My search to find articles to refute has bound upon a plentiful pile at “Living in Dialogue” blog.
Here goes Anthony Cody, yet again…
There is growing evidence that the corporate-sponsored education reform project is on its last legs. The crazy patchwork of half-assed solutions on offer for the past decade have one by one failed to deliver, and one by one they are falling. Can the edifice survive once its pillars of support have crumbled?
No. You may wish it so. But it is not true. Saying it doesn’t make it true. But you know what is on its last legs? Status quo education that your folks have been defending for so long, that is still failing children nation-wide.
Teach For America: This project had as its central premise the idea that what was wrong with the teaching profession was that not enough really smart people were becoming teachers. So we will recruit some high flyers and fill the gaps in high needs schools. And because these folks are sooo smart, they do not need the year or two of preparation that regular old teachers needed – they could learn to crunch data, manage a class and prepare for tests in just five weeks. And if they leave after a couple of years, that’s ok too. They can transform education as the next generation of leaders and policymakers, because they will have brains that classroom experience, and TFA’s no excuses philosophy to guide them.
As Cody continues with his selective history, I pulled this off the TFA website:
Wendy Kopp proposed the idea for Teach For America in her Princeton University undergraduate thesis in 1989. In 1990, a charter corps of 500 committed recent college graduates joined Teach For America and began fueling the movement to eliminate educational inequity. Since then, nearly 33,000 participants have reached more than 3 million children nationwide during their two-year teaching commitments. They have sustained their commitment as alumni, working within education and across all sectors to help ensure that children growing up in low-income communities get an excellent education.
Given the magnitude of the educational inequity, we have aggressively worked to grow and deepen our impact. Our corps members and alumni have helped accelerate the pace of change as teachers, principals, elected officials, social entrepreneurs, and leaders in all fields. Alongside many others, they have proven that classrooms, schools and now whole communities can transform the life trajectories of all students, regardless of background.
We are energized by the progress we have made over the past 22 years and more hopeful than ever before that one day, all children in this nation will have the opportunity to attain an excellent education.
From this excerpt, I can see that TFA was started to commit recent college graduates who believed in eliminating educational equity to serve as teachers in low income communities. TFA is working the make sure that poverty doesn’t write a child’s future but that their education does. But because the union movement and it’s friends like Diane Ravitch and Anthony Cody are just now trying to tackle poverty, they can’t admit that anyone else is, because it takes away from the success they can produce. How selfish. That doesn’t sound like its about kids. Sounds like it is about adults.
What is really the difference between a recent college graduate who took 30 more credits in education and a TFA teacher? Only the quality of their instruction. We already know there is a movement to transform schools of education because the teaching profession is lacking a true leader in that field. So, a lackluster 30 credits (which split up over a couple days a week for a couple of hours a day over two semesters) or 5 weeks of intensive training? Sounds like they could be pretty equal to me.
But this year TFA is hitting some serious headwinds. They are finding that recruitment has dropped for some reason, and the organization is even closing its New York training institute
office. Perhaps students have been finding out some of the problems with the program, discovering in advance that five weeks is not adequate preparation for the challenge of teaching in a challenging school. Perhaps potential recruits have encountered TFA alums sharing their experiences, or even some of those organizing to resist the program. And word may have leaked out that TFA is not the best vehicle for those concerned with social justice – given that corps members are sometimes being used to replace veteran teachers.
Ok Cody, where is your data, your research to support the crumbling? So what they are closing an office and there are fewer applicants. Those statements say nothing about the quality of the work TFA teachers do, or the success they have with their students. Where is your data proving that students with a TFA teacher perform worse than traditional public school teacher taught students? Unless you can back your statements up with some data, you are just crying wolf.
Since you mentioned veteran teachers….Some are very good. Many are not – either they haven’t kept up with the times, their classroom discipline/management style doesn’t mesh with today’s youth, they haven’t had a professional, thorough evaluation to determine where their professional development needs are (the subsequently they did not receive professional development to meet their needs, which not their fault, but a reality), they won’t learn new education strategies, or the worst, they are just collecting a paycheck and passing out worksheets all day long.
This may not be a majority of teachers – BUT THEY DO EXIST!! and every single moment a student spends with these ineffective teachers is a wasted moment that the child is expecting to receive a quality education and simply is not. Children, parents and the community expect and are paying for high quality education. When are kids aren’t receiving a quality education we are all wasting our money, might as well be flushing it down the toilet. Or, Like in DeKalb County, GA where I live, as long as all the friends and family have a high paying job at the school department, all is right with the world.