I have to admit to some bias before writing this blogpost. I have always made it known that I am a 2014 NYC corp member (about to finish my 2 year commitment). As a corp member I've seen the good, the bad and the ugly of the NYC corp. However, this blogpost is not really going to discuss those topics. Instead it's going to ask the question of whether Teach for America is the best form of support for high need schools? Or perhaps there was an alternative path that could have achieved similar, if not better results than Teach for America, while not carrying the white savior complex people often ascribe to the corp.
One might wonder what race has to do with it, but in many ways the approach of TFA is what I would imagine a well intentioned outsider would do if they were confronted with the horrors of educational equity. You see Wendy Kopp, founder of the corp, birthed the idea when she realized that investment banks and wall street were aggressively recruiting top talent from great schools and wondered why those students weren't going into education? Thus TFA was formed, the financially feasible way of going into teaching, while also keeping every other career option open. The idea that more intelligent teaching candidates would lead to more effective teachers isn't necessarily an awful one. The only issue is that teachers are kind of like fruit, it takes a few years for them to ripen and the best ones are often shipped to private and charter restaurants. Teach for America has certainly inspired people to remain in education or affect some sort of policy change in education, but the mantra of "one day" constantly posed to corp members as if it were a Utopian dream we were working towards, rings hollow as you realize how static the education system is. When I say static I mean static in its educational discrepancies. Schools seem to be playing a game of firefighter, where the low performance is the constantly raving wildfire and the myriad of curricula are the ineffective tools used to put out these low performing outcomes.
And yet one day always seems to be several years away. Outcomes may change for individual teachers and classrooms, but your illustrious students of 7th grade easily slip back into their under performing ways when they reach another corp member who wasn't quite up to the task in 8th grade. I was that corp member my first year. Ineffective at classroom management and lackluster when delivering material, Teach for America had placed me in a position where I was largely unsuccessful. But I bit my tongue, took my lumps and finished what one education school professor described to me as the "tunnel of shit" that is one's first year of teaching. Now at the end of my second year, I am able to see actual growth in my students. I have grown into my own and find myself exponentially getting better at the job. Each day I become more aware of what good instruction looks like and with the impending completion of my master's of education, I will now be certified as a professional and not the hastily put together corp member people like to caricature us as.
The main ingredient for my success? Veteran teachers who have consistently shown me how to run a classroom. Often it's not only the quality, but the variety that helped me as a new teacher (I still am a new teacher). Every teacher had something different to give me in terms of my own identity as a teacher. From Mr. Singleton's emphasis on teaching kids respect to Ms. Spencer's ingenious use of social pressure to govern the classroom, each teacher made up a piece of my identity as a teacher. I learned to love my kids from Ms. Roman and was taught to stand my ground by Ms. Cabarcas. Even veteran teacher who I had little contact with were incredibly influential. For example, Mr. McKenna's tenacity was infectious and Ms. Dwyer's organization, admirable. I didn't need a class to teach me what a teacher was, I had examples of it all around me.
On the contrary, my fellow corp members in other schools who had opposite experiences (basically their second year was a continuation of their first year) found themselves in schools with mostly new teachers. Never having any true veteran presence, many of them had to try to figure out for themselves how a teacher was supposed to function. Some of them were successful and some of them failed. I have no doubt that if many of them had veteran teachers who were willing to provide insight into their craft, they would have been successful.
It is estimated that a teacher reaches peak performance after 4 to 5 years of experience. Effective schools have grade leaders and content leaders, who help create a uniformed approach to how content is developed. Their presence in schools makes it so that students in the classrooms of new teachers get a normalized teaching experience. Gone are the days where new teachers learn to fend for themselves and instead new teachers are explicitly taught what is proper pedagogy by seeing it in action.
A 2013 study from the American Educational Research Journal found that turnover rates in high needs schools are much higher than their affluent peers. The reality is high need schools struggle to keep their excellent teachers. When I came back for my second year, I was shocked to see the mass exodus of teachers that had occurred. 5 veteran teachers of a staff of around 40 changed schools. While that might seem insignificant, the caliber of teacher we lost was tremendous. Those 5 teachers were among grade leaders and some of the most active co-workers in our staff. Many of them ran several clubs and did special events that they were only privy to. When they left, unique experiences our school could offer were taken with them.
Which leads me back to my question. What if Wendy Kopp were black? Would she look to the ivy covered halls to find our new teacher force or would she realize that it was the life force of a few critical teachers that kept a staff running excellently. I believe instead of jettisoning recent college grads into difficult situations, the corp would serve better if it made the decision to leave a school you love much harder. It would provide money and prestige to those who stay at their schools. In all honesty, veteran teachers deserve every bit of that money and prestige, at least far more than I do. In a year I hope to be preparing for law school. I am not the solution to my school. But the veteran teachers struggling to stay another year are. What if one day good teachers stood in struggling schools? What if those teachers gradually made those schools great? It's a risk either way, but I'd rather put my bets on them then on myself.
One might wonder what race has to do with it, but in many ways the approach of TFA is what I would imagine a well intentioned outsider would do if they were confronted with the horrors of educational equity. You see Wendy Kopp, founder of the corp, birthed the idea when she realized that investment banks and wall street were aggressively recruiting top talent from great schools and wondered why those students weren't going into education? Thus TFA was formed, the financially feasible way of going into teaching, while also keeping every other career option open. The idea that more intelligent teaching candidates would lead to more effective teachers isn't necessarily an awful one. The only issue is that teachers are kind of like fruit, it takes a few years for them to ripen and the best ones are often shipped to private and charter restaurants. Teach for America has certainly inspired people to remain in education or affect some sort of policy change in education, but the mantra of "one day" constantly posed to corp members as if it were a Utopian dream we were working towards, rings hollow as you realize how static the education system is. When I say static I mean static in its educational discrepancies. Schools seem to be playing a game of firefighter, where the low performance is the constantly raving wildfire and the myriad of curricula are the ineffective tools used to put out these low performing outcomes.
And yet one day always seems to be several years away. Outcomes may change for individual teachers and classrooms, but your illustrious students of 7th grade easily slip back into their under performing ways when they reach another corp member who wasn't quite up to the task in 8th grade. I was that corp member my first year. Ineffective at classroom management and lackluster when delivering material, Teach for America had placed me in a position where I was largely unsuccessful. But I bit my tongue, took my lumps and finished what one education school professor described to me as the "tunnel of shit" that is one's first year of teaching. Now at the end of my second year, I am able to see actual growth in my students. I have grown into my own and find myself exponentially getting better at the job. Each day I become more aware of what good instruction looks like and with the impending completion of my master's of education, I will now be certified as a professional and not the hastily put together corp member people like to caricature us as.
The main ingredient for my success? Veteran teachers who have consistently shown me how to run a classroom. Often it's not only the quality, but the variety that helped me as a new teacher (I still am a new teacher). Every teacher had something different to give me in terms of my own identity as a teacher. From Mr. Singleton's emphasis on teaching kids respect to Ms. Spencer's ingenious use of social pressure to govern the classroom, each teacher made up a piece of my identity as a teacher. I learned to love my kids from Ms. Roman and was taught to stand my ground by Ms. Cabarcas. Even veteran teacher who I had little contact with were incredibly influential. For example, Mr. McKenna's tenacity was infectious and Ms. Dwyer's organization, admirable. I didn't need a class to teach me what a teacher was, I had examples of it all around me.
On the contrary, my fellow corp members in other schools who had opposite experiences (basically their second year was a continuation of their first year) found themselves in schools with mostly new teachers. Never having any true veteran presence, many of them had to try to figure out for themselves how a teacher was supposed to function. Some of them were successful and some of them failed. I have no doubt that if many of them had veteran teachers who were willing to provide insight into their craft, they would have been successful.
It is estimated that a teacher reaches peak performance after 4 to 5 years of experience. Effective schools have grade leaders and content leaders, who help create a uniformed approach to how content is developed. Their presence in schools makes it so that students in the classrooms of new teachers get a normalized teaching experience. Gone are the days where new teachers learn to fend for themselves and instead new teachers are explicitly taught what is proper pedagogy by seeing it in action.
A 2013 study from the American Educational Research Journal found that turnover rates in high needs schools are much higher than their affluent peers. The reality is high need schools struggle to keep their excellent teachers. When I came back for my second year, I was shocked to see the mass exodus of teachers that had occurred. 5 veteran teachers of a staff of around 40 changed schools. While that might seem insignificant, the caliber of teacher we lost was tremendous. Those 5 teachers were among grade leaders and some of the most active co-workers in our staff. Many of them ran several clubs and did special events that they were only privy to. When they left, unique experiences our school could offer were taken with them.
Which leads me back to my question. What if Wendy Kopp were black? Would she look to the ivy covered halls to find our new teacher force or would she realize that it was the life force of a few critical teachers that kept a staff running excellently. I believe instead of jettisoning recent college grads into difficult situations, the corp would serve better if it made the decision to leave a school you love much harder. It would provide money and prestige to those who stay at their schools. In all honesty, veteran teachers deserve every bit of that money and prestige, at least far more than I do. In a year I hope to be preparing for law school. I am not the solution to my school. But the veteran teachers struggling to stay another year are. What if one day good teachers stood in struggling schools? What if those teachers gradually made those schools great? It's a risk either way, but I'd rather put my bets on them then on myself.
