By Vincent Cobb, Co-founder and CEO, Summer House Institute
James Williams cried with his mother when he received his acceptance letter from Summer House Institute.
When he later reflected on that moment, he explained that he had never felt chosen for an opportunity like this before. Someone had recognized something in him. That recognition helped him see a future in teaching. His story has stayed with me because it captures something we can overlook when we talk about building the next generation of educators: before someone chooses a profession, they may need help imagining themselves in it.
In my conversation with Hannah Bowyer-Rivette on Inspiring Teachers: The Honored Podcast, we talked about the power of recognition—and what happens when we follow it with community, opportunity, and sustained investment.
For me, that story begins in seventh grade.
Mr. Brian Freeland, my social studies teacher, made me take my education more seriously. I had loving, involved parents and a strong foundation at home. His presence added another source of belief and encouragement. He brought learning to life and helped me see more possibility in myself. Years later, while working with Black and Latino young men through an Upward Bound summer program, I began to understand that I could offer students something of what he had given me. Teaching became a possibility I wanted to pursue.
That experience continues to shape our work at Summer House.
My co-founder, Rashiid Coleman, and I also understood the isolation that can come with being a Black male educator. As roommates, we talked about being expected to manage behavior while wanting our academic expertise, ideas, and leadership to be fully valued. We wanted professional investment and a community of people who understood those experiences. Those conversations grew into gatherings with other educators. Over time, they helped shape the work we do today: supporting Black and Latino male undergraduates as they explore teaching and navigate the journey from college to the classroom. Our six-week summer fellowship gives young men an opportunity to learn, work, and build relationships together. They gain experience in school communities, engage with education practitioners, and begin developing their own understanding of what it means to teach.
Some arrive already interested in education. Others have never seriously considered it.
We welcome that uncertainty. Exposure gives them a chance to make an informed choice—and to discover strengths they may not yet recognize in themselves. By the end of the summer, some Fellows are in tears as they describe what finding that community has meant. They tell us about feeling alone before arriving, then leaving with people they can call, questions they feel comfortable asking, and renewed excitement about school.
That belonging matters throughout the journey. College decisions, financial pressures, certification requirements, and the transition into a school building can test a young person’s commitment. Relationships give them somewhere to turn when the next step becomes difficult. Recognition must carry that kind of responsibility. When we tell a young man we see his potential, we should be prepared to help him develop it through meaningful practice, honest feedback, guidance, and resources.The same is true for the teachers already serving our children. Honoring their influence should lead us toward stronger compensation, professional support, and conditions that allow them to thrive.
James’s story reminds me that an acceptance letter can hold more than an invitation to a program. It can be an early signal that someone sees your gifts and is willing to invest in them. At Summer House, we want more young men to receive that signal—and find a community ready to stay with them as they become the teachers our children will remember.
Adapted from my conversation on Inspiring Teachers: The Honored Podcast.
Partner with Summer House Institute (https://www.summerhouseco.org/partner-with-us) to help sustain the experiences, mentorship, and guidance that support future educators.