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

1. Urban Education and (TF) America: The Benefits and Challenges of Alternate Route Teacher Education Anika Burtin, Former Faculty at Johns Hopkins Mariah Dickinson, Former TFA Corps Member Heidi Oliver-O’Gilvie, Center for Urban Education Taharee Jackson, Center for Urban Education

2. 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

3. Overview • Perspectives from: 1. Former faculty of TFA “National Partner” institution 2. Former TFA Corps Member • CUE faculty, Urban professional development • CUE faculty , Urban/multicultural school reform • Suggestions, solutions, and solidarity in action • Open Dialogue – your voice! “The price of a complaint is a suggestion. The cost of a discovery is action.”

4. The Emperor’s New Clothes:A Discussion of TFA’s Impact on Teacher Education Dr. Anika Spratley Burtin Center for Urban Education The University of the District of Columbia

5. 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.

6. 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

8. 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

9. 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)

10. 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

11. 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.

12. TFA: We Can Do Better Mariah Dickinson

13. My High Expectations • Joined because of mission statement • End educational inequity • Expected radical action

14. TFA's Expectations • Work will close the "achievement gap" • How? • Inexperienced corps members in the place of career teachers

15. Disclaimer • Speaking from my experience • Not targeting individuals • TFA is a systemic problem

16. Institute • 5 week training course for corps members • "Work hard, get smart!" • Achievement gap and locus of control • Boot camp environment - unsustainable

17. In the Classroom • Lack of community awareness • Diversity sessions • Training in subject area

18. Reimagining TFA • Education supporters • Support teachers, not take their place • Use their energy positively

19. The Cost of TFA: Literally, Politically, and Professionally Dr. Heidi Oliver-O’Gilvie Center for Urban Education University of the District of Columbia

20. Revolving Doors…What’s the Purpose?

21. 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

22. 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)

23. 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

24. Graduates of Urban Schools

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

26. Implications for Stakeholders

27. 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

28. 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

29. 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

30. Suggestions, Solutions, Solidarity • Structure TFA and alternate route programs as induction models EX: National Child Resource Center (NCRC) • Extend clinical field placements for all programs EX: UDC • RE-professionalize teaching as a career EX: Deskilling of teachers 4. Prioritize urban, public school students as the most deserving of the best-prepared teachers!