My first day of teaching, I ate lunch with several other new teachers in a sparse conference room at my school’s rented campus; we were there to learn how to “survive” the first year teaching. I felt alone and terrified until I learned the man sitting next to me was a 2004 Truman Scholar. Two years later, I was walking through Walker-Jones Education Campus in the District when I heard a familiar voice teaching a kindergarten class: Lauren McAlee’s. Lauren (MD ’05) received the Truman scholarship the year before I did at UNC-Chapel Hill.

As many scholars return to school as students this fall, we thought it would be fitting to address an article to Truman Scholars who’ve chosen teaching. From professors of medicine and law, to 7th grade English teachers and teacher trainers in Tennessee, to kindergarten teachers in Washington, DC, many Truman scholars have found a passion in education. This piece was written using responses from a Truman listserv email calling for teachers to answer a set of questions – apologies to others we have missed!

Truman scholars involved in education reflect the many systems and people needed to create excellent education in the United States. Increased attention on schools in the media and politics hasn’t improved schools; actually, it’s become apparent that it takes comprehensive but flexible legislation, support at every level of government, structured plans at local education departments, robust and student-centered curriculum in the school, experienced teacher trainers, fabulous teachers, and an extensive network of support within the school (social workers, tutors, and school administrators). From my interviews, Truman Scholars are involved in each of these areas. Additionally, Scholars are involved in every educational level, from medical school, to higher education, to the most primary.

I wanted to find out what entices Truman scholars to begin teaching, and found there were few commonalities among the responses. Several teachers, like Amber Wallin Parks (MS ’03) and  Victoria Luhrs (KS ’05), have always known they wanted to teach.  As Victoria responded, “I have always wanted to be a teacher. My 4^th-grade birthday party was at a one-room schoolhouse.” Others came to the decision during high school and college, like myself, Ronald Towns (MI ’07), Heather Fluit (SD '09) and the many Teach for America recruits, such as Lesley Meyer Lavery (MT ’04), Lauren McAlee (MD ’05), Dwayne Bensing (AR ’06), and Chrissie Coxon (WA ’06). Still others found a passion for teaching after having children. Karla Vaughn Varriano (GA ’84) writes that “my teaching techniques were polished and perfected with the 10 years that I spent at home with my own children.  My passion for teaching has only increased since having a family because I see now that teachers really are responsible for the next generation.  We literally ‘make’ people.” 

Despite the various responses, I did find one common element that inspired Truman Scholars to continue teaching: a passion to effect true change at a fundamental level. David Simon (MN ’02), who currently teaches law at the University of Minnesota Law School, says “teaching is an extraordinary way to empower people to do extraordinary things.” Ronald Towns (MI ’07), a high school teacher, reports that “what really excites me about urban education are all of the possibilities in schools.  While my school is one of the ‘toughest’ schools in Chicago, I am very excited to work with colleagues that are committed to digging up the gold mine that is our school.” And Amber Wallin Parks (MS ’03), an educational consultant who taught for three years, says “the uncultivated potential of teachers and students is what motivates [her] work now.” She continued: “There is nothing better than hearing from teachers that an idea I shared with them helped one student finally get a concept or to watch students as they impress themselves with their newfound skills. There is no other field that is as challenging and vital to the future of our nation and world than education.”  

It’s clear that effecting change on the fundamental school level is challenging, but ultimately fulfilling, no matter what a person’s future plans. Though several teachers reported a desire to leave primary and secondary teaching to pursue teaching at a higher level, school leadership, or policy work, almost all said that they hope to continue the fight for quality education in those new roles. Lauren McAlee (MD ’06) says she realized “that to make a deeply positive impact on teaching in America, I needed to become a great teacher first… Every year I teach, I appreciate its complexity more.”

So, what do Truman teachers now mean for the future of education? Some Truman pledges include: strong leadership in local education agencies, a more student-centered curriculum, policies supporting public preschool, better equipped teachers, and a continued tradition of teaching excellence.

Mary Williams (DC ’07) teaches 5th grade at KIPPDC:KEY Academy, Washington, DC. Please feel free to contact her at emaryew@gmail.com.