IT IS COMMENDABLE that many students from elite universities are willing to work with poor, underserved children in rural and urban settings through Teach for America. The program takes talented college graduates, provides them with a brief training program, and then places them in the most challenging classrooms. Some TFA members have experienced success working with these students; some even have stayed in teaching after their two-year commitment. The TFA graduates who leave the classroom often have gained a clearer picture of the difficulties facing American public education.
However, teacher education research reveals that it takes a novice teacher three to five years to develop the skills necessary for working with any child. Children who are poor and who find themselves in schools with few resources and even fewer amenities require strong, resourceful, reflective and knowledgeable teachers who have more than good intentions and a degree in a content area.
These schools and students need strong, highly trained teachers who are familiar with child development, principles of effective instruction, and strategies for addressing the unique academic and social needs associated with this student population. They need teachers who have a deep understanding of the disciplines they teach and the pedagogical skills necessary for students to succeed. They need teachers who have the craft, knowledge and support necessary to remain and flourish in challenging environments. In addition, these students and schools need the confidence that graduates of teacher education programs possess due to the experiences within schools and with expert teachers that their education provided them.
Unfortunately, there is a shortage of trained teachers willing to work in the schools that TFA reaches. Teaching is difficult work, and career teachers often struggle with the decision to voluntarily teach in a challenging environment that makes teaching even more demanding. Teaching in a well-equipped, suburban school may provide enough support for the teacher who is in the profession for the long term. Working under extreme conditions year after year may be too exhausting for even the most compassionate and committed teacher.
TFA can tap young, energetic college graduates and capitalize on their energy, enthusiasm and commitment for a short period of time and then let these recruits move on to their "real" career. For a brief period, these college graduates are teaching for America. Unfortunately, America is shortchanging millions of students and thousands of caring teachers.
TFA is not the answer to the intransigent issues facing American public education, nor does it claim to be. Yet, we need solutions; focusing our collective attention on teachers will yield results. Raising teacher salaries, providing an appropriate physical, intellectual and emotional environment for both students and teachers and acknowledging the role of master teachers is critical. We need committed teachers willing to spend extended time in tough and unyielding schools. We also need support for the kind of teacher training that is corroborated by research on both teaching and learning and that provides the opportunity for university students to become experts in their classroom work. This means that Americans have to rally behind teachers and good teaching.
The result of such support will be teachers who have the understanding, power and ability to accept the responsibility for changing the course of a student's life. A career in teaching allows one to share experiences and facilitate student success. But in order to make a lasting difference on a child or in the classroom, teachers need systematic opportunities to learn their profession and to perfect their craft. These are skills that TFA simply does not have the resources to provide in either breadth or depth.
Passion to serve when linked with professional expertise is a powerful tool to combat educational problems. In a school of education, future teachers learn the tools for success in any classroom. University teacher education programs not only teach students the skills and knowledge necessary for successful teaching, but also foster commitment to the profession. That means our graduates often stay in the classroom long enough to make a significant and lasting difference.
By recognizing that learning to be a distinguished teacher requires study, practice and reflection, Americans can become aware of the possibilities that experts can make in the classroom and rally to support thorough preparation of all classroom practitioners.
(Susan Mintz is an assistant professor in the Curry School of Education.)
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