As a 22-year-old teacher with a $49,000 annual salary, my job is "extremely fulfilling."

Although Aron Olegnowicz-Cruz currently works as a special education teacher at an elementary charter school in Columbus, Ohio, he envisions obtaining an MBA and pursuing a career in business in the future.

Olegnowicz-Cruz is in his first year of teaching with Teach for America, a nonprofit that recruits recent college graduates to teach in underserved schools across the U.S.

Olegnowicz-Cruz, who studied political science and psychology at Ohio State University and took a pre-MBA summer fellowship at Harvard Business School, had no intention of teaching. However, after learning about Teach for America (TFA) through the Association of Latino Professionals for America, he decided to become a teacher.

Taking a teaching job today could aid him in achieving his personal and long-term career objectives.

A teaching job with financial and work-life stability

The Teach for America (TFA) program has both critics and supporters. Critics argue that it does not help low-income students access qualified teachers and that the two-year commitments of corporate members lead to high turnover in areas that require stability. On the other hand, supporters believe that TFA brings people from elite backgrounds into the classroom and can inspire a new generation of leaders to join the education system.

Notorious for its low pay, burnout rates, and staff shortages, teaching isn't exactly a low-risk profession.

TFA has made efforts to tackle common issues and attract Gen Z college graduates, who, like Olegnowicz-Cruz, are increasingly focused on their post-college financial stability, work-life balance, and making a positive impact early in their careers.

Olegnowicz-Cruz was thrilled to remain in Columbus to teach, as he values the support of his loved ones nearby and avoids the isolation of relocating to a new city after college.

He states that his $49,000 annual starting salary allows him to live comfortably in his current location, while he believes that the local pay in more expensive cities would not have stretched as far.

"He says, "While I love diving into new experiences and meeting new people, I also recognize the challenges of teaching in an underserved school and wanted to make the job a little less emotionally demanding by sticking with something that brings me comfort.""

Olegnowicz-Cruz underwent TFA training last summer to enhance his teaching abilities and completed an onboarding program at his school before working with students. He satisfies the Ohio State Board of Education's standards and holds a special education teaching license.

His day-to-day

Every day, Olegnowicz-Cruz arrives at school by 7:30 a.m. to prepare for classes that begin at 9 a.m. Students visit his classroom for individualized sessions throughout the day to achieve their learning objectives, such as improving their reading skills or comprehending the math lessons taught in their general education classrooms.

Olegnowicz-Cruz provides individualized instruction to students in their classrooms in addition to their general education teacher.

He supervises recess and lesson-plans, holds meetings with teachers and keeps track of students' progress until 4:15 p.m. Afterward, he visits the gym to decompress physically and mentally.

The biggest challenges of his job are unpredictable issues like students arriving late to school due to transportation problems. Despite having a schedule that is planned down to the minute, he must remain flexible to accommodate students who arrive late or need to reschedule their session with him.

Teaching kids how to read is the most emotionally rewarding part of the job, says Olegnowicz-Cruz, who conducts one-on-one reading sessions with students aged 4 to 10 years old.

Making an impact

Olegnowicz-Cruz, who was born in Mexico and moved to Ohio as a child, was inspired to become a teacher after being shaped by supportive teachers in his own life. He learned English through public school and took on leadership roles through extra-curriculars, eventually acting as president and founder of multiple student groups in college.

Olegnowicz-Cruz aims to motivate his students to strive for excellence and set high standards for themselves to accomplish their individual aspirations.

Olegnowicz-Cruz will receive a $13,000 education stipend from AmeriCorp and TFA at the end of his time as a corp member, which he will use to earn an MBA or pursue a year-long masters degree in leadership through a program in China. Additionally, he has been offered a business consulting internship in Washington, D.C., for the summer.

Olegnowicz-Cruz is most interested in economic development and supporting access to high-quality education across the global south, including across Africa, Asia, and Latin America.

"He states that his current job is highly rewarding and that the skills he is acquiring, including stakeholder management and data analysis, will be valuable in achieving his desired impact on a systemic level."

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