Jen Hohmann

Ed.M. TEP (TAC) '03

High School Mathematics

After graduating from the University of Michigan in 2000 with a degree in math and economics, Jennifer took a job working as an economic analyst for the Federal Reserve in Washington, DC. "The idea of teaching had always been in the back of my mind, but I never thought I'd leave the business track to pursue it." As a way of satisfying her desire to work with young people, Jennifer helped to tutor local students and coordinated a youth group. "What I was yearning for, and what I found in all of my outside work, was a sense of satisfaction through challenge."

Jen left DC and entered the TEP/TAC Program at Harvard in 2002 to become a high school math teacher. "My summer experience at the Cambridge-Harvard Summer Academy and my student teaching at Boston English High School reinforced the idea that teaching would be far from easy. But those were also the most valuable parts of the TAC program, and what I reflect on most today. Both of my mentor teachers (in the summer program, and at my school site) were nothing less than fantastic. And they are also as different as night and day. Each showed me that everyone can and must have their own approach to teaching. There is no right or wrong, but rather everyone has a style that works best for them. The common theme that I saw, and learned, was that the best way to be a successful teacher and really make a difference is to connect with the students on a personal level. Once you do that, teaching them the academics is that much easier. HGSE also opened my eyes to new and innovative teaching practices and strategies. It was a wonderful change to be surrounded by talented, intelligent, and enthusiastic individuals who shared my love and passion for kids and teaching, and who also respected and valued the profession as much as I did."

Jen currently is in her fourth year of teaching High School Mathematics at Louis D. Brandeis High School, a large, urban, comprehensive high school in New York City. She also serves as the Math Coach. After teaching her two classes, she devotes the rest of her day to mentoring new teachers on lesson planning and classroom management, leading study groups, working with the school administration to ensure that all students reach the NCLB standards, planning professional development, and assisting her Assistant Principal in running a department of 35 math teachers. “It has been an amazing learning experience to be on both sides of the spectrum, both teaching and working with the administration. What I learned at HGSE remains true – teaching truly is the most difficult and exhausting job out there, but the kids make it worth it everyday. No matter how the rest of my day goes, the time that I am actually in the classroom is always worthwhile.”

Inside Scoop:

“Cambridge was the perfect setting for the TAC program. The easy access to Boston and cultural and social life that it offers on its own made Cambridge a great place to live. The TAC program draws students from all over the country, most of whom are new to the Boston area. This, and the intensity of the work we do, created an environment where friendships formed easily and stayed strong. I married one of the friends I made in our cohort, lived with another for two years in New York, and have stayed in touch with several others.”