The Teacher Corps program at Guilderland High School is a unique elective that blends teacher preparation with authentic civic action, emphasizing real-world applications through teaching and public presentations. What distinguishes these students is their dedication to creating a positive impact, beginning within their own school community. By the end of the year, the high schoolers earn college credit, medals, and certificates, but the true reward is the legacy they leave behind. The lessons they teach ripple through the elementary classrooms, planting seeds of civic responsibility and kindness that will grow for years to come.
This school year, 16 high school juniors and seniors have embarked on this journey that will shape not only their own futures but also those of the younger students they engage with. Among the seniors are Alivia Attanasio, Anthony Bornt, Brady Fitzpatrick, Abigail Jantzen, Isabella Mantova, Kelly Ng, Grace Olochnowicz, Marina Simaku and Elizabeth Teller. The juniors include James Davidson, Jade Gerard, Hayley Harms, Edwina Jackson, Bevin McConaghy, Grace Olochnowicz, Julia Romero and Vianna Whipple.
As a pilot program last year, Teacher Corps started at the high school in partnership with Westmere Elementary. The program is now in its second year at the high school and is led by GHS social studies teacher Tyler Lutjen and extended to also include Guilderland Elementary. Interested students apply through a self-reflection form and a teacher recommendation. High school faculty and administrators vet applicants to ensure a diverse range of positive role models are selected. The course involves significant coordination, including transportation to elementary schools and scheduling partnerships with nearly 20 cooperating teachers.
“Elementary teachers praise the high schoolers, noting that they often surpass college student teachers in their ability to connect and inspire. The younger students look up to them, seeing firsthand how leadership starts with small actions; like teaching a lesson or standing up for a friend,” said Mr. Lutjen.
In the first semester, students delve into the fundamentals of teaching and pedagogical best practices, with an emphasis on engaging and educating young learners. During the second semester, they have the opportunity to teach civics topics in elementary schools, specifically covering K-5 social studies standards including bullying prevention, self-esteem, diversity and tolerance, as well as digital literacy. Each student will complete 12 visits to elementary schools, collaborating with cooperating teachers.
“We commend our amazing students and hardworking teachers for their commitment to civic excellence! Their dedication and passion have truly set a high standard for others to follow,” said Superintendent Daniel Mayberry. “We are excited to see how these efforts will continue to shape informed and engaged citizens who are ready to contribute positively to society. It’s a testament to what can be achieved when education goes beyond textbooks and engages students in real-world issues. We look forward to supporting these initiatives and watching our community grow stronger together.”
Throughout the year, students identify meaningful issues within the school district and conduct action research to develop a lesson plan for elementary students. Mr. Lutjen explained, “They are tracking the board minutes because they have these ideas in their head based on their research or solutions to the problems they’ve been researching. And then they take a look at the board minutes and think, oh wait, they’re cutting something that we wanted to increase. What do we do now? So it’s very genuine and realistic to what would happen if you worked for a school district or if you work in government. You have to respond to things as they are happening.”
This year, the students chose topics such as technology’s impact on student socialization, artificial intelligence in education, special education, substance abuse, teacher burnout, bullying, mental health support, and college and career and life readiness. As the weeks go by they develop a call to action for the district. The impact goes both ways. As they teach, the high school students reflect on their own growth. They learn to adapt complex issues like teacher burnout or mental health support into age-appropriate messages. They collaborate, give and receive feedback, and develop a deeper sense of civic identity.
“In the context of a life skill, such as collaborating with others on a task, it’s essential to understand that you will receive feedback. For many of our students, this process can be challenging. They may feel disappointed when things don’t go their way, but this feedback is crucial for their growth and will ultimately guide them to where they need to be,” explained Alex Finsel, Instructional Administrator for ELA, Social Studies, Reading, and Library Media & Business.
Their capstone projects, which address real issues in the district, are presented to the Guilderland Civic Readiness Committee, and the top three proposals even reach the Board of Education, giving students a voice in shaping their community. “When you have just three minutes at the microphone, it’s crucial to understand your audience, the context, and to be an effective agent of change, or at least to communicate, raise awareness, or suggest a solution,” said Mr. Finsel.
For students who meet all the requirements, this program can culminate in earning the prestigious New York State Seal of Civic Readiness upon graduation. Additionally, successful completion allows students to earn college credit through UAlbany and other institutions for a 201-level education course. Juniors who complete the Teacher Corps have the opportunity to engage in a service extension, collaborating with elementary teachers in a work-study-like arrangement, where they provide classroom support and teach lessons during their senior year.
