Alexander Sidorkin is the Dean of the Feinstein School of Education and Human Development at Rhode Island College. He recently blogged about his experience attending one of TFA's summer institutes. We have reblogged his post in full with permission.
A couple of weeks ago, a colleague and I went to NYC to attend Teach for America’s summer institute. We are starting a collaborative program with them and this was an attempt to learn about the experiences the corps members have before they will come to our classes.
The relationship between TFA and the teacher education community is anything but easy. We sometimes end up on the opposite sides of educational debates. At the same time, in many states, colleges collaborate with TFA and help their members to obtain state certification.
We have been working with a local TFA region in various ways for almost two years now, and I already knew quite a bit about them. Still, I was going in a bit skeptical. What can you do in five weeks of training? The very phrase “five weeks training” is often repeated in our circles with sarcasm. Of course, we spent decades of our lives in teacher preparation, and just know a thing or two about what goes into training a decent teacher. Well, I had to admit that I was wrong. One can actually do a lot in five weeks, and the evidence was pretty undeniable.
The secret is very simple: when what you lack is time, you compensate by the intensity of the experience and by strong organization. In other words, if you make the experience super-charged, and eliminate the waste, you can achieve good results.
Yes, TFA members teach only about 20 lessons over the course of the five weeks to small classes of 6-15 children. But every single lesson plan is critiqued ahead of time, and every lesson is observed by at least one experienced teacher; often by two or three. Every lesson observed by a TFA mentor is analyzed and critiqued in an hour-long one-on-one session. It is a hard drill on a certain kind of thinking, not on behavior. TFA uses the Teaching as Leadership rubric. It is not that superior to what we use, but they stick to it for years, and of course, learn how to use it. Corp members also attend seminars, right in the schools where they teach, led by curriculum specialists. They are expected to apply directly what they learned in their classrooms within the next couple of days. The whole thing has a feel of a boot camp, and it is not just a superficial comparison. The military discovered the value of short and intensive experiences a very long time ago.
We observed a few lessons taught by the corps members. Were they perfect? Not at all, but they were darn good for someone in the second week of one’s teaching career; definitely better than my first few weeks of teaching. We could see how the corps members struggled, and where they needed help. In this sense, there are no miracles; it takes a lot of effort to learn the craft. But it can be done faster under the right conditions.
Of course in this model one has to sacrifice something. There is no time for reading much theory, or for in-depth discussions about the dynamics of learning and relationships in classroom. There is no time to search for great creative ideas in lessons design. This is where we hopefully come in with four Rhode Island College classes, a part of the RIC-TFA collaborative program. But I got an impression that TFA people are fully aware of what they are sacrificing, and what they are gaining.
The operational side of things is remarkable—as an administrator, I appreciated the enormous challenge that comes with bringing 600 young people to New York City for five weeks, and trying to make teachers out of them. They also need to be fed, housed, observed, evaluated, taught, briefed, etc. etc. Because TFA has many more applicants than spots, they can afford to select candidates carefully. It helps to have bright and dedicated young people. TFA is also not skimpy on providing human resources—about 150 “adults” work to support the institute of 600 new corps members; it is a 1:4 ratio. It is very expensive (although TFA recruit their alums to help for relatively cheap). The economy of scale and years of previous experience help, too. But here is my point again—if they did it for three months, the cost would become prohibitive. So the choice of five weeks is not random; it is the only way to keep the cost under control. And if you have to do this, you may as well squeeze everything out of this short experience.
The lesson for me is that it is too easy to see our way of doing things as the only way. This applies to everyone, not just teacher educators. It is helpful to see alternatives, just to shake off these self-imposed blinders. It is like going to another country—you recognize the same things, but are surprised by how they can be so different. We are not going to become like TFA, for our constrains and resources are very different. But nothing prevents us from looking at shorter but more intensive field experiences—in addition to what we are doing already. I wish we learned to be less tolerant to waste and fluff, and more focused on what we believe is important.