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EVAN PIEKARA ‘03

Please describe your journey from Portsmouth to the present.

I was drawn to Portsmouth Abbey in 2000 as a sophomore largely because of the call to service, educational opportunities, and emphasis on fostering a well-rounded education. At the Abbey I served in many clubs including the band and debate club, was a prefect of St. Hugh’s, and captain of the basketball and track team (one of which won a New England Champion-ship under Coach McDonough). I wanted to continue to build upon this well-rounded education, and attended Connecticut College. At Conn I was a double major in government and eco-nomics, participated on the track and field team, co-founded the club basketball and debate team, and ultimately would be elected Student Body President. While writing my thesis in economics on “Wealth and Income Inequality in the United States” I recognized how valuable of a role education played in the divergence between rich and poor. I decided to enroll in Teach For America and devote at least two years teaching in the South Bronx. I have just completed my fourth year teach-ing 6th and 7th grade English and social studies in the South Bronx and will use this experience to guide me in my next step, business school.

What/who first inspired you to work in education and service to others?

There were several factors that led me to become involved in education and service. First, I found myself extremely fortu-nate to have great teachers and role models like Dr. Bonin, Mr. Hobbins, Mr. Gittus, Mr. McCarthy, Mr. Chenoweth, and Mr. McDonough. The education and opportunities that were available to me at the Abbey were not available had I attend-ed public school in my hometown of Belchertown, MA, and I knew few would have these opportunities. I wanted to spread this educational goldmine that I had received around. In col-lege, I noted that I was much better prepared than many of my classmates, and those from lower-income communities often struggled at first to get caught up. I did not feel it was right that

your income or where you were born should determine your ability to receive a good education and I wanted to be a small part of the solution.

In addition to Teach For America, can you explain a bit about the other non-profit organizations with which you are involved?

I have volunteered for several nonprofits that are education-based as well. I have served as a mentor to a student from a low-income community through the Minds Matter program. Additionally, I have tutored a high-performing 7th grader through the Prep For Prep program that prepares underrepre-sented students for top boarding and independent schools. I have served as a volunteer assessing potential candidates for the Posse Foundation, which recognizes young leaders and of-fers them full scholarships to top colleges. I have also served as a Policy Team Member for Educators 4 Excellence, an emerg-ing nonprofit seeking to give an independent voice to teach-ers. We drafted a white paper, met with legislators and even Mayor Bloomberg to present our proposal on seniority-based teacher layoffs. Additionally, I was selected as a member of the New Leaders Council, an organization that chooses top young professionals between 22-35 and grooms them to run for office or become more involved in politics. I served as the co-chair of a fundraiser that shattered last year’s fundraising record and increased last year’s total by nearly 315%.

What is the favorite part of your work?

My favorite part is interacting with students on both a personal and an academic level. It’s really rewarding when you see a student grow both socially and academically, and feel more con-fident in their knowledge and leadership abilities.

Can you share a couple of your most memorable experiences with Teach For America?

One of my most memorable experiences was in my first year when I had a student who was struggling academically, attend-ing school only 60% of the time, and was three years behind

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level. I developed a plan with that student and if he met the conditions of the plan, I would play basketball with him each time he made progress. It led to a tremendous change; the stu-dent began showing up to class, turning in all of his homework, and students began wanting to partner with him on group proj-ects. When he took our final exam he felt confident that he had been doing well (he had been scoring in the 40s). He wanted me to grade it right away, and so I did and he scored a 92%, the second highest grade in the class. We called his mother, who picked up expecting him to be in trouble, but when she heard the news both she and her son broke into tears. There have been so many memorable experiences like these where stu-dents’ hard work, resilience, and intelligence have inspired me.

What has most impressed you about the people whom you serve and the other adults with whom you work?

Every day my students encounter obstacles. They are in the lowest-performing district in the state, and one of the poorest communities in the country. Poverty, drugs, violence, broken homes, gangs are the norm. It is a very different situation from what many people at the Abbey might be used to, and for me it was really impressive seeing the teachers and students knowing these issues were happening and showing up every day to com-bat them. It was not always easy and there were definitely good days and bad days, but you could rely on the teachers in TFA to do what they could to provide students with a better education.

How did Portsmouth Abbey prepare you for the work in which you are now involved?

On one level, it helped me become better organized, structure my time, and become more adept at problem solving and work-ing with many different people from different backgrounds. The Abbey really helped me to grow as a leader in the classroom, on the field, and in the dorm room. On a more sociological level, it helped me see more of the divide that exists in America and the gap in education.

Was there any one at Portsmouth who inspired or prepared you for the work you do?

I was so fortunate to have so many great teachers. Since I am an English and social stud-ies teacher I really tried to use Mr. Gittus’ and Dr. Bonin’s approach in having students ana-lyze and use critical-

thinking skills. As houseparents and coaches, Mr. Gittus, Mr. Chenoweth, and Mr. McDonough also had a large influence on my development as a leader.

Do you see your work as an extension of the “third R” in the School’s Mission Statement, “Responsibility for the shared experience of community life?”

Without a doubt. My experiences in high school, college, and with TFA have shown me how interconnected we are and I believe we need to use our unique talents and skills to address many of these issues that are affecting our country.

If you could spend time with anyone (living or dead) who has, in your opinion, been a great champion of education and service to others, who would it be and why?

I have always admired Dr. Martin Luther King for his courage and tenacity in addressing racial inequality. I’ve also admired Chief Justice Warren for taking a stand against educational in-equity with a 9-0 decision in Brown vs. Board of Education. How-ever, I’d like to sit down and ask them how they feel about the fact that nearly 60 years after that landmark decision, schools have grown even more segregated.

Anything else you would like to add?

I recently self-published an e-book on my first two years teach-ing called The Lion’s Den: Heartbreak, Hustle, and Hard-work in Inner NYC Schools that is available for all e-readers and on Ama-zon, Apple, Barnes and Noble, and all other vendors. It’s a work in progress and I hope it eventually gets picked up by a publisher. I welcome any feedback on it.

After 4 years in the classroom I will be heading to Washington, D.C., to attend Georgetown’s McDonough School of Business. I hope to ultimately develop or head a nonprofit that addresses

educational inequity and poverty.

Photos show Evan with his Teach For America students in the South Bronx.