Job Title and Company
Academic Advisor, Seattle University
Team Read Experience
2002-03: Reading coach atat Beacon Hill Elementary School
When I found out that I could be paid for doing what I enjoyed, which for 16-year-old me was working with children, I immediately completed my application for Team Read. I chose to be a reading coach at Beacon Hill Elementary because I wanted to inspire students to read. I immigrated to Seattle when I was 10 years old, so reading was a struggle for me when I first started school. However, with the inspiration and support of my amazing 6th grade teacher, my reading improved and I fell in love with books and wanted to consume more. In 2002, Beacon Hill Elementary had a diverse population of students and many students were English Language Learners. I joined Team Read because I wanted to help other children like me learn to read and find the joy of books.
Through my experience at Team Read, I discerned that although I don’t want to be a teacher, I want to work in education to support students in achieving their goals, whether it be reading a full sentence by themselves without any support or being the first in their family to obtain a college degree. During my time as a coach, I also built a community of friends that I could identify with. Now, I will occasionally run into my fellow Team Read coaches on the bus or around the city, and we’ll stop and catch up on life. These individuals are also professionals in my network whom I can reach out to if I ever need it. Team Read was one of my many experiences volunteering in the field of education, and it guided me in determining which path in education I wanted to venture into.
Administrative Systems Coordinator, EarthCorps
Team Read Experience
Reading coach: 2006-2009
Site Assistant: 2009-2010
Tutoring Sites: Beacon Hill, Van Asselt and Madrona
Seven years after leaving Team Read, Tiffany Chan is still using many of the skills she learned as a reading coach. “Team Read has a good culture that is inspirational in creating the work that I do now,” she says. Tiffany is currently the administrative systems coordinator for EarthCorps, which brings together passionate and hardworking young adults from the US and countries around the world, for a yearlong leadership training program in Seattle.
Team Read provided Tiffany with an ongoing learning experience and curiosity to build relationships. “It takes a lot of patience and persistence when you’re trying to connect with kids who are learning to read,” she says. “You discover new ways to get students excited about reading – let them pick a book that they like, talk about that book and ask questions. Through humor and fun, you integrate learning.”
“One of the elements of mentorship that I see myself bringing to EarthCorps is the value in weaving together the individuality of participants with the collective goal at EarthCorps so that it’s stronger than ever before. Visually it’s like constructing a stronger and multifaceted yarn strand from intertwining thinner and single colored threads – each still their own individual strand, but collectively creating a vibrant and durable yarn ball to make a comfy sweater.”
Prior to joining the team at EarthCorps, Tiffany worked at Woodland Park Zoo as a youth programs instructor, visiting middle schools to teach students about conservation and what they can do to help animals at home and around the world. She also mentored high school volunteers and interns.
As she continues to build important relationships and inspire others to make a difference in the world, Tiffany is grateful for the experience and knowledge she gained in Team Read. Through her work in environmental justice, she hopes to “bridge and strengthen this local and global exchange of practices, efforts, and perspectives in cultivating vibrant and thriving communities.”
Check it out! Tiffany was recently featured in an article in The Stranger for her work with Open Seattle.
Job Title/Company: Single Family Lending Systems Administrator, HomeStreet Bank
Team Read Coach: 2006-2007 at Hawthorne Elementary School
Like many other former Reaching Coaches, this was my very first job. I didn’t know it at the time but Team Read gave me the opportunity to develop and improve many skills, one of which I consider to be extremely valuable: communication. When I was young I was very shy and quiet, but Team Read allowed for an environment that was less intimidating. It was so much easier for me to tutor and talk with someone younger and this allowed my confidence to grow when communicating with others. I feel that this program helped prepare me for the “real world” and played an important part in getting me to where I am today.
Job Title/Company: 2nd Grade Teacher, Seattle Public Schools
Team Read Coach: 2000-2001, Dearborn Park Elementary School
I worked with Team Read in 2000-2001 at Dearborn Park Elementary. I was very proud to have that as my first job and to be able to work with students. It was wonderful to know that we were helping students by reading with them and by providing different reading strategies. Even after I finished high school, I told my relatives who were attending high school about Team Read and encouraged them to join.
Working for Team Read made me realize that I wanted to be a teacher. I enjoyed working in an environment where everyone is learning something new every day. Now that I am a teacher, I am doing the same thing with my students who need additional support in reading. I am glad that Team Read is still around helping many students who need one-on-one support in reading.
This summer, I will be the Site Coordinator for Team Read at Martin Luther King, Jr. Elementary School, where I teach. I am excited to work with students who will be working hard to improve their reading skills. Some of them will be my current students, which makes it even more enjoyable for me!
Education: B.A. in Sociology, Minor in Non-profit Management, University of Washington/ Aspiring Fundraiser
Reading Coach: 2008-2009
Reading Leaders Site Assistant: 2010-2011
I signed up for Team Read not knowing what to really expect. At that time in my life I was 16, and unsure what I wanted to do with my future—but I knew I wanted to bring forth social change in my community. As a first generation American, person of color, and a woman, I was familiar with inequitable social structures that made an impact on my learning and future. I was determined to achieve my personal academic success, and along the way tutor students from my neighborhood at Concord Elementary School in South Park. I chose to work at this location because it was a vibrant, welcoming, and mostly Latino community that had a demand for Spanish/English tutors.
My tutoring experience was typical. Students were hesitant to read during the first few weeks, but through praise and encouragement my students started to develop a new relationship with reading. They connected with characters in the books, which increased their overall empathy, cultivated a positive relationship with their reading coach that taught them it was okay to ask for help, and most importantly it sparked an interest in reading. As weeks progressed, many students went from backlashing and refusing to read, to getting excited to read to their coach. Watching mentorships flourish made me love my first job.
Now, recently graduated from the University of Washington, I want to continue the legacy of nonprofits by maximizing their impact on the public through necessary dialogue, and strategic methods of funding vital programs.
Title/School: Undergraduate Student, University of Washington. Oceanography Major and Marine Biology Minor.
Reading Coach: September 2010-June 2013, Summer of 2010 and 2011
Site Assistant: September 2013-June 2015
Team Read Ambassador: September 2010-June 2015
I can clearly remember when Team Read came to my middle school to recruit new tutors during my eighth-grade year. I initially wanted to join Team Read because I wanted to help the elementary students who were in a situation that I once was in. I remembered how hard it was in elementary school when everything was based on reading, even the story problems in math. I couldn’t ask my parents for help on my homework since they couldn’t understand English that well. I wanted to give the students the helping hand that I wasn’t fortunate enough to have at my elementary school.
Team Read is not only a program where I got to learn how to tutor, but it also indirectly taught me a lot of other skills. Since Team Read was my first job, through the program I could learn what it was like to be employed and take on the responsibilities of having a job. I learned what it felt like to earn a paycheck for the first time through Team Read. Being in Team Read also taught me different communication skills. Through tutoring, I learned how to communicate with different people and how to work with different students. I was also able to gain unforgettable relationships as a reading coach and site assistant, during ambassador meetings, or at other Team Read events. The relationships and bonds I created are probably the most memorable aspect of my Team Read career.
Team Read was a program that made me realize how much I enjoyed teaching. Because of Team Read, I found that I wanted to pursue a career that also involved some form of teaching. It was one of the steps that shaped me into taking the path I am on today in trying to becoming an oceanography researcher and professor. I will never forget the fun times I had in Team Read. I would always walk into the cafeteria at the elementary school greeting the students, site coordinator, and peer tutors with a smile on my face.