By Kristin
I used to be prejudiced against Teach For America. I was sick of hearing about them. I thought of them all as smarmy, privileged, smarty-pants do-gooders who dropped into a classroom for two years, patted themselves on the back and added a line to their resume, then moved on to a career that paid more and was easier than teaching.
Then, I met a bunch of Teach For America teachers and alum and changed my mind about them.
First of all, I met a bunch of TFA alums who were cleverly disguised as Seattle teachers. Many of them had taught in Seattle longer than I have, so I had to throw out my notion that TFA corps members teach for only two years.
The second thing that changed my mind was that, in this room where almost everyone was a TFA alum (most of them still teaching), I didn't hear one excuse or complaint about kids and their families, or one whining comment on the life of a teacher. Not one. I heard a lot of discussion on teaching strategies that worked, a lot of creative solutions to building budget issues and a lot of stories about connecting to families. Not one person started in on the tired "more money," "smaller class size" or "no one respects us" topics. I was impressed. It was as if I had been trying to climb Rainier in my sneakers and suddenly someone handed me the right equipment. Teaching under-prepared students, something that had seemed an impossible task, could be a reality with the right tools. These teachers teach in my state, in public schools, so the tools they used weren't more resources or a more teacher-friendly environment – the tools were instructional strategies and attitude.
This morning Eduwonk posted a great, short piece on TFA that identifies why that room full of TFAers was a positive place to be – because in their interview process TFA looks specifically for "tenacity, perseverance, and problem-solving skills."
Eduwonk makes some great points – especially that those who discount TFA out of prejudice, as I used to, miss out on being able to learn from what they do well. Can we afford to leave a stone unturned? I don't think so.
I do not always think the goals of the individuals in the classroom for TfA and its founder coincide. Wendy Kopp is not shy about some of the goals of her organization going beyond the classroom, and her use of TfA seems (to me) to be disingenuous at times, especially in light of how its backers have goals quite contrary to the common good at times.
I also worry about the very low numbers of TfA teachers–who have not had the extensive training and often the background as more traditional teachers–who remain in the classroom after their TfA experience ends. Those who continue teaching range from about 10-15% after three years, although Kopp includes those who go into administration, back to college, or work for education study groups in the TfA published 45-50% statistic.
Idealism, energy, and excitement are wonderful qualities–traits I admire in all people, not just teachers–but not the cure-all for education. The TfA teachers I have met have ranged in skill and effectiveness in the same way that non-TfA teachers have, but they have left the profession in much larger numbers.
I’ll take a good teacher as a colleague no matter their path in getting there; however, I have definite concerns about numerous alternate means of acquiring a teaching certificate.
Side note: just as “ed-reformer” has become a dirty word, so has “union member” in many circles. I noticed this debate in a previous post, but I think it applies somewhat here since TfA is lumped in with the ed-reform movement.
Brian, that’s funny. You’re right, though. If you’ve taught, no matter for how long, you understand what’s going on with public education better than someone who hasn’t. At least, you understand the perspective of teachers.
“Before you criticize someone, you should walk a mile in their shoes. That way when you criticize them, you are a mile away from them and you have their shoes.”
Jack Handey
Seriously, even for those who only teach for two years, I wonder if the TFA program isn’t at least creating creating a cadre of professionals who have walked a mile in our shoes, and may be more supportive of public education because of it.
Tracey, you’re so right about school culture. More and more, as I talk to teachers in the district I’m struck by how radically different cultures and attitudes are. A lot has to do with the principal, but culture’s also established by the senior teachers. Rob, I’m also curious about TFA’s interview questions. I think I’ll poke around and see if some TEP programs and TFA would be willing to share.
Attitude is everything. I think this is about school culture. If it’s OK, in your school culture, to whine about students and their families, or the life of a teacher, then there’s probably deeper problems. Occasionally I hear this, but not very often.
“The tools were instructional strategies and attitude.” TFA or anybody else those ‘tools’ would be the first I’d look for in perspective teachers.
I curious now. How could teacher education programs use the strategies of TFA’s recruiters to better provide new teachers with those tools?
Great post, Kristin. As always you look at reality with curiosity and an open mind. Now I have to re-think all of my own pre-conceived notions about TFA. Dang-it!!