This month, we caught up with Jen Forshey, an integral member of the Teaching Cleveland leadership team. Jen has served as the coordinator of the Teaching Cleveland Student Challenge (TCSC) program and has helped to develop curriculum for many Teaching Cleveland Institutes (TCIs).
Why did you choose to participate in Teaching Cleveland?
I have always had a deep passion for Cleveland — I am proud to live in Northeast Ohio — and always intended to make it my long-term home after I spent my 20s in Washington, D.C. I met Greg at an administrator tech training that I really had no business attending, but I think it was kismet because I was meant to meet Greg and join the Teaching Cleveland team. I attended my first TCI with an amazing cohort — my partner, Yvonne Horstman (Shaker Heights High School teacher), and I actually predicted the microbrew craze. It was wonderful to engage with like-minded teachers with a strong belief in civic engagement.
Has your involvement with Teaching Cleveland influenced or changed your approach to teaching?
I love infusing Cleveland history and current events in my U.S. History, American Government, and AP Seminar classes. When my AP Seminar kids think about problems, I encourage them to focus on the problems in our own backyard — lead poisoning, the health of Lake Erie, or the Cleveland Community Policing Plan.
Was there something specific about the Teaching Cleveland Institute (TCI) or Teaching Cleveland Student Challenge (TCSC) that had the most impact on you? Why?
Having the privilege of organizing the Teaching Cleveland Student Challenges the last few years has been very rewarding for several reasons: Students are creative, innovative, and inspiring thinkers. Their willingness to explore problems and challenges and work collaboratively to develop solutions is so encouraging.
What did you like best about your experiences with Teaching Cleveland?
I am especially grateful that Teaching Cleveland has gifted me with so many great educator colleagues who have become great friends. We have been able to forge trusting and collaborative relationships that extend far beyond the classroom. My partner in planning, Pam Ogilvy, has been a gift in so many uncountable ways. Greg Deegan is truly a mentor teacher and I trust his advice and leadership beyond measure. In fact, all of the leadership team holds a special spot in my heart — working with great people on a shared mission is invaluable.
How did your students react to your inclusion of Cleveland into their curriculum? Were there any “a-ha” moments?
I’m not sure there were any life-changing “a-ha” moments but I think when you can put history or policy in the context of familiar neighborhoods, it helps reinforce the reality that history is not a series of stories but rather a series of choices made by people just like them and that someday, they too, will need to make choices that determine the future of our communities.
Would you recommend Teaching Cleveland to your colleagues?
Beyond a doubt. I know Teaching Cleveland has made me a stronger educator.
