Gary Rubinstein, an alumnus of the early days of Teach for America, has become its most thoughtful critic. He is now a veteran high school teacher at Stuyvesant High School, one of Néw York City’s most prestigious (and one of its most selective) high schools. Gary had an epiphany several years ago. He rejected TFA’s boasting and its alliance with corporate-style reform. As a former corps member, Rubinstein feels a responsibility to be honest about TFA’s exaggerations.
In his ongoing effort to hold TFA accountable, he recently watched the webcast of TFA’s annual “What’s Next?” Conference. Last year, it was held in Tennessee, and the guest speaker was ex-TFA State Commissioner Kevin Huffman, who championed privatization and made teachers his enemies. This year, the conference was held in St. Louis without a celebrity TFA speaker. Rubinstein considered that a wise step, given the toxicity of some of them.
He writes:
“Last year we also got to see the good Kopp / bad Kopp dynamic between the two co-CEOs Matt Kramer and Elisa Villanueva-Beard. Kramer was the good Kopp with his remarks entitled “Embracing Change” while Villanueva-Beard played the role of bad Kopp as she delivered a speech entitled, if you can believe it, “We Won’t Back Down.” Aside from constantly using the phrase that will forever be associated with pro-charter school bomb of a movie, Villanueva-Beard exposed herself as a first class reformer complete with cartoonish caricatures about the ‘status quo’ and critics of the modern reform agenda who believe in low expectations for all but rich white kids. If one of the purposes of the ‘What’s Next?’ event was to help critics to see that TFA truly cared about their concerns, that speech certainly did not help with that.
“What a difference a year makes. On June 3rd, the 2015 edition of the ‘What’s Next?’ broadcast was filmed, this time in St. Louis. Rather than choose a place that was notable for standardized test score improvements, they chose a place where TFA actually did some good during the Ferguson protests..,..
“The next hour was a carefully scripted back and forth between co-CEOs. I’m always intrigued by these two. In 2011, while Wendy Kopp was still sole CEO, Kramer and Villanueva-Beard made about $600,000 between them for their old positions. I can only surmise that now that figure is closer to $800,000. You’ve got to admit is is kind of bizarre that you have co-CEOs of a $300 million a year company and one lives in Houston and the other in Minnesota while the corporate headquarters of TFA are in New York City. What is it they bring to the table that makes this a good use of the TFA money, as abundant as it might be? Well, there is one thing that TFA certainly gets from this arrangement. Whereas before you had a specific leader, someone you could like or not like, someone you could credit or blame. Now they have two people, both very timid public speakers. I don’t think anyone really thinks they are more than mere puppets so they are not really targets of any criticism. Before you could accuse Wendy Kopp of talking out of both sides of her mouth at times. Now there are literally two mouths so one can be expressing one idea and the other can be doing another and they can never be accused of being ‘a hypocrite.’ I doubt that this hedging the bets thing was the reason for this co-CEO arrangement, but it has given TFA this new dynamic which can make them more immune to criticism. Kramer and Villanueva-Beard: Which is the Yin and which is the Yang? Which is your buddy and which is your enemy? Which is Rosencrantz and which is Guildenstern?”
Rubinstein learned that TFA’s recruitment is down by about 30% in two years. He also noted a new tone, an effort to show that the leaders had heard critics, especially among alumni, and were listening.
He wrote:
“Whether this is just a new communications strategy to reverse the declining popularity of TFA in recent years or something they really believe, I don’t know. Even if they are just saying some of these things to make critics a bit less critical, I still think that it helps the cause of all the teachers out there opposed to the kind of education reform championed by people like Kevin Huffman. Though actions do speak louder than words, words are pretty important in their own right.”
TFA’s words have done a lot of damage over the years, certainly to experienced teachers and as well to the very idea of teacher professionalism. Rubinstein has some hope that they may be taking a new tack.
Yet when you consider that the leading alums of TFA have led the attacks on teachers–Michelle Rhee, Kevin Huffman, and John White–and when you think about TFA’s relentless efforts to demonstrate that teachers need only five weeks of training to be better than experienced teachers, it is hard to be hopeful about a deep change in TFA.
Humility would surely help. But more important would be a change in mission, going only where they are needed; serving as assistant teachers, not full-fledged teachers; refusing to replace experienced teachers who were laid off to cut costs; refusing to act as the labor force to staff non-union schools; abandoning their hubris.
“Change in TFA Mission”
Change in mission:
“Moon-ward bound”
Best position
I have found
…going only where they are needed.
Moonwalking …
It would be my guess that the organization as a-whole maintains the same purpose it has always had, and this is indifferent to the personal philosophies of the peons at the bottom of the pyramid scheme.
They’re still cherry-picking data to try and make themselves look better. Not impressed.
I think it is worth noting….1.St. Louis still has an elected school board. It has had no authority to do anything since the 2007 state takeover. 2.As things are being put into place regarding charter schools…..including an all girls leadership school headed by John Danforth’s daughter, there are plans being talked about to restore power to the elected board. 3.In 2006 and 2007, when the wrong people were elected, which caused the wealthy powers to demand an unjustified takeover, those winning candidates had been outspent by margins reported by Antonio French to be as high as 7-1. 4.A TFA candidate recently won a spot on the powerless elected board…..Charli Cooksey. She had 25,000 dollars outside funding. The members page of the elected board seems to reflect an attitude about that sort of thing.
Here’s the link to Rubenstein’s article—the subject of this article:
https://garyrubinstein.wordpress.com/2015/06/16/whats-next-at-tfa-so-maybe-well-back-down-a-smidgen/
I’m in agreement with the first COMMENT to Gary’s article:
=================
Michael Fiorillo says:
June 16, 2015 at 9:53 am
“So-called education reformers pride themselves on being ‘relentless’ (it’s part of their pathology), so I think this partial change of tone is for tactical purposes.
“As for the presence of one of their own at the Ferguson protests, until shown otherwise, I assume it’s to manage the dissent and channel it harmlessly (meaning having it focus on superficialities, identity politics, and not systemic issues).
“TFA is still a group of colonizing privatizers.
“TFA is still an arm of the billionaire malanthropists who are attempting a hostile takeover of the public schools.
“TFA still communicates stunning patronization and condescension towards teachers and students, and open hostility to the teachers unions.
“TFA is still a training academy for “leaders” whose mission is to eviscerate the public schools. Their purported concern for students is belied by the disrespectful non-training their recruits receive, and their explicit attempt to turn teaching into at-will, temp employment.
“TFA is still an army of potential scabs.
“While it is useful to hear what they have to say, as a possible indication of the organization’s state of mind, they nevertheless are pathological liars (lying to themselves, as well as everyone else) whose every word should be doubted.”
I just found this piece that was written by “D”, the unhappy father of a daughter who joined TFA, writing a letter to “L”, whose son is considering TFA:
(check out the part where he says that in his interactions, he found TFA to be “fanatically anti-union… that TFA staff who supervise and support current TFA teachers are barred from attending any meeting with anyone connected to a teachers’ union… if they do, they’ll be fired. Paragraph 5)
http://ednotesonline.blogspot.com/2012/11/another-parent-vents-at-teach-for.html
———————————
Hi, L
Teach for America only has one program, which is for recent college graduates from prestigious universities with no or little educational experience and training. TFA gives them about one month’s worth of training, mostly in record keeping, along with room and board, but nothing else. TFA then puts them in an inner city classroom (for which they get an undisclosed fee of about $1,500 to 5,000 from a school district), based on the totally erroneous assumption that high achievers can get by with determination, some mentoring (which in my daughter’s case was denied by the elementary school in Brooklyn she was assigned to two days before school began), and taking a few mediocre education courses.
My daughter initiated all types of interventions at the school directly, through Teach for America, through her union, and through an attorney we hired to get Teach for America to intervene at the school to get the mentoring she was entitled to, but TFA told her she was not working hard enough at being a leader. My daughter also attempted to get a transfer to a school which wanted an untrained, uncertified teacher, and TFA flatly refused the request. TFA also refused to provide us a copy of the contract between TFA and their teachers, as well as between TFA and the NYC Department of Education.
TFA also flat out lied to us when they said my daughter would be flown to NYC for placement interviews before her “training” began. They also mislead us to believe that the placements took place during training.
Finally, we were upset to find out that there was no compensation to get her to NYC, while she lived in their dorm, and while she was on her own for one month between the end of training. She only got her first pay check in October, which meant she was dependent on us for about a half-year after our first parent’s briefing from Teach for America..
We also discovered that because of its foundation supporters and general philosophical outlook, that TFA is fanatically anti-union. They never tell their trainees that they will be in a unionized work force, and their staff even told us in writing that if they were to attend a meeting at my daughter’s school with a union rep present, that TFA would fire them from their staff positions!
Later we discovered the work of the foremost scholar on teacher education, Linda Darling Hammond of Stanford (who was Obama’s chief education adviser during the transition period). She totally slams Teach for America and told us my daughter’s experience was not that unusual. She also is an advocate for serious teacher training, which means getting an MA after graduation instead of five weeks of summer school training.
Bottom line, it was a horrible experience in a horrible program. Your friend’s son should turn to a serious program in teacher training.
A few of the articles we got, largely from Prof. Darling-Hammond, are attached. I will also copy an education blogger in NYC, Norm Scott, who published something we wrote about her experience in TFA. He may have more material. Also an old friend, who is now the president of the state Federation of Teachers, may have more thoughts, especially about TFA’s strong anti-union outlook.
D
Darling-Hammond article is posted at http://docs.google.com/Doc?id=dcj5ndsz_28cdp2gbhd
There is also a pdf of a Slate article but only available as a pdf from email.
While noting in advance that I do not endorse or agree with Michelle Malkin on anything worth mentioning, I find it fascinating that TFA is now taking criticism from the right as well as progressives.
http://nypost.com/2015/06/09/the-militant-takeover-of-the-teach-for-america-corps/
TFA’s image was one, of aid to poor Black students. The organization would naturally evolve to fight against racial discrimination and it would attract activists to the cause.
If multinational corporations originally intended and designed a subterfuge, to undermine unions and suppress wages, TFA’s changes are sweet justice.
Heck, even making an earnest effort to retain teachers beyond their two years instead of just paying lip service would be a nice start. That, and actually supporting their recruits. But, as with most things, what they fail to do says as much as what they actually attempt.
Mercedes Schneider knocked it out of the park
with her perusing of the on-line chats that TFA
folks have with one another:
http://deutsch29.wordpress.com/2014/02/01/what-teach-for-america-says-when-it-talks-to-itself/
There’s little said about how to best educate children,
or to improve the education of children. Much of it
is alll about angling for six-figure jobs post-TFA…
either in the lucrative world of “corporate
education reform,” or in the private sector, or on
Wall Street, etc.
The thing that really jumped out was their
attack on Mark Naison’s article where he says
TFA is no longer welcome in his classroom:
Here’s Mark’s article”
https://www.laprogressive.com/teach-america/
When one TFA chats and belittles Mark
for being upset that Mark’s students
“didn’t make the cut,” that TFA-er means
that Mark is upset that his former students
applying for teaching positions are
all being passed over for teaching jobs
in favor of TFA’s.
‘Check out the Ivy League elitism:
———————————————–
TFA chatting on-line:
“All I hear from this article is “WAAAHHHHHH”.
He would rather have the bottom third of
Flalafel State College teaching in these schools,
than (TFA) Yale graduates, just because (TFA’s)
choose to go a different route in life after a
couple years in TFA. Oh yeah, and because
his students didnt [sic] make the cut, (get
hired, while TFA teachers were hired ) he
is now butt-hurt over it.”
——————————————-
Wow… just wow.
However, it’s nice to see this refreshing
honesty (BELOW) from one TFA person who
chimes in about his experiences during TFA’s
their Summer Institute.
He clearly sees through all that is TFA,
but will stick it out because if he quits, there
will be a “stigma” on him that will negatively
impact his post-TFA future.. Note how
he debunks TFA’s “we’re more successful or
as successful as veteran teachers” claim…
It’s all a test prep scam:
———————————————–
Another TFA chatting on-line:
“There’s a lot of truth in (Naison’s) article. I’m in the midst of my summer training for TFA now, and the vast majority of my (fellow TFA institute Corp Members-in-training) co-workers don’t REALLY care about these kids. It is a stepping stone, and a guaranteed job, by and large. I also have developed a tremendous amount of animosity towards the organization as a result of what I’ve seen in these past few weeks. This organization is NOT in it for the kids… it’s in it for the ‘Corps Members’ and their experiences.
“They have us teaching summer school after only have ONE WEEK of formal training. These kids are getting REAL grades in subjects that many of the teachers have no prior knowledge of. I, for one, typically learn the subject I’m going to teach the night before the lesson plan is due. It’s disgusting that these kids are used as our guinea pigs. Even the way their success is measured is a damn scam.
“They are given the final exam on the first day and given 30 minutes to complete it. For the remainder of summer school, we are then forced to teach our objectives to this specific test, and it is given again on the last day of classes.”
—————————————————
Here’s where he blows the whistle on TFA’s claims of the growth their teachers get….
and what that “growth” really means. He starts by referencing how public school children’s summer school is being taught by untrained TFA institute teachers-in-training:
————————————————–
“It’s disgusting that these (summer school) kids are used as our guinea pigs. Even the way their success is measured is a damn scam.
“They are given the final exam on the first day and given 30 minutes to complete it. For the remainder of summer school, we are then forced to teach our objectives to this specific test, and it is given again on the last day of classes.
“(Public school children taught TFA institute teachers-in-training) are given 2 hours at this point to complete it after having been taught essentially identical questions the entire summer. The questions we give on the final is the EXACT SAME as the ones given on that 1st day too. It’s real easy to say that ‘little (child’s NAME) made a 48 point gain in his subject’ when you have those particular conditions. The shit is sickening.
“I joined to try and do some genuine good, but this organization is no different than many of the private for-profit organizations. At least they’re honest with their intentions. I would leave after seeing this, but there’s too much of a social stigma attached for my professional ambitions to do it (i.e. quit TFA). smh.”
“Single-sided Coins”
Good Kopp/Bad Kopp
Both the same
Good flop/bad flop
Both are lame
Lame, yes, but arrogant, patronizing, and an ever-willing accomplice to the social vandalism of the Overclass, too.
I just went to the “Wall Steet Oasis” blog where Mercedes Schneider originally found the comments of TFA teachers talking to each other. Again, like Mercedes, I was struck by the contrasts between…
… TFA’s so-called “mission”— “One day, all children in this nation will have the opportunity to attain an excellent education”;
and
… the professed motivations of its actual teachers.
Check out the appalling chasm that separates…
EXHIBIT A: The June 2014 PR pronouncements of TFA’s Co-CEO Elisa Villanueva Beard;
AND
EXHIBIT B: The newest comment—from prospective TFA teacher “Rodgers” (June 11, 2015)—on the TFA thread of the “Wall Steet Oasis” blog:
———————————————-
EXHIBIT A —
– – – – – – – – – – – – – – – – – – –
TFA’s Co-CEO Elisa Villanueva Beard on what drives TFA and its teachers: (June 2014)
“We must advocate for our students’ basic needs being met, and unmask the violence of this inequity. But we must keep teaching. Keep our expectations high. Keep finding the systemic solutions and game-changing innovations. We must do everything we can – within education and outside of it—to help them reach their dreams.
“Our kids are not numbers. They are not statistics. They are children. And they need hope, inspiration, and unwavering belief in what they can do. Teach For America was built on that belief. We will not back down now.
“We can reach educational equity in our lifetime — it must be done. So when folks try to tell you it can’t, do not back down– because we know better. You know your kids. You know your truth.”
– – – – – – – – – – – – – – – – – – –
found at:
https://www.teachforamerica.org/blog/co-ceos-matt-kramer-and-elisa-villanueva-beard-discuss-challenges-and-opportunities-ahead-teach
——————————————–
——————————————–
EXHIBIT B —
– – – – – – – – – – – – – – – – – – –
“Rodgers”, a prospective TFA Corps Member opining on his motivations for applying (June 11, 2015):
“I’ll go ahead and admit that I think TFA is fundamentally flawed, but I’d be willing to do it if it means pedigree/prestige on my record. I graduated from a target school just below HYPSW level, and will be getting a masters from a top southern school (think UVA, GT, Vandy, etc.) in Analytics.
“Ideally, I’d like to get into MBB or Big4 consulting right after my masters, but as a means to keep my options open, would TFA be good for getting into elite private sector firms? I’m also interested in working for a government agency that deals with defense or intelligence.”
– – – – – – – – – – – – – – – – – – –
found at:
http://www.wallstreetoasis.com/forums/teach-for-america-to-mbb-and-more
——————————————–
————————————————-
There seems to be a credibility gap here.
This will be my last post on TFA.
It’s the article from “THE NATION” detailing TFA’s propaganda leviathan. It includes a copy of an internal paper on the strategies that TFA plans to use to win the PR war, in part referencing an earlier article from “THE NATION” that was critical of TFA.
It includes a not-too-shocking tidbit about how one of Arne Duncan’s Dept. of Ed. staff tipped off TFA about how a TFA critic had filed a ‘Freedom of Information’ request for info about TFA. Apparently giving TFA an early heads-up about their critics’ actions—to be able to counter it ahead of time– is part of the our taxpayer-funded Dept. of Ed.’s covert co-operation with TFA:
http://www.thenation.com/article/186481/what-happens-when-you-criticize-teach-america#
EXCERPT:
—————————————————-
“Last year, Wendy Heller Chovnick, a former Teach For America manager, spoke out against her former organization in The Washington Post, decrying its ‘inability and unwillingness to honestly address valid criticism.’
“In recent years, such criticism has centered on Teach For America’s intimate involvement in the education privatization movement, and its five-week training, two-year teaching model, which critics claim offers recruits a transformative résumé-boosting experience, but burdens schools with disruptive turnover cycles.
“In the interview, Chovnick referenced the extent to which Teach For America manufactured its public image, explaining,
” ‘ Instead of engaging in real conversations with critics, and even supporters, about the weaknesses of Teach For America and where it falls short, Teach For America seemed to put a positive spin on everything. During my tenure on staff, we even got a national team, the communications team, whose job it was to get positive press out about Teach For America in our region, and to help us quickly and swiftly address any negative stories, press or media. ‘ ”
Reading the secret TFA Public Relations strategy paper, I just caught something in the third paragraph of the first page.
Here’s a link to the paper:
https://www.scribd.com/fullscreen/244880342?access_key=key-yFiEigy38j2rfLGvgNBK&allow_share=true&escape=false&show_recommendations=false&view_mode=scroll
————————–
TFA P.R. PAPER;
“To get out in front of her article, with Peter Cunningham’s counsel, we worked with Kwame Griffith to publish a PASS THE CHALK piece… ”
————————-
The “Peter Cunningham” to whom the paper refers was then the Department of Education’s “Assistant Secretary for Communications and Outreach”…U.S. Secretary of Ed. Arne Duncan’s PR guru.
This is the same guy who—before it was published, and before even reading it—trashed Dr. Ravitch’s latest book, REIGN OF ERROR in the Huffington Post:
http://www.huffingtonpost.com/peter-cunningham/ravitch-redux_b_3768887.html
Oh, and it gets better. TFA’s strategy paper talks about TFA’s use of P.R. crisis guru, Jim Lukaszewski…
http://www.e911.com/author-speaker-crisis-counselor/
… whose multi-million-dollar retainer fee was paid by British Petroleum after the 2005 gulf oil spill, among other stellar clients.
TFA P.R. strategy paper:
“At the advice of crisis communications consultant Jim Lukaszewski, our team created a side-by-side comparison of the assertions in the article and the actual facts… “
Jack,
Don’t make this your last comment on TFA. Your comments create an archive that can be referenced.
As you wish… here’s one more about the privileged, elitist TFA teachers taking a Disneyland Jungle Cruise through impoverished black neighborhoods”:
Two summers ago, Gary Rubenstein wrote his annual article
critiquing the methods and goals of the TFA Institute that was
currently in session. As Gary indicates, he has been
called a “bully” for doing this in the past, with TFA
officials discouraging CM’s from posting or even
reading Gary’s blog:
http://garyrubinstein.teachforus.org/2013/06/22/those-teachers-are-failures/
The conversation includes a story of how TFA students—
most of them from privileged backgrounds—drive around
the poor neighborhoods like those seen on “THE WIRE”,
and observe unimpressive poor minority people—
homeless, winos, gang members, etc.
The elitist TFA-ers would take pictures and look at
them as if they were on the Disneyland Jungle
Cruise would observe the animatronic
animals and robot natives on display.
One thing that Gary found offensive was that the TFA
supervisor on this “jungle cruise” commented
while observing the underclass:
“Everyone you see was once someone’s student.’…
And those teachers (who once taught them) are failures.”
Wow! This set people off, as evidenced by the
COMMENTS section, which I’m excerpting here.
Maggie Peterson said that the TFA teacher who
said this “espouses what is, in my opinion,
a common TFA trope, that a real, caring, belief that your
students CAN do better makes them actually DO better”:
———————————
MAGGIE PETERSON:
“Even in TFA policy actions, standards are touted not as
a goal for student achievement, but as some magic tool
for attaining high student achievement. The idea that
students will achieve, or move out of the cycle of poverty
solely because of caring teachers and teachers who hold
students to high standards is also a belief that there is
little else to be learned about the doing of teaching.”
——————————–
Carol Corbett Burris blasts away
———————————
CAROL CORBETT BURRIS:
“I am appalled to learn that TFA would
roll through any community pointing
out human beings as though they were tour guides
pointing out sites. It is an insult to the community,
perpetuates ‘us and them’ thinking, and reveals a
practice more suited for a cult than a teacher
preparation program.”
“When my husband was a teacher in Brooklyn,
on a few occasions he had students who
came to class less than 20% of the time and who did
no schoolwork, say to him ‘You failed me, Mister.’
I guess they heard the conversation on the TFA tour.”
———————————
Karyn chimed in, adding that her “drive-arounds”
included a photographic “scavenger hunt”:
———————————
KARYN:
“Coming from a non-TFA background, and
having certification, as well as being significantly
older than other teachers at my school, I found
myself quietly contemplating (TFA’s) many strange and
silly practices which were considered professional
development.”
“We too, drove around the impoverished area of our
school and had a scavenger hunt to identify various
things and take pictures. I found this odd and
insulting to the ‘native’ inhabitants of the area,
who looked strangely on groups of more affluent
white people stopping to take photos and jumping
back in there cars.”
———————————
Mike Fiorello vents thusly,
———————————
MIKE FIORELLO:
“What TFA should be saying during
those drive-arounds – where, presumably, the
windows are rolled-up and the doors locked tight while
they observe neighborhood residents as if they were
specimens – is that ‘everyone you see is an elected
official’s constituent, a citizen and human being, and
has been failed. And those officials and the people
who bankroll them are failures.’
“But TFA can’t say that, because to do so would
call into question its agenda and funding. So
instead, we get misdirection and scapegoating of
teachers, followed by attempts to remove the
statement when they were called on it.”
“This is an organization whose arrogance,
condescension, class antagonism and dishonesty
are in its DNA.”
——————————–
However, all of this pales in comparison the post
from a TFA teacher-in-training by the name of
“Lida Mery”, and her description of the TFA
Institute and her reasons for quitting today
typing away as she stares at her packed suitcase.
One week shy of completion of the five-week
institute, she today left the program in disgust, and
posted her story (it’s the 14th comment down
on the comments list):
http://garyrubinstein.teachforus.org/2013/06/22/those-teachers-are-failures/
Here’s the text:
(NOTE: the first sentence is a little confusing, as one
might think that Lida is “teaching”—
i.e. one of the teachers—at the TFA institute;
on the contrary Lida is indicating that he is a
student/trainee where part of the training is
includes “teaching” a summer school class of
actual students)
– – – – – – – – –
LIDA MERY:
“Mr. Rubinstein,
“I am currently a 2013 CM teaching summer
school at institute. I wanted to express how
much I appreciate your blog since you bring
critical insight into the workings of TFA that
are troublesome and/or need improvement.
“I am a non-traditional student (albeit only a few
years older than most CM’s). For a long time, I
had thought that teaching was that one elusive
career for me and I applied to TFA so I can make
that a reality. I did not apply under a pretense
like most CM’s who just want to embellish their
resume. I actually wanted to teach and make
a difference.
“In my hometown in FL, many teachers are being
laid off. This is where TFA comes in…many
teachers are being laid off, yet Miami Dade county
is hiring inexperienced college grads through their
TFA contract. It is wrong, I admit, but I went ahead
and subscribed to the unfair and unethical system.
“I was accepted into TFA and quit my job (my
permanent, full-benefits job that I was good at)
so as to attend induction and institute. In the
meantime, I spent hundreds and hundreds of dollars
on certification exam materials, review, supplies for
institute, professional dress, etc….over $1500.
“It seemed to me induction was a major time-waster.
Days ran from 8 AM to 8 PM and ALL discussions
dealt with race and class diversity. You had a bunch
of 22 year-old white, mid- to upper-class college grads
who were compelled to contemplate on their privileged
upbringing. I desperately wanted to start my teacher
training, but I was told to be patient.
“That is what institute is for after all. I paid my $500
ticket to institute and there I was.
“Yet, instead of actual teacher training, all we had
were grueling, exhausting, boot camp days where
the focus was on making us feel and act like fifth
graders. More race and class discussions followed
during the first week, followed by think pair share
partner discussions, silly games and then more
silly games.
“It was worse than a typical college atmosphere…
for non-traditional students it seemed unbearable.
“Nobody… none of the 22 year-olds EVER questioned
anything. Not because they were afraid of repercussions,
but because TFA is a cult and they were acting like
cult members. If anyone said ‘jump,’ they would promptly
follow. Not a day went by when we did not have big circle
hugs, chants, and motivational bits aimed at brainwashing
us even more than we were.
“Every day TFA used strategic behavioral techniques in
order to advance their brainwashing of CM’s. School
would end at 1 PM, but redundant lessons would run
until 5 PM, and before we could go back to the dorms,
the school director would extend our schedule by 20
minutes, during which time we would sit by the door
while little ‘Hot Wheels’ cars would be given to
‘outstanding’ CM’s.
“Then 10 more minutes of shout-outs aimed at
motivating us to get through institute.
“The sheer exhaustion was not really necessary. The
endless, redundant sessions on race and class did
not make us better teachers… I wanted to be lectured
on teaching, I wanted actual experience in teaching, rather
than little intimidating signs held up by our faculty advisor
or corps member advisor on how to ‘behavior narrate.’
“Yet all that was provided was game after game after
silly game.
“Our day would begin in our advisor’s room where we
would play little games, silly writes, draw pictures… etc. …
honestly I wanted to learn how to teach, I wanted to
prepare for my upcoming lesson, yet there I was having
to draw a silly picture so that TFA could teach us how
important it was for us to make teaching fun.
“They wanted us to start off the day for our students with
the same irrelevant fun stuff. Whereas I wanted to start
off the day by asking a critical question or journal entry
about the last lesson’s theme, I was strongly advised to
have fun kinesthetic activities for my students…that had
nothing to do with the concepts we were learning.
“But, yet again, no one questioned ANYTHING, not the
time-wasters, the schedule, the fact that we only had
4 hours of sleep max on many days even though we
were not really learning how to teach properly. I can
see why the brainwashing was effective.
“In essence, TFA stripped CM’s of choice, time, and
decision-making processes during institute so CM’s
became engrossed in the cult….the main line of
thinking was: ‘Well, if I can get through this, I can get
through my sole two years as a teacher.’
“TFA loves to talk about differentiated instruction,
they love to suggest kinesthetic and visual activities
for our students, yet when it comes to them practicing
differentiated instruction, they are lacking. The two
non-traditional members in my school group were
the only ones feeling hopelessly misunderstood during
sessions. We would question things, we would roll our
eyes at big circle hugs and chants and we would resent
the fifth race and class discussion at 4 PM in the
afternoon or the miniature car shout out at the end
of the day that would prolong our day by a considerable
amount.
“The typical CM’s thought we were crazy. Why would
we question things? Why would we not participate in
the 30 minute teacher stare contest at 5 PM on a
Friday (even though we had more important things
to do like grading, reading and planning)?
“Most of our corps member advisors were clones.
They were racially diverse but nevertheless they were
clones in their demeanor, personality, approach,
philosophy. We were supposed to be clones of each
other. About 90% of my fellow CM’s, though there
was some racial diversity, were in fact individuals
with privileged backgrounds.
“I only met a handful of education majors that wanted
to stay in teaching for the long run. Most saw TFA
as an adventure.
“Their first job out of college and an exciting one at
that! I am quitting TFA and the reason is not because
I am exhausted, not because I do not think I can be a
good teacher. My summer school students respect me
and actually listen to me (which can be a hard feat in a
Title I school). My lessons are engaging and focused.
“The reason why I am quitting TFA is because I cannot
and will not be part of a cult. I feel like I am treated
as a fifth grader and no importance is given to my
individuality, my suggestions, or needs. Even though
I executed my lessons much better than my fellow CM’s,
“I am quitting because TFA has made teaching horrible
in my eyes. They have denigrated the one profession
that I thought would be my long-lasting career.
“Even though I know I can be a good teacher, TFA has
left a sour taste in my mouth through its propaganda
and cult-like atmosphere. TFA has ruined teaching for
me. I don’t know how to get ‘it’ back. I am
disillusioned.
“While I used to love to give presentations at my prior
job, I have now come to loathe even speaking in front
of a group because TFA has made everything so
mechanical and lackluster. I no longer have any
passion for teaching. I do not enjoy it any longer.
“I feel that TFA, through its brainwashing methods, has
stripped me of my passion for teaching and my dreams.”
“I am certain that this would not have happened had I
gone through a serious, traditional teaching program.
“As I am writing this, I am looking at my one
suitcase neatly arranged and sitting my dorm
room floor. Early in the morning, I will be flying
back home. Yet, because of all the stigma
associated with quitting, I barely had any guts
to tell anyone, not even my closest friends here.
“Ethically, I also cannot bear to know that
traditionally-trained, veteran teachers are out of
jobs in my hometown and people like myself
(with no training or experience in education)
are next in line for their jobs.
“I have lost over $2,000 so far….I spent so much
on supplies, printer as I arrived at institute, I lost
my job, my dreams and my passion.
“All in 4 weeks of TFA-ness.”
Oh well… here’s one more:
What happens to a TFA Corps Member who questions the party line?
Read this:
http://www.progressive.org/news/2013/09/184340/why-teach-america-kicked-me-out
– – – – – – – – – – – – –
JAY SAPER:
“It was not until I asked why Teach for America was strikingly absent from the countless community demonstrations for schools I attend each week.
“Concerns only materialized when I asked why my body was being used to dismantle the Philadelphia public schools.
“Concerns only materialized when I asked to talk about fostering critical thinking, supporting students’ identities, and approaching the classroom with love, instead of merely discussing how to control bodies.
“Concerns only materialized when I refused to strictly follow the command ‘obedience leads to freedom.’ A phrase I will never bow down to for millions of my ancestors were brutally massacred in genocide waged under its translation: Arbeit macht frei.
“Concerns only materialized when they realized I refused to displace veteran teachers, disrupt community, and instill permanent instability, a feat they arduously worked to achieve by placing the rest of the Philly corps of over 100 in teaching positions despite layoffs of 1-in-5 veteran educators.”
———————————————-
Just before being fired, he’s told by his non-educator
supervisor:
“Jay, your opinions need to remain silent.”