teacher talking to a classroom holding the Teens in Print newspaper

TiP for Teachers

As an authentic platform for youth voice, Teens in Print is an accessible resource for classroom learning.


Introduce your students to Teens in Print.

Teens in Print welcomes 8th through 12th grade students into our virtual after-school program every three weeks. No journalism experience is required. In addition to helping teens build their writing and critical thinking skills, we also provide college writing support. Share this form below with your students, and we’ll get them connected to our after-school programming.

View the student sign-up form

Have your students submit writing for publication.

Teens in Print encourages teachers to support their students in submitting writing to our website. We accept submissions of any kind on a rolling basis: journalism, academic, personal, or creative. Our publication provides students with a broad and influential audience.

Submit student writing

Receive student writing from Teens in Print.

Teens in Print is publishing student journalism and multimedia content online. Sign up below to receive student writing in your inbox, and read our students’ work here.

Sign up to receive student writing in your inbox

Teens in Print

Amplifying youth voice across Boston.

Teens in Print (TiP) is a writing program created to amplify the marginalized voices of eighth to twelfth-grade Boston students. TiP offers an after-school program, an intensive six-week summer writing program, writing and media literacy workshops for Boston teachers and community organizations, and an online platform for student writing. 

We pride ourselves on being an inclusive writing program that encourages and celebrates the diversity of thought and identity. TiP believes that empowering students to explore, refine, and share their ideas is a prerequisite to creating young adults who do well in the world and for the world. We strive to give students the tools to effectively share their experiences and perspectives through writing, the platform to reach decision-makers who can act on their ideas, and the knowledge to become thoughtful consumers of media.


Join TiP and share your story.

The spaces in which youth share their ideas are not always taken seriously. Teens’ opinions are often dismissed or invalidated due to the misconception that age is a necessity for meaningful contributions to society. Because we believe in the power of amplifying youth voices, TiP invites students of all writing levels and backgrounds to share their stories with a larger audience. Young people should not only consume diverse media narratives but also have the skills and confidence to create their own. 

Our staff writers meet after school to learn about new types of writing, build connections across the city, and discuss the changing world around them. Participants also have the unique opportunity to become published writers as middle and high schoolers and end each programming cycle with at least one product to add to their writing portfolio. 

Fill out the sign-up form

Submit writing for publication.

Even if you’re juggling participation in other extra curricular activities and can’t commit to weekly meetings, you can still get published on the Teens in Print website. We accept all genres of writing: hard news stories, opinion pieces, personal essays, creative writing, poetry, and more. Submit your work at the link below.

Submit your writing
Read our students' work

Last week we were able to wrap up our school year with some amazing people, games, and announce the winners of our rising voices awards! Check us out :) Congratulations to Advania and Ella, and a super shout out to every TiPster that participated in this cycle!

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teacher talking to a classroom holding the Teens in Print newspaper

TiP for Teachers

Sign up to receive student writing from Teens in Print, schedule a workshop for your classroom, or submit student writing for publication.


Image of mural painted by Cedric Douglass in Roxbury

Summer Journalism Institute

Discover journalism. Develop your future. Dive into Boston.

Teens in Print’s Summer Journalism Institute (SJI) aims to give Boston teens an immersive writing experience through culturally enriching outings that encourage students to interrogate the history of Boston as it relates to them using key journalism skills.

By interacting with public and cultural spaces they may not traditionally have access to, students will be able to claim ownership over larger societal narratives and produce pieces of writing that reflect their enhanced understanding of their unique position within the city of Boston. Through a combination of writing and multimedia projects, students will contribute to and challenge some of the established narratives that define people’s lived experiences in this city.

Applications for SJI are closed.

Join us next summer!

From Snapchat, to Twitter, to Buzzfeed, news is everywhere you look. Your generation is the first to have 24/7 access to everything going on in the world—but that comes with a unique set of challenges. Couple this with growing up in the city of Boston and suddenly you are the center of historical narratives that have combined with current trends that ultimately shape how people view and behave in this city. We aim to help you find your place within these larger narratives and use your voice to positively contribute to the world around you. 

As a journalist this summer, you’ll get to test out the power of your voice and identity and leave with sharpened media skills, something you’ll be able to apply in the future whether you’re a reporter on the White House beat, or simply reading your news app on the T.

By the end of this hybrid six-week program, you will walk away with a deeper understanding of journalism, plus several published pieces of writing and multimedia content.

SJI is a dynamic program, and every day looks a little different. Here’s a sample of what you might experience:

  • The day will begin with a check-in with a group of 30 of your peers.  
  • Next, you’ll break into small writing modules to talk about the piece you’re working on.
  • After a break, you’ll take some independent time to work on your piece.
  • You’ll have a dedicated mentor and small group check-ins to talk about your writing, ask for and offer feedback, and discuss challenges. 
  • The full group will come back together to share and debrief at the end of each day.

Throughout the summer, you’ll participate in multi-media workshops and explore historical landmarks across this city. You might hear from seasoned journalists, speak to professionals of color about navigating race and equity issues in the workplace, or network with adults in fields like marketing, law, and the arts.

Applications are currently closed. Consider joining us next summer.

Who participates in SJI?
Each year, we welcome 35 to 40 teens who live in Boston and will be attending high school in September. These teens come from a vast array of neighborhoods and attend dozens of different schools across the city. Approximately 40% of our participants speak a language other than English at home.

When does SJI take place?
SJI runs for six weeks, July 5 to August 13, Monday – Friday. We ask that all participants are able to commit to attending all six weeks of programming.

Where is SJI held?
SJI will be both in-person and virtual this year. You’ll join us in person for the first three days of programming as we review program expectations and equip you with access to our Discord server that we will use to meet virtually. Every Wednesday we will meet in person for the second half of the day and go on a field trip. For the last three weeks, we will be in person at Babson College located in downtown Boston. 

Why should I join?
Earning a byline is hard, even for adult professional journalists. But after just six weeks in the Summer Journalism Institute, you’ll be published on the Teens in Print website. Having a publication on your resume will help you stand out for other professional opportunities—like college and internships. Past participants have talked about their experience with SJI in job interviews, asked SJI mentors for feedback on their college essays, and requested recommendation letters.

 

How do I get paid?
Participants will receive a paycheck of up to $637.50 every other week. Checks will be mailed to participants’ homes. Direct deposit is not available.

Do I need to have experience in journalism to join?
No. We do not expect participants to have experience in journalism prior to joining our program. We look for participants who are curious about the world, passionate about something and ready to learn.  

What if I don’t have a laptop computer that I can use?
While students are free to use their own computer, we have laptops available for students to borrow during the summer. Students who borrow technology will be asked to sign a contract along with their parent/guardian.

If I don’t have a lot of writing experience, is SJI for me?
Whether you’re a published poet or you’ve never written a word, our mentor team at SJI will meet you where you are. Our job is to push you to grow as a writer – you just need to be excited about telling your story, and willing to practice writing every day.

While everyone will be required to write in some capacity, we’re open to having students work on products that aren’t explicitly writing, such as a photojournalism series.

Read articles published on the Teens in Print website.

Sign up for our newsletter to receive additional updates.

Check out our Facebook, Twitter, and Instagram to see photos from TiP and past Summer Journalism Institutes!


Support Great Writing

We’re committed to building impactful partnerships with organizations and individuals who are invested in the next generation.

Opportunities to volunteer—as a group or as an individual—are listed below. We aim to build mutually beneficial partnerships that support the success of young people and have opportunities throughout the year. To discuss other ways to get engaged, please contact Anne Shackleford, Director of Development and Communication.

Become a Source for Teen Reporters

Offer your industry expertise to our budding young journalists. By adding your contact information to our source list, you’ll serve as a valuable resource for young reporters.

When a student reaches out to you for a quote, interview, or for background information in your area of expertise and you agree, your name and organization will be published as an authority for readership across the city!

Become a source for teen reporters

Read for the Rising Voices Awards

The Rising Voices Awards are presented for each cycle of Teens in Print, our journalism program for Boston middle and high schoolers. Winning students receive a cash prize along with special recognition on the Teens in Print website.

As a reader for the Rising Voices Awards, you’ll celebrate excellent writing while engaging in meaningful volunteering. Partners volunteer to read and score a selection of nominated articles to decide each cycles’ Rising Voices Award winners.

Sign up to be a reader and judge

Contact Us

Thank you for your interest in WriteBoston. To submit an inquiry, please use the form below or call us directly at 617-541-2604.


    Join Our Team

    Current openings:

    Director of Coaching and Partnership Development

    At WriteBoston, we believe that powerful literacy skills are core to social justice, social mobility, and equal opportunity. We work towards this goal with two complementary programs: 1) a youth journalism program, Teens in Print, which offers after-school and summer programming for Boston teens and 2) professional development (PD) and coaching services to secondary schools, districts, and education organizations so that they may better serve young people to develop into independent and engaged readers, writers and critical thinkers. To learn more, go to writeboston.org

    Reporting to the Executive Director, the Director of Coaching and Partnership Development will support, supervise and grow the scope of grade 6-12 PD services provided by WriteBoston.  In addition to managing a team of two full-time instructional coaches, a primary responsibility of this position is to initiate new fee-for-service partnerships and oversee the planning, staffing, and ongoing quality of all WriteBoston PD engagements. Additionally, the Director will fulfill 1-2 days of contract coaching work with a partner middle or high school. This is a new leadership position at WriteBoston. 

    Core Responsibilities

    Partnership Development

    • Bring on new fee-for-service partners and grow WriteBoston’s professional development services to new high-need schools, districts, and youth-serving organizations in Boston and Massachusetts Gateway Cities. While some professional development partnerships are supplemented by fundraising dollars secured by WriteBoston, roughly 20% of the organization’s annual operating budget comes from fee-for-service revenue. 
    • Generate new prospects for partnership, identify and contact school decision-makers, screen potential partners, and facilitate regular pitch meetings for new work. This requires being attuned to the evolving instructional needs of secondary schools and thinking about how our expertise can respond to those needs.  
    • In collaboration with the Executive Director, regularly attend and participate in education, youth development, and equity-related events and presentations. A successful candidate will have proven experience proactively networking and building relationships with community groups.

    Project Management

    • Project Planning: Work with clients to conduct all initial project planning around scope of work, goal setting, accountability structures, and plans for data collection and evaluation. This includes setting clear boundaries around the project scope and the related commitments that the school/partner will fulfill to set up the project for success.  
    • Project Monitoring: Work with coaches and educational partners to provide coherence around all PDcontracts; this includes but is not limited to regular meetings with all clients to monitor progress and determine adjustments. 
    • Grants Management:  In collaboration with the Director of Development, provide support around grant development, writing, and reporting for PD  projects.  
    • Project Support and Advocacy: Be available to advocate for additional support team members may need to be successful in their assignments. This includes managing the project load among instructional coaches and distributing assigned contracts in an equitable and balanced way. 
    • Project Contracting: Manage all elements of the contracting process with school districts and education organizations. This includes drafting all proposals for potential partnerships, developing and managing related partnership agreements and statements of work, managing client invoicing, and serving as the primary point of contact for all PD clients.

    Supporting a Team

    • Manage a highly collaborative team of two full-time instructional coaches. This includes asking questions and giving agency while also making decisions and giving directive guidance as needed. 
    • Commit to fostering the personal growth and learning of those you supervise. This includes offering meaningful expertise, guidance, and coaching to team members; giving and receiving honest, actionable feedback; and researching best practices and finding tailored resources to support the professional learning of the team. 
    • Provide support and problem-solving to get projects back on track when team members encounter challenges in their professional development assignments.
    • Recruit, train, orient and provide ongoing coaching of all new instructional coaches.

    Facilitating Coaching and Professional Development

    • Be deployed at least one day per week facilitating professional development for existing middle and high school partners. The percentage of time leading PD may shift over time.
    • Support high-quality instruction in classrooms through modeling, co-planning, co-teaching, and providing feedback to teachers and youth-serving workers.
    • Actively develop and revise workshop content for educators and youth development audiences.  WriteBoston provides customized PD so nothing is “off the shelf.” Some training will relate to fee-for-service contracts and other workshops will be developed for the purposes of partner outreach and new partnership development. 

    Who you are

    You are someone who feels energized and excited by the range of roles and responsibilities that this role will entail. Consider applying for this position if you are someone who:

    • Is passionate about and motivated by learner-centered and social justice-focused education
    • Has a clear and strong vision for high-quality, effective, meaningful instruction and curriculum and makes that vision explicit in your work and conversations with other educators.
    • Can name concrete ways that you push for equity and justice in your professional experiences.
    • Has an entrepreneurial spirit and is energized by making new connections and seeking out new partnerships. We are looking for big, bold ideas and the creative energy to realize them.  
    • Is committed to continuous learning, reflective practice and on-going improvement, for yourself and with others. 
    • Is a thoughtful communicator and problem solver. This job requires strong emotional intelligence, a willingness to have difficult conversations, and a solutions-oriented outlook. 
    • Relentlessly well-organized and able to develop systems and structures that complement what WriteBoston already has in place.

    Knowledge, Skills and Experience Required

    • Master’s Degree required
    • A minimum of 8 years of secondary-level classroom teaching experience with diverse student populations (ELs, students with disabilities). While the exact form may vary, significant experience with schools and classrooms is non-negotiable.
    • Experience coaching adults and serving in teacher-leadership positions 
    • Rich experience with literacy, language development, MA instructional frameworks, effective pedagogy, etc. 
    • Demonstrated cultural proficiency and commitment to anti-racist teaching practices
    • Fluency in Google suite of applications

    Role Details

    Timing:  The start date for this position is mid-August, in preparation for the 2022-2023 school year. 

    Location: WriteBoston’s home office is in the Bruce Bolling Building at 2300 Washington Street, Roxbury, MA. This role requires travel outside of greater Boston to support current and existing school partners (with a focus on MA Gateway Cities).

    Position Details:  We are an explicitly family-friendly organization. We expect employees to work hard but also prioritize work/life balance and a culture of work that is both rigorous and humane.  

    Salary and Benefits: 

    • $90,000 – $95,000 annual salary, commensurate with experience (full-time position)
    • 4 weeks of paid vacation + 11 paid holidays + Christmas week off
    • Personal time, sick leave, and Dependent Care Assistance Plan 
    • Health and dental insurance  (employer pays 75% of annual costs)
    • Paid parental leave (eligible after 3 months full-time employment) 
    • 401K 

    Candidates:  

    WriteBoston’s work is guided by our conviction to create a more equitable and just education system that our students deserve. We actively seek to build a staff that is composed of people who share aspects of their identity and background experiences with the students and communities we serve. 

    As an organization, we stand against racism and all forms of oppression including homophobia, transphobia, classism, sexism, ableism, and xenophobia. We commit to a focused and sustained action to dismantle racist systems, policies, practices, and ideologies within ourselves and our networks. 

    To Apply:

    Please send your resume and cover letter to Sarah Poulter at jobs@writeboston.org. We are accepting applications until the position is filled. We look forward to hearing from you!


    Our Partners

    Our partners have transformed their approach to student literacy and writing. Since 2002, we have partnered with approximately 50 schools, districts, and nonprofit organizations. Download the full list of WriteBoston’s historical partnerships.

    Teacher in class at Madison Park High School

    Madison Park Technical Vocational High School

    Partnership: 2016 – Present

    How do we prepare students to meet the complex, industry-specific writing and reading demands of technical and vocational professions?

    Madison Park Technical Vocational High School, a Boston Public turn-around school, provides training in 20 technical vocational programs. 

    Whether career or college bound, students need to be confident readers and writers: able to read dense technical manuals as an auto-mechanic or electrician, or document patient outcomes as a medical assistant. A WriteBoston instructional coach supports teachers as they build the literacy skills students need to succeed in their chosen fields.

    Coaching has impacted early career and veteran teachers alike. A veteran teacher commented, “As an experienced educator, I really thought I didn’t need any assistance. Kelly has taught me different strategies on lesson plans, differentiated instruction, and assessments. [Coaching] allowed me to increase student achievement and instructional dialogue.”

    Read more about the partnership.

    Chelsea Public Schools

    Partnership: 2015 – 2020

    “How do we build capacity to support all of our students in grappling with complex reading and writing?  What does this look like at every level of a school district: for teachers, coaches, and administrators?”

    After six months with a WriteBoston coach supporting teachers at Wright Academy, the Chelsea Public Schools decided to think bigger. Why not transform literacy instruction across Chelsea’s three middle schools, so that every student has access to aligned and strong instruction?

    District leaders knew it couldn’t happen overnight. More than that, transformation would require understanding and buy-in at every level. But together, the Chelsea Public Schools and WriteBoston designed a three-year plan to support students, teachers, coaches, administrators, and district leaders.

    Initial feedback has been excellent. As one district coach wrote: “When I heard we had another trainer this year, I was less than thrilled. However, this is one training (and trainer) I actually learned from and walked away with immediate action steps, plans, ideas and resources to test out literally the next day.”

    Download the full partnership profile. (PDF)

    City Year Boston

    Partnership: 2015 – 2019

    “What literacy tools, strategies, and knowledge do City Year corps members need to support school communities and impact the students they serve?”

    Nearly 200 City Year corps members work in 20+ Boston Public schools — reaching over 1,000 students each year. Corps members, young and passionate, often have little prior experience in urban education. To help them navigate their complex work in schools, City Year provides ongoing  training to every corps member. When literacy was identified as a central area of need, City Year Boston called WriteBoston’s Director of Programming and Training, Jessie Gerson.

    Together, WriteBoston and City Year developed a series of workshops based on core literacy practices and feedback from Corps members. And support didn’t end with workshops. To help corps members as they tested out strategies in their own schools, WriteBoston conducted classroom observations, hosted office hours for corps members, and provided thought partnering with City Year leadership.

    Feedback from Corps Members has been glowing. Over nine training sessions, more than 99% of the 130+ volunteer respondents rated the trainings as “good” or “excellent” — the top two ratings on a five-point scale.

    Read more about the partnership.

    Five District Partnership

    Partnership: 2015 – 2018

    “What does good “grade-level” writing look like? How do we assess it, and how does that assessment guide instruction? How do we scale and align great instruction happening in one classroom to multiple classrooms, schools, and districts?”

    The Five District Partnership (5DP) is an innovative joint education effort among the districts of Chelsea, Everett, Malden, Revere, and Winthrop to improve instruction and academic achievement. Born after research showed a high rate of mobility among students within the five districts, the collaborative has already made incredible progress.

    WriteBoston’s relationship with the 5DP started small–with a series of summer workshops for teachers–but quickly expanded. To meet areas of critical need in literacy, WriteBoston and the 5DP launched a two-year project to design, pilot, and bring to scale argument-based writing assessments in middle schools across all five districts.

    Funded by the Cummings Foundation, this project impacted an estimated 10,000 students. The work was spearheaded by a WriteBoston facilitator and a working group of coaches and teacher leaders from across five districts, who have continued to shepherd this work after the partnership officially ended.

    Cove Davis, the 5DP’s Executive Administrator for Curriculum and Development, said: “WriteBoston has been one of our key professional development partners. Facilitators from WriteBoston are dynamic, experienced, and responsive to the needs of teachers.”

    Boston Community Leadership Academy

    Partnership: 2002 – 2015

    At Boston Community Leadership Academy (BCLA), teachers and administrators alike credit WriteBoston with helping to transform the school’s approach to professional development.

    Kelly Knopf-Goldner, a WriteBoston coach, worked on-site with teachers two days a week. BCLA educators say that Kelly has brought coherence and focus to teachers’ professional growth and classroom instruction.

    Headmaster Brett Dickens said, “Before WriteBoston, I always found professional development to be discouraging for teachers – too many presenters with no credibility and no follow-up. Now, with Kelly, the professional development is institutionalized, planned, teacher-driven, and sustained.”

    Download the full school profile (PDF)

    Student and teacher practice new techniques

    Greater Lawrence Technical School

    Partnership: 2011 – 2014

    Teachers at Greater Lawrence Technical School admit that they were somewhat skeptical at first about working with a WriteBoston coach. Many of them recalled frustrating past experiences with “expert consultants,” whose support was not tailored to their needs and rarely resulted in meaningful change to their practice. When Rebecca Steinitz began working with the faculty in the fall of 2011, she knew she had to deliver professional development that was relevant, customized, and actionable.

    Two years later, teachers and administrators alike reported that their work with WriteBoston had a profound impact on teaching practice and on the overall culture of the school. Student writing grew dramatically in volume and quality. Teachers now hold students to high expectations for literacy, writing, and critical thinking, not only in English classes but in other academic subjects and in vocational classes as well.

    Download the full school profile (PDF)


    Professional Development & Coaching

    Building capacity through collaboration.

    WriteBoston grounds its relationships with schools and partners in compelling questions. We believe that the work of education is powerful and complex and we are drawn to dilemmas of practice—“Why are students still turning in paint-by-numbers writing?” “How can we help students who are struggling readers engage in writing with complex text and ideas?” “How do we make sure we are doing right by our students who are English Language Learners?” “How do we successfully meet the Common Core’s call for greater text and task complexity?”

    Our model for powerful partnerships emphasizes flexibility and accountability. We value the expertise and professionalism that educators bring to their classrooms, schools, and districts and seek to empower them in their work.

    We do not believe in a single curriculum or one size fits all professional development. Our goal is the kind of deep growth that requires buy-in and understanding at every level of a school or organization. Our toolkit of support includes:

    WriteBoston coaches work with teachers – both new and experienced – to teach their content through targeted literacy strategies (writing, of course, but listening, speaking, and reading as well). These methods promote students’ critical thinking and meaning making. Coaches provide resources and professional development to keep teachers learning and improving their practice. What coaching looks like can vary:

    • A coach meets one-on-one with teachers during planning periods to help develop units and lessons, create assessments, and devise effective teaching strategies. The coach then follows up in the classroom with co-teaching or observation.
    • A coach meets weekly with a department or teacher teams to provide workshops, reflect on student work, and develop and align school-wide language and practices.
    • A coach facilitates school-wide professional development on a particular aspect of literacy across the curriculum.

    Read about a successful coaching partnership at Boston Community Leadership Academy.

    Schools and districts that employ embedded coaches know that coaching can be demanding—and often isolating. With an expert staff of instructional leaders who possess extensive coaching experience, WriteBoston is able to support literacy coaches in their daily work of translating literacy best practices into actionable supports and strategies that can be shared with classroom teachers.

    Tasked with wearing multiple hats, coaching requires a body of content knowledge around instruction broadly, and literacy specifically. At the same time, effective coaches also know how to work with adults to advance their learning. That can be a tall order, even for the most skilled educators.

    Based on the needs of our partners, WriteBoston strengthens the capacity of school and district coaches around both content and coaching strategies that enable them to deepen their impact on classroom instruction.

    Read about a successful partnership that includes coaching-the-coach support.

    Professional development done well—responsive to authentic needs, deeply tied to implementation, and delivered with an awareness of who’s in the classroom—can lead to real change. WriteBoston provides workshops on a broad range of topics, all tailored or created specifically for the particular context of the partner.

    WriteBoston pairs skillful workshops with implementation support such as modeling, co-planning sessions, and short-term coaching, to ensure that the practices and strategies at the core of the workshops become a part of daily classroom instruction and truly reach students.

    We support educators across disciplines and content areas, with the knowledge that developing strong literacy skills happens across department and school buildings.

    As an external partner, we have the unique opportunity to maintain a strategic focus on literacy in all its forms—and to ensure that the work of educators across all levels of the school ecosystem (teachers, building coaches, principals and district leaders) are aligned, coordinated and supporting powerful instructional practices in the classroom.

    This work can include administrator versions of teacher/coach workshops, support aligning evaluation with instructional best practices, learning walks and literacy audits all geared towards creating impact and coherence across schools and districts.

    WriteBoston has partnered with approximately 50 schools, districts, and nonprofit organizations to increase student achievement and foster students as writers: flexible, thoughtful communicators and problem solvers. We work closely with our partners to help them unpack the questions they are wrestling with, to understand the implications for students, and to develop a measurable plan of action.


    Our Board

    WriteBoston Board of Directors


    James Tierney
    Board President & Chair, Finance Committee
    Managing Director, New England Market
    JLL Boston

    Phillip Page
    Board Vice President
    Vice President of Strategic Partnerships
    Cambridge College

    Doug Banks
    Board Treasurer
    Executive Editor
    Boston Business Journal

    Frannie Moyer
    Board Secretary
    Career Educator, Mentor, and Volunteer

    Corey Allen
    Trade Partner Diversity & Community Outreach Officer
    Suffolk

    Caren Arnstein
    Chair, Development Committee
    (Retired) Former Senior Vice President, Head of Corporate Communications
    Sanofi Genzyme

    Celeste Lee
    Philanthropy Consultant
    Adjunct Instructor, Brandeis

    Nick Martin
    Senior Vice President
    Burson Cohn & Wolfe

    Deborah Spencer
    Senior Vice President, Marketing
    The Castle Group

    Claudius Zorokong
    Community Development Banking Relationship Manager
    Bank of America