Teacher preparation

Teach for America to reduce its classroom placements in Memphis

PHOTO: TFA
Teach For America places teachers in low-income districts across the country.

Teach for America, a nonprofit organization that places college graduates into some of the nation’s most troubled schools, plans to reduce its incoming teaching force in Memphis by about 40 percent this fall, a regional leader has confirmed.

The organization is projecting placements of 110 new recruits in Memphis-area schools during the 2015-16 school year, down from 185 last year.

The decline is consistent with national trends. As the economy recovers, TFA officials are seeing a decline in applicants from college seniors who are being offered more attractive jobs upon graduation.

“This is great news for the broader economic perspective but it’s not so great from the education impact perspective,” said regional TFA executive director Athena Turner, noting that other teacher training programs across the nation are experiencing similar dips.

The change should align with an anticipated decrease in student enrollment next year, said Sheila Redick, director of human capital for Shelby County Schools, which employs more than 8,000 traditional full-time teachers.

Founded in 1990, TFA recruits bright young graduates, provides them seven weeks of teacher training, and places them in low-performing and hard-to-staff urban schools – a strategy that’s had mixed results.

The organization brought its first 50 corps members to Memphis in 2006. Today, more than 340 members work in schools in Memphis. Approximately 280 alumni have stayed in Memphis after completing their two-year program. About 20 percent of TFA corps members are from Memphis.

TFA’s presence has not been without controversy. While school administrators in Memphis have struggled to find and keep qualified math and science teachers to work in some of its lowest-performing middle and high schools, local hiring of young, mostly white TFA members coincided with layoffs of many older black teachers amid significant budget cuts.

Local teachers’ union officials have maintained that TFA recruits aren’t qualified and equipped to teach students in low-income environments.

The district is required to pay TFA a $5,000 annual fee per recruit, most of which comes from a $90 million grant awarded to the district in 2009 from the Bill & Melinda Gates Foundation. That money – designated for programs that improve teacher effectiveness in Memphis schools – soon will run out.

Of the 110 new TFA recruits projected for this fall, 60 would work in Shelby County Schools under a contract reviewed Tuesday night by the district’s school board. Last year, TFA placed 80 recruits in district schools and, at its peak, 200 recruits.

The remaining 50 new recruits would work next year in charter and state-run Achievement School District schools in Memphis.

If the projections play out, TFA would have a total of 300 corps members working in Memphis for their first or second year in the city.

The Shelby County School Board is expected to vote Feb. 24 on the TFA contract. Board members noted Tuesday night that funding TFA members takes resources away from training the district’s own full-time teachers. “When the grant is gone, it’s going to be a different analysis,” Superintendent Dorsey Hopson said.

Since its inception, Teach for America has been part of the national education conversation amid rapid changes.

“Over the last five years in Memphis, … education reform has gained a ton of momentum and attraction,” Turner said. “TFA is a big part of that. All of that has created a world where we’re much more focused on where our great teachers are, what are they doing, and how do we replicate that.”

A 2014 report by the Tennessee Higher Education Commission showed that teachers who came through Memphis’ TFA program outperformed teachers from some traditional programs and were more effective than other beginning teachers in a range of subjects including math and biology – but fell short in preparing their students for fourth- and eighth-grade math exams.

Over the years, TFA has developed many young adult leaders and brought new energy into the communities where it operates, Turner said.

In Memphis, more than 92 percent of TFA corps members stay for their second year, and more than 60 percent of the organization’s graduates end up staying in the city and working in education in some capacity. By comparison, fewer than 82 percent of traditional first-year teachers stay after their first year.

“We’ve attracted a ton of folks to the profession who would’ve not otherwise joined,” Turner said.

Jon Alfuth, a 2011 TFA corps member who now works at The Soulsville Charter School and frequently blogs on education policies, said he was in graduate school when he became inspired by the organization’s public service mission. He’d always had an interest in teaching.

“I think I was looking for an opportunity … to act on my desire to give public service to kids who were deserving and needed quality teachers and that was definitely the opportunity that I was given,” said Alfuth, who taught math through TFA at Hamilton High School in Memphis.  

Alfuth said TFA recruits struggle with the same challenges as graduates with teaching degrees – for instance, a lack of training and classroom support. “TFA gets a lot of blame for this, but a lot of teachers are leaving by year five,” Alfuth said.

Turner is designing TFA’s regional five-year plan aimed toward greater diversity and teacher retention and possibly starting a five-year fellowship in which graduates receive a degree upon completion.

Contact Daarel Burnette II at [email protected] or 901-260-3705.

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Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.