Childhood through high school I spent with my family in upstate New York. My first loves were living and working outside, and writing.

I attended Arlington High School in Lagrangeville, New York, where I was involved in varsity athletics (crew), a literacy volunteer group, and a literary magazine, which was really the highlight of my weeks.

For my undergraduate work, I choose an honors program at Penn State University, where I studied mainly animal and biological sciences in pursuit of veterinary medicine, but found myself uninspired by science and the environment in the college of the sciences. I was, however, inspired by courses in English, philosophy, and peace and conflict studies, and by the work of particular professors in the humanities. Three of these professors were particularly influential to my ideas, inspirations, ambitions, and writing. With one such professor- a psychologist and researcher in human development- I wrote my honors thesis on intrinsic motivation and its applications in the field of education. During my senior year, an honors English course with an ESL tutoring component gave me a renewed taste for both teaching and service.

Toward the end of college, I found myself passionate, inspired, and idealistic. As I considered my options for after college, I sought an experience that would allow me to do something good for someone- to put some of my pent-up energy and idealism to work, with a positive outcome.

I’d always loved kids, and was impressed by the concept behind teacher-corps programs, so I thought of teaching through an alternate-route program, and applied early to teacher corps.

Inspired by the writing of last year’s graduating class, I am suddenly aware that my apparently indirect path- beginning with abandonment of my veterinary aspirations and continuing with teacher corps- are the expression of a desire to do something bigger, more important, more real- and knowing that I can.

I was not the perfect classroom teacher- in fact, I made more mistakes than right moves, and I failed far, far more than I succeeded. I often find it difficult to be proud of myself, in fact. But I am proud of some of my students. I am proud of what they have accomplished, and hopeful for where they will go. I am also disappointed- in myself- what I did not or could not do- and in the reality of the situation. Despite my failures, I leave teacher corps more aware and motivated, and with more confidence in my own ability to do something about it.