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66
2
2
2
Class Action
What Clinton's national service program
could learn from Teach for America
by Jonathan Schorr
F
or a guy who isn't known for making short
Wendy Kopp (with whom Clinton met during
speeches. President Clinton can pack a lot
his Rutgers visit) and kicked off in 1990. TFA
into a few words. In the State of the Union
sends college graduates to teach for two years
address in January. at Rutgers University in
in understaffed schools. As Clinton looks for a
March. and again in New Orleans on the 100th
model of a crash course for teachers. TFA's
day of his administration. Clinton boldly pledged
eight-week program is an obvious choice. and
to include the nation's public schools in his na-
TFA in fact has submitted a proposal to the
tional service program. The plan. something of a
president's Commission on National and Com-
G.I. Bill for the MTV generation. promises col-
munity Service. But my own rocky experience
lege grants and loans for young people, "and
in TFA's first corps of teachers tells me-and
some who aren't so young," willing. among other
ought to tell the president's planners-that a
things. "to serve in our schools as teachers or tu-
quick course and a year in the classroom with-
tors in reading and mathematics."
out the support to make that vear successful is a
The idea, like Boston's community service-
waste of the enormous potential of a young, en-
oriented City Year and the Peace Corps in the
ergetic teaching force. Unless teachers are
sixties, is exciting. but it's not as simple as it
smartly selected. trained. and supervised. little
sounds. Perhaps college students and recent
of use will be accomplished except the sooth-
graduates could easily serve as tutors and
ing of New Democratic consciences.
asservive work by
teachers' aides. but Clinton's plan calls for
some to work as full-time teachers as well.
25, we'll never
Overall. the president is asking for one or two
Training wreck
jel the
years of service: most teacher recruits would
was " couning
presumably spend most or all of that time
In many ways. I'm typical of the surprisingly
do need to set
teaching. And while it takes five years to quali-
large number of applicants who went after TFA's
fy to teach in most states, Clinton proposes
first 500 slots three years ago. One of a score of
TFAers selected from over 100 Yale seniors who
FT, TFA +
sending those national service recruits into the
classroom with just eight weeks of training.
applied. I had had the best education money can
OE into the same
That may be long enough to train neighborhood
buy. After nine years at Washington's Sidwell
00- -+ the
clean-up workers or even police auxiliaries. but
Friends School. which the president's daughter
is it enough for teachers?
has made famous. and four years at Yale. I could
come time if we
Teach For America (TFA), the recent private
have counted on my fingers the number of times
sent 1. get He.,
reincarnation of the sixties Teacher Corps. says
I had been inside a public school. And despite
one is 1994!!
yes. Developed by Princeton undergraduate
volunteer tutoring in the City Lights school for
emotionally disturbed and delinquent children in
10 is
Jonathan Schorr is in his third year of teaching English. history.
Washington and in the New Haven Juvenile De-
and journalism at Pasadena High School. He recently earned his
California teaching credential.
tention Center. I had never given serious thought
oth an exciting
et sobering
24 The Washington Monthly/June 1993
sticle. Peshys
smother School
agree 100%
wold be invited
to see U) -
to teaching. Yet, a month after I graduated from
summer's training, though their value depended
college, I found myself at Manual Arts High
entirely on the talent of the mentor. Luckily, my
School in South Central Los Angeles as part of
mentor was a gifted, award-winning social stud-
the TFA Summer Institute.
ies teacher from New York City. He engaged
The eight weeks of TFA training were a jum-
each of us personally. Often he untangled our
ble. Summer school practice teaching in the
classroom problems on grading, discipline. or
morning was followed by a mix of classes, semi-
getting across a complicated concept. He watched
nars, and discussions in the afternoon at the TFA
each of us teach, offered support and criticism,
Institute at the University of Southern California.
and occasionally presented a lesson of his own as
As is so commonly-and problematically-the
a model. Typical of the way he nudged us along
case. our student teaching roles in the classrooms
was the journal he required me to keep. In one
varied widely. Many TFA student teachers were
frustrated entry, I listed some of the things my
consigned to the back of the room. observing the
students didn't know, including the number of
"master" teacher at work and occasionally mak-
justices on the Supreme Court (guesses were 28.
ing cameos before the class. Other so-called
36. and 2). Nor could they think of a significant
"mentors" dropped the full load of planning,
event that happened between 1925 and 1945. "I
teaching. and grading on the TFA neophyte.
think the class is bored," I wrote. "I need to inject
sometimes even leaving the student teacher alone
excitement and creativity." In a typed response.
in the room. My experience was somewhere in
my mentor sympathized. recalled similar experi-
the middle: I taught one two-hour class solo and
ences in his own work. suggested articles to read,
observed another. Due to an oddity of the sched-
and consoled: "Your advice to yourself is right on
ule. I ended up with an English class with four
target.
You are your own worst critic. Not
students in it. Grading was a breeze. but planning
such a bad thing!" He was right.
lessons was not, and I was up far too late every
night. Quickly, I developed a pragmatic approach
to my classes. I tried to figure out what would
Talking ed
get me through the next day, not what would
Soon. however. the student teaching. semi-
make me a better teacher.
nars. mentor groups. motivational meetings. and
The afternoon's TFA Institute classes ran the
bad USC chicken were over. I cleared out my
gamut: classroom management seminars. meth-
dorm room and found an apartment in Pasadena.
ods of teaching particular subjects. prep courses
A week later, while I was still sleeping on sofa
for the many standardized tests we faced. lectures
pillows spread out on the floor, I showed up for
introducing us to the law. history, and theory sur-
my first day of work at Pasadena High School.
rounding education. and discussions of multicul-
Pasadena. to anyone outside southern California.
tural and bilingual education. Some of what we
is the sunny home of the Rose Parade. the Super
learned. especially classroom management and
Bowl. and Cal Tech-not as tough as L.A. or
routines. was useful. But much of it-the funda-
New York City. But Pasadena has its inner city,
mentals and general theory of education-had lit-
too, plus enough private schools (they outnum-
tle relevance to our daily work. (If anything, theo-
ber public schools two to one) to drain off near-
retical training ought to be specific to the subject
ly all of the city's affluent families.
a given teacher is slated to teach.) All of it would
The first hurdle, which took me months to clear,
have worked better if we had had the guidance of
was simply writing daily lesson plans. This is one
a strong mentor once we were in the classroom
of the hardest points to make to non-teachers. Be-
full time, perhaps with a reduced load the first
cause the classroom is such a familiar and uncom-
year and then a second year at full speed.
plicated place for most people, it's hard to see that
In fact. the frequent TFA small-group meetings
developing and executing a good curriculum is
with a mentor teacher were the best part of that
about as simple as composing and performing a
June 1993/The Washington Monthly 25
good symphony. For the first few months, my dou-
ents suggested slugging her in the mouth if she
ble-period teaching blocks-I taught two 9th grade
talked back. I was unready for the illiterate stu-
English and social studies classes and one senior
dent who, after sitting mute at the back of my
literature class-yawned open as terrifying blocks
classroom for months, dropped out to take a job
of unplanned time. I was advised to keep my 9th
fixing cars for the school district. I struggled
graders on their toes by switching activities every
desperately to improve the situation-games.
10 or 20 minutes-meaning at least five different
conferences, calls home, pleading and threaten-
activities for each class. And worse still, no two of
ing, everything but juggling and standing on my
the five-and-a-half classes I taught each day were
head-but positions were fixed. trenches dug for
the same.
a battle that was to last all year.
Moreover, in the hazing that is typical at every
As bad as it was for me, it was worse for the
school (and, of course, in many professions), I as
students. The 9th grade is the most important
the new teacher was given one of the school's
year for an at-risk student. Many of mine, unable
toughest 9th grade classes, which was filled with
even to visualize passing, took long steps on the
"social who had not
path toward dropping out. For others who were
passed the 8th grade but were simply moved
more motivated and academically able. the con-
along with their classmates. And there were
trol battle in my classroom wasted their time. I
learning-disabled students (reading at 3rd and 5th
clearly remember Chris. an able and kind student
grade levels), severe behavior problems, students
who would have been in private school but for
who spoke little English, petty (and not-so-petty)
his father's desire to see him learn to relate with
criminals, and so on. No one who has taught in an
"all kinds of people"-perhaps. his mother ad-
urban public school will be surprised by this
mitted. at the expense of his education. Day after
litany; it's utterly typical. Giving the least experi-
day, he sat silently at the back of the room. ask-
enced teachers the toughest classes to teach is a
ing me with his eyes why I couldn't control the
stupid combination, even for the most eager of
class and teach him a bit more.
young teachers. I had thought I was ready. I was
knowledgeable and excited. My lessons were
Class war
good, designed to demand meaningful thought
and hard work. Though I would not have admit-
Two years later. however. things are incompa-
ted it at the time, I, perhaps like most TFAers,
rably better. I regard myself as competent: many
harbored dreams of liberating my students from
of my superiors call me an exemplary young
public school mediocrity and offering them as
teacher, and I love my work. Indeed. I chose to
good an education as I had received.
stay on past the two years I promised TFA and
But I was not ready. The morning 9th-grade
complete my teaching credential. But my first
class was a rough mix. Mario, who had already
year merits careful examination. especially as it
been to jail-for truancy-took a pair of bolt cut-
seems to have been fairly typical for TFAers. (I
ters into the school bicycle cage and tried to steal
had it easy compared to my TFA-trained col-
a bike as I watched. Luther, a 15-year-old father-
league who had her bulletin board burned down
to-be. was so stoned once that he asked to be ex-
and her car stolen by her students.) I was not a
cused to go to a doctor's appointment scheduled
successful teacher, and the loss to the students
two weeks earlier. Gina, whose mother refused to
was real and large. If we're going to encourage
allow her to take medication for her hyperactivity,
short stavs in teaching. it becomes especially
cursed and yelled when I asked her to sit and be
important to enable teachers to hit the ground
quiet. Ernie, a born entertainer turned gang mem-
running. So what would have prepared me for
ber, never turned in any work, but had an uncan-
that first year?
ny talent for mimicking me, which he did con-
An apprenticeship. Pilots learn to fly and
stantly: "Unacceptable! Unacceptable!"
surgeons to operate with a master by their side.
Boredom and frustration set in, intensified by
Who's to say the work of a teacher is less compli-
the first set of grades, more than 80 percent of
cated? More training before I entered the class-
which were Fs in one class. I lacked the skills to
room would have done little because didn't
"manage" the behavior of a student whose par-
know how to understand what I was being told.
26 The Washington Monthly/June 1993
just as exhortations to "keep your balance" mean
other crafts, requires slowly building responsi-
little to someone who has never ridden a bicycle.
bility. The initial instruction in methods. history,
My needs were clear: instruction in how to teach
and regulations should be kept short-eight
my specific subjects; a chance to ask questions
weeks is probably the right length-since little
about lesson plans and about how to deal with
can be learned without hands-on practice. De-
difficult students; someone to push me to think
fenders of the current model argue that student
about and critique my own work; and time. al-
teaching is already a form of apprenticeship.
ways a teacher's most precious commodity.
Perhaps so-in the few cases where the mentor
The national service program could offer a
teacher commits the same energy to teaching the
bold new model for training teachers correctly,
young teacher as she would to teaching her stu-
even within the confines of a one- or two-year
dents. The structure is not the problem: execu-
commitment. The first step is recruitment. Candi-
tion is. Most student teachers report either
dates must be screened rigorously for both their
watching as the master teacher teaches. or being
ability to communicate and their seriousness.
left to teach on their own and occasionally get-
Once the recruits have been selected. they must
ting a few pointers (if the master teacher is even
be trained more effectively than TFAers are now.
in the room). Neither is adequate. Expectations
Clearly, traditional teacher education does not
must be placed on the master teacher: the master
hold the answers, regardless of time constraints.
teacher also must be selected carefully. More-
The courses I took at three different colleges
over. rewards-both in money and in compen-
over the two years I pursued my California
satorv time-must reflect the importance of the
teaching credential proved that to me. (Califor-
mentor's task.
nia, like many other states, has responded to its
Reflection-and-critique sessions. probably
teacher shortage by issuing emergency teaching
best done in a group of young teachers with two
credentials, renewable as long as the teacher is
or three experienced leaders, could easily be
taking education courses.) I began at Cal State
made a requirement of the Clinton program.
University. Just one of many frustrations was
Learning to teach cannot be seen as a small
being told I was unfit to teach the subjects I had
commitment, relegated to evenings when the
studied in college. Although I had earned Dis-
workday is done. Instead. the first-year teacher's
tinction in sociology at Yale and had taken sev-
workday might include only half a day or so of
eral courses in history and psychology, Cal State
teaching-at least, one or two hours a day
declared that I would need 14 more courses be-
should be free for this work-so that training
fore I could teach social studies. I was pro-
and reflection will not compete for time with
nounced similarly unqualified in English. in
preparation. Yes, this will cost money. It's worth
which I had done extensive coursework as well.
it. And it may be reasonable to demand a time
What passed for a "lesson" in these education
commitment-say two years instead of
classes was often nothing more than passing out a
one-from the teacher in return for the invest-
reading and then reshuffling "cooperative" groups
ment. Such an idea IS not unprecedented; in re-
to discuss it while the instructor sat at a desk. Or
turn for two years of mentoring, the nascent
we might watch a sample lesson prepared by a
Teachers For Chicago demands a four-vear com-
student who had never taught a class. Spending
mitment to teaching.
three or four hours at this after a day of teaching,
TFA offers good evidence to counter my gen-
when I could have been working on the five
eration's reputation of apathy toward public ser-
lessons I had to prepare each day, nearly drove me
vice. There is much to work with here. The cur-
mad. The last straw came at the beginning of my
rent spotlight on service, and the creative
second quarter, after a brutal round of budget cuts,
thinking going into it, is an important step to-
when one associate dean advised me resignedly,
ward recognizing all the problems in education.
"Don't worry about the subject matter. Just take
Most important, we cannot allow a generation of
whatever you can get into."
students to be guinea pigs for poorly trained
After two years of so-called teacher educa-
teachers from either traditional or newtangjed
tion, I can say that virtually nothing of what I
schools of education. As President Clinton
know came from those classes. Teaching like
might say, we don't have a child to waste.
June 1993/The Washington Monthly 27
POLITICAL BOOKNOTES
A City Year: On the Streets and in
"season of service." and has created a
small teams on projects like building
the Neighborhoods with Twelve
White House Office of National
playgrounds, restoring housing.
Young Community Service
Service to turn that promise into a
tutoring children. or assisting the
Volunteers
reality.
elderly. City Year participants earn
Suzanne Goldsmith
Into this congenial climate comes
$100 per week. and if they stay an
The New Press. $22.95
Suzanne Goldsmith's firsthand
entire nine months, they receive
account of nine months with City
$5,000 for college or job training. To
By Daniel H. Pink
Year. the highly regarded Boston-
write her book, Goldsmith labored
based project that's a prototype for
alongside a City Year team and
National service. once a flaky idea
the national service programs Clinton
talked at length with its members.
peddled only by The Washington
envisions. The brainchild of Alan
She began her City Year on a team
Monthly and a few cranky neoliberals.
Khazei and Michael Brown, whose
that demonstrated one of the pro-
has hit the big time.
Harvard law degrees did not quash
gram's greatest strengths: diversity.
Bill Clinton says national service
their entrepreneurial instincts. City
(At the risk of being labeled a bean
will be a defining idea of his presiden-
Year is a privately funded service
counter, I note that her team had six
cy. He has promised to usher in a
corps in which young people work in
women. six men, two Latinos, four
African-Americans, two Asian-
Americans. three middle-class whites.
When Death is Preferable To Life
a few college students. and a man on
probation.) The crew was officially
known as the Reebok Team, after the
Someone you love is dying. She is incontinent, racked with
Massachusetts footwear company
pain, unable to drink, eat or even care. Medical technology
which supplied part of the uniform all
City Year corps members must wear.
works overtime, even when the body can't go on. The
The Reebok Team's first projects
grieving family looks to medical professionals for answers
were worthwhile. Team members
that may never come. Sad scenarios like this are played out
excavated a weed-choked garden and
playground complex in a beleaguered
every day all over the United States.
south Boston neighborhood. repainted
a playground in Roxbury. and did
New directions in social legislation are often the result of
chores for the elderly in a
leadership from the public at large. Hemlock is the leader-
Charlestown public housing project.
Then it was on to a state hospital to
ship group in the Death With Dignity movement.
repair a greenhouse.
But difficulties quickly arise. Most
You can learn more about Hemlock. There is a Hemlock
tragically. one corps member is shot
and killed one night as he walks
chapter near you. Write or call today. Ask for Introductory
home. And while some corps mem-
Packet F.
bers hurl themselves into their work.
others do little but complain loudly.
Good
THE HEMLOCK SOCIETY U.S.A.
Absenteeism and lateness are chronic.
Life
Several corps members often disap-
Good
P.O. Box 11830
Death
pear for the afternoon or spend work
Eugene, Oregon 97440
days chatting on the phone.
TEL: 800/247-7421
What makes the shirking and skipping
hard to understand is that the Reebok
Team doesn't work that much anyway.
58 The Washington Monthly/September 1993
For example, one of the group's
they're accomplishing in the commu-
And that is precisely why we need
projects was to organize a
nities that are supposedly being
national service. Our country has a
Community Clean-Up Day in the
served.
screaming set of needs that neither
Boston neighborhood of Chelsea.
Her epilogue, written two years
the private sector nor the government
But during this seven-week venture,
after her City Year ends, is especial-
is meeting-dangerous streets, abom-
the Reebok Team found itself, alas,
ly revealing. We learn that Reebok
inable public schools, inadequate
with loads of "downtime." Not to
team- mates, Amy and Jackie, are in
health care. Conditions like these
worry, though.
college, that Richie has been arrest-
produce kids with troubles. Yet the
"There is a benefit to this down-
ed, and that Brendan believes City
solution to their troubles is not a
time," Goldsmith writes. "It gives us
Year improved his self-image. But
nine-month stint in City Year but a
a chance to relax together and get
the 30-page section doesn't say any-
focused assault on the conditions
used to one another as friends rather
thing about the condition of the
themselves.
than teammates. Thursday after-
places where the team worked. Has
City Year is a good program, and its
noons have been set aside for social
the Chelsea Clean-Up Day been
creators and participants ought to be
activities-the team calls it "Team
repeated? Have the kids at the
commended for their innovation and
Bonding day.' We go bowling. We
Blackstone School become better
pluck. And as long as the programs are
go boating on Jamaica Pond. One
readers because of City Year tutor-
open to criticism and evaluation, prob-
Thursday we go together at
ing? Have drugs and gangs returned
lems like the ones Goldsmith some-
lunchtime to Faneuil Hall, a popular
to the playground and garden the
times inadvertently points out can be
open-air market. and the women on
Reebok Team cleaned?
solved.
the team spend an hour browsing
We don't know; Goldsmith doesn't
If we go that route and focus on the
together at a lingerie store."
tell us. The result is a cloudy view of
volunteers and on the substance of
Goldsmith adds. "Team members are
service because true service is about
their work. Clinton's "season of ser-
rarely absent on team bonding days."
doing a job, solving a problem,
vice" might achieve its most spectacu-
No wonder. It sounds like a hoot,
improving a life. Its primary focus is
lar result. It might be followed by a
but it doesn't sound much like nation-
the served. not the servers.
season of solutions.
al service. Also troubling is the
Clinton has himself fallen into this
Daniel H. Pink is a Washington writer.
amount of work time devoted to
trap. In a March speech on national
show. Each morning, City Year teams
service, he mentioned Stephen Spalos,
participate in group calisthenics at a
a 23-year-old City Year team leader.
major Boston subway stop, an exer-
"Last year, when I visited his project,"
American Health Care
cise that seems geared less to physi-
Clinton said, "he literally took his
cal fitness and more to public rela-
sweatshirt off his back and gave it
tions. One week goes to rehearsing a
back to me so that I would never for-
Power and
"recruitment blitz," complete with rap
get the kids at City Year. And I still
songs and skits. for the next year's
wear it when I go jogging, always
Illness
program.
remembering what they're doing in
The Failure and Future of
At times in this account, City Year
Boston to help those kids."
seems more like an advertisement for
Unlike John Kennedy, his political
American Health Policy
hero, Clinton begins with the wrong
DANIEL M. FOX
national service than national service
itself. At other times, the only real
question. We must ask not what
Fox offers a forceful argument
advertisement I could think of violat-
national service can do for its partici-
for fundamental change in na
ed the jurisdictional boundaries of
pants, but what its participants can do
tional health care priorities. He
sneaker marketing. I often wanted to
for their neighbors and neighborhoods.
shows how ideas about illness
shout. "Reebok Team, just do it."
True, many Reebok Team members
and health care, as well as the
Every Friday, for instance, is
come from troubled backgrounds. We
"Enrichment Day"; instead of digging
learn that about half the team drops
power of special interest groups,
or tutoring, corps members attend
out. Charles returns to jail. Richie
have shaped the way in which
workshops and take field trips. In
essentially drinks himself out of the
Americans have treated illness,
January, as at many private Eastern
program, and then is accused of bur-
and he suggests ways to solve
colleges, the Reebok Team has an
glarizing one of his teammates.
the increasing problem of
"intercession," which is soon fol-
Several team members sell drugs.
chronic illness without increas-
lowed by a five-day "midyear retreat"
But if the overriding goal of enlist-
at Camp Grotonwood.
ing volunteers in national service
ing the already high cost of
These activities raise fundamental
programs like City Year is to rescue
health care.
concerns about the book and about
troubled volunteers, then we are
$20.00 cloth, illustrated, at book-
City Year itself. Goldsmith shines her
being foolhardy. Many of these kids
stores or order 1-800-822-6657.
attention almost entirely on the partic-
come to the program with nearly two
UNIVERSITY OF
ipants. She appears more concerned
decades of pain and heartache that a
CALIFORNIA PRESS
with what the corps member are get-
single year-not even a City
ting out of the program than what
Year-can erase.
September 1993/The Washington Monthly 59
the thickness of the polar cap In Colijun
radar scans from an orbiting satellite. The stuu
itsen
were designed, among other things, to monitor
changes possibly related to global warming.
ers busy despire
Traveling as passengers on the attack subma-
nuclear submarine Ile
rine USS Pargo, the scientists were the first to
Most of all, of course, scienta
conduct nonclassified work on such a vessel. They
search mobility heretofore out of reach
were spared arduous conditions on the surface
the intense security regulations that have
that would have detracted from their work.
erned nuclear submarines. That expanded hor.
Some discussion has already taken place about
is well worth exploring.
Bosba Globa, 9/28/93
Building on YouthBuild
A program to train young people for construc-
hoods - also YouthBuild's mission - and if thou-
tion jobs is threatened by a severe cutback in fed-
sands of young people could be trained for worth-
eral funding. Congress would do well to continue
while work in the process, so much the better. Sen.
its support so YouthBuild can continue to expand
John Kerry deserves credit for pushing the fund-
across the country.
ing through the Senate last year.
The program, which began in Harlem 15 years
ago, has spread to 15 cities, including Boston, and
The extra money allowed YouthBuild to begin
has provided training for 2,500 young people.
planning an expansion to 100 more cities, all of
"These are the people we have to reach," said La-
them in need of construction work and job train-
bor Secretary Robert Reich when he visited the
ing. But this year, after the House approved a $44
program's Boston office.
million appropriation, the Senate cut it sharply on
Reich noted that while US business spends $30
the grounds that YouthBuild should compete with
billion on job training, most of it goes to those in
other programs for the limited funds allotted to
President Clinton's National Service Trust.
white-collar jobs, a far cry from the poor young
people YouthBuild attracts.
YouthBuild has a tighter focus than many of
For most of its history, YouthBuild has scraped
the programs that will be part of the national ser-
by on a combination of funds from private groups
vice initiative. While it may qualify for some of this
and local governments. Last year, heartened by its
money, its main source of federal support ought to
success, Congress agreed to give the YouthBuild
be HUD, whose mission it neatly complements.
groups $40 million as part of the budget of the
When the bill comes befo a House-Senate con-
Department of Hous ng and Urban Development.
ference this week, House members should make
HUD was set " tn rahnil 111.1-
Heighbor-
the case strongly for full fundir g
TEACH FOR AMERICA
corps members go above and beyond
Teach For America corps members go above and beyond the
Juan Pantoja, a 1990 graduate of
call of duty. In addition to daily teaching responsibilities, corps
Princeton University, teaches a
members assume leadership roles in school administration by
bilingual fifth-grade class in South
acting as department heads and serving on school committees.
Central Los Angeles. Juan deferred
Furthermore, corps members demonstrate incredible
Harvard Law School for two years
commitment to the intellectual and social growth of their
to join Teach For America.
students.
Last year, he wrote to Harvard
Teresa Gonsalvez, a 1990 graduate of Clairemont-McKenna College,
explaining that he wouldn't be
coaches the after school debate team at a middle school in New York City.
going to law school; he had decided
Last year, Teresa took six students to Los Angeles for a debate and
to teach for a third year.
cultural exchange just one week after the LA riots. Her students also
reached the semi-finals of the city-wide debate competition. This year,
Teresa is taking four of her debate students to Los Angeles again, and two
to West Sussex, England.
Craig Daniel, a 1991 graduate of Emory University, and Tanya Friedman, a 1991 graduate of Wesleyan University,
have arranged to travel with their sixth and seventh graders to Washington, DC from May 14-19. The field trip
includes visits to Congress, the Supreme Court, FBI headquarters, and the White House. The children are responsible
for raising one third the cost of the trip, with the rest of the money coming from a grant awarded by Aetna Insurance.
Laurie Lowenthal, who graduated from SUNY-Binghamton in 1992, is teaching high school English in rural Georgia.
Laurie is also coaching football, and making headlines for being the school's first female coach.
Jon Raj, 1991 corps member from the University of Massachusetts at Amherst, coached his high school history class in
the "Odyssey of the Mind," a world-wide academic competition. Although they were newcomers to the event, Jon's
team won first place in Houston, and went on to place fifth in the state.
Mike Fee, a 1991 graduate of Stanford University, initiated a voter registration
"They are wonderful -
drive with his journalism students. Mike combined lessons of demographics
superior to any new teacher
and polling as the class worked to register every 18 year old in the high school.
that I've had."
Karla Oakley, a 1991 graduate of Duke University, took 17 students from
Central High School in Mariana, Arkansas on a field trip to France as a means
Mirian Acosta-Sing, Principal,
Mott Hall School, New York, NY
of inspiring more students to undertake a foreign language. The students
visited sites which included Versailles, Mont St. Michel and the Loire Valley.
Monica Liang, a 1991 corps member teaching in New York City, and Karina Gaige, a 1991 Rio Grande Valley corps
member, have involved their high school classes in a pen-pal exchange over the last two years. Their students have
exchanged letters in English and in Spanish, and sent videotapes of their classrooms and schools. Monica and Karina
are both 1991 graduates of Oberlin College.
"We have a tough time getting top quality people. I have not seen one [Teach For America corps member]
yet whom I would not want teaching my son."
Frank R. Petruzielo, Superintendent, Houston Independent School District, Houston Chronicle, September 8, 1991
TEACH FOR AMERICA
DEMONSTRATED COST-EFFECTIVENESS AND PROGRAM IMPACT
Teach For America is a national teacher corps of talented, dedicated individuals who commit a
minimum of two years to teach in under-resourced urban and rural public schools. Since 1990, Teach
For America has inspired over 12,000 outstanding college graduates to compete for teaching positions
in some of this nation's most challenging schools. Teach For America has trained and placed almost
1,800 corps members in classrooms from South Central Los Angeles to the South Bronx in New York
City to rural areas in Louisiana and Texas.
Teach For America consistently attracts a diverse pool of extraordinary
candidates by recruiting actively at over 150 college campuses across
Julie Mikuta, a 1991
the nation. Teach For America makes a special effort to attract math,
science and foreign language majors as well as bilingual individuals.
Georgetown University
graduate, teaches 9th grade
More than 3,600 candidates applied to be part of the 1993 Teach For
Science in New Orleans.
America corps through day-long interview sessions across the country
and 686 applicants (19%) were selected to become part of the 1993
She is a 1993 Rhodes
corps.
Scholarship recipient and plans
Teach For America provides corps members with an intensive two-year
to attend Oxford University
program including the pre-service training Institute and ongoing
after completing her
professional development.
Teach For America
Corps members are assigned to school districts according to their
commitment this spring.
academic backgrounds, personal preferences and district requirements.
Public school districts hire corps members at first-year salaries.
Whether corps members continue in teaching or move into other fields, they are dramatically impacted by their
experience. A full 60% of Teach For America's corps members who completed their two-year commitments in
June, 1992, have remained in teaching.
Program Costs per Teach For America Corps Member
Annual Cost per Participant:
Teach For America vs.
Teach For America spends $5,000 per year on each corps
Federally-funded Programs
member which leverages an average $25,000 annual teaching
salary paid by local school districts.
Program
Annual Cost per Participant (1992)
Recruitment & Selection
$1,200
Pre-Service Institute
4,600
Teach For America
$5,000
Ongoing Support & Professional Development
2,800
Federal Prison
$20,000
Administrative Overhead
1,400
First-term Enlisted Soldier
$41,000
Total (for two years)
$10,000
(Source: Report of the Commission on National and Community
Service, January 1993)
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
Application Checklist:
I
I Paper-clipped stack containing pages 4-9 of the original application
and personal data sheet
I Stapled stack containing a photocopy of the application
and personal data sheet
I Two official transcripts from each university attended, including
study abroad and summer courses
I
]
Three reference forms, photocopied and sealed in signed
envelopes
I
I
Stamped. addressed response postcard
TEACH FOR AMERICA
Application
1993
APPLICATION DEADLINES
January 15, 1993 - First deadline
Guaranteed interview
March 1, 1993 - Final deadline
Interview subject to availability
Mailing Address:
Teach For America
P.O. Box 5114
New York, NY 10185-5114
1-800-832-1230
FROM : TEACH FOR AMERICA DC
PHONE NO. : 202 737 3972
P01
Fax Transmission Sheet
TEACH FOR AMERICA
Washington, DC
655 1 5th St., N.W. Atrium Level
Washington, DC 20005
(202)737-3122 Main Line
(202)737-2731 Recruiter Line
(202)737-3972 Fax Line
From: Jim Many
Regional/Dinetor
To: Robert Dordon
Fax #: 973-1475
Note: I hope this is helpful please call
if you need anything be
This is page 1 of 16 page(s). Please call if there are any problems with transmission.
Teach For America is a national teacher
T
corps of talented, dedicated individu-
als who commit a minimum of two
years to teach in under-resourced urban
and rural public schools. Corps members
are united by the common beliefs that all
children can learn and that all children
TEACH FOR AMERICA
deserve an equal opportunity to a quality
education.
FROM : TEACH FOR AMERICA DC
Program
Teach For America recruits candidates
nationally, selects corps members through
an intensive application process, groups
Summary
them in placement sites across the country,
establishes local offices in these areas that
provide support services, and organizes an
extensive program of pre-service and ongo-
ing professional development.
Mailing Address:
P.O. Box 5114
PHONE NO. : 202 737 3972
New York, NY 10185
1221 Avenue of the Americas, 33rd Floor
New York, NY 10020
(212) 974-2456
October 1992
P02
History
Table of Contents
Teach For America was conceived in the fall of 1988 as a means to
1 History
inspire this nation's most talented college graduates to teach in its most
3 Vision & Mission
under-resourced public elementary and secondary schools. With the
conviction that education can be the solution to our nation's most press-
4 Program Overview
ing problems and that our schools and children demand the attention of
our brightest and most dedicated individuals, Wendy Kopp proposed
6 Recruitment & Selection
the creation of a national teacher corps in her senior thesis at Princeton
7 Assignment & Placement
University. The teacher corps would surround teaching with an aura of
selectivity, status and service, and it would make teaching accessible to
FROM TEACH FOR AMERICA DC
9 Professional Development
individuals without education degrees.
13 Local Offices
After submitting her thesis in April, 1989, Wendy condensed it into a
14 Outreach & Advocacy
thirty-page prospectus and sent it to the chief executive officers of a
number of large corporations. Mobil Corporation approved a grant of
16 Research & Evaluation
$26,000 the day after she graduated in June of 1989, and Union Carbide
18 1992 Corps Member Profile
donated office space in Manhattan. The following fall, a team of recent
college graduates began to like Teach For America from idea to reality.
21 The Organization
The team began by recruiting 100 "campus representatives" - student
23 Five-Year Plan
leade rs at each of 100 colleges and universities. The representatives
25 Funding
came together at Princeton in November of 1989 and began spreading
the word about Teach For America in January of 1990. They declared
27 Board of Advisors
February 10 "Teach For America Day" on each campus and organized
their fellow students to host fifth graders from a local public school for a
day of educational activities. Teach For America's selection process
began on February 14. By the end of April, 2,500 individuals had com-
PHONE NO. : 202 737 3972
pleted the essay application, sample teaching session, and personal
interview. Five hundred charter corps members (Corps '90) had matric-
ulated by the end of May.
The charter corps came together for the first time in Los Angeles in June
of 1990 for an eight-week pre-service training Institute. From there, they
travelled to New York City, Los Angeles, New Orleans, Baton Rouge,
rural North Carolina, and rural Georgia to assume teaching positions in
the fall of 1990. Local offices in each of those areas facilitated their tran-
sition and provided ongoing support.
Corps members recruited in subsequent years have undergone a more
extensive selection process. They also have the advantage of a much-strength-
ened pre-service Institute and expanded system of ongoing support and
I
P03
professional development. As of the fall of 1992, 8,600 individuals have
applied to Teach For America, and 1,800 of them have assumed posi-
Vision & Mission
tions in each of the already established placement sites and in Oakland,
Houston, Washington, DC, Baltimore, and rural areas in Texas,
Louisiana, and Arkansas.
Our Vision
Our vision is that one day all children in this nation will have an equal
Since the fall of 1989, Teach For America's national office has operated
opportunity to attain a quality education.
out of space provided by Morgan Stanley in New York City's
Rockefeller Center. Today, 45 full-time staff work in that office, while 45
full-time staff work out of 16 local offices. Together, they manage a
Our Mission
careful mechanism of recruitment, selection, placement, pre-service and
To recruit a group of our nation's most talented and dedicated individu-
ongoing professional development, and beginning teacher support.
als - who are passionate in the belief that all children deserve an equal
opportunity to a quality education and who have the potential to
Teach For America was incorporated as a tax-exempt, 501(c)(3) non-
become outstanding teachers - to make a two-year commitment to teach
FROM : TEACH FOR AMERICA DC
profit organization on October 6, 1989.
in our nation's most under-resourced public schools;
To place these corps members in those under-resourced schools which
will ensure that their experiences have a positive influence on their stu-
dents and on their own commitment to public education;
"[TFA's staff] has shown a willingness to come in and
meet the needs of the district head on. They're interested
To support and develop corps members in such a way that they fulfill
in working with us and finding out what our needs
their potential as outstanding teachers;
are. With the kind of support and intensity of the pro-
gram, [corps members] will be able to overcome some of
those difficulties that many first-year teachers face."
To build these individuals into a corps of education advocates who will
work throughout their lives - together and as individuals - to effect pos-
Cynthia Harris
itive social change;
Director of Teacher Recruitment, Cakland Schools
Oakland Montelarior 7/12/91
To inspire in America a greater commitment to ensuring equal educa-
tional opportunity for all children;
To elevate the image of teaching by showing college students and the
PHONE NO. : 202 737 3972
public at large that thousands of outstanding in dividuals compete to
enter the profession and find it challenging and rewarding; and
"Some of them are going to be stars, and all of them
To influence positively the recruitment, selection, support, development,
brought an enthusiasm and a motivation to the job that
and certification of all teachers by having a long-term, systemic impact
was really stirring to all of the staff."
on public school districts, states, universities, and other institutions
Josephine Schwindt
which impact public education.
Superintendent, District 27
Queens, New York
Teacher Magazine, September 1991
2
3
P04
Program Overview
which provides opportunities for live discussions and sharing of
resources.
Teach For America recruits candidates nationally, selects
In each placement site, Teach For America establishes local offices that
corps members through an intensive application process,
provide corps members with transitional help and ongoing direct sup-
groups them in placement sites across the country, estab-
port. Local offices also work with school districts, local universities, cor-
lishes local offices in these areas that provide support ser-
porations, foundations, community organizations, and states in a collab-
vices, and organizes an extensive program of pre-service
orative effort to effect systemwide changes in teacher recruitment, selec-
and ongoing professional development.
tion, placement, development, and cerification.
Teach For America recruits a diverse group of outstanding graduating
After their two-year commitment, corps members become part of an
seniors of all academic majors at over 150 colleges and universities, and
alumni network designed to facilitate their ongoing communication
we encourage anyone with a bachelor's degree to apply to the program.
with each other and involvement in the education system. Alumni pro-
FROM : TEACH FOR AMERICA DC
All applicants complete a written essay application, a sample teaching
grams include reunions and local alumni groups.
session, and two interviews. Recruiters recommend for acceptance
those applicants who demonstrate commitment, flexibility, maturity,
Teach For America seeks to use its resources and unique niche in
leadership, effective communication skills, and a respect for all children.
American society to inspire in America a greater commitment to public
education, and to elevate the image of teaching. Components of this
Individuals recommended for accéptance are carefully assigned to one
effort include: (1) an ongoing public relations campaign; (2) a series of
of Teach For America's placement sites based on their academic back-
public service announcements; (3) a coordinated effort to encourage
grounds, personal preferences, and district needs. Teach For America
corps members to speak and write about their experiences; and (4) stu-
currently places corps members in Baltimore, Houston, Los Angeles,
dent-run campus chapters designed to increase college students' aware-
New Orleans, New York City, Oakland, and Washington, DC, and in
ness of educational issues, and to inspire their involvement in K-12 pub-
rural areas in Arkansas, Georgia, Louisiana, North Carolina, and Texas.
lic education.
Districts in these areas, which traditionally experience shortages of qual-
ified, certified teachers, hire corps members as teachers at regular
Teach For America's research and evaluation effort guides internal pro-
salaries through existing alternative certification mechanisms.
gram development and provides information about the effectiveness of
Teach For America for its constituencies - public school districts, fun-
Teach For America expects corps members to assume full personal
ders, corps members, and potential candidates. The effort includes an
responsibility for developing themselves into teachers whose perfor-
external evaluation of program effectiveness, which involves a compari-
PHONE NO. 202 737 3972
mance consistently demonstrates defined standards. Corps members
son of the effec of corps members and a matched control group,
document their progress toward these standards in a portfolio.
and five survey instruments administered yearly to corps members,
Teach For America aids corps members in their development by provid-
their principals, and others who have provided guidance and superviso-
ing resources, guidance, and opportunities for sustained collaboration
ry support to corps members. A national advisory board oversees the
through mechanisms including: a 6 week pre-service Institute; a 1-2
effort. Evaluation results are disseminated through a quarterly newslet-
week orientation to the schools, school districts, and communities in
ter and longitudinal studies.
which they will be teaching; 2-4 regional conferences during each school
year; a one-week second summer program; direct technical assistance
Without programs like this, we are never going
from veteran teachers; on-site mentoring; small teams of corps members
to resolve pipeline issues related to attracting
who work together on curriculum development and other projects; local
the very best and brightest to our profession."
resource rooms of videos, books, computers, copy machines, and
directories to community resources; and a national computer network
Joseph Fernandez
New York City Schools Chancellor
5
P05
Recruitment & Selection
Assignment & Placement
Teach For America recruits outstanding graduating seniors who have
Teach For America groups corps members in urban and rural public
strong academic backgrounds and who are actively involved on their
school districts which traditionally experience shortages of qualified,
campuses. We make a special effort to recruit individuals for whom dis-
certified teachers. These districts have existing mechanisms to hire indi-
tricts express a particular need: those who are bilingual; those who
viduals who are not fully certified. Corps members are hired through
majored in math, science, and foreign languages; and people of color.
these mechanisms and work toward certification during their two-year
Anyone with a bachelor's degree can apply to the program.
commitment. Boards of Education hire corps members at regular first-
year teacher salaries ranging from $15,000 to $26,000.
Full-time recruiters visit student organizations, classes, and career ser-
vice offices on each of 150 college campuses to encourage students to
Placement sites are chosen based on the extent of their need and their
apply. Teach For America selects these target schools according to size,
willingness to support Teach For America and its corps members.
FROM : TEACH FOR AMERICA DC
selectivity, minority enrollment, and geographic distribution.
Teach For America's Placement Sites
Those who apply to the program complete a written essay application
which includes three written references; a sample teaching session
# of Corps Members
taught to other candidates on a topic of their choice; a personal inter-
view; and a group discussion. Recruiters recommend for acceptance
1990
1991
1992
those candidates who demonstrate the following characteristics:
Arkansas*
-
A high level of commitment, demonstrated through
8
22
Baltimore
I
I
excellence in academics, work experience, and
71
extracurricular activities
Middle Georgia
10
8
11
Houston
-
200
80
Flexibility
Los Angeles'
215
186
81
Southern Louisiana
Leadership
15
94
58
Greater New Orleans
45
96
57
Maturity
New York City ⁴
175
23
52
Effective communication skills
Eastern North Carolina
29
33
41
Oakland
PHONE NO. : 202 737 3972
-
36
48
A respect for all students
Rio Grande Valley, Texas
-
22
26
Washington, DC
-
I
19
TOTALS
489
706
566
"We were looking for people who would bring in new
concepts to the school; we were looking for fresh ideas.
That's what [our TFA corps member] has brought."
*=Mississippi Delta Region
t=Los Angeles placements are in Compton, Inglewood, Long Beach, Los
William Gutierrez
Angeles Unified, Lynwood, and Pasadena.
Principal, Rivera High School, TX
A=New York City placements are in Brooklyn, Queens, Upper Manhattan, and
Brownsville Herald, 10/1/91
the South Bronx.
6
7
P06
Upon acceptance, Teach For America corps members are tentatively
assigned to a placement site on the basis of their academic qualifica-
Professional Development
tions, personal preferences, and district needs and requirements. These
assignments stem from the projections districts make based on past
Teach For America expects corps members to assume full personal
experience and projected retirements, enrollment growth, and state and
responsibility for developing themselves into teachers whose perfor-
local budget allocations. Assignments are subject to change due to last-
mance consistently demonstrates defined standards. Corps members
minute budget cuts or changes in retirements or enrollments. Teach For
document their progress toward these standards in a portfolio. Teach
America finds alternative positions for corps members displaced for
For America aids corps members in their development by providing
these reasons.
resources, guidance, and opportunities for sustained collaboration
through a variety of mechanisms.
Tentative assignments become official placements once school district
officials offer corps members positions. Corps members interview with
Structure
school and district personnel throughout the summer and into the fall
FROM TEACH FOR AMERICA DC
and generally sign contracts in August or September. Local Teach For
The professional development model consists of national, regional, and
America staff organize this process, establish relationships with princi-
site-based programs. While all corps members participate in the same
pals who hire corps members and work to ensure that corps members
national programs, the structure and model of local and regional pro-
assume positions in supportive schools.
grams vary according to local needs and resources. What follows is a
general blueprint of the model:
National Pre-Service Institute
The 6 week pre-service Institute serves both as the final step in the selec-
tion process and as the first step in corps members' professional develop-
ment as teachers. The Institute charges corps members with the respon-
sibility to prepare themselves to enter the classroom, and it provides
them with the resources they need to begin acquiring the knowledge and
"They are wonderful- superior to any new teacher that I've had."
skills necessary to quality teaching. Corps members practice teach in Los
Angeles' public schools, and a faculty of veteran teachers, teacher educa-
Mirian Acosta-Sing
tors, and returning corps members coach and mentor corps members as
Principal, Mott Hall School
they work together in teams to develop plans and strategies for their first
Washington Heights, New York City
years in the classroom.
PHONE NO. : 202 737 3972
The New York Times, 6/26/91
Induction
Each local office hosts a 1-2 week Induction, which is designed to pro-
vide corps members with the opportunity to orient themselves to the
schools, school districts, and communities in which they will be working.
Corps members continue working together, with the guidance of veteran
teachers and returning corps members, to prepare for their first years as
teachers.
8
P07
Direct Technical Assistance from Teach For America "Support
National Computer Network
Directors"
Corps members are linked together nationally through America Online.
Teach For America employs veteran teachers to identify teaching posi-
Teach For America's private section of America OnLine offers: (a)
tions in schools where the principal is likely to be supportive of the
Resources: lesson plans, educational software, tests, handouts, class-
corps member and to help ensure that he or she has a positive experi-
room ideas; (b) Opportunities for Collaboration: live conferences with
ence. Support Directors provide corps members with direct technical
groups of up to 8-12 corps members and ongoing discussions through
assistance through classroom observations and one-on-one conferences.
message boards and electronic mail; and (c) Guidance: certain Teach For
America faculty are available online to provide guidance, and corps
On-Site Mentoring
members are encouraged to provide each other with feedback.
Wherever possible, Teach For America works with principals to ensure
Access to Local Resources
that corps members are paired with "mentor" teachers - veteran teach-
ers within their schools who can provide guidance and technical assis-
Regions provide a variety of resources to support corps members in
FROM : TEACH FOR AMERICA DC
tance. Teach For America also attempts to ensure that corps members
their professional development. These resources may include: work-
and mentors have release time that enables them to observe each other's
shops, print media and videos, books, directories to resources available
classrooms and have conferences with each other. In some schools, the
in the community, a computer, a copy machine, and access to America
Online.
mentor programs are formally established; in others, Teach For America
is able to identify experienced teachers who volunteer their guidance to
corps members.
University Coursework
Many corps members are required by the state or the district to take cer-
"Learning Teams"
tain university courses. Others who are not required to take courses
Corps members are encouraged to continue working together through-
may choose to do so.
out the school years, as they did during the Institute and Induction, on
Newsletters
projects directly related to their classroom experiences. Each local office
has its own mechanisms for bringing corps members together in the
Monthly regional newsletters and a quarterly national journal keep
spirit of collaboration.
corps members abreast of local and national Teach For America happen-
ings, and provide another vehicle for corps members to share hopes and
ideas.
House Conferences
Corps members are grouped into five regional "Houses" - Texas,
Louisiana, California, Mid-Atlantic, and Southern. Corps members of
Second Summer
PHONE NO. : 202 737 3972
these Houses come together for 2-3 weekends during each school year.
Corps members come together during the summer between their first
The purpose of these conferences is to:
and second years for a week of workshops and guided reflection. A
major component of Second Summer is a formal portfolio presentation,
build esprit-de-corps
sharing, and feedback.
provide workshops and resources needed to alleviate stress
and meet immediate classroom needs
Third Summer and Reunion
allow time for portfolio sharing
This 3-4 day conference serves as the final step in corps members' pro-
allow time for the guided development of personal profes-
fessional development and as the first step in corps members' activities
sional development plans
as alumni. A major component of Third Summer includes a final portfo-
lio presentation, sharing, and feedback.
11
10
P08
Portfolio
Local Offices
Corps members compile portfolios for two purposes: (1) to enable them
to chart their progress and to receive feedback and guidance throughout
their development as a teachers; and (2) to enable outside entities
Teach For America establishes local offices in each of its placement sites.
including schools, districts, or states to assess corps members' progress
These offices are responsible for placing corps members and for provid-
toward the outcome-based standards.
ing them with the ongoing professional development outlined in the
previous section; for generating support among corporations and foun-
The portfolio is meant to reveal what the corps member has done, who
dations, local media, and community organizations; and for working
the corps member is, and what the corps member knows. It should doc-
with districts, states, universities, and other educational organizations in
ument progress toward the outcome-based standards and may include
a collaborative effort to improve the ways that beginning teachers are
(a) evidence of a corps member's activities in preparation for teaching, in
recruited, selected, developed, and supported. A Regional Director
the classroom, and in pursuit of professional development; and (b) self-
leads each office in the pursuit of these goals.
FROM : TEACH FOR AMERICA DC
assessments of these activities.
Local offices generally operate under the guidance of an advisory group
Assessment
of community leaders and of a "Corps Member Advisory Council."
At the Institute, Teach For America faculty are responsible for determin-
ing whether corps members may assume teaching positions through
Teach For America. They make these judgements based on the corps
members' practice teaching, participation in group meetings, and
progress as documented through the portfolio. Following the Institute,
Teach For America faculty evaluate corps members on the basis of their
New York Qty
portfolios, and principals evaluate their performance in the classroom.
The feedback of mentors and Support Directors is non-evaluative.
Baltimore, MD
Oakland, CA
Washington, DC
Helena, AR
Raleign, NC
Los Augeles, CA
(Mississippi Delta)
Atlanta
PHONE NO. 202 737 3972
Milledgeville, GA
"We have a tough time getting top quality people.. I have not seen one
[TFA corps member] yet whom I would not want teaching my son."
Houston, TX
Frank R. Petruzielo
New Orleans'
Superintendent, Houston Independent School District
Edinburg, TX Baton Rouge, LA
Houston Chronicle, 9/8/91
12
60d
13
Outreach & Advocacy
America a greater commitment to equal educational opportunity.
Through media attention, which includes a series of public service
announcements, we hope to change the American consciousnesss by
Teach For America's outreach and advocacy efforts encourages corps
showing the public that thousands of individuals compete to enter the
members to effect positive change in education by building a corps of
profession and find it incredibly challenging and rewarding, and by
education advocates, inspiring in America a greater commitment to
helping corps members speak and write about their experiences as
ensuring equal educational opportunity for all children, and elevating
teachers in our nation's most under-resourced schools.
the image of teaching. Our outreach and advocacy efforts include the
following features:
Campus Chapters
Teach For America's campus chapters are founded and run by college
Reunions & Alumni Services
students for the purpose of inspiring college students to become
Teach For America seeks to facilitate ongoing communication between
involved in K-12 public education. With an eye to involving college stu-
FROM TEACH FOR AMERICA DC
corps member alumni and to inspire their ongoing involvement in the
dents who might not otherwise work in education, chapters seek to
education system. Annual reunions seek to spark in alumni a new
match resources of the university with the needs of one or more local
vision for how they can work together to create positive change in edu-
public schools. For example, a chapter which discovers that a local
cation. Additionally, Teach For America provides corps members with
school does not have a student newspaper might seek volunteers from
information on continuing their involvement in education; an annual
the college newspaper staff to help the students start and run their own
Alumni Directory; and access to an alumni field of the computer net-
newspaper.
work.
Local Alumni Groups
Local alumni groups exist wherever there is a critical mass of corps
members and a level of interest that would justify their existence.
Groups have frequent social get-togethers, regular planning and organi-
zational meetings, and submissions to the local newsletters and quarter-
ly journal. Alumni groups determine their own projects, which may
"I have no doubt that at least one of the 15 teachers we have will
include recruiting, providing services for current corps members, and
hold political office or be in a position of influence some day.
local service and advocacy projects.
Having spent two years in the classroom first can only help us."
Steven Wrenn
PHONE NO. 202 737 3972
Quarterly Journal
Superintendent, Halifax County Schools
This magazine provides members of the Teach For America community
Halifax, North Carolina
(corps members, corps member alumni, faculty, and staff) with a forum
Raleigh News and Observer, 11/29/91
for their viewpoints and updates on the developments at Teach For
America.
Forums on Education Reform
Local offices sponsor discussions on education reform for members of
the Teach For America community.
Public Relations and Advertising
The public relations arm of Teach For America works to institutionalize
the organization and program in the mind of the American public. In
the process, we aim to elevate the image of teaching and inspire in
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A National Advisory Panel assists Teach For America's research and
Research & Evaluation
evaluation efforts by providing guidance in the development of survey
instruments and interview protocol sheets, selection of external evalua-
tors, promotion of evaluation results to the general public and determi-
The goals of Teach For America's research and evaluation effort are
nation of ongoing activities. Members of the Panel, who may not sup-
twofold:
port every component of the program, include:
(1) To monitor, evaluate, and disseminate information about pro-
Emily Feistritzer, Director, National Center for Education Information
gram effectiveness to provide guidance for internal program
development; and
Martin Haberman, Professor of Education, University of Wisconsin,
Milwaukee
(2) To determine, document, and disseminate information about the
effectiveness of Teach For America for its constituencies - public
Nicholas Hobar, Senior Partner, Workforce 2000, Inc.
school districts, funders, corps members, and potential candi-
FROM TEACH FOR AMERICA DC
dates.
Leo Klagholz, Director, Division of Teacher Preparation &
Certification, New Jersey Department of Education
The purpose of the research and evaluation effort is to answer the fol-
lowing questions:
Richard Kunkel, Dean, College of Education, Auburn University
(a) Are corps members effective teachers? If so, in what ways?
Michael McKibbin, Consultant, Program Evaluation and Research
(b) How do corps members compare to their peers?
Jean Miller, Director, Interstate New Teacher Assessment & Support
(c) What contributions have corps members made to the schools,
Consortium, Council of Chief State School Officers
students, and communities they serve?
(d) How effective are Teach For America's components in accom-
Lee Shulman, Charles E. Ducommun Professor of Education, Stanford
plishing their stated objectives? (recruitment and selection,
University
assignment and placement, pre-service Institute, ongoing pro-
James R. Smith, Senior Vice President, National Board for
fessional development and support, outreach and advocacy)?
Professional Teaching Standards
(e) To what can corps member effectiveness be attributed?
(f) In what ways has Teach For America enhanced the teaching pro-
William Smith, Former U.S. Commissioner of Education, Former
fession?
Director of Federal Teacher Corps
(g) What impact has Teach For America had on other institutions?
Trish Stoddart, Assistant Professor, Graduate School of Education,
(h) How has Teach For America influenced the attitudes, career
University of Utah
PHONE NO. 202 737 3972
directions, and civic involvement of corps members?
William M. Wale, Director of Programs, Division of Professional
Teach For America is contracting with an external organization to con-
Development, Texas Education Agency
duct a study of program effectiveness. This evaluation will include a
longitudinal study of sample populations of corps members and will
compare their effectiveness to a matched control group.
Internally, Teach For America administers survey instruments to
address the aforementioned questions: a pre-service survey to corps
members entering the program; a post-Institute survey; a mid-year sur-
vey to corps members and to those who provide them with ongoing
professional development and support; a post-service survey to all
corps members who leave the program; and a post-service survey to
principals and others who worked closely with corps members.
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1992 Corps Member Profile
20 Colleges Most Attended
Univ. of CA Berkeley
18
Colby College
9
Yale University
14
Dartmouth College
9
Northwestern
13
Harvard University
9
Male
Univ. of Massachusetts
11
Univ. of N. Carolina
9
40.30%
Univ. of Wisconsin
11
SUNY Binghamton
8
Cornell University
10
Stanford University
8
Wellesley College
10
Univ. of Michigan
8
Female
Wesleyan University
10
Univ. of Chicago
8
59.70%
FROM : TEACH FOR AMERICA DC
Tufts University
10
Brown University
7
Boston College
9
Univ. of Pennsylvania 7
Gender
African-American
European-American
21.2%
Corps Member Average Age:
23.3
63.1%
Oldest Corps Member:
44
Youngest Corps Member:
21
Latino
6.1%
Top Ten Academic Majors
PHONE NO. : 202 737 3972
English
Asian-Americar
Psychology
7.3%
Political Science
Spanish
Other*
Biology
"Other
Native-American
2.3%
Mathematics
Middle Eastern
International Studies
Pacific Islander
General Science
(7/92)
History
Ethnicity
Sociology
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Charter Corps Test Results
The Organization
National Teachers Exam Core Battery Percentage Passing
With the goal of maintaining the spirit, responsiveness, and energy
Comparison Based on Highest Qualifying Score (660)
which have characterized our first three years, we hope to facilitate a
constant infusion of former corps members into staff and management
100
positions. Our organizational structure is designed to accommodate
90
TFA % Pass
this goal while ensuring institutional memory and program quality.
80
70
National % Pan
The structure can be graphically represented by a set of propellers - one
60
determines and executes the service strategy; the other determines and
50
executes the development strategy. The propellers revolve around a
40
horizontal axis which determines and executes the management strategy
FROM : TEACH FOR AMERICA DC
30
20
of the organization as a whole. A set of supports ensures that the pro-
10
pellers continue to operate.
0
Communication
General
Professional
Knowledge
Organizational Structure
Knowledge
Service
Development
Strategy
Strategy
Self-Reported Standardized Test Scores
PROPELLERS
Combined Average SAT scores: 1251
Education Majors in 1988 average SAT scores: 950
Comparison of TFA and National NTE Specialty Test Scores
Management
Strategy
Management
Execution
TFA Mean
800
SUPPORTS
PHONE NO. : 202 737 3972
700
National Mean
Finance
600
PR
R&E
500
Office
Development
Management
400
Execution
& Technology
Service Execution
Assignment &
Placement
300
CM Support
Outreech & Advocacy
PD
200
R&5
100
0
The Strategic Management Group determines Teach For America's man-
Education is
Biology and
English
Math
Chemistry,
Social
Spanish
agement strategy by making decisions relating to expansion, budgeting,
Electronicy
General
Language
Physics, and
Studies
Science
and
General
and organizational structure. The President chairs the Strategic
Literature
Science
Management Group. The Managing Director is in charge of overall
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ROBERT GORDON
300 Central Park West
New York, NY 10024
(212) 362-4059
EDUCATION
Harvard College. A.B. with honors in Social Studies expected. Currently on leave. Group I Dean's List,
all six semesters. GPA=3.85. John Harvard Scholarship, Harvard University Scholarship, Telluride
Association Scholarship, National Merit Scholarship. Advanced coursework in urban policy, political
theory and economics.
EXPERIENCE
Presidential Transition. Legislative Assistant. Develop National Service Trust Fund plan in
consultation with congressional experts, academic leaders and key service organizations. Revise and
edit several domestic policy presentations to President-Elect. (11/92-present)
Clinton/Gore '92. Writer and Domestic Policy Specialist. Working in the "war room" operation, wrote
press releases, talking points, position papers, direct mail, brochures and attack flyers. Co-edited and
contributed to Putting People First. Developed Clinton proposals on community development and
welfare reform. (5/92-11/92)
New York City Department of Finance. Executive Assistant to the Commissioner. As a Government
Scholar, helped produce property tax reform and waste reduction plans. (6/91-8/91)
Organization for Agricultural Development. Consultant. Developed promotional materials and
literature for program to aid small farmers in the Caribbean. (8/91-9/91)
Cambridge City Council. Research Assistant. Studied rent control statutes and delivered reform
proposal. (9/90-12/90)
National Federation of Community Development Credit Unions. Policy Analyst. Studied success
and failure among community groups and wrote report on redlining in Brooklyn, NY. (6/90-8/90)
Civics Education Project. Director. Created curriculum, trained teachers, and expanded 50 volunteer
program that uses role-playing to raise questions about civic responsibility in urban schools. Served
in cabinet of Phillips Brooks House, Harvard's public service organization. (12/90-5/92)
Committee for Housing Rights. Board Member. Through mailings, foundation applications,
fundraising events and free media, raised more than $40,000 to create a revolving fund that offers
homeless individuals loans to finance rents. (9/90-5/92)
The Harvard Crimson. Editor. Wrote editorials and news stories, developed staff positions, and helped
produce daily newspaper. (11/91-5/92)
Perspective: Harvard's Liberal Monthly. Senior Editor. Edited, produced and wrote for Harvard's
largest political journal. (11/90-12/91)
Dear Bruce,
I hope you can tell me what sort of job I could get in the administration before I decide
whether to return to school in the Spring.
I know that since I'm young and not an expert on anything, I will be pretty far down in the
scheme of things wherever I am. So I'd like to be in a neat place, working for smart people
who will give me real responsibility even though I'm sort of a kid. Bob was a dream here,
and Bill is not. And I'd like to stop sitting in front of my computer all the time and start
talking to people, playing politics and all that. (This note may prove that I can't write, once
and for all.)
Ideally, I'd be in the White House, working for you on most anything substantial, though
national service is a first choice. Of course I'd also work on service elsewhere, and maybe
on welfare and such, but an agency sounds like not the right place for me right now.
Other stuff: Money isn't much of an issue. The fact that I might leave in September
probably is for you. I need to talk to Bob. And I'm ready to be told that I've gotten too
big for my boots, or whatever the saying is. So fire away.
Thanks,
Robert