During the second week of the semester, the College of Education staff addressed a group of freshmen gathered at DeGarmo Hall. Yadira Ramirez, an academic advisor and recruitment specialist in the School of Teaching and Learning, emphasized the significance of their first year: “This first year is critical. Be sure you reach out.”
The conversation quickly turned to the core of her message: the Teach Chicago Tomorrow program.
“Everyone here is a graduate of Chicago Public Schools and is interested in becoming a teacher in the College of Education,” she said. “We want to ensure that students know about all the exciting opportunities available. One is the Teach Chicago Tomorrow program. If you are not signed up, it is a great opportunity.”
The TCT program stands out for its comprehensive support, offering academic, financial, social, and career assistance through graduation and beyond. Ramirez highlighted the program’s benefits.
“The biggest thing, outside of the financial support, is the career support. As a part of the TCT program, students will receive a guaranteed job placement in Chicago Public Schools during their senior year. Students will know they will get a job when they graduate, and we will have the supports in place to ensure students receive a placement where they want to be and one that fits their major.”
Dr. Maria Zamudio-Mainou further emphasized the program’s value.
“Another benefit is the natural mentoring that comes from the social support of other teacher education students across campus through the Redbird Educator Scholars program. It’s a program that brings people together, a community of teachers. Students will be with people who think like them and will be teachers as well. This program is not to stress them. It’s not homework. It’s to learn to meet people, have a community, and have fun things to do.”
The professor explained the history of the partnership between Chicago Public Schools and Illinois State University.
“It all began with the Chicago Teacher Education Pipeline (CTEP), a visionary program funded by a federal grant in 2004,” she said. “CTEP aimed to prepare educators for urban schools by fostering partnerships between Illinois State University and diverse Chicago communities, from Little Village, Auburn Gresham, Albany Park, and East Garfield Park. The program intentionally prepared educators for urban schools and their communities.”
Fast forward to 2019, the College of Education received a critical call from Chicago Public Schools. With a teacher shortage, CPS sought Illinois State University’s partnership for recruitment and retention, sparking a conversation about the TCT program.
CPS and Illinois State partnered with City Colleges of Chicago, Illinois’ largest community college system to prepare future teachers. The University provided classes in Chicago so students could complete their bachelor’s degree close to home, although some still yearned for the traditional campus experience.
“That was a journey we started to explore,” Zamudio-Mainou said. The journey began modestly with five students in the inaugural cohort who transferred to ISU in 2021 after earning their associate degrees. As seniors, they returned to Chicago to student teach.
One of TCT’s highlights is its popular summer program, where students spend a week in Chicago, immersing themselves in the community. They work with teachers, engage with local organizations, and participate in activities ranging from neighborhood food pantries to library services.
“They learn more about what the community is doing and why it’s important that they, as teachers, are immersed in the community they teach,” Zamudio-Mainou explained. “We bring the high school students from the community to become teachers for the community. The best teacher is going to be the one who’s coming from the community and knows about the community. For students who wish to remain close to family and their neighborhoods, TCT provides a pathway to earn their degree and return home, maintaining their local ties.”
Ramil Geverola Jr., an 18-year-old passionate elementary education freshman, was among students attending the Chicago Public Schools teacher education pizza party hosted by the College of Education at Illinois State University.
When asked about his inspiration to pursue a career in education, Geverola responded, “During my senior year, I had no idea what I wanted to major in, so I reached out to my mother for advice.” He added, with a smile, “My mother asked me, ‘How do you want to influence the world?’”
He told her he didn’t know, and she told him to pursue becoming an educator.
“My mother’s words motivated me,” he said. His eyes brightened with a deep appreciation for his mother as he recalled that pivotal moment.
Asked about his transition from high school to higher education, and what support systems have been most helpful, he said it has been very smooth, and CPS prepared him well. He also said the diversity on campus has made him feel welcomed and at home, in addition to crediting the faculty on campus. “I communicate well with my teachers about my teaching career,” he said. “They’ve given me the security I need. That support has further guided me here at ISU.”
Geverola then described the professional opportunities he has experienced through TCT. “I did an internship during the summer of 2024 at Hope Excel School located in the Austin area of Chicago through the Teach Chicago Tomorrow scholarship program,” he said. “My ethics teacher encouraged me to apply for the internship. The paid internship helped me understand how classrooms function in smaller and larger settings. I taught pre-K through second grade. The experience I gained will help me become the type of teacher students will feel comfortable talking to.”
Finally, when asked what advice he would give to students considering a career in education and possibly attending Illinois State, Geverola explained: “It’s my heart’s desire for CPS students to know that where you come from can impact others. I want people to know that diversity is a significant factor, and I want them to spread positivity and inclusivity to improve the world. Being a Black American male, I want to inspire others that your race and gender should not hinder you from becoming what you want. My race and gender motivated me to become a teacher.”
Geverola plans on pursuing his master’s in education, focusing on history, and would like to teach third through fifth grade. “This is the best stage to positively impact kids’ lives,” he said. “I want to become an educator and make a meaningful difference in a diverse society.”
During the pizza party, Beckett McCain, a dedicated 18-year-old freshman from CPS, had an energy about him that was hard to miss. His conviction was apparent: “Growing up, one of my teachers helped me succeed in my math class in fifth grade. Also, my peers and teachers influenced me in Chicago Public Schools.”
He also talked about what helped in his transition to campus.
“Knowing people here and having friends at ISU made my transition easier,” he said.
But there is an adjustment to being in a new environment with faculty you don’t know, he said.
“Not having connections with professors at the beginning of my academic journey here at ISU made it challenging for me,” he said. “At first, I wasn’t comfortable communicating with professors. It was different at CPS because I got used to seeing teachers regularly, and it was easier to communicate with them.”
When asked about his plans after graduation, and how he plans to give back to society, his eyes lit up as he spoke about his neighborhood.
“Given that I’m from Belmont Cragin in Chicago, I plan to be a teacher in my neighborhood. I also want to help build the community and support other students.”
As for what advice he would give to CPS students considering a career in education and possibly attending ISU, McCain shared, “They need to focus on becoming teachers, and they can become one. Although some say there’s no money in teaching as a profession, that saying should not discourage them.”
The TCT program continues to nurture a steady pipeline of dedicated educators who remain deeply connected to their communities.
