“Don’t tase me, bro!” (AKA – the Obligatory Edublogger TFA Post)
This post is inspired by a debate I’m having with JR Atwood on playthink:
JR Atwood: TFA does not aim, I don’t think, to create lifelong professional educators. What it does aim to do is help provide the human capital necessary to at least make a significant impact in the teacher shortage epidemic and to expose high-achieving college graduates, who might not otherwise understand just how deep the public education system is fractured, to the students and families — the people! — that make-up the dire statistics that fill newspaper editorials, speeches by politicians, and on blogs like yours and mine calling for drastic education reform.
Rewind to two years ago. I’m sitting in my politics seminar with 11 of my peers. We’re discussing race, poverty, and education reform. We’ve just spent the past few months reading about all of the problems – the poverty, health problems, low performing schools, and violent and/or economically depressed neighborhoods that many students face. The professor suggests that TFA might be the solution to all of our problems – a bunch of elite college students can solve just about any problem. Even if TFAers don’t remain in the profession, they’ve had a valuable learning experience that will influence their leadership. My peers nod in agreement – my school was considered to be a ‘TFA feeder’. About 15 – 20% of each class applied and many got into the program. TFA posters adorn the dining hall, dorm cork boards, and just about every other blank space.
I wasn’t nodding. I started to talk about the mixed findings that studies in peer reviewed journals have had about the impact of TFA – Kerr and Berliner (2002), the infamous Darling-Hammond (2005) study, the Mathematica evaluation (2004), and many others. I take a bold position against TFA – I say that it should be torn to shreds and its financial remains fed to other programs. My peers jump on me. To them, TFA is common sense – what could go wrong with putting the best college students in the worst classrooms? My arguments about professionalism, opportunity cost, the importance of teacher preparation, school support, and what we now call the “Bold Approach” to education reform, fall on closed ears. Cynics like me and our education heresy were public enemy number 1 – the opponents of “real change”. After 20 minutes of raised voices and finger pointing my professor changed the topic (to the Thernstroms and the Bell Curve – I would encounter finger pointing and raised voices again that afternoon).
It’s two years later and I’ve changed my position: We need to reform TFA.
The major premise of my proposed reforms is that TFA and weak schools share the same problem: the mismanagement of human capital. When TFAers and traditional teachers aren’t given the professional tools that they need to succeed, too much of their passion and intellect goes to waste. The quality of education opportunities provided to at-risk students should be the most important factor in decision-making. I don’t like the argument that the primary purpose of TFA is to expose elite students to problems in education – there are many cost-effective ways of exposing college students and young professionals to the education sector without putting the learning of students at risk. Example: my college gave me a grant to volunteer full-time at an alternative school inside of a juvenile detention center. It was almost like student teaching. I worked 30 – 40 hour weeks. I spent most of my day in the classroom. After class was over, I took an intern position with the administrative side. Over the course of the summer I gained more responsibilities. The classroom teacher was a highly qualified and caring special education instructor – the students’ learning experiences were not sacrificed for mine. This experience and many others inspired me to become a professional educator in a Title I school.
1. TFAers need better preparation. As any educator will tell you, scaffolds are important to learning. Scaffolds coupled with classroom experiences can jumpstart a TFAers learning process. Master teachers, administrators, and researchers should not only teach TFAers in seminars, but critique their work as student-teachers. Currently, the TFA training program is 5 weeks. I propose that TFAers make the transition from student teacher –> co-teacher –> classroom teacher in a period of 4 – 8 months. Classroom experiences must complement academic coursework about best practices, professional development, and serving the needs of learners (English language learners, at-risk students, students in special education, etc). Students could be student teachers by day and take courses in the evening (many schools of education use this model in accelerated MA+credential programs that last for 12 months). The course and clinical work completed are transferable to a traditional MA+credential program. Since this training period is so short and leads to a complete certification and MA, TFAers could still put in 2 – 5 years of service.
2. TFAers need more support. Many of my friends in TFA say that they do not receive professional support from master teachers or administrators. Even after TFAers are full-fledged teachers, they need a network of master teachers and administrators who can help them troubleshoot and develop their teaching philosophy. As a part of the TFA placement contract, administrators must promise to provide networks that include their best master teachers.
TFA could be a true reform leader – the reforms I suggest for TFA could be used in existing teacher prep and school district induction programs. Penny for your thoughts?
In case you didn’t get the title reference (or if you did get the reference and enjoy watching the video):
Written by TeacherC
18 June 2008 at 1:46 am
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