Ahhhh, The Onion. Yep. This sort of speaks for itself.
Ahhhh, The Onion. Yep. This sort of speaks for itself.
Gary Rubinstein was recently interviewed on NPR’s Tell Me More, ostensibly due to the kerfuffle caused by his highly controversial blog post lambasting the nonprofit service organization Teach For America.
So, I think it’s time to re-post one of the rants I originally posted on Feb 4, 2012 to my previous blog, The Very Spring and Root. Note that there are comments and discussion on the original blog thread that unveil new points and help to clarify the original content a bit.
Here it is:
The most common question I get when I explain what I am going off to Boston to do is: “Oh, so like Teach for America?” I’m never quite sure how to respond to that, but the immediate association between lateral entry into teaching and Teach for America makes me uncomfortable now. The answer is no, I’m not doing something like TFA, and for very good reasons. On the surface, Boston Teacher Residency and Teach for America appear to have much in common, and indeed I applied to, and was accepted to, both programs. They both are lateral-entry teacher training programs with a goal of closing the achievement gap across systemic racial and socio-economic divides. They both claim a highly selective admissions process and a rigorous training period for their recruits, and send high-achieving individuals into struggling schools. They both promise that the experience will be a foundation for long term transformational change in education.
So what’s the difference? As a good applicant should, I was continuously researching both of these organizations throughout the application process, in order to make an informed decision. What I discovered under the surface surprised and disturbed me, even some of what I got straight from TFA staff themselves. Bear in mind, I am a new BTR recruit… I do not in any way speak for the program or anyone else but myself. This is purely based off of my research into the issues and my personal experience with the application processes of these organizations. Let me go point by point.
They both are lateral-entry teacher training programs with a goal of closing the achievement gap across systemic racial and socio-economic divides.
Not much surface-level difference here. But when it comes to strategy, there is a world of difference. BTR is a partnership with the existing system, taking what already works in public education and distilling the best elements thereof to improve itself. It is locally-focused and has a holistic, long-term investment in the communities it serves. This seems far better aligning with the true problem in teacher staffing, which is not recruitment, but retention[pdf] of qualified individuals. By contrast, TFA is a large, national non-profit organization, whose members for the most part leave after their two-year commitment. TFA claims a roughly 60% retention rate of corps members “staying in education” after their 2-year stint, though they include those who have gone on to other positions in education besides the classroom, as well as those who have moved out of their initial high-needs assignment. Counting these factors brings the percentage down to about 44%. By the fifth year, slightly less than 15% remain. As for BTR? Fully 80% of those hired in the program’s ten-year history are still teaching in Boston Public Schools.
They both claim a highly selective admissions process and a rigorous training period for their recruits.
The first part of this statement is unequivocally true. Never in applying to undergraduate programs, graduate schools, or three employers (including NASA) have I experienced such a varied gauntlet as those to which these programs subjected me. Application questions, several essays, content examinations, responses to articles and videos, observation of group interaction and teamwork, multiple interviews, demonstration of the practice… there is no question that both of these programs are highly selective.
But what about the second part of the statement, about rigorous training? BTR offers a 13-month masters in education program, including full licensure in your subject, incorporating a full school year of mentorship in an urban school modeled on a medical residency… and they give it to you at effectively no charge, before you are placed into a classroom as a teacher of record for other people’s children. Following this, they offer ongoing mentoring and support as residents develop and grow as educators.
Many of my fellow candidates at the final Selection Day were career-changers or had post-graduate experience in their field of study or in education. By contrast, TFA compresses your training into a 5-week Institute, in which the most hands-on training you get is small classes of summer students. A masters degree is possible in most assignment regions, but is generally on your own time and dime… in addition to simultaneously teaching full-time, getting credentialed (because you entered the classroom on an emergency or waiver credential), and participating in TFA programming. As far as I could tell, all but two of my fellow candidates at the final interview day were undergraduate fresh-outs.
Now, I have done some challenging things in my life, but I do not in any way feel prepared to teach, let alone teach in a failing urban school, just based on my content knowledge, experience, and idealism. Maybe I’m misjudging the scale of the challenge, but right now I seriously can’t believe that someone would choose to send in such inexperienced young people (intelligent and high-achieving though they may be) into our most challenging schools. Especially when there is an option for more rigorous preparation that doesn’t cost you as much and allows you to focus on learning to teach before you actually enter the field! Unless… unless the goal isn’t to recruit, retain, and grow long-term educators…
They both send high-achieving individuals into struggling schools.
Again, on the surface-level, absolutely true. But considering what I have gone over already, particularly about preparation, what am I to conclude about the nature of the program and the intentions of its applicants? What does each program incentivize? I think it’s hard to avoid the conclusion that TFA appears to incentivize the entry of those in a hurry or those in it to check off a box. The core problem in our public schools is retaining high-quality teachers in high-needs areas. If you are in this for the short term, you are probably going to do more harm than good for your students by becoming a teacher. By all means, get involved through volunteering, advocacy, fundraising, or mentoring… but don’t use the futures of your students as collateral for your own idealistic goals. If you are not in this for the short-term (but still don’t want to go through the traditional schools of education), why go with a program like TFA when so many residency programs with more rigor and preparation exist? I found myself asking the question, whose interests are best served by the approach of each of these programs, the students or the recruits?
The nation absolutely needs every talented, intelligent, passionate, and creative person it can muster to the cause of improving our education system. But if an additional year of preparation and a long-term view of that on which you are about to embark deter you, then I would suggest that you are getting into teaching for the wrong reasons.
They both promise that the experience will be a foundation for long term transformational change in education.
In light of the previous discussion, there isn’t much left to add here. I’ll just leave you with a link to a great article in Rethinking Schools, Looking Past the Spin: Teach for America. In the end, it really wasn’t much of a question… the reasoning, given what I have discovered and more importantly what I value, pointed to one clear choice, and I took it. Boston, here I come.
Addendum 1: If your goal is not actually to become an educator for longer than a brief stint (or you are not at least entering the profession with the intent to make a good faith effort to try to stay), then the above reasoning will not apply as well. In that case, I would urge you to consider very carefully how and whom you are actually helping.
Addendum 2: I make no pretense of knowing what teaching is like. I have yet to teach a single hour in a single classroom. So, I am well aware that my opinions on this and other educational issues may change and grow with my experience. That’s called life. In the meanwhile, I’ll perform the best analysis I can with the information I have.
Hi [TFA Recruiter], thanks for offering yourself as a thought partner. Here is my honest line of thinking, though I am also looking forward to speaking with [Other TFA Recruiter] soon as well.
I am interested in teaching long-term, as a career. TFA is one among many entry programs to which I have applied. While I am genuinely excited to have been accepted to TFA, I am in the nice position of having a choice between TFA and these other programs, some of which include built-in masters programs and classroom residency time in the training process.
My direct concern with TFA is that, even though the preparation is much faster, it seems consequently much less effective. I am not interested in teaching for two years and leaving, so a year-long preparation program (as some of the other programs offer) is not of major concern. Why should I choose TFA over a program with more rigorous preparation, if I have a long-term commitment to education?
More broadly, I have done quite a bit of analysis (I am, after all, a research engineer) on TFA from the data available, and have arrived at some serious concerns about the organization in general.
For example, how would you justify TFA’s expansion into regions in which, due to the recession, there is apparently a surplus of already-qualified teachers? When I applied to TFA, I assumed that I would be placed into schools for which no qualified personnel are available; in analyzing the contracts you have with Washington, California, and Massachusetts as examples, this doesn’t appear to be the case.
Another serious concern is what appears from your own documents to be what is in my opinion an over-reliance on quantitative data. Again, I am a research engineer, I *love* data – it takes me to my happy nerd place. But I also understand the limitations of data, and the importance of human factors. When we screen applicants to NASA, the quantitative elements of the applicant’s portfolio (grades, test scores, etc) are used for cutting off a minimum threshold only; 60 years of doing the hardest science and engineering imaginable has led us firmly to the conclusion that of far greater importance is creativity, judgement, analytical skill, and critical thinking. We don’t care as much about what they know as we do about how they approach what they *don’t* know. What does TFA believe about these factors, and how are those values built into the way you assess CMs and teach them how to teach students?
Of more general concern are the following:
What is the relationship between TFA CMs and traditional teachers? How do you respond to the (often highly vitriolic) accusations that TFA is displacing qualified, experienced teachers in favor of less expensive, less-well-trained, temporary teachers? What is the difference between a two-year CM and a long-term substitute? Are these issues different for the specific case of math/science, and/or the Bay Area?
Thanks for your time and support. I haven’t decided against accepting the TFA position by any means, but these are the questions I am pondering.