Program creates opportunities for inner-city youth
Senior psychology major Delilah Moss was faced with the question that haunts many soon-to-be college graduates: What will I do after I walk across that stage?
“I wasn’t sure if I wanted to go to grad school,” Moss said. “I’ve thought for a while that I’d really like to be a teacher, even though I’m not an education major.”
With help from 2010 alumnus Ben Steinberg, Moss was able to attain a position in one of the most sought-after career programs, Teach for America.
Teachers in the program sign a minimum two-year contract and are then sent to inner-city schools across America to ensure that all students in poverty receive a formal education.
Before applying, Moss sat down with Steinberg, a Teach for America employee, and learned about what to expect and what would make her stand out in the application process.
“They’re definitely looking for a specific type of person, but if you stay confident and you exhibit the opportunities that you have had at Towson, you’ll be fine,” Steinberg said. “I was part of Student Government, so I really stood out. And I definitely attribute certain experiences I’ve had from that.”
The application process was long and rigorous, Moss said. Split into three parts, the application first required candidates to write a 500-word statement explaining why they are passionate about the program.
Then, candidates were asked to participate in a phone interview.
Finally, if they made it to the third round, candidates took part in an in-person interview where they taught their own five-minute lesson plan.
Besides an unbelievable opportunity to make a difference in the classroom, Moss said the benefits of working with Teach for America are what make it such a sought-after opportunity.
“Every corps member in teach for America gets an $11,000 AmeriCorps grant, and you can use it to help pay off your student loans or help pay for grad school,” Moss said. “Then, in Baltimore City, they also will pay for 75 percent of your Master’s degree. So I’ll get my Master’s in urban education from Hopkins.”
The extra cash is also necessary because anyone new to the program must complete a five-week teacher boot-camp course the summer before entering the classroom, Moss said. The five-week training course is a full-time commitment, during which participants do not get paid.
Although Moss has a few months before she graduates and begins teacher boot-camp, she already has plans for the classroom.
“I know that I’m going to teach really interactively,” Moss said. “I know that’s the best way that I learned … [with] activities where people can really get out of their seats and learn things in a kinesthetic way. I hope to do that.”
According to Steinberg, who is in his second year of the program, the first year can be the most difficult year for a teacher, especially those involved with Teach for America, because of the level of commitment involved.
“Between my first and second year, I’ve learned a lot about having a balanced life,” Steinberg said. “It really takes a lot of effort and dedication, not only in the classroom, but to understand that you can have a life outside of the classroom as well.”
Steinberg teaches middle to upper-level high school at an alternative school in Baltimore. Steinberg’s social studies classes follow an accelerated program that allows students who are behind to catch up on credits.
“People are always concerned about safety and what the students are like,” Steinberg said. “From what I’ve seen, 19 out of 20 students are really hard workers. My students are really great.”
Moss will follow in Steinberg’s footsteps and will also be teaching in inner-city Baltimore.
However, she will be working with elementary-aged students, which is something that the psychology major said she has always dreamed of doing.
“I’m excited to be finished with school,” Moss said. “It was either this or grad school, so I’m excited to have my real, grown-up adult life, at least for a little while. Then maybe I’ll go back to grad school for something else later.”