipped than if I hadn’t done my residency year with [City Teaching Alliance]. Some of my colleagues are just learning skills I already have in my tool belt. The coaching is a phenomenal help. I always feel like I leave my coaching sessions with reachable next steps. And since your coach is also your professor, there’s a level of comfort there.

A City Teaching Alliance Alum reflects on being a First Year Teaching Fellow 

My story is a little different–I already had my teaching credential from California, but because I had never actually taught, it wasn’t valid in DC. Although I had spent four years studying education, I had only spent 16 weeks in a classroom as part of my teaching placement.

[City Teaching Alliance] appealed to me because of all of the coaching; that really sets it apart from other teacher training programs. The master’s degree was also a big draw, as well as the certification in special education.

I knew I was interested in special education and I asked to be placed in a special education classroom for my residency year. The residency year is invaluable because you are immersed in a classroom all day. The biggest thing that helped prepare me was the coaching. My coach was so beneficial. She had a special education background, especially working with students with autism and that’s what I’m doing now. There’s so much that can only be learned by watching and being coached by experienced teachers.