Alternative certification and Teach For America: The search for high quality teachers

Vasquez Heilig, J., Cole, H. & Springel, M. (2011). Alternative certification and Teach For America: The search for high quality teachers. Kansas Journal of Law and Public Policy, 20(3), 388-412.

At a time when accountability leads almost any discussion within or about the education sector, it is a disconcerting irony that we continue to require more and more out of students in terms of skills, performance, and results, but less out of their teachers. The policy disconnect cannot be ignored. Now is the time to elevate the teaching profession, not dismantle it. Men and women entering the profession via TFA should do so not as a short-term stepping stone to other vocations—but because they feel a long-term calling and a commitment to dedicate a career to teaching. Sometimes reform needs reform.

About these ads

Tags: , , ,

Categories: Teach For America

Author:Julian Vasquez Heilig

Julian Vasquez Heilig is currently an Associate Professor of Educational Policy and Planning and African and African Diaspora Studies (by courtesy) at the University of Texas at Austin.

Social Media

Subscribe to my RSS feed and social profiles to receive updates.

5 Comments on “Alternative certification and Teach For America: The search for high quality teachers”

  1. George Buzzetti
    December 14, 2012 at 10:47 pm #

    Teach for America started out as something good and morphed into something bad for education when the big money came their way. Now it is used as a calling card to certain corporations and to eliminate high time experienced teachers who are about to vest in lifetime benefits and such at the top of the pay scale. It is totally blatant in the way it is done. They do not last very long. Why would you go to an ivy league college with those costs for a low paying job unless it is to prevent paying to work, intern. It is better to get TFA on your resume and get paid something and they go get the good job. Districts today use flexability, interfund transfers, RTI and TFA to try to balance their budgets. This is happening everywhere. Everything is a percentage and that is how they look at it. Illegal or not, who cares, just do it. Fire teachers without due process, falsely charge them with crimes, replace them with TFA, who cares, just do it. Students, you are nothing more than revenue generators for us to pork our friends.

    And make sure that you realize that Obama and Duncan along with the republicans are behind this. As a friend of mines grandfather taught him “I hear real good, but I see a whole lot better.” Just watch what they do not what they say.

Trackbacks/Pingbacks

  1. A Roundup: Lean Times, Kool-Aid, and Teach For America | Cloaking Inequity - November 30, 2012

    [...] wandering around the web rounding up how localities have dealt with TFA in these lean times. In Alternative certification and Teach For America: The search for high quality teachers we [...]

  2. The Teat: Teach For America— Expensive & Convincing Inequity | Cloaking Inequity - February 4, 2013

    [...] is also disconcerting is that they lobby heavily behind in the scenes in D.C. AGAINST teacher quality provisions in legislation because they believe it will adversely harm their [...]

  3. Julian Vasquez Heilig Gives a Lesson to Senator Harkin About TFA | Diane Ravitch's blog - January 21, 2014

    […] I have been very pleased with the impact of NCLB and the watering down of the high-quality teacher provision. Why? My support of a weak high-quality teacher definition has resulted in an explosion of under-qualified teachers entering the classroom across the nation. National data show that NCLB has exploded under-qualified individuals into schools— as about 133,000 teachers entered classrooms with limited training in the seventeen years before NCLB compared to 359,000 in the seven years after its introduction— a 270% increase. Typically, poor children are primarily taught by the under-qualified teachers— not children attending wealthy schools. Why would the wealthy allow their children to be taught by teachers that are under-qualified? That is a silly proposition. BTW You’re Welcome. (See Alternative certification and Teach For America: The search for high quality teachers) […]

  4. On Assignment for DianeRavitch.Net: Rewriting Thomas Harkin’s Teach For America Constituent Letter | Cloaking Inequity - January 21, 2014

    […] I have been very pleased with the impact of NCLB and the watering down of the high-quality teacher provision. Why? My support of a weak high-quality teacher definition has resulted in an explosion of under-qualified teachers entering the classroom across the nation. National data show that NCLB has exploded under-qualified individuals into schools— as about 133,000 teachers entered classrooms with limited training in the seventeen years before NCLB compared to 359,000 in the seven years after its introduction— a 270% increase. Typically, poor children are primarily taught by the under-qualified teachers— not children attending wealthy schools. Why would the wealthy allow their children to be taught by teachers that are under-qualified? That is a silly proposition. BTW. You’re Welcome. (See Alternative certification and Teach For America: The search for high quality teachers) […]

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

Follow

Get every new post delivered to your Inbox.

Join 5,499 other followers

%d bloggers like this: