Urban Education and (TF) America: The Benefits and Challenges of Alternate Route Teacher Education

Anika Burtin, Former Faculty at Johns HopkinsMariah Dickinson, Former TFA Corps MemberHeidi Oliver-O’Gilvie, Center for Urban EducationTaharee Jackson, Center for Urban Education

Center for Urban Education

•Inception: 2010 at the University of the District of Columbia (HBCU)

•Designed to prepare highly effective teachers for urban schools

•Mission: Cull best practices, research, and innovations from all models for the benefit of all students

Overview• Perspectives from:

1. Former faculty of TFA “National Partner” institution2. Former TFA Corps Member3. CUE faculty, Urban professional development4. CUE faculty , Urban/multicultural school reform5. Suggestions, solutions, and solidarity in action6. Open Dialogue – your voice!

“The price of a complaint is a suggestion. The cost of a discovery is action.”

The Emperor’s New Clothes:A Discussion of TFA’s Impact on Teacher Education

Dr. Anika Spratley BurtinCenter for Urban EducationThe University of the District of Columbia

The Fallacy• We are convincing

ourselves of that we are achieving success in education and “closing the achievement gap.”

• Something very different is going on, but few people will speak up.

Teach for America & University Partnerships• Differing goals

▫ Schools of Education are interested in preparing teachers— “career teachers”

▫ Teach for America is interested in preparing its Corps Members to be leaders in the field of education – not “career teachers” Driven by the politics of education

▫ Schools of Education sometimes change their programs in order make the partnership more appealing JHU has adopted a completely online training program for

Teach for America students enrolled in the Masters program Some schools now use the TFA curriculum and senior TFA

teachers as the basis for some of their teacher education courses

Teach for America “Way” vs. Schools of Education• Teach for America trains their Corps members to

approach teaching in a specific way▫Doesn’t require the critical thinking necessary for

successful classroom teaching▫Presents teaching as a step-by-step approach that

translates into success (EX: Lemov)▫One-size-fits-all model

• Corps members enrolled in Schools of Education may experience tension between their TFA training and the perspectives presented in their classes

• Corps members often need more than their summer training

In Their Own Words . . .•“My kids don’t learn anything; all they do is

practice things. . . . I would like to be able to teach.”

•“Going from zero experience to full-blown teacher in a month is borderline absurd. . . . I was in no way prepared to deal with what I perceived to be constant failure at the beginning of the year.”

◦ (Cuddapah, J.L. & Burtin, A.S., Educational Leadership, May 2012)

Districts and Teach for America• Many urban districts have decided that TFA is

“the answer”• Often TFA corps members receive preferential

treatment in hiring▫District of Columbia, Baltimore, New Orleans

• This creates a “revolving door” in schools▫Ultimately students suffer from lack of stability

and continuity• Top performing districts tend to rely on a

veteran staff that has obtained advanced degrees▫Montgomery County vs. Baltimore City

Concluding Thoughts

• We have to have an honest assessment of what is going on in education—especially urban education.

• We have to figure out how everyone can change in order to bring about the success we claim we want for our children.

• Someone has to speak up—The Emperor is naked and what we are doing isn’t working.

TFA: We Can Do BetterMariah Dickinson

My High Expectations

• Joined because of mission statement

• End educational inequity

• Expected radical action

TFA's Expectations

• Work will close the "achievement gap"

• How?

• Inexperienced corps members in the place of career teachers

Disclaimer

• Speaking from my experience

• Not targeting individuals

• TFA is a systemic problem

Institute

• 5 week training course for corps members

• "Work hard, get smart!"

• Achievement gap and locus of control

• Boot camp environment - unsustainable

In the Classroom

• Lack of community awareness

• Diversity sessions

• Training in subject area

Reimagining TFA

• Education supporters

• Support teachers, not take their place

• Use their energy positively

The Cost of TFA: Literally, Politically, and Professionally

Dr. Heidi Oliver-O’GilvieCenter for Urban EducationUniversity of the District of Columbia

Revolving Doors…What’s the Purpose?

A Few Averages

•Teaching Experience ▫1988 – 14 years▫2010 – 3 Years

•Professional Development Expenses Per Year▫$7,700

•Replacement Cost When Teachers Exit▫$10,000 - $18,300

Teacher Education and Preparation

• Alternative and Speed Preparation ▫TFA/RtT/NTP – 15 to 20 hours teaching experience▫*Educates and prepares teachers for $2000 - $5000

• Master of Education / Accelerated Teacher Education ▫540 hours teaching experience▫$23,000

• Traditional Teacher Education (Bachelor)▫1,080 hours teaching experience ▫$36,000 (in-state public institution)

Urban Schools

•Found in densely populated cities•Engage more than 85% minority students •Employ greater numbers of new teachers•Scores of teachers lack genuine interest •Higher attrition rates •Struggle to attain notable academic

success •Curricula and resources are scripted and

prescribed

Graduates of Urban Schools

Career Teachers

•Every business executive in the country understands that tenure in leadership is important to ensuring momentum, continuity, and results.

Implications for Stakeholders

  

Challenges are Fueled and Decided

•After we consider who is valuable v. who is not?

•After we decide which spaces we will have high standards for and which spaces we will hold no great expectations

The Big Picture: TFA, Teacher Education, and Urban Education Reform•Benefits of TFA and alternate-route

certification programs:

▫Causes teacher education to “rethink” itself▫Increase scrutiny in the profession of

teaching▫Provides short-term solution to long-term

attrition▫Creates powerful network of leaders in

education▫Grants “exposure” to realities of urban

education

Challenges of “Speed Preparation”

•Disproportionately assigns least experienced teachers to most deserving students

•Supplies low-salary labor•Deskilling/de-professionalization of teachers•“Busts unions” and career/veteran teachers•Contributes to divestment in urban public

education•Enhances neoliberal agenda

Suggestions, Solutions, Solidarity

1. Structure TFA and alternate route programs as induction models

EX: National Child Resource Center (NCRC)2. Extend clinical field placements for all

programs EX: UDC

3. RE-professionalize teaching as a career EX: Deskilling of teachers4. Prioritize urban, public school students as the most deserving of the best-prepared teachers!