Jaleah Hawthorne’s journey into education wasn’t straightforward. She started college as a nursing major at Saginaw Valley State University, but something didn’t feel right.
“When I got to college, I realized there were so many gaps in my own transition. I thought, ‘Students from Detroit deserve to know that college is more than just academics.’ I wanted to help them close those gaps so they wouldn’t have to struggle the way I did.”
“I had this realization my freshman year—college wasn’t just about getting good grades like I had been told. There were things I wasn’t prepared for, things I had to figure out on my own.”
She switched her major to education, determined to help students before they reached those obstacles. But the road wasn’t smooth.
Jaleah had completed all of her coursework and prerequisites, ready to move forward in the education program—but there was still one hurdle: the ACT math requirement.
“I had already passed college-level math, but I needed a qualifying ACT score to be admitted.”
“I was 20 years old, sitting in a room full of 11th graders, taking the ACT again and again. I kept missing the cutoff by just one point. I had letters of recommendation, proof I could do the work, but I had to keep trying.”
Eventually, Jaleah had to make a choice—switch majors or stay in undergrad for nearly seven years. “I finally switched my major to communications. And then—two weeks before my last semester—they dropped the math requirement. I was so frustrated. I had spent years fighting for something that, in the end, didn’t even matter.”
It was Teach For America (TFA) Detroit that ultimately helped Jaleah realize her dream of becoming an educator.
“I applied to TFA on the last possible day. For me, TFA wasn’t a resume booster or a gap year. It was my way in. It was the thing that finally made my dream happen.”
Jaleah teaches high school English, focusing on ninth and tenth graders. The most rewarding part? Seeing them grow into confident, self-assured young adults.
“I’ve always taught ninth and tenth grade, so watching them become seniors is surreal. They’ll say, ‘Ms. Hawthorne, you knew me when I was just a baby,’ and now they’re about to graduate. It’s emotional, but it’s also terrifying. Did I do enough? Will they make it? Have I prepared them for the world outside of school?”
She still helps former students—sometimes years later—writing college essays over Zoom, reviewing applications, and helping them navigate life after high school.
“A lot of my students are the first in their families to graduate. That moment of crossing the stage isn’t just theirs—it’s their parents’, their grandparents’. I’ve had parents crying on the phone with me, saying, ‘No one in our family has done this before.’ That’s what keeps me going.”
Jaleah is part of TeachMichigan’s Detroit region, where she teaches high school English at Denby High School. She first joined the education field as a Teach For America Detroit corps member, where she began developing her instructional practice and commitment to ensuring all students have access to a high-quality education.
After completing her TFA commitment, she continued her professional growth by becoming a participant in the Early Career Educator Fellowship, which helped her refine her teaching strategies and build a network of support. Now, she is part of the TeachMichigan Aspiring Leaders Fellowship, where she is strengthening her leadership skills and working toward broader educational change.
“TeachMichigan has expanded my perspective. I used to think of education through a Detroit lens, but now I’m connecting with teachers from the Upper Peninsula, from rural areas—and realizing we’re all dealing with a lot of the same challenges.”
Jaleah’s leadership hasn’t gone unnoticed. Her principal at Denby High School shared:
“Jaleah goes beyond just delivering content—she inspires, builds positive relationships with staff and students, and creates an environment where students aren’t afraid to take risks. In her classroom, students feel valued and empowered to learn.”
She isn’t just a teacher—she is an active leader within the school, making an impact beyond her own classroom.
“She teaches yearbook, is part of the senior committee, a member of the Instructional Leadership Team, leads common planning for ELA, collaborates with colleagues to share best practices, works after school with the athletic department, and uses technology as a driving force in her classroom.”
Her leadership extends to professional development for her fellow educators.
“This school year, she led a whole staff PD session on using the curriculum and unpacking the standards into clear learning targets and skills.”
What sets Jaleah apart is her ability to communicate high expectations while offering support.
“She builds trust and respect with students while fostering a sense of belonging. Entering her classroom, students feel at peace. She models the growth mindset and uses a variety of teaching methods to reach different learning styles while encouraging critical thinking and problem-solving.”
Being a young leader in a school full of veteran teachers hasn’t always been easy.
“The first year I applied to be a lead teacher, I was scared. I had imposter syndrome. I thought, ‘I’m not good enough for this.’ And when my name was mentioned for the position, my principal at the time said, ‘Oh, I already have someone in mind.’ That just confirmed all my doubts.”
But leaders at the district level saw her potential.
“They told me, ‘No, Jaleah, you need to apply.’ So I did. And I got it.”
Suddenly, she found herself leading teachers who had been in the profession longer than she had been alive.
“I was terrified. I thought, ‘These veteran teachers are not going to listen to me.’ And at first, I was right.”
She had to advocate for herself—and for her students.
At one point, she faced an imbalance in class sizes that created a challenge for both educators and students. While some classrooms had significantly fewer students, hers was nearly at capacity.
She recognized that learning environments that support all students matter, and she knew her students were capable of success when given the right opportunities. Jaleah worked persistently to address the issue, demonstrating her students’ abilities and advocating for adjustments that would support all learners.
“That moment made me realize that being a leader means advocating even when it’s uncomfortable.” Jaleah is currently in her final semester of grad school, working toward becoming a school administrator.
“I’m excited to see how far we can go. We talk so passionately about the changes we want to see in education—now, it’s about actually making them happen.”
Her advice to new teachers?
“Keep going. It’s hard, but every moment you invest in your students is a seed planted. You might not see the harvest right away, but trust me—it’s coming.”
About Jaleah Hawthorne
Jaleah Hawthorne teaches 9th and 10th grade English at Denby High School in Detroit. She is a TeachMichigan Aspiring Leaders Fellow, where she is expanding her impact beyond the classroom by supporting instructional leadership and advocating for student success.
Jaleah began her career as a Teach For America Detroit corps member and later participated in the Early Career Educator Fellowship, focusing on curriculum development and student engagement. In addition to teaching, she leads Denby’s yearbook program, serves on the Senior Committee, and is a member of the Instructional Leadership Team, working to strengthen collaboration and best practices among educators.
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