The Journey Begins: An Interview with our 2025 Corps Members
The first weeks of school are always full of energy, nerves, and hope. For our 2025 corps members, this fall marks their very first full year in the classroom. After an intensive summer of pre-service at Intrinsic Belmont, they are stepping into schools across Greater Chicago–Northwest Indiana carrying with them new skills, a strong sense of community, and the passion that brought them here.
This month, we are proud to feature two of our newest teachers: Alan Zhang, who is beginning his placement at Intrinsic Downtown, and Matt Soto, who continues his journey at Intrinsic Belmont. They reflect on the path that led them to Teach For America, the lessons they learned during their pre-service training, and the hopes they carry into their classrooms.
The Path to Teach For America
Matt’s path unfolded quite differently. His thirteen-year journey to a bachelor’s degree was full of detours and work across retail, hospitality, and sales in Chicago, a city he has called home for nearly a decade. Volunteering as a docent with the Chicago Architecture Center reignited his passion for teaching and encouraged him to explore new pathways. “As I neared the end of my undergrad program, I looked into ways to enter the classroom,” Matt explained. “TFA was by far the most supportive pathway.”
For Alan, teaching was always in the picture, though he questioned whether it could be a sustainable career. He had volunteered and taught throughout high school and college, and friends often told him they could see him as an educator. When a friend who was already part of Teach For America shared his experience, Alan felt inspired to apply. “Hearing how supportive the program was, I was eager to explore a new city in the Midwest,” he shared.
Pictured from left to right: Alan Zhang & Matt Soto (Chicago NWI 25’)
Lessons from Pre-Service
Both Alan and Matt look back on their six weeks at Intrinsic Belmont as a defining experience.
Alan recalls how his confidence grew through the people around him. “The community and the mentor figures I met built my confidence,” he said. “My co-teacher and I had a special connection, and I learned so much from my students about scaffolding lessons, navigating life circumstances, and the many things teaching really entails.”
For Matt, the most powerful moment came when he saw his students step into their voices. “Getting to see my students come together for their final debate and put together the lessons we’d been working on for six weeks was truly one of the best feelings in the world. They were no longer shy, quiet kids but young adults who had something to say. It erased any doubts I had in my ability to co-teach.”
Growing Into Becoming Educators
Pre-service was also a time for self-discovery. Alan learned to trust his adaptability. “I found myself being more assertive at times, more curious at others, and realized I did not need to be the expert in everything. I could grow alongside my students.”
Matt confirmed his strength in building relationships and discovered how that skill connected to classroom management. “By laying the groundwork for authentic connections, I was able to leverage respect as a means of maintenance. It was so encouraging to see the potential that was there all along.”
Community That Matters
Alan and Matt both spoke about how their cohorts carried them through a challenging summer.
For Alan’s group, community was built through small but meaningful traditions. “Our coach gave us ducks as prizes for decorating our room or bringing positive energy, and it stuck,” he recalled with a smile. “We also had silly shakeouts, socials, and appreciation charts. Those little things made our school feel more like a community.”
Matt described his cohort as “mighty and determined,” a group that grew into lifelong friends. “Even now that the school year has started, we check in, share stories, and celebrate wins. I am eternally grateful to TFA for introducing me to these brilliant people.”
What They Want Students to Know
Alan hopes that his students will see that joy and rigor can coexist. “School can hold high expectations but still be an enjoyable space. I want students to define success for themselves and know I will help them get there.”
Matt wants his students to know that he is there for more than academics. “Yes, I love the subjects I teach, but above all else, I am here to foster curiosity, encourage exploration, and help them grow into healthy young adults. My own mental health journey taught me lessons I want to pass on.”
Looking Ahead
As Alan begins at his placement school,Intrinsic Downtown Campus, he hopes to grow more confident in curriculum design and classroom management while keeping students motivated. His long-term vision is to engage students’ curiosity in creative ways and build stronger communities both inside and outside of school.
At Intrinsic Belmont, Matt looks forward to seeing his students’ journeys continue well beyond the classroom. “I want students to look back and say I raised their confidence or set them on a positive path. I hope to see them grow into responsible citizens who find meaning in life, and I know I will continue learning from them too.”