HGSE Admissions Blog

With the Teaching and Teacher Leadership Licensure deadlines approaching, we asked Ali Nauen and Connolly Grady, members of the TTL cohort, to share a bit about their journeys.

Ali Nauen (she/her)

Ali is an aspiring teacher and school community builder in the Teaching and Teacher Leadership Internship cohort. She is mainly focusing on English teaching and bringing community bonding in independent schools. She graduated from Denison University in 2023 with a bachelor’s degree in Communication and Environmental Studies. After teaching for a year in New Haven, Connecticut, and working with Explo Summer Programs for five summers, she realized that the Teaching and Teacher Leadership program would help her become the educator she aspires to be.

When I applied for the Teaching and Teacher Leadership program, it was on a whim. I didn’t think I would get in. For anyone considering applying, just know it takes time to get over that imposter syndrome, even after being accepted. Picture me, a first-year teacher, teaching theater at the Foote School in New Haven, Connecticut, still unsure of my next steps. I had one mentor and worked in a confined theater, without many opportunities to connect with other teachers. The first thing I thought about when considering graduate school was that I needed community. I wanted to collaborate with other passionate, hungry educators. Naturally, being from the Boston area, I looked into HGSE, saw their cohort model learning, and thought, “Man, it would be nice to go there.” Fast forward a couple of months later, I sat in my car and put off opening my decision letter all day. When I finally opened it, the first word I saw was “Congratulations.” That was when everything changed for me as a teacher.

By August, I was in classes with people from all different fields: CEOs of Amazon warehouses, principals, nonprofit board members, and teachers—all discussing the same texts. The variety of perspectives broadened my understanding of education and immensely enhanced my networking. Then came September, when I met my cohort for the first time. It felt like instant cohesion. I found that my peers guide the work I do in TTL. While we study teaching methods, classroom management, and fostering curiosity, the heart of our discussions comes from sharing personal stories. This was exactly what I had been seeking—a space where others could relate to the struggles of being a first-time teacher and support each other through the process.

As I got to know them better, our relationships extended beyond the classroom. Suddenly, they weren’t just peers but new friends. This program is intense, and I’ve learned it stretches you in so many ways. I have the chance to take electives while staying true to my interest in ELA teaching, and I’ve been able to substitute teach and observe courses on top of my regular classes. Though it’s a lot, the growth and knowledge I’ve gained make it worth it. Right now, I’m taking classes on curiosity in children’s development, independent schools, classroom management, and ELA instruction. Compared to a licensure program, I have the flexibility to refine my studies and explore various subjects, allowing me to gain the pedagogical knowledge I missed during my undergraduate studies. What I love most about the program is the diversity in age and experience among my peers, giving me the chance to learn from perspectives beyond my own.

Taking a year to teach before starting this program was the right decision. It gave me clarity that teaching was my calling before committing to graduate school. During my time teaching theater, I was thrown into lesson planning, classroom management, community building, mentoring, and wearing all the hats a teacher has to wear. While I’m grateful for that experience, the colleagues I made, and the exposure I got, I always craved someone who could truly understand my experience and help me grow my pedagogical knowledge. At the end of that school year, I was honored with the dedication of the school yearbook. I sat with one thought after that moment: “I can’t wait to learn how I did that.” In your first year of teaching, you’re putting out so many fires that there’s no time to reflect. But here, in the TTL program, I finally have the time to appreciate both the accomplishments and challenges of my first year. Even better, I can share those experiences with my peers, contributing to each other’s growth as future educators.

Connolly Grady (he/any)

Connolly is from Seattle, Washington and is in the TTL program in the Math subject area. He has always loved math, and grew to love teaching throughout his time getting his Bachelor’s of Arts in Mathematics at the University of Washington, which led him to HGSE! When he was at UW, he also participated in the marching band, where he played drums for four years.

Before coming to HGSE, I had a variety of experiences in education. My journey began with tutoring my peers in high school as a part time job, where I found that I loved helping others learn, and decided to pursue a future in education. In college at the University of Washington, I continued tutoring, both independently and via employment. I worked at Mathnasium in Seattle, a tutoring center for K-12 students requesting additional math instruction. I also tutored for UW’s Student-Athlete Academic Services, where I helped Student Athletes excel in math classes. Finally, while taking a year off from school after receiving my Bachelor’s, I was the Center Assistant at a Kumon learning center, which included grading, prepping for instruction, teaching, and classroom management.

I chose the Internship Licensure pathway because I was certain that I wanted to get my teaching license and spend time in a classroom, but I also knew that I did not feel quite ready yet to entirely take the lead in a classroom. As such, the more gradual Internship Model, where students start teaching part-time and work their way up to being full-time lead teachers, spoke to me the most.

The TTL Summer Field Experience was, although challenging, one of the most fulfilling and educational experiences I have had in my education journey so far. It was certainly difficult, and many of my cohort-mates will tell you the same; teaching any group of high-schoolers for three weeks in the summer when they would rather be doing anything else would be hard for anyone, no matter their experience. However, it also prepares you instantly for what a classroom environment is like, while also providing lots of support, since you are in a classroom with a mentor teacher and 1-2 other Teacher Candidates, and all of the other TCs are going through the experience at the same time as you. I came out at the end of it feeling more confident in my teaching abilities, and very prepared to begin my part-time internship in the Fall.

For my internship placement, I am teaching AP Calculus and Pre-Calculus at a charter school in Cambridge. So far, it has been amazing — my mentor teacher has been wonderfully supportive and has taught me so much, and I can say the same for all of my students. A particularly memorable experience so far actually took place before the school year even started during my school’s Professional Development. They did not hesitate to make me feel welcome into the family that they had formed. I instantly felt that I had several colleagues that I could go to for help, and that has remained the case throughout the school year so far.

If I were to offer any advice to those who are considering HGSE/TTL is to ensure that you give yourself time to acclimate to Cambridge/Boston before your classes start, if at all possible. I arrived in Cambridge roughly two weeks before in-person classes started, and it was enormously helpful to get the lay of the land before my coursework started, as I did not have much time to think about anything else once they did.

Satyam Mishra (he/him)

Satyam Mishra, an engineer-turned-educator from Bhagalpur, Bihar, India, is pursuing a Master of Education (Ed.M.) at the Harvard Graduate School of Education (2024-25). A 2021 Finalist for the Global Teacher Prize by the Varkey Foundation-UNESCO-Dubai Cares, he was also selected as a Fulbright Scholar in 2022. A passionate advocate for education, Satyam has been a ‘Shaper’ at the Global Shapers Community (GSC), an initiative of the World Economic Forum (2019-23) and a three-time TEDx speaker.

My experiences across Asia and Africa have profoundly shaped my understanding of how teacher training can revolutionize education. Many developing nations have predominantly young populations, presenting immense opportunities and urgent challenges. Teachers play a pivotal role in preparing students for the future, yet many lack access to training in pedagogy and technology, limiting their ability to equip learners with essential skills.

Witnessing these gaps inspired me to empower teachers to drive systemic change. The Teaching and Teacher Leadership (TTL) Program at Harvard provided the ideal platform to deepen my understanding and develop advanced skills to further this mission. Through the program, I have learned from leading educational thinkers, engaged with a global network of educators, and collaborated with teachers across the developing world. My goal is to foster a culture of shared learning and growth, empowering educators to become transformative leaders for the next generation.

A memorable experience in the TTL program was collaborating across the Atlantic, with teachers in Liberia and Sierra Leone through a teacher-training initiative. This opportunity underscored the global importance of teacher development and affirmed my belief in education’s power to bridge divides and transform communities. Working with educators reimagining learning in resource-constrained environments strengthened my commitment to supporting such efforts globally. Additionally, being selected to attend the United Nations “Summit of the Future” was a profound experience that highlighted the critical role of education in addressing global challenges. These opportunities have reaffirmed my choice to study TTL and empowered me to contribute meaningfully to communities striving to reimagine and transform education.

The TTL program has also offered incredible opportunities for growth and connection within the broader HGSE and Harvard community. Working with teachers in U.S. classrooms has provided valuable insights into diverse teaching practices. As a member of the Student Advisory Board (SAB) and a Student Ambassador for the TTL Program and Admissions, I have built meaningful connections with peers, faculty, and prospective students. Serving as a Program Supervisor for schools in the U.S. has been transformative, deepening my understanding of teacher development and classroom impact. Additionally, the chance to cross-register at other Harvard Schools including the Harvard Kennedy School, Business School, and Law School, as well as MIT, has been a great exposure for interdisciplinary learning. These experiences have affirmed the immense value of being part of the vibrant and collaborative Harvard community.

Making it to Harvard was a dream come true, and it all began with the decision to apply. If Harvard is your dream school, my advice is simple: GO FOR IT! The experience has been even more extraordinary than I imagined. While the application process demands dedication and hard work, it is absolutely worth it. Coming from India and having worked with underserved communities globally, I was fortunate to receive a generous $50,000 scholarship/Financial Aid from Harvard, which made attending possible. While financial resources can be limited, there are many ways to fund your journey, including grants, on-campus jobs, external scholarships and fellowships, and even crowdfunding. The Harvard community is incredibly diverse, inspiring, and supportive, making it a truly transformative experience. Take that step, put in your best effort, and trust the process—it might just be the opportunity of a lifetime!