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    www.shamongsun.com AUG. 19–25, 2015 FREE

    SEAN LAJOIE/The Sun

    Dannielle Haubrich and Caroline Czekanski shake the parachute as fast as they can as Haubrich leads the class exercise. The children gathered at the Pinelands Branch Library last week for a half hour of parachute games and playtime together.

    Parachute Play Ending educational

    inequality

    By SEAN LAJOIE The Sun

    Seneca High School graduate Taylor McGlone will be working toward ending educational in- equality by expanding the oppor- tunities for students in low-in- come communities to learn.

    The Shamong local was select- ed by the Teach For America pro- gram at the beginning of the month.

    “I am extremely honored to have been chosen by TFA to carry forth their mission and exemplify their values. Growing up in Sha- mong, there was never a question about whether or not I would re-

    ceive a top-notch education,” Mc- Glone said.

    Teach For America works in partnership with communities to expand educational opportunity for children facing the challenges of poverty.

    Founded in 1990, Teach For America recruits and develops a

     please see MCGLONE, page 2

    Teach for America  selects Seneca grad

    Taylor McGlone

    Calendar . . . . . . . . . . . . . . . . 7 Classified . . . . . . . . . . . . . 8–11 Editorials . . . . . . . . . . . . . . . 6

    INSIDE THIS ISSUE CASA volunteers

    Court Appointed Special Advocates needs help. PAGE 6

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    2 THE SHAMONG SUN — AUG. 19–25, 2015

          

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    diverse corps of college gradu- ates and professionals to make an initial two-year commitment to teach in high-need schools and be- come lifelong leaders in the move- ment to end educational inequity.

    In 2014-15, 10,600 corps mem- bers taught in 50 urban and rural regions across the country while more than 37,000 alumni worked across sectors to ensure that all children have access to an excel-

    lent education. According to the organization,

    in our country’s lowest-income communities, just 6 percent of  students will graduate college by the time they’re 25.

    McGlone, a 2011 graduate of  Seneca High School and a 2015 graduate of Barrett, The Honors College at Arizona State Universi- ty, will teach in Phoenix.

    But it wasn’t long ago that Mc-

    Glone didn’t know what Teach For America was and teaching in general wasn’t even a considera- tion as a career.

    “In all honesty, before hearing about Teach For America, I had never considered teaching!” Mc- Glone said. “Even though I had such amazing teachers through- out my entire academic career, I somehow just overlooked the choice.”

    She got involved with the pro- gram during her time at Arizona State.

    McGlone initially joined a uni- versity initiative for social impact

    through community service and social entrepreneurship called Changemaker Central.

    She worked for Changemaker Central during her sophomore,

     junior and senior years. Part of  Changemaker’s mission included working very closely with organi- zations such as the Peacecorps, Americorps and Teach For Amer- ica.

    “I first heard about TFA during

    my sophomore year, and as I be- came more familiar with the val- ues of the organization, I fell in love with the effort to end educa- tional inequity in America’s schools,” McGlone said.

    However, to apply for TFA, all applicants were required to fill out a rigorous application.

    Once submitted, they had to be chosen for a pre-interview, and then again for a final interview. The final interview process is a daylong process that involves teaching a lesson in front of other applicants and TFA representa- tives.

    The entirety of the final inter- view process also includes sub- mitting pre-interview course- work, in which a group discus- sion between the teacher and other applicants is observed by the same TFA representatives.

    The day concludes with a 60- minute final interview with one of the TFA representatives who watched the sample lesson and observed McGlone’s participation in the group discussion that was based on a real-life teacher/ad- ministration scenario.

    After the final interview, the TFA representatives from that day review the teacher’s informa- tion and performance with a se- lection committee. Collectively they decide whether they have been accepted.

    “The two-week period between the final interview and hearing

    McGlone to teach in Phoenix

    MCGLONE Continued from page 1

     please see EXPERIENCE, page 4

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