While you were sleeping, Teach for America turned into Teach for All. It has located its program in nearly 40 countries around the world.
Teach for All poses the same problems in India, China, and Estonia as in the U.S.:
It undermines teachers’ unions, and it offers poorly trained recruits as a substitute for well-prepared teachers.
I received an email a few weeks ago from a teacher in India, who complained that the recruits from Teach for All were replacing unionized teachers and professionals. Why hire a certified and well-prepared teacher who hopes to make a career of teaching when you can get a low-wage member of Teach for All, who will be gone in 2-3 years, will never expect a pension, and will work 60-70 hours a week?
This may be the worst of all American exports.
Diane Ravitch's blog 
I eagerly await TFU.
“Teach for Universe”, of course.
What did you think it meant? Teach for Uber? Something else?
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“Teach for All”
Teach for Aliens
Teach for All
No more dalliance
Down the hall
Teach for Jupiter
Teach for Mars —
Even stupider:
Teach for Stars
Teach for Asteroids
Teach for Space
New disasteroids
Every place
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“What did you think it meant?”
Teachers: F— U?
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And don’t forget.
Wendy and Co. are enriching themselves in the process, accruing greater and greater amounts of wealth the more that Teach for All spreads throughout the world… and they cloak this destructive and teacher-destroying abomination in the sheep’s clothing of caring about the education of poor and middle class children … “On day, all children will succeed.” or whatever that motto is.
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Ah, but what a terrific, eye-catching, altruistic addition to one’s resume – for later. Training for the Peace Corp is three times longer.
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The Power Of Money To De$troy Value —
(this is how the world ends, not with a whimper, but a ka-ching …)
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From the “Teach for All” website –
Each “For All” partners commit to the following five programmatic principles:
Recruiting and selecting as many as possible of the country’s most promising future leaders of all academic disciplines and career interests who demonstrate the core competencies to positively impact student achievement . . .
. . . and become long-term leaders able to effect systemic change
Training and developing participants so they build the skills, mindsets, and knowledge needed . . .
. . . to maximize impact on student achievement
Placing participants as teachers for two years in regular beginning teaching positions in areas of educational need, . . .
. . . with clear accountability for their classrooms
Accelerating the leadership of alumni by . . .
. . . fostering the network between them and creating clear and compelling paths to leadership for expanding educational opportunity
Driving measurable impact in the short run on student achievement and long term . . .
. . . on the development of leaders who will help ensure educational opportunity for all
Partners also share common organizational design features that are critical to the success of our model and mission:
A local social enterprise that adapts the model thoughtfully to the national context, innovates and increases impact over time, and possesses . . .
. . . the mission-driven leadership and organizational capacity necessary to achieve ambitious goals despite constraints
→ Independence from the control of government and other external entities, with an autonomous Board, a diversified funding base, and the freedom to make operational decisions, challenge traditional paradigms, and sustain the model in the face of political changes
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More on who is funding Teach for All.
“Teach For All is grateful to all of our supporters. ”
GLOBAL CHAMPIONS Our Global Champions have committed at least $1 million in annual funding to Teach For All. Deutsche Post DHL Group ExxonMobil The George Lucas Family Foundation Laura and John Arnold Lawrence Ellison Foundation Robertson Foundation Seedlings Foundation Sue and Steve Mandel
PARTNERS Our Partners have committed at least $500,000 in annual funding to Teach For All. Acacia Conservation Fund Credit Suisse Finnegan Family Foundation Oak Foundation Omidyar Network Susan and Thomas Dunn
SUPPORTERS Our Supporters have committed at least $250,000 in annual funding to Teach For All. America for Bulgaria Foundation AT&T Doris & Donald Fisher Fund John & Amy Griffin Foundation, Inc. John D. and Catherine T. MacArthur Foundation Kenneth C. Griffin Schusterman Family Foundation Western Union Zell Family Foundation
STRATEGIC PARTNERS Our strategic partners provide significant in-kind support across key areas. Boston Consulting Group Cisco Systems, Inc. Deloitte Touche Tohmatsu
FRIENDS OF TEACH FOR ALL Our Friends of Teach For All have committed at least $5,000 in annual funding to Teach For All. Actis Alexander Foundation Ann and Andrew Tisch Apax Foundation Bank of America Charitable Foundation The Capital Group Companies Charitable Foundation Cisco Systems, Inc. Daniel Family Foundation Edith Randam Rogers Trust Felipe Medina Government of Malaysia Gregory Wendt The Harry and Jeanette Weinberg Foundation, Inc. Hikmet Ersek Inter-American Development Bank John Hood John Legend and the Show Me Campaign Menezes Foundation Patrick Healy and Isabelle Georgeaux The Pershing Square Foundation The Prudential Foundation The Samberg Family Foundation The Saunders Family Charitable Foundation The Scully Peretsman Foundation Sheryl Sandberg Sue Lehmann and Ted Dreyfus Tim Purcell Vivek Bhaskaran W.L.S. Spencer Foundation
Throwing more money at schools anywhere, everywhere if they are TFA derivatives. Neo-colonialism.
I wonder who co-opted the Government of Malaysia for $5000 annually, and what that buys in local currency.
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I notice that many of the contributors that Laura H. Chapman listed are the same companies who have contributed to “Enseñá por Argentina.”
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http://www.ensenaporargentina.org/en/organizaciones.html#all
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I was just skimming the interview column of TFJ(Teach For Japan) president Yusuke Matsuda. Not surprisingly, this seemingly bright young man found himself in the spotlight of leading Shepard by following the myths of TFA’s teaching excellence. I started feeling pity for him as I read his idolization of Wendy Kopp as a leader and blindly following false idea that classroom teaching can fix fundamental problem of child poverty deeply rooted in social structure. (Sorry, young man. It doesn’t work in Japan, either. You know all along that training accepted applicants with three-weeks of training–that is EVEN SHORTER THAN TFA’s 5-weeks(!)–DOES NOT make them a competent teacher to fix numerous problems surrounding a crowded Japanese classroom.
TFJ is very young organization founded in April 2013. Unlike the ones in the US, they are local/regional based organization in the western part of Japan. As far as I know, I haven’t seen them getting bigger like a predatory monster we see in the US, and certainly don’t think they will–unless the central government makes bad decisions, such as, defunding local schools, gutting safety net for teachers, closing under enrolled neighborhood schools, disclosing the names of schools, principals, and even teachers to fire them, and
allowing pro-nuke, anti-gender equality big corporations to intervene into curriculum practice.
What I am worried about most is when they get a strong support from current ruling party backed by PM Shinzo Abe and/or his right-wing establishment that is openly hostile to Japan Teacher’s Union for refusing to work like master’s slave (Whoops, I meant, selling out their name to China and South Korea. You can hear hysterical, imbecile, online netouyo trolls screaming, “How dare you, traitors!?”) Anyway, TFJ seems to be very attractive to many young Japanese college graduates since Japan has a bunch of next-leader-wannabes who are obsessed with the name of “globalization-revitalizes-national-wealth” myth. I need a break to spit out phlegm stuck in my throat.
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TFA is an organization seeks to offer cheap “off brand” instruction for the purpose of generating more profit. Their expansion will disproportionately hurt poor women that have sought to use education as a means to rise above the lowest levels of poverty in their countries. As they have done in the United States, they will displace many, mostly minority educated women and replace them with cheap temporary teaching tourists. This will cause harm to the displaced workers and their families, in areas where there are not many options for women. It will also hurt the local economy as more women and some men will have less buying power.
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“Profits above all.” Isn’t that the major purpose of all of this?
And meanwhile, children, their families, and their communities will wind up suffering, as will the displaced educated teachers, especially the women in poorer counties.
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Kim Smith, identifies herself as a founding team member of TFA. She also claims to be co-founder of New Schools Venture Fund and Bellwether and, founder of Pahara Aspen Institute. The latter 3 organizations, received Gates funding in the millions.
Smith’s 2003 interview, in Philanthropy Roundtable, is worth reading to understand the motives of education reform, ala Gates.
Gates’ profits from worldwide Bridge International Academies can’t be spent, where he’s ultimately going to go. So, the question is how his legacy’s attachment to his kids, plays out with the 99%.
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“This may be the worst of all American exports.”
Not even close!
This country, the world’s leader in the death and destruction game, is by far, no one comes even close, the world’s leader in the tools of death and destruction-military weaponry.
TFA is but a pimple on the butt of that death and destruction evil beast.
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AMEN!!!!
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I hate this! When I went to the Philippines as a Peace Corps volunteer, I worked with teachers, but I did not replace any of them. Rather, I provided the extra body that was needed to trek from school to school to assist in workshops the teachers did for each other. They had plenty of good teachers, and what I helped with was introducing new locally developed science lessons to teachers anxious to have them. Yes. Teach for All sounds like a terrible export!
Marcia Weinhold
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Wendy Kopp would dig up the dead and sit them in a classroom if it would garner her some finders fees. She is subhuman, without conscience, and cares not who it hurts.
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I just posted this article on FB in New Mexico BATS and my post was reported within seconds of posting. That is some serious censorship TFA practices.. I simply mentioned that one would never find TFA in Finland and now I am in FB jail.
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