[EdTalks] The Future Teachers of Greenville County

What happens when high school seniors step out from behind the desk and actually take charge of the classroom? In this inspiring episode, host Erin Rigot sits down with Mackenzie Keith and Jay Harris to explore their hands-on experiences in the Future Teacher Academy. Tune in to discover how early student teaching is shaping the next generation of educators and why getting a head start on classroom leadership changes everything.

Mackenzie and Jay share the unexpected realities of transitioning from students to future educators within Greenville County Schools. They discuss the critical lessons they’ve learned alongside their mentor teachers, from mastering classroom management with young children to navigating the tricky dynamics of leading peers in a high school band. You'll hear about the powerful "lightbulb" moments that solidified their career paths and the unique challenge of earning respect when the student-teacher age gap is incredibly small. Listen to find out how this early exposure to teacher preparation programs is giving these promising leaders a massive advantage before they even set foot on a college campus.

If you are passionate about the future of public education, be sure to subscribe to the podcast and leave a rating or review.

Episode Resources:

• Official Future Teacher Academy Overview

• South Carolina Teacher Cadets Program

• InformEdsc

• Public Education Partners

Introduction to the Future Teacher Academy

Erin Rigot:

Today's episode is an inspiring one. I'm Erin Rigot, and today I'm joined by Mackenzie Keith and Jay Harris, seniors from Greenville County Schools Future Teacher Academy. These students have spent their final year of high school not just learning about education, but living it.

Through real classroom experiences and mentorship, they've had a front-row seat to the work of teaching. As they wrap up their senior year, we're talking with them about growth, surprises, and what this experience has meant for their future. 

Let's hear from the next generation of educators. Hi, guys. Thank you so much for being here today and joining us. We are so thrilled to have you and learn more about the Future Teacher Academy experience that you've had. Would you please go ahead and tell our listeners a little bit about yourselves?

Mackenzie Keith:

My name is Mackenzie Keith. I'm from Fountain Inn High School, and I want to major in early childhood education.

Jay Harris:

Hi, my name is Jay Harris. I'm from Travelers Rest High School, and I’d like to major in music education.

Expectations vs. Reality in the Classroom

Erin Rigot:

That is fantastic. At the start of this year, you were probably involved a little bit in the Future Teacher Academy. What would you say you were expecting versus what actually happened in reality this year in the classroom?

Mackenzie Keith:

For me personally, I went into it thinking I'd be more of an observer than actually being hands-on. I didn't know I'd have the opportunity to plan lessons, teach, and lead small groups. It’s super exciting to be involved in that.

Jay Harris:

I would definitely say the same thing. Being in band, there aren't many lesson plans. It's more of a go-with-the-flow atmosphere, but taking that time to make lesson plans and taking a section out to work with them one-on-one is a very neat opportunity. 

Also, going into ED 2400 and ED 2500, learning more about the teaching profession and different types of learners was a big thing. Learning what we'll expect in our teaching placements was important as well.

Paths to the Teaching Profession

Erin Rigot:

How did you get into this? How did you find Future Teacher Academy, and what led you to taking that course? Tell our listeners who have no idea what this is how you got started on this journey.

Mackenzie Keith:

My mom is actually an elementary school teacher, so I grew up always thinking I wanted to be involved in education. When I heard that I had the opportunity to do it in high school, I just signed up. 

I didn't really know what it was going to be like, but I was just excited to learn more about education and get the opportunity to student teach. Getting to go into the classroom every single day is so important to me. It reminds me why I love teaching so much.

Jay Harris:

Just like that, my mom is a special education teacher. It’s the same story, but I joined band for the fun of it starting in middle school. I didn't know what I wanted to do after high school. 

I just thought, "I love band and I'd love to see what I can do with music education." My friends were in Teacher Cadet, so I thought I would try that, but it turned out to be Future Teacher Academy. I thought I was taking Teacher Cadet, but anyway, it was a fun learning experience. 

We also had this thing called band president that I wanted to go out for in middle school. I decided I would do whatever it takes to be band president. Having that passion really unlocked a new version of me wanting to own a leadership role. That is also why I want to become a teacher.

Transitioning from Student to Educator

Erin Rigot:

Nice. You've spent some real time in classrooms this year. What was it like stepping into the role of a future educator rather than the student role you are most used to?

Mackenzie Keith:

It definitely gives you a different perspective because you get to see behind the scenes. You see what goes into planning lessons and how difficult it can be to accommodate all different types of students and manage behavior. 

I got to see how important it is to build relationships with the students. As a student, I've experienced where teachers are very loving, but I've also had teachers who are the opposite and don't connect with students. 

Getting to see it from a teacher perspective and a student perspective has been really helpful to understand education. It's taught me how to be the best teacher that I can be.

Jay Harris:

Seeing the background of the classroom and seeing how everything plays out is a big thing. In band, you see different sections at different times and you watch that roll out. 

Then you take that spot as a student teacher and step in when the teacher needs to work on specific students or sections. Getting insight from the teacher about how he plans the rest of the class makes you realize it takes a lot of planning and work to be successful. 

Building relationships is also a big thing. That's my goal at the end of this year, to build on those relationships with students one-on-one and make a good environment.

Mackenzie Keith:

Yeah, being a role model.

Jay Harris:

Yeah.

Defining Classroom Moments

Erin Rigot:

That's fantastic. Y'all are on the right track already. Can you share a moment from your classroom experience that's really stuck with you or confirmed that this is a path you want to pursue? Or maybe just a funny moment that is sticking with you?

Mackenzie Keith:

I get to work with small groups and work with kids individually. There have been so many moments where I'm teaching something and I do it over and over, and they still don't get it. 

Then you finally explain it a certain way and they're like, "Oh, I understand now." Seeing them be proud of themselves and knowing that you taught them something has been the highlight of this whole experience. 

It reminds me why I want to teach—getting to be with students and being a person they can look up to. It's taught me so much about myself and how to become a great teacher.

Jay Harris:

I think seeing students have that lightbulb moment is key. When I am working with the brass section and they instantly get it, the satisfaction after that and seeing them grow is really encouraging for my teaching profession.

There are some days where it's hard to go to a teaching placement and be super involved. But working with that section and everyone working together to make music—seeing them passionate about it—is extremely encouraging.

The Impact of Mentorship

Erin Rigot:

How did working alongside your mentor teachers shape your understanding of this profession?

Mackenzie Keith:

I spent my first two semesters of junior year in a second-grade classroom, and that was super cool to see. That teacher specifically stuck out to me and made me enjoy teaching. She allowed me to work with small groups and really trusted me. 

This year, I've spent both semesters in first grade, but at two different schools. It's been cool to see the difference and see what it's like with different teachers. 

I've learned that a teacher's ability to manage behavior and work with students makes a huge impact. Even though everyone takes a different approach, it's cool to see what's successful for different kids and how to implement that.

Jay Harris:

I was in middle school last year for both semesters. Seeing how classroom management is a huge thing for middle school was eye-opening because middle school is a pretty chaotic year. 

Learning a new instrument gives students this free realm to do whatever they want, which can be a behavior problem. Seeing how the teacher can flip the switch is what I want to take into my future classroom. That is a big thing for band.

This semester I'm in high school. That's interesting because the age gap is really small. I see different behavior because high schoolers sometimes don't want to play. 

In middle school, all the kids want to play their instrument. In high school, some don't. Getting insight on how the teacher gets the kids to play was a big thing that I could use.

Leadership and Community within the Academy

Erin Rigot:

Yes, that's great exposure between the two because they are very different. 

Jay Harris:

Extremely different.

Erin Rigot:

My office is across from the band room. Sixth-grade band in August and sixth-grade band in May are very different, so I understand. You guys are on the leadership board for the Future Teacher Academy. Can you tell us what the leadership board is, how it operates, and what that experience has been like?

Mackenzie Keith:

The leadership board is composed of two students from all of the participating schools. We were given the Heart of a Teacher Award, which recognized us as "future teachers of the year." 

We showed a lot of potential in the classroom and a desire to teach. With that, we get a lot of opportunities like service projects. We've gotten to meet so many people. 

We actually just met the superintendent and the school board members. We get additional experience and it's cool to implement that into our placements and share it with others in the program.

Jay Harris:

Coming back on Mondays to my senior class and talking to them about what I learned from the leadership board is encouraging. Having lunch with the superintendent and then telling everyone what we learned was very fun. 

Getting extra insight on what it means to be a teacher and stepping into that leadership role is great. We have workshops where we help clean up, set up, and introduce things.

Mackenzie Keith:

And I love that we get to meet people from other schools who are passionate about teaching. In our own schools, we are with the same people all the time. Getting to meet people from schools all across Greenville County has been a great opportunity.

Preparing for College and Careers

Erin Rigot:

That's how y'all met, right? You're on totally different ends of the district. I love that our partners, like Public Education Partners, are working with the Future Teacher Academy. It sounds like you've learned that teaching is beyond just the classroom; it's about being a leader in your community. 

As you prepare for college and teacher prep programs, how would you say this experience has changed your confidence or your readiness?

Jay Harris:

Confidence is a big thing I had to learn in this placement. Because the age gap is so close, I have to be confident in what I say and tell them. 

Getting a smile for a day is a goal of mine. I'm using that information to try to be a light for this classroom as a future educator, hopefully in my own high school classroom one day. It's helping me learn a bunch.

Mackenzie Keith:

I would say the biggest thing I've learned is behavior management. When there's a ton of six-year-olds, it's chaotic and it's easy to want to just be friends with them. 

I had to learn that it's important to implement discipline and be a good leader and role model. I also love getting the experience early. Some colleges don't offer student teaching until junior or senior year. 

A lot of people in our classes have learned either they love teaching or they don't want to do it anymore. Getting that experience now is really helpful.

Jay Harris:

Getting that experience now means that during our last few years when we do our own student teaching, we won't be too nervous. For band, helping out with the marching band is something I can't do until later in college. 

Knowing that’s an opportunity for me and knowing what I already learned from student teaching is just going to help in the long run.

Perspectives on the Value of Public Education

Erin Rigot:

We always like to close by asking: if you could tell the public one thing about public education, especially after seeing it from both the student and teacher side, what would it be?

Mackenzie Keith:

I want people to know there's so much that goes into teaching beyond just lessons. You really have a huge role in a child's life. 

You are with them and teaching them things they might not know, but also building relationships and connecting with them. Being empathetic and patient and being a support person that some kids might not have outside of school is what really sticks out to me.

Jay Harris:

I think we need all the support we can get from parents, students, and everyone else. You can put your trust in public education because it is a big factor in a student's life and leads to everything outside of school. 

After-school activities are a big thing because that's what shapes students' lives. If I didn't have band, I don't know what I would do or where I’d end up. Putting your trust into that and into teachers is a big thing for the next generation and for your own children.

Erin Rigot:

Wonderful. I think our listeners will agree that after hearing your stories today, our future is looking really bright with the future teachers we have coming back to Greenville County Schools. 

Thank you both so much for being here today and sharing your experience with us.

Mackenzie Keith:

Of course.

Jay Harris:

Thank you.

Erin Rigot:

Listening to these seniors reflect on their year is a powerful reminder of why programs like the Future Teacher Academy matter. They've seen firsthand the dedication, complexity, and the heart behind public education. 

As they move on to college and teacher preparation programs, we couldn't be more proud of the leadership and perspective they're carrying with them. The future of education is in thoughtful, passionate hands.