I’ve always felt strongly that teaching is my calling. As I embark upon my final year here on the Hill, I feel overwhelmed by the multitude of possibilities that await me upon my graduation in May. Rewind to my first year at Holy Cross, I was (and am) a student who was very passionate about becoming involved the field of Education and excited to leave my mark. Teaching, for me, has always been the end goal. Teaching is not a stepping stone into the “real world,” nor is it something I’m willing to “try out” for a number of years after graduating only to later throw away. That’s why, when my eager peers are excited to inform me that they’re applying to Teach for America, I will always have a hard time smiling and biting my tongue.
Founded in 1990, Teach for America guarantees recent graduates an opportunity to do just that: briefly encounter the teaching profession within the context of a high need institution only to leave it behind two years later. A nonprofit organization which seeks to “enlist, develop, and mobilize as many as possible of our nation’s most promising future leaders to grow and strengthen the movement for educational equity and excellence,” TFA undermines the value of an intensive undergraduate Teacher Education Program. Teach for America’s “intensive summer training program” takes participants through the very basics of what it means to be a teacher. Although it is undeniable that the diverse nature of the corps itself, which is constituted by graduates holding degrees in a myriad of disciplines, may very well bring new perspectives to schools that are in need of resources, I refuse to believe that we are doing the schools in which we place them much justice.
The fact that these highly undertrained “teachers” are being placed in extraordinarily high need schools that desperately need experienced veteran educators is a travesty. Daniel Katz, Director of Secondary Education and Secondary Special Education Teacher Preparation at Seton Hall University, articulates that, because his students “all intend to stay classroom teachers,” pursuing an opportunity with TFA upon receiving their undergraduate degree is a waste. “This isn’t something they suddenly decided to do,” Katz continues. “This isn’t a means for them to ‘give back’ on their way to something else. This is a career they have been thinking about since they were much younger and to which they have dedicated their entire time in college to entering.”
If our ultimate goal is to benefit our students and provide them with a quality education, why, then, would we place individuals with little to absolutely no experience who are often simply looking for something to do after college graduation in schools that are desperate for resources? This denigrates our profession and leaves our students in need of teachers who are inspired to commit their lives to teaching. I myself am one of those individuals. Teaching, for me, has always been the end goal. Teaching is not, by any means, a step along way; it is profession to which I will dedicate the rest my life and remain passionate about so long as I live.
First of two comments due to character limits:
ReplyDeleteI love your passion about teaching Meghan. You make some good points about the necessity, in most cases, of a really good teacher prep program to prepare students for success as teachers.
I think what Teach for America shows is the huge need in our country for dedicated young teachers in tough areas. As a principal, I recruit, hire, supervise, evaluate, mentor and, sometimes, let go teachers. In some cases, I have found it literally impossible to get a suitable teacher to fill a spot I have had (especially mid-year). And, I have run schools in good locations.
I have also been on NEASC accreditation visits to a lot of schools and seen the difficulties many of them have had in getting the right people in place. Some of these schools would surprise you because of their strong reputations.
When I am recruiting for an opening, my first hope is to find someone who has been extremely well prepared to teach in my school. This could be because of an excellent teacher prep program. It could be that they have gained really valuable experience teaching somewhere else. It could be that they have done a lot of "real world" things that will contribute to success in the classroom. One never knows. However, I look for subject matter expertise and a passion for the classroom. If I see those things, I can probably help this teacher succeed.
But remember, I have run schools which are "desirable" to teach in. I think TFA brings passionate, intelligent people to places where teachers do not want to go or do not want to stay. These young people make a commitment to that school/district and burn themselves out for a few years until they decide that they will move on with their lives or until they decide that teaching is in their blood and they will now get the credentials they need to keep going. I admire this because a few former students of mine did go the TFA route. They got the minimal training you referenced and then were out into very difficult schools which could not recruit staff except for TFA. These former students gave teaching, their schools and their students their best. One is still in teaching. One is still associated with education. One has moved on to other fields. I would say that this is typical of TFA.
Meghan, you are in an excellent teacher prep program, and, having met you, I am pretty sure that you will be an excellent teacher. However, there really are not enough excellent candidates coming out of prep programs to fill the hard to fill positions. Program like TFA try to fill that gap with those students who did not take the steps you did with a teacher prep program and find themselves wanting to teach. The same thing happens with some of your peers who will be Jesuit Volunteer Corps. Others will simply take the MTEL and try to get a position without any preparation. There are many routes to the classroom. Your route is clearly the most desirable, but not everyone can or will go that route. It is unfortunate that TFA cannot provide its teachers with a longer and more comprehensive preparation program before they enter their classrooms.
Second of two comments due to character limits
ReplyDeleteBack in the dark ages, when I was at HC, there was no formal program. I took the four education courses HC offered. I got a masters in secondary education without any student teaching. And, I went into the classroom. I was definitely not prepared like you have been, and it was a difficult launch to my career in education. As I told you, my first year I taught History (my major), English and Typing. I struggled. I worked hard. I loved it, so I became an effective teacher and coach because I had the passion and drive to do so. Along the way, I saw a lot of young teachers pack it in and move on to other pastures.
The best of all worlds has all schools with staffs who have all been through a rigorous teacher prep program and rigorous program of studies in their field. That is always my starting point as someone who hires. However, the most difficult schools in South Philadelphia, the Bronx and Washington, DC will never get those candidates because of their reputations and the sheer difficulty of what they are trying to do. Admire those who go to those schools and hope that they can succeed. For you, know that you have made the right choice for yourself and pursue that passion fully. At some point in time, you will probably end up in a chair like mine and find yourself interviewing some extraordinary people who did not take the traditional route to education but belong in the classroom. Then you will scramble to help those new hires to be prepared for the students in your school. You will wish they had been in a TEP program
Hi Ray,
ReplyDeleteThank you for your input! It is clear that you are a passionate educator who succeeded in the field without having been through a traditional preparation program.
Although I do admire the inherent goals of TFA, I think what I intended to disagree with has more to do with the methodology. Perhaps, instead of throwing Teach For America participants into high need schools only several months after they receive their undergraduate degree, a lengthier, more rigorous training process could be put in place. Because the schools to which they are headed (you mention the Bronx, South Philadelphia, and Washington DC) have such a great need for passionate and experienced educators, we need to train these new teachers who have had little or no formal training in order to actually benefit the students. Otherwise, the results that could otherwise be quite beneficial are weakened considerably because we have not spent enough time training these teachers. This might make TFA a more plausible and successful route into the classroom.
I suppose that I also intend to direct my criticisms more at those individuals who figure, “Well, I’m not sure what else to do with my life, so I guess I’ll try teaching!” This philosophy that TFA perpetuates is one that I simply cannot bring myself to agree with.