As I have worked
over this school year to identify pathway
options and build personal learning plans, I have reflected considerably on how this work differs from being in a
traditional classroom.
Despite the high interest in urban education and educational equality among Yale students, most «Yalies» (i.e. Yale students) who enter the
classroom end up doing so through alternative teaching programs, favoring these programs
over employment
options in district schools with
traditional recruitment tactics and teacher preparation programs.