Essentially the way we're going to run things today is to have a portion in the beginning where all of our recruiter panelists will answer some questions each like as a group. And then you'll break out into smaller groups for more specific questions like, when does this program start? Or more like nitty-gritty details about one particular program. But they do have a lot in common in terms of their goals or philosophies and stuff. So we'll talk about that a little bit as a whole group first. I think in the interest of respecting everybody's time, we're going to go ahead and get started. So officially welcome. My name is Mia Ferraina. I am the public service career advisor at Cornell career services. So if you're interested in going into education or really any sort of career for the common good of society, I'm happy to work with you and towards the end I'll put a link in the chat for you to book an appointment with me if you would like. But please give your gracious and undivided attention to our wonderful panelists who are each recruiters for their respective programs, they're in the name of their screen or in their background somewhere. So that way you can keep track of who's who. But we'll get started with just some basic introductions of who you are, you know, kind of why you're passionate about the work that you do or the program that you work with. And just a really brief overview of your organization. And I guess I'll start with the person who I see first, which is Hillary. Hi everyone, thanks so much for joining and looking into a career path in common good or the education space. I am a previous teacher at Success Academy. I taught at our founding school at Success Academy, Harlem 1 in Manhattan. Before I joined the recruitment team, and I've been on the team for about five years. And really the passion behind my, why I do this work is surrounding the topic of equitable education. And I'm sure this definitely resonates with others in this group, but thinking about how to make education accessible for all, because all children are capable of succeeding. It's just not every child has been given the same equal opportunity to do so. And we're looking to bridge that gap. And so our dual mission is to create elite programs within our schools. But to also talk a bit more about the education space as a whole in our country and how we can continue to improve it as well. So really excited to be here with everyone and everyone I've met from the other programs as well. Well, do you want to go next? You're next on my screen so I'll nominate you. Absolutely. Yeah. I had figured out I was next, but wanted to be sure. Hi everyone. Thank you for being here. My name is Will Greszes. I currently live in Brooklyn, New York. And I'm here on behalf of Teach for America. I joined the cohort in 2013, where I taught high school math in Atlanta, Georgia. And I wound up staying at my school there for six years prior to transitioning up to Brooklyn in my current role on the recruitment team. So I've been with the team at this point for about a year and a half. Yeah. I'm really excited to be a part of this space with very like-minded folks in similar mission oriented work. So Teach for America, we're a national nonprofit leadership development organization concerning itself with this issue that Hillary was alluding to around educational inequity. The fact that due to systems that exist in our country of injustice, the opportunities to attain an excellent education and all that that affords are not equally laid out. And that's a fundamental issue in our country. We seek folks out with a passion for this issue to make an immediate impact and have that inform the longer-term work they do. Whether it be in the classroom and in the educational space or in the many spaces peripheral to it that have a say in advocacy for our kids and communities. And these days, I'm, I'm really compelled by this work because as we know, you know, the challenges we face as a country are particularly exacerbated right now, and, you know, kids need advocates and teachers and folks doing this work very acutely at the moment. And so it's moving to be a part of a number of folks pushing for the same things. And I think I'm next, is that right Mia? I wasn't sure. Ok. Hi everybody. I'm Torin Peterson. I am the Northeast recruitment manager with urban teachers. And I've been with urban teachers for a little over two years now. I live in Portland, Maine and it's been flurrying snow all day today, which has been lovely. And I was not a participant with urban teachers because urban teachers didn't exist when I first went into teaching, which was back in 2007. Urban teachers has been around for the last decade or so now. The reason I joined urban teachers a few years ago is because when I went into teaching in 2007, I went to teach at a public school in Boston and I was, I had gone through a certification pathway and I was very under prepared to be an effective teacher in that first year. And really in my initial years of teaching, a lot of my learning and growth was through trial and error. And so as a result, my students were not receiving the education that they deserved and that you're in my classroom, right? And so, you know, kind of with that personal experience and knowing that that was not at all uncommon for first-year teachers to feel really overwhelmed and under prepare and seeing kind of the high rate of teacher attrition that tends to happen in urban public schools as a result, when I found out about urban teachers, I was really, really drawn to it. What we do is we have a four year teacher preparation and Certification Program in, currently in three cities in Baltimore, Maryland, Washington DC, and Dallas, Texas over the cross, over the span of that four years, or it's a one-year residency where folks are co-teaching with host teachers in their public school and then a three-year fellowship where folks are a lead teacher with their own classroom in their public school and ideally you're in the same public school for all four years. You're also enrolled in a two-year master's program through Johns Hopkins. You're also getting one-on-one, regular one-on-one coaching through the first three years, which then culminates in certification. And our mission is, I think you'll, you'll, you'll hear quite a bit of similarity between what Will mentioned, what Hillary mentioned, right? We, we're preparing effective, culturally competent teachers. And really specifically with this program, we're looking for folks who are interested in a career in teaching in order to address and combat the racial and socioeconomic inequities in our public education system and the communities that we serve that are the direct result of persistent systemic institutional racism as well mentioned exacerbated by, by COVID. And we're looking to accelerate student achievement as well. So that's, that's what we do. Thanks for being here. Hello everyone. I'm the last person to introduce myself. My name is Richard Reese. I've been with City Year going on 7 years now. Two of those years was spent in San Antonio, Texas. And the purpose and mission, of city year is like everyone else mentioned, is to really bridge the achievement gap and how we can support students and figure out ways that, to connect with them outside of the school space. So our corps members are considered student success coaches. So it's really just coaching a student, enough to figure out, like what interests do the students have, how can we create a space where they can learn, where they can best learn from themselves and from their peers. So our AmeriCorps members are in a classroom with a full-time teacher, so you're not the teacher in the classroom. In this program, we are one year commitment. And during that time, like I say, you'd be working one-on-one with students and really supporting them and figuring out how you can create that learning space for them or recreate that on your space with them. So they can come to school everyday energized or ready to learn. And the reason why I got into this work because I'm one of 13. Yes. Number 12 of 13, kids my mom and dad had. And the one thing that always stood out to me and my childhood was my mom being that city year member for me. Out of the 13, I wasn't the one getting the best grades. I was the one who was getting averaged grades and sometimes in trouble. And where I'm from, they used to call those children "bad children." My mom would say they're not bad, they just need additional support and help. And are you going to give that to them? And so for me, that's what she did for me and helped me all the way of course, to my sophomore year in high school. And from there is like I know this is like the path that I want to go into. So I'm extremely passionate about this work, I can't wait to answer your questions and really dive deeper into why this type of work is important. Wonderful, thanks so much everybody. And now students, obviously, as you can see, there's kind of a similarity in all of these programs that's not just about education, but about rectifying, or at least trying to mitigate some inequities that are unfortunately systemic in our country right now. So hopefully you see that common thread. But I think something that distinguishes these programs a little bit from one another is the type of responsibility or like the nature of the role of what you would be doing as an entry level member. So I don't know if each of you want to share like the exact title of your entry level roles, but really, I'd like to hear what the main responsibilities of them would be, as well as, you know, kind of along with that, what kind of impact do they get to have based on those responsibilities. And I guess we'll maybe go in reverse order this time. Richard, do you want to start us off? Yeah. Okay. So as an AmeriCorps member, like I mentioned you'd be in the classroom supporting and helping to teach in either English or math. So not both subjects. At your school, you will have anywhere from 10 to 12 AmeriCorps members depending on the city that you apply to, because you select the location and what grade levels to work in their location. And then from there you will be in the classroom every day with the teachers from the very start of the day, to the end of the day. And at, once, like the bell ring, you then go into your after-school activities, and our corps members put on different programming for the students. So when I was a corps member, my job was after school coordinator. So I was able to create different events for our students. And one of the ones that stood out to me was spoken, spoken word night, where we had allowed our students to do different poetry, poetry slam. They could be musically gifted so they can bring their music on stage and performing for the students. And just different things like that. And the other responsibilities would be creating what we call a behavioralist and attendance. So the  behavioralist is there to really identify students within the classroom who need attention, who need additional support with different disruptions and classroom, in the classroom. And then for the attendance, of course, if a student is not showing up to class or they're late then they're not able to do their work. And so for me, during my lunch break, I will always find my students who are absent, are not absent but tardy to class, and really give them that space to catch up and make sure they are on track with their homework and things like that. So throughout the day you will be interacting with students. You're not like the teacher's errand runner, so you're not gonna be like printing paper, but of course you can to establish that relationship. You will not be grading papers, but of course, once again, you can establish to a relationship. Your main goal is really to unlock the potential of your student. What things can you do during that one-on-one time or the small group time to support your students. In our after school space, what events can you bring to the school to create that positive school culture climate that we're looking for and our corps members to bring new energy, new ideas to the school. The last thing would be professional development training. So throughout the year you will have training on what it takes to be a corps member in the classroom. But then professionally, how can we support you for your next steps outside of city year? Maybe you meeting with some of our board members and partners and having lunch with them so they can really see what you're looking for in your next steps if you're not going on the teaching route. So just different things like that and I'll stop talking so I don't take up too much time. So for urban teachers, you would see if you decide to apply to submit an online application that we ask you for your first and second preferences for your city placement, as well as your program of study placement. And then we would place you, ultimately according to the needs of our partner schools and districts. So I mentioned our cities are Baltimore, DC, and Dallas. Currently our three programs of study are elementary education, secondary English language arts, and secondary math. Those are sort of the most in-demand content areas for teachers and our partner schools and districts. And that program of study determines three main things: that determines what you're going to be teaching in your public school, co-teaching in the first year, then teaching for the next three years. It determines what you're going to be taking your master's coursework in in addition to special education. So everybody's going to be taking specialized coursework plus in their content area, in their program of study and your degree will be in those areas as well. Also our Dallas folks take coursework and earn their degree in ESL, teaching English as a second language students or ELL students, English language learners. And it also determines what you're going to be earning your certifications in in the state that you're working. And so let's say you were in Dallas, Texas, you'd have Texas verifications and those areas by the end of year three. So kinda just to quickly break down the timeline. I went a little bit into it previously. But thinking about more kinda like what are the day-to-day responsibilities in the program. As a resident or a first-year participant, you are co-teaching your public school, like I mentioned during the school day hours working with those teachers. And in the afternoons and evenings for like three to four hours Monday through Thursday or Monday through Friday you're taking your Johns Hopkins master's coursework. So about the two-year master's in total. And so about 70% of the coursework is going to be in that first year because it's, it's clinical coursework. It's meant to provide you with real specific practical tools and techniques on how to be an effective teacher, which you can then take into the work you're doing with kids everyday as that co-teachers really getting hands-on practice and hands-on, hands-on training to give you that foundation to be an effective teacher, come year two, where then you're going to continue to grow and learn for the next few years, right? So the first year, the residency is a particularly intensive time commitment-wise, more rigorous to again, to provide you with that foundation for then in year two. So now you're in the fellowship, you're a full-time lead teacher during school day hours. Now you're taking coursework once, maybe twice a week in the afternoon and evening, so it's a much lighter course load then. And then by end of year two, you'll have earned your Master's Degree in those areas that I just mentioned. And so, you know, starting in year two, folks can have the ability to take on more like, more extra curricular activities. In the afternoons, like coach a basketball team, or like lead the drama club. I was a theater major in college, so that was something I jumped, I jumped at the opportunity to do it at schools. There's more chances do that in year two and then really in years 3 and 4, now that you've completed the masters coursework, there's more opportunity to do that in the evening, afternoons and evenings while you continue to serve as as a lead teacher during that time. So I know there's a lot, so I'll, I'll stop there. Alright. I suppose I would be next then. So with Teach for America, the day-to-day responsibilities are that of a full-time classroom teacher. You would be serving in a title one school. So with students who are majority on free or reduced lunch programs. In one of 51 regions across the country. And you have the opportunity to indicate preferences regarding where you would like to be. And they, the admissions team will cross-reference that with your eligibility to teach certain content areas given your coursework and then areas of need, of course. And so yeah, that that is the large portion of part of your day-to-day, simultaneously during your two-year commitment. You will either be in pursuit of a Masters of Education or an alternative certification. Depending on the region, you may have a choice between the two. Certain regions require you to pursue your master's. And the affiliated partnerships between the region in the grad school also vary depending on which region you're in. And so yeah, as far as the impact, of course, the immense impact that a classroom teacher can have, driving academic and personal growth with your students. But also, and this is our mass say specific to Teach for America. Like, you know, the impact that a teacher can have as a community member advocate, starting programs with the school, you know, at the school that I worked at I helped to start a STEM program that I'm proud to stay is still going on today. But any sort of impact you can leverage in the really specific intimate proximate space that a teacher has. And then going forward, especially as you kind of conclude your coursework, get into your second year or beyond, participating in professional development. In some cases, should you choose to, facilitating growth opportunities for newer corps members who are joining in content areas that you have found a particular expertise in and in helping to steward their growth. So that's yeah, I would say that's the major responsibilities and what the role would look like. And so at Success Academy charter schools, you would be a full-time teacher in the role that you'd be in. We offer K through 12 programming. So elementary school then we offer middle school, either humanities or STEM positions. And then we have one high school soon to be two high schools next year. So that would be very specialized. Like you might be the chemistry teacher or the American history teacher. And so when I think of day-to-day responsibilities, I think of, you know, leading lessons. We actually provide curriculum to our teachers so that they can really internalize it and then be creative about how they deliver it in the classroom. I think about, you'd be collaborating with peers. A lot of times our lessons are taught across the grades. You might actually see some students from the other classrooms as you're doing guided reading or things like that. You would also be communicating with family members and parents. And of course, the scholars that you're working with and building those connections. And then a big part of what you're doing is surrounding professional development. So we have a cohort over the summer that is weeks long before the first day of school so that you can feel prepared, meet your colleagues. And then throughout the year, we have a half day, typically on Wednesdays so that the remainder of the day is what we call teacher school. So time to grade work, reflect, to get some feedback and see how you're doing and ask your peers questions. And then I think when I think of what impact you have, this definitely, I would imagine translates to every organization here. But when you think about making an impact, I would say the best way you can make an impact is in the classroom. Because sometimes when we think of that word, we think of this big thing like something much larger, day-to-day, spending time with children, helping them with their growth, developing a child as a whole. That is how you make an impact and that's how you can serve a community and make a big difference. So that relates to all of us, I would say, but just something I think of when I think of the word impact and how it translates to the roles. Awesome. Thank you so much. I think that hopefully helps students get a little bit of a sense of maybe how their day-to-day life would be different in these different programs. Hopefully, you all got the chart that I e-mailed out, I can put that in the chat again as well. That helps kind of outline even more specifically, some of the nuances of that. I think in the interest of time. The maybe last question I'll ask is about the coronavirus pandemic. Obviously, we all know that it has impacted pretty much every field of work. And definitely school, for those of you who have younger siblings or cousins or anything, you know, that their school has been impacted the same as your college education has. And when you're a little kid without as much attention span, it's even different than when you're older. So I'm curious, aside from the obvious, you know, you are potentially now teaching virtually. What kind of impact has COVID had on your particular program and either what the role looks like or what other opportunities are offered in parallel with it. So I think maybe let's go with Will, you look potentially ready. Okay. Go ahead. Thank you. I will try to reframe from stating, Yeah, the default things about how COVID has changed the educational landscape. With Teach for America, really a big fundamental shift has been in our summer institute training program, which is prior to your first year in the classroom, where you develop the mechanics to teaching to situate you from day one. This past summer we piloted our first virtual iteration of that. Both out of necessity, but also planning for virtual teaching, learning to teach through the virtual medium was appropriate and getting experience teaching summer school virtually. We also wanted to lean into potential benefits of that model where we did a lot more asynchronous scheduling of the learning. So there would be no live Zoom sessions, but more so than in the past when we would all be together in the same space physically. A bit more flexibility regarding the independent side of the work. So that is our plan for this upcoming summer as well too, to be operating that space virtually. In addition to that, as a team, really trying to lean in on opportunities to build community when that's really a challenge. So we have a team that puts together a different kind of learning experience. Whether it be you're hearing from not just Alumni panels, but rooting more in the issue itself. And specifically along the lines of learning about systemic inequity and these sorts of manifestations of that. I know something that was really cool that we had a couple of months ago, is in a series of equity talks that we were hosting about sparking activism through art. So in some cases a little bit more discreet in focus. And then putting together like resources for all that this pandemic entails. So of course, you know, best practices for virtual instruction, but also navigating. You know, this is a traumatic crisis for folks. And so how teachers can help navigate that amongst their students and families. So we put together an online resource hub for those sorts of things. And yeah, organizationally, I think this is something everyone in the panel can speak to, but we would prefer to be able to meet with you all in person and, and, and connect in that manner. So a little bit less, less critical to you all, but I think, yeah, building those interpersonal relationships has certainly been, been effective, been affected, rather. And it's also certainly something that we are pushing to continue to grow in and see where folks need, what they're not getting through the pandemic. Thanks Will. Yeah, let's go Torin, Richard, Hillary. Perfect, and that's that's perfect that I can, I'm piggybacking off of Will, because our situation, it is very, very similar as Will just described. Aside from Johns Hopkins coursework is traditionally in-person almost all, if not all of the coursework is in person for folks, whether they are in Baltimore, DC, or Dallas, because our professors are from the local area. That is all virtual right now. And in terms of the work in Public Schools, our Dallas folks, most of our Dallas folks are teaching in  person currently. Whereas in Baltimore and DC, it's mostly remote teaching, although I know in-person teaching is going to be opening up more starting in the next months to sort, to be determined. But aside from those pieces, the biggest change for us as Will noted too is with our, we also have a Summer Institute which is the first six to seven weeks of the residency, where traditionally folks come to their city and working in person in a summer school classroom, co-teaching there with a host teacher who's someone in their second summer of urban teachers. So then as you go through your residency and then your second summer now you're that host teacher, so it comes full circle. And then you're beginning your master's course work in the afternoons and evenings. So traditionally that's what it looks like. And we put folks up with free housing and free meals, this last summer was the first time it was all virtual. It was a five-week span of time where because the summer co-teaching element wasn't feasible, folks took even more Johns Hopkins coursework. And I mentioned sort of the clinical nature of the Johns Hopkins coursework earlier. Where just to kind of help to visualize that a little bit. Oftentimes there's a lot of role playing or like learning techniques around classroom management and role-playing in small groups. There was even more of that kind of work that really help folks kinda take on that practitioner lens and visualize what it is to implement these techniques in their work with kids and to what Will was mentioning too, you know, there was much more focus on helping to prepare folks for that virtual learning and teaching landscape. I know that there was a virtual teaching module that was co-created by Kyair Butts, who was an urban teachers alum and is a 2019 Baltimore City Public Schools teacher of the year. He's been doing a lot of teaching and coaching for us throughout the last few years. And so there's really kind of been a shift, a shift towards those, those resources are kind of continuing to grow again, starting from last March. In terms of this summer, to be determined. There's not been a final decision made on whether we will kind of go back towards the traditional in-person model, if there'll be all virtual, a hybrid, I imagine a final decision on that will be made in the next month or so. Yeah, of course it looked different for us in many ways. But I think one thing that has kind of stayed the same is the professional development that are corps members receive, you actually receive more now because our headquarters is able to give you, like, if you ask for it tomorrow, today you have it. Just different ways to connect with the students virtually. And of course like in that space our corps members are still hosting like one-on-one sessions with the students, with the help of the students, the teachers creating that space for our corps members and also the small groups as well. And then another thing is our corps members are still able to have after-school programming for their students. And so we have one team in DC who still has the anime club. We have another team, I believe in Philadelphia that has, one of the corps members is a yoga instructor. So she's teaching the students yoga. So it's really just tapping into like the interests of the corps members to figure out ways that we can use that after school space, but then also that lunch space to have the one-on-one conversations, the candid conversations that we would have in person. As far as next year, we are basing it off of our school partners. So if our school partners say we can be in the school, our city or team would then go do the investigation, see like, is it safe for our corps members? And if so, then we will go into the school as well. And yeah, I know we don't have much time so I'll stop right there. We've been fully remote since that second week in March. And so I think going forward, we're hoping to leverage a hybrid model by the summer, but we will of course follow whatever is most safe and feasible to do. I think I would be lying to you if I said we went remote, smooth sailing, no problem. It took a lot of resilience from our teachers, our school staff, our scholars, their families, a lot of patience. I mean, we've shifted the schedule to fit this virtual time and that takes a lot from everybody. So we appreciate everyone just trying it out, kind of seeing what works and what doesn't and refining it. And I think the fact that we've remained remote the whole time has allowed for implementation of feedback in ways that's really great. And so I was able to see some lessons remote. And as a previous teacher, you know, hats off to them because I can't even imagine juggling it all on a screen. But what was really reassuring to me that I noticed is that the teachers were still able to utilize a very inquiry-based and discussion-based model. We were still having students be the predominant speakers of the lesson and the teacher just being the facilitator or the guide. And so students will share out their strategies. The teacher will kind of draw on their shared screen what they hear the students saying. Before giving anything away, asking like, do you agree, do you disagree, why or why not? So I was really excited to see that that still exists and I had a blast watching the dance lessons. Like I can't even believe they make that work. So it's wonderful to see how everyone's pushing through. But that's a little bit about what we've been up to. Yeah, thanks everyone. I'm sure it has, to a certain extent been difficult just to make sure all of the students in your programs have the appropriate technology to be able to do remote learning. I think we've all probably read a fair amount about that. So I think there's probably some other strategies in place that, that are specifically about the technology access and not just the teaching strategies, but appreciate you all shedding a little bit of light on that. For the last well, I guess let's say for the next 20 minutes, we'll put you into breakout rooms with specific programs, you can choose who you'd like to talk to in greater depth, we'll come back just for the last five minutes or so to kind of re-circle together, share emails of all the recruiters. So that way if there's someone you didn't get to talk to, if you're interested in multiple of these, you can still reach out to them. And I'll put my schedule and links and such. So going into breakout rooms, you can talk about more detailed nuances of the different programs. Maybe something more about the work environment, or inclusivity or maybe like what those particular recruiters or that program was looking for. So you can think about that when you're writing your application materials. So really the world is yours. Ask whatever questions you have. These'll be nice small groups so you can really ask whatever is on your mind.