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Alumnus perspective: Scott Thomas

Next perspective: Katharine Cheng

Analyst, Lehman Brothers New York City Corps ’99, taught 7th and 8th grade mathematics at Intermediate School 143 Eleanor Roosevelt New York University ’05, M.B.A. University of Michigan ’99, B.S.E. materials science and engineering

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 in our country.

During my senior year, in addition to applying to graduate schools, 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 with 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 okay 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. That process involved witnessing firsthand the impact of many factors: the school, the other teachers and me, parents, even language. All 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 had 8th graders tutoring 6th graders who were struggling in mathematics. It was a fantastic experience watching the older students play this mature role—not only being academic stars but also developing patience and empathy.

Looking back, I’m so glad I chose to teach before embarking on this next phase of my career. I developed skills that empowered me to excel beyond my peers in business school: organization, effective time management, dexterity in communication and public speaking, and the ability to think 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 industry trends, and explain their implications.

Further, having participated in the recruiting and jobseeking processes as both a recruiter and a potential employee, I have insight into how far the organization has come. Employers today understand that Teach For America draws individuals with strong focus and commitment who build concrete, transferable skills; and graduate schools value the 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 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 for 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.

Next perspective: Katharine Cheng

Alumnus perspective: Katharine Cheng

Next perspective: Karen Dhillon

Analyst, JPMorgan New York City Corps ’05, taught 6th and 7th grade science at Frederick Douglass Academy Cornell University ’05, B.S. biology and society

Since college, I’ve wanted to open a tutoring center as a resource for students in low-income communities. I joined Teach For America because it combined my interests—working with kids and doing some greater good. I knew it would be challenging, but that was also part of its appeal. My parents wanted me to be a doctor, so my decision to join the corps was difficult for them. They had the same concerns many parents have: How would it affect my future? Was it safe? They eventually came around, especially after they saw me thriving as a teacher.

Before I entered the classroom, I had reservations about my ability to motivate 150 middle school students. After working with the successful teachers in my school, I realized that every teacher has his or her own style, and you just have to discover what your style is. For me, it was making sure my students felt they were treated fairly and concentrating on material that sparked their interest. My students began the year with a class average of 25 percent on an assessment based on 6th grade science standards, and by year’s end the average had risen to 85 percent.

I realized that opening a tutoring center would require business experience. I submitted my resume to JPMorgan through Teach For America’s Career and Leadership Center and received an interview. Teach For America provided valuable support, including connecting me with fellow alumni in finance and consulting jobs.

Now I’m in JPMorgan’s two-year analyst program, working with universities, museums, and nonprofit organizations to issue municipal bonds that will help them raise funds. Every day, I apply the skills I developed in the classroom: problem solving, time management, and critical thinking. My corps experience gave me confidence to take the initiative and taught me the importance of focusing on the big picture rather than on small obstacles that crop up.

Next perspective: Karen Dhillon

Alumnus perspective: Karen Dhillon

Next perspective: Kermit Cook

Associate, Morgan Stanley New York City Corps '03 CUNY Herbert H. Lehman College '05, M.S. secondary education University of British Columbia '03, B.A. psychology

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.

Next perspective: Kermit Cook

Alumnus perspective: Kermit Cook

Next perspective: Morris Liao

St. Louis Corps '03 Dartmouth College, B.A. engineering sciences Stanford University, M.B.A. Pre-Corps Profession, Business Analyst, McKinsey & Company Post-Corps Profession, Associate, KKR Capstone

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.'

Next perspective: Morris Liao

Alumnus perspective: Morris Liao

Next perspective: Scott Thomas

Senior Strategic Planning Analyst, Dick's Sporting Goods Mississippi Delta Corps '03 Northwestern University, B.A. math and economics Northwestern University, M.B.A. Pre-Corps Profession: Analyst, Citigroup

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.

Next perspective: Scott Thomas

Our strong partnership with and support for Teach For America fits with JPMorgan’s belief in direct community action. It’s clear that the skill set the Teach For America experience builds is fantastic preparation for a career in investment banking at JPMorgan. The summer internship opportunity with JPMorgan gives corps members even more ability to hit the ground running when they join full time. We want analysts who embrace challenge, have instinctive communications skills, and who inspire others around them. A person who can lead and inspire a class of 30 students is someone I want on my team.

- Kelly Coffey
Managing Director,
Corporate Derivatives
JPMorgan Investment Bank