These two charter schools serve students in grades 6 to 12 and work with historically under-served communities to support their youth throughout high school, and in seeking an education that prepares them to be college-ready. One of the key aspects of the partnership between UCSD and these two schools is the presence of UCSD students as volunteers at each campus.
Application Deadline: Monday, January 12th at 4:00pm
What happens after I apply?
After you have submitted an online application to ONE of the schools, you should receive a response within 2-3 days regarding orientation for the program.
Please contact Coordinator Angela Fang at firstname.lastname@example.org if you have any questions.
Students interested in gaining course credit (4 units) for volunteering are eligible to enroll in TMC 198. Students enrolled in this course complete 40 hours of service for the entire quarter—either classroom or non-classroom positions. Classes are conducted as small seminars, allowing students to discuss their experiences on-site, critically analyze relevant topics in research and media, and learn from experts in the field through guest presentations and workshops.
If you have questions regarding enrollment, please email Angela Fang at email@example.com
"Upon taking this course, I have gained much more knowledge and insight about the politics and socioeconomic boundaries within the school system. This class has inspired me to become more involved with our future generations because it has helped me see the impact I have when aiding students and teachers. Because of tutoring at Preuss, it reminded me of all the support I had primarily in high school and the effects of all the teachers, family, and friends had on me as I prepared myself for college; so I would hope to be that for someone else in the future. Therefore, I decided to look what more I could do in terms of my own education in order to continue to further my involvement in grade schools. Upon researching types of classes or minors that are available to me, I have settled to pursue a minor in Public Service with a focus in Education as it requires a year-long internship at an academic site overseen by the Academic Internship Program’s (AIP) criteria. I have decided to apply for grad schools next year and I want to reflect my experiences from AIP into my applications in addition to the experiences I had from TMC 198."
Students who wish to apply for a non-classroom position are asked to dedicate 6-10 hours per week for those positions.
These internships offer students the opportunity to explore the administrative aspects of education, and work alongside dedicated staff in developing integral skills for working with students. The internships vary per site and are subject to change per quarter.
Partnership School Program Coordinator
Major: Public Health with a minor in Political Science
Intern & Tutor Coordinator
Gompers Preparatory Academy
I came to GPA as an Exercise & Nutritional Sciences teacher 5 years ago when the charter began. The second year of our charter I changed to working with our Chief of Staff and have been the UCSD liaison since then, which includes working with interns & tutors on campus.
I have the pleasure of orienting UCSD interns & tutors to their volunteer work on our campus. I let them know about our expectations for them, our school culture and how they can best work with our students. I follow up with their supervisors to see how they're doing and talk to interns & tutors as well to see if their experience is what they thought it would be. If there are problems, I work to see that they get resolved in a fashion that benefits the volunteer, the supervisor and our school.
Having a tutor tell me that they were now thinking about being a Math teacher because of the wonderful experience they had at our school and the fact that they want to be a part of closing the "Achievement Gap." Then watching that student go through the credentialing program, being an intern teacher on our campus and finally a full-fledged fabulous 8th grade Algebra teacher.
My work with CREATE has been top notch as far as the great interns that we receive from the TMC 198 internship program and the marvelous tutors that our Provost Intern recruits.
Volunteer Programs Coordinator
I came to The Preuss School 2 years ago as the admissions coordinator. Last year I became the Volunteer Programs Coordinator.
I graduated from SDSU with my bachelors in Psychology. I’ve worked in Social Services for 8 years before moving into the education field.
One of the programs I coordinate is the Tutor and Intern program on our campus. I provide the orientation to prepare UCSD tutors and interns with the logistics of the program and inform them of what is expected of them as well as assign them to the appropriate class or internship position. I follow up with the tutors and interns to know how they are doing and receive feedback of their experience with us.
I look forward to continue working with the TMC 198 internship program and all the wonderful UCSD students.
The Sherley Williams TMC Provost Internship, currently held by Angela Fang, has recently been made possible by a generous donation by Harvard’s Dr. Henry Louis Gates, Jr. in partnership with Thurgood Marshall College/UC San Diego and our campus affiliation with San Diego charter schools for disadvantaged communities. Sherley A. Williams was an esteemed faculty member at UC San Diego’s Literature Department. Williams, the daughter of migrant workers, became an award-winning novelist, poet and playwright. She was a renowned poet for works such as The Peacock Poems, that was Pulitzer Prize nominated, and Some One Sweet Angel, both of which were National Book Award nominees. Williams used her own experiences of picking cotton as a migrant worker to write the children’s book Working Cotton, which garnered her the 1992 Caldecott Award and a Coretta Scott King Book Award. She gained critical acclaim for her novel Dessa Rose and was writing the sequel at the time of her death in 1999.
Sociology, Education Studies Minor
Position: School Psychology Intern
Why did you choose this program? I wanted to explore different areas of the education system, and I saw that this program had many various positions that I could do. I immediately chose to intern with the program so I could expand my horizons, not just as a tutor but as a school psychologist.
Position: School Counseling Intern
What would you say about this program to a friend?This is a great way to get hands-on experience in a field you are interested in. The students find you very relatable so you are a positive role model to them. Through interns and volunteers, the students see that college is a possibility.
Position: Volunteer Tutor
What is your most memorable experience when working with faculty? On my very first day, while walking down the hall to class, every single staff member shook my hand, smiled, and welcomed me to the campus. I could tell that every one of them loved Gompers Preparatory Academy and cared about the kids. It was a breath of fresh air to be around people who are truly passionate about educating ALL our youth.
Position: Family Support Center Intern
What did you gain from this outreach experience? I gained knowledge and insight. Based on what you are told about the students, you would think of them as simply unruly kids, but they are so much more than the labels placed on them. They all have a story to tell, and this experience opened my eyes to that.
Former Marshall Provost Cecil Lytle Thurgood Marshall College spent five years working to establish a model college-preparatory public charter school for children from underrepresented backgrounds on the campus of a major state university. He began this effort with the creation of the Preuss School in 1999, as a response to the anti-affirmative action movement in California, which limited access by underserved minorities to higher education by statute in 1996, with the passage of Proposition 209.
It is his hope that the lessons learned from this model school, which has now been recognized as one of the top ten high schools in the U.S.A., can be transferred to urban areas and used by colleges and universities across the country to improve educational opportunities everywhere, in the same way that the University of California used Agricultural Field Stations in the 20th century to improve the agriculture industry throughout the state. He eventually succeeded, and the Preuss School has surpassed the most optimistic expectations.
The model was then expanded to Gompers Middle School, a San Diego middle school located in a low-income and predominantly Hispanic neighborhood and repeatedly failing to meet No Child Left Behind provisions. In 2005, it was restructured into an academically rigorous, detracked charter school. The discussion of the political experience and working relationships between the charter organizers, the school district, and its superintendent illustrate the often contentious process of community mobilization and deliberation.
The involvement of faculty from the University of California San Diego and community groups as contributing partners enhances our understanding of the creation of educational reforms or the transformation of passion into practice. The volunteers participating in the Marshall College Partnership Schools program play an essential role in furthering the connection and collaboration between UC San Diego and these model schools.
For more information, please reference these links:
An alumnus of both Marshall College and the Partnership Schools Program, Kelly Kovacic has not only been selected as the California Teacher of the Year, but has been chosen as one of four finalists to receive the nation’s top teaching honor, National Teacher of the Year. Kovacic is an eleventh and twelfth grade social studies teacher at The Preuss School USCD.
In her National Teacher of the Year application Kovacic stated, "At my school I have seen the power of a functioning educational system that can transform a student from one who has all but given up to one whose passion to learn is ignited and whose future is reclaimed. We have the power as teachers, administrators, parents and community members to make that difference, but must model what we ask of students through the efforts we exert, funding we support, academic rigor we instill and the standards we fulfill.”
Read the full article here.
Director Vincent Riveroll of Gompers Preparatory, wants YOU to come volunteer! Check out this video highlighting the role of UCSD tutors at one of our partnership schools.