Aron Olegnowicz-Cruz, 22, has big dreams. He wants to earn his MBA and dive into the business world. But right now, he’s a special education teacher at an elementary charter school in Columbus, Ohio.
He’s part of Teach for America (TFA), a nonprofit that places recent graduates in schools that need teachers the most.
Olegnowicz-Cruz studied political science and psychology at Ohio State University and attended a pre-MBA program at Harvard Business School. Teaching wasn’t his original plan. He discovered TFA through the Association of Latino Professionals for America and saw it as a way to make a positive impact while working toward his career goals.
Teaching with Stability
TFA often faces criticism. Some argue it doesn’t provide qualified teachers in low-income areas, while others believe it can lead to turnover when stability is needed. On the flip side, supporters say it brings fresh talent into the education system.
Teaching can be quite challenging. Low pay, burnout, and staffing shortages are common issues. TFA aims to attract Gen Z graduates who value financial stability and work-life balance while wanting to make a difference.
Olegnowicz-Cruz had options to teach in places like Miami or New York but chose Columbus. Being close to friends and family made it easier for him to adjust after college. Additionally, his starting salary of $49,000 allows him to live comfortably, especially compared to cities with higher costs of living.
“I love embracing new challenges and meeting new people,” he says. “But teaching is emotionally demanding, so I wanted some comfort in my surroundings.”
He completed training with TFA last summer, learning essential teaching skills. He is now licensed to teach special education, meeting all state requirements.
A Day in His Life
Every day, Olegnowicz-Cruz arrives at school by 7:30 a.m. Classes start at 9. His students come for one-on-one sessions, focusing on their specific learning goals, from reading to math skills.
In addition to teaching, he visits other classrooms to provide personalized support alongside general education teachers.
His day is packed, with breaks for recess supervision until school ends at 4:15 p.m. Afterward, he spends time lesson planning, meeting with teachers, contacting families, and tracking student progress. If he can leave by 6 p.m., he sees it as a win. A trip to the gym helps him relax after a busy day.
Unexpected challenges arise, like when students arrive late due to transportation issues. His schedule is tight but needs to allow for flexibility to support students who are struggling to make it to class on time.
Despite the challenges, one-on-one reading sessions bring him joy. “Teaching kids how to read is the most rewarding part of my job,” he shares.
Making a Difference
Olegnowicz-Cruz feels encouraged to teach because of the supportive teachers he had growing up. Originally from Mexico, he moved to Ohio as a child. He learned English in public school and became a leader by participating in various activities.
He hopes to motivate his students to work hard and to set high goals for themselves, just as he did.
At the end of his TFA commitment, he will receive a $13,000 education stipend from AmeriCorps. He plans to use this for his MBA or a year-long master’s program in leadership in China. He’s also landed a summer internship in business consulting in Washington, D.C.
Looking ahead, Olegnowicz-Cruz is passionate about economic development and wants to expand access to quality education in regions like Africa, Asia, and Latin America.
<p“This job is incredibly rewarding,” he says. “Everything I learn now—whether it’s managing my day or working with data—will be valuable for my future goals and the impact I want to have.”
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