On October 12, The Stanford Daily ran a critical column on Teach For America. In it, the author presented a very limited view of TFA – one in which the organization’s main value comes from its ability to address teaching shortages. But as every teacher, parent and principal knows, educational inequity didn’t start in the classroom and neither will it end there. That’s why Teach For America is committed to developing both effective classroom leaders and those working across sectors to address the systemic roots of injustice.

Since my eighth grade history class, I knew I wanted to be a lawyer. Growing up as a Latina woman, the lawyers I saw on television rarely looked like me. But I knew that lawyers made a difference and that they were important — both qualities I wanted to embody. But as senior year of college approached, I knew I wasn’t quite ready to apply to law school. That fall, I received a recruitment email from Teach For America, went through the interview process and ultimately was accepted to join the 2007 Bay Area corps. Given my desire to make an impact in my community and change the lives of students growing up like me, it felt like a match. When my parents and friends asked why I would use my Stanford degree to become a teacher, I reassured them it was just a two-year detour.

Then I met my kids. Everything changed.

I call the students I taught during my six years in the classroom “my kids” because “students” doesn’t begin to cover it. Our community was about more than rigorous learning and academic growth. It was about making my classroom a place of safety, love, and hope. My students’ parents faced so many challenges — often working two or more jobs and sacrificing time at home. And although I grew up near poverty, I never truly understood the magnitude of these challenges until I became a teacher.

This fall, I started my eighth year in education. I spent the first six as a classroom teacher before taking on the new role of instructional coach. Now, I have the privilege of working with teachers to create their own classroom families, making sure they have opportunities to improve their instruction through coaching and professional development. Every day I’m able to work in partnership with teachers and parents to give our kids the support and encouragement they deserve.

In my current role, I often serve on hiring panels and interview committees at my school. I have interviewed many new teachers — from both traditional education schools and alternative certification programs. One area that we look for in new teachers that sets candidates apart is an understanding of the additional challenges students growing up in poverty face and experience working in low-income communities. No amount of theory can fully prepare a teacher for working in a high-poverty classroom and all first year teachers struggle as they put what they’ve learned into practice. Many TFA corps members come to the hiring table with experience working in high-poverty contexts. They know teaching won’t be easy, but they’re prepared and excited for what this job entails. This doesn’t mean they don’t need professional development and coaching — every teacher, new or veteran does. But what matters is that they see hope and inspiration in our students and the potential within our community.

So while it’s easy to write-off this work in theoretical formulations like the one put forth, in practice, it matters so deeply. Answering the call to serve my students has altered the trajectory of my life and introduced me to a family I’m privileged to have taught and loved. When I think about the impact I wanted to make as a senior at Stanford, I couldn’t have imagined a more gratifying path.

Renata Sanchez ’07

Renata Sanchez is a Teach For America alum and currently works as an instructional coach at Gardner Academy in San Jose. She can be contacted at renatads ‘at’ gmail.com.