What’s the debate? That was the continual refrain at this week’s Hartford Board of Education meeting. The packed house at the Journalism and Media Magnet school had turned out for the vote to renew the district’s $650,000 contract with Teach for America (TFA). Teach for America has been operating with the Hartford Public Schools since the 2007-2008 school year.
TFA, which took in over $319 million in revenue last year, mobilized nearly its entire first- and second-year teaching staff for the meeting. Connecticut TFA, alongside the Office of Talent Management, gushed over the organization’s superior support network during the two year stint required of TFA members. In fact, in the first two years of a Hartford teacher’s career, TFA was on track to match or even beat “traditional” teachers remaining after two years in the district. What happened to TFA teachers after those initial two years was not discussed. With good reason, it turns out.
Currently, there are 3 remaining teachers from that original cohort of 22 TFA hires from 2007-2008. There are now 3 TFA teachers remaining from the 2008-2009 school year; that school year there were 39 TFA teachers hired by Hartford Public Schools. For the 2009-2010 school year, Hartford Public Schools hired 31 TFA teachers, and now there are 4 remaining from that cohort. Then in the 2010-2011 school year, 23 more TFA teachers were hired; there are 4 remaining. Finally, from the 31 TFA hires for the 2011-2012 school year only 13 remain. These numbers were provided by Office of Talent Management (OTM) and the Connecticut TFA. Even with this overwhelming proof of TFA’s transient, teach for awhile members, the majority-appointed Hartford Board of Education approved the 3-year contract by a vote of 6-2. But the data wasn’t the only thing ignored.
Every parent, resident, and community member spoke against the continuation of Hartford’s financial support of TFA. Again and again, community members demanded to know why, with so many financial issues in Hartford schools, more money would be spent on teachers who consistently do not remain in our city. Laundry lists of other, more pressing financial needs and issues were presented. Most damning of these demands was the Betances Early Reading Lab school which has no library. The majority-appointed board, with newly installed chairman Richard Wareing, attempted to mollify the crowd. Then Robert Cotto showed up.
Just Passing Through
Arriving late from teaching a class for pre-service teachers at Central Connecticut State University, Cotto challenged TFA on its finances, commitment to the cities it serves, but most of all, its role as a “band-aid reform” that is “continually ripped away.” Cotto refuted the argument that TFA represented an important strategy in “closing the achievement gap.” He also demanded to know why every young Hartford teacher did not get the support that TFA teachers received and what was the Office of Talent Management’s role in this discrepancy. Appointed-member and Hartford Public Library CEO Matt Poland was incensed by this “lashing out.” Poland apologized to OTM for Cotto’s questioning. He also took the opportunity to scold those “in opposition” to the TFA plan, even going so far as to ask OTM director Jennifer Allen why people were so upset by TFA. Cotto seemed unmoved by this detour and distraction. Elected member Michael Brescia then spoke up. Brescia asked Connecticut TFA director Nate Snow about the 5 weeks of training received by potential TFA teachers, “After 5 weeks of training you can get hired?!” The seemingly simple question delivered by octogenarian Brescia flummoxed Snow.
Every board member voting in favor of the TFA contract was confused by all the fuss, or in the case of Wareing and Poland, fuming over Cotto’s questioning the transfer of public money to a massive, private hiring firm like TFA. Cotto asked why when TFA already gets money from the feds, state and Hartford Foundation for Public Giving, they need more from Hartford Public Schools? The TFA contingent joyfully exited the Journalism and Media Magnet school following the successful vote. Three years ago when the previous TFA contract was up for renewal, there was little to no debate and the contract was approved unanimously.
During the public comment section of the meeting, students from Great Path and the Law & Government Academy at HPHS, spoke eloquently of their great TFA teachers. Every student spoke of her teacher’s passion, selflessness, and devotion. But it was clear from the comments that these students knew that their specific teacher wouldn’t remain in Hartford for long. Hartford students have seen TFA teachers come and go since 2007. As more and more Hartford students have had TFA teachers, they have begun to see teachers not as committed professionals, but as educational tourists. Here today, gone tomorrow.
Julian Vasquez Heilig
I guess often stated 60% retention claim by @TeachForAmerica doesn’t hold up in Hartford either— it’s 42% #realdata
Josh LaPorte
I’m sure lots of Teach for America teachers are of good quality; I share the concerns voiced about turnover. When I was a student in the Hartford Public School System in the 1980s and 90s, most of my teachers were nearing retirement age and had been teaching the same age groups at the same schools for decades. They all had their own styles, strengths, and weaknesses. But all knew how to teach and knew how to control a classroom. As a student, I had a strong sense of continuity, knowing what to expect from different teachers based on reputation. Teaching should be a profession, not a resume builder.
Mercedes
Interesting fun fact: TFA is the single largest employer of Harvard graduates. They select many excellent students, some who want to become career teachers, and some who go on to do other things after their two year stint is up. The problem is not the CorpsMembers (Although I do have questions about gender balance and minority recruitment strategies). I agree that TFA gets students, many of whom wouldn’t have otherwise thought about teaching into the classroom and grappling with educational inequality. TFA is recruiting leaders. When they look at applicants, they aren’t considering whether this person is likely to become a master teacher and commit to change in a community. They do try to look into a crystal ball to determine how likely is this person to become a principal, school superintendent, BOE member, the next Arne Duncan, or Pedro Segarra, or Barack Obama. In other words, how likely are they to become a decision maker, or to influence decision-makers who will continue to support policies favorable to TFA? TFA has done an excellent job calling attention to the fact that educational opportunities are unequal in the United States. In general, poor kids (who tend to live in cities with high rates of poverty, unemployment, violent crime) go to schools in substandard facilities that don’t have the resources and the can’t attract and keep the best teachers. TFA has sold themselves as a solution. For a fee they will bring in terrific, young recruits, provide some level of training and support. They have both private and public support and an excellent marketing and recruitment campaign and know how to gain access to sway key decision-makers. And I give them credit for bringing in young, highly intelligent, caring adults who give their all for 2-5 yrs. But let’s be clear TFA doesn’t touch the root causes of educational inequality. I agree, it is a band-aid. A minority of TFA recruits stay in teaching, but others never intended to stay and go on to graduate studies in law, business, policy, medicine – do they share that info?. They go on to become decision makers and influence policy, (like they’re supposed to). In many school systems, many new teachers leave the profession within 5 yrs. Some leave because they discover for themselves that it is not their calling (And let’s be clear, Teaching is a vocation of the highest order!) Others leave because, even though they had the goods and the potential to be great, they didn’t get the support. It’s too bad that the OTM didn’t really explain why they need TFA to fill openings? and what their overall strategies are for recruiting a diverse pool of qualified candidates? How many current openings? How much do they spend on recruitment and retention? What are the overall retention goals? Are there other ways those resources could be used to yield better results? What about partnering with Trinity, UHA, CCSU to create a Hartford Teacher Residency program? Also, no one seemed to address the question of minority teacher recruiting? I am really appreciative Kerry Provost for bearing witness and writing about the the decisions that impact the lives of residents. Kudos to BOE members, like Robert Cotto, who are not afraid to stand up and ask these tough questions, because they are supposed to represent the interests of parents, teachers, students, local business, and other stakeholders to ensure that the administration is fulfilling its responsibilities. What types of political pressure are appointed members under to vote in line? Are they really voting for what is in the best interest of the teachers and students of HPS? Why are leaders seemingly so uncomfortable with dissenting opinions. Is agreement more important that public discourse that includes different voices and perspectives and ultimately brings us to the best solutions? Isn’t that what we want to prepare our students to be able to do (ask questions, gather and analyze data? think critically, engage exchange of ideas, make informed decisions.)? We need to invest in a sound strategy for attracting and retaining a diverse, pool of highly talented, skilled teachers and educational leaders. We need to hire effective school leaders who support and manage teachers well and create and nurture, healthy learning environments. We need family engagement strategies that honors and involve parents/caregivers as partners in their children’s education in meaningful ways.
Tom
The previous commenter said “TFA doesn’t touch the root causes of educational inequality.” I agree wholeheartedly — but you can make marginal improvements without solving root problems. I understand the argument that TFA doesn’t even offer marginal improvements because of retention problems. Nonetheless, some of the opposition from speakers at the meeting seems to be actively antagonistic to TFA teachers as individuals and to the program even though their students seem to appreciate them. Is it so terrible to spend 0.1% of the HPS budget on teachers that, whether they’ll be here in five years or not, seem to be doing well right now? Is this some kind of issue with localism and and loyalty and class resentment towards Ivy League kids dabbling in education?
Chris
Sure doesn’t look like Hartford is interested in hiring any education graduates from Central Connecticut, University of St. Joseph, University of Hartford or the University of Connecticut. What about the students at Bulkeley High School’s Teacher Preparation and Humanities Academy? Your best bet for a job when you graduate from college is to go to the suburbs. In Hartford – TFA only need apply. Sounds discriminatory doesn’t it?
Kathy ODonnell-Moss
The individuals involved in TFA should not be vilified any more than public school teachers in general. The allocation of resources which heavily favors the TFA teachers is the bone of contention. The city is creating another group of “haves and have nots.” Much like the students those with the economic resources will succeed while the others will struggle to get by.
Kerri Provost
Who is vilifying TFA employees? I see this coming up in many conversations and I wonder if that accusation is thrown out as a way to disrupt and distract from the actual issues, which most people have actually stuck to.