Saturday, September 29, 2007

TFA & Bill Clinton

TFA and Bill Clinton--two of my favorite things.

This weekend, Clinton is hosting his annual Clinton Global Initiative in which leaders from around the globe are invited to New York City to discuss today's most pressing issues. Before leaving, they must also make a tangible commitment to doing something over the next year to help solve those problems.

One of the commitments made during this year's conference:
In a $25 million, three-year partnership, Teach for America, Teach First, Michael & Susan Dell Foundation and Amy & Larry Robbins Foundation will establish an independent teachers' corps. Initially, programs will be set up in Estonia, Germany, India, Israel, South Africa and two others countries to tackle educational disparities. (Reuters)

Click here to read the TFA press release.

Why Teach For America?


This Sunday, The New York Times Magazine will run a college edition that features an article discussing the need for Teach For America. The writer (Negar Azimi) discusses McReynolds Middle School in Houston. I have many friends teaching there, and I actually presented a professional development session at McReynolds this summer for TFA corps members.

At first this article seems like a good plug for TFA. It mentions many data points that TFA routinely touts as proof of our effectiveness. But, after finishing the article, you see the writer is actually contemplating the need for TFA in general.

In the article, Azimi writes, "[M]ight it be more productive to try to alter the structure that produces failing schools and high teacher turnover rates rather than to spend those resources on pulling in talented young people who tend to leave teaching after a few years?"

So, here's my problem with the majority of TFA's critics. Most of them attack TFA by dumping all the problems of America's educational system onto the shoulders of TFA, saying that since TFA is not fixing everything wrong with education in America, it is accomplishing nothing.

TFA doesn't aim to directly change America's entire system of public education, at least not in the short term. TFA isn't trying to replace every veteran teacher in America with twenty-something newbies that have all the answers to teaching and will remain in the classroom the rest of their lives. TFA is trying to fill a critical gap, and ask some provocative questions (like how best to actually train our nation's teachers) along the way.

TFA isn't trying to single-handedly output all of America's teachers. TFA teachers are only committing to teaching for two years. Many (60%) continue to stay in education after this commitment (which the writer mentions), but just because some don't remain in the classroom doesn't mean that TFA isn't making a significant impact in the schools were its corps members are placed.


TFA is growing a network of alumni teachers who are unabashedly admitting that they will not necessarily stay for longer than two years. However, whatever career path they choose post-TFA, they will carry the experience with them. America's boardrooms, courtrooms, and operating rooms will be all the better for it. For with so many Americans advocating for education reform in non-education professions, we will truly be able to mobilize a nation to attack this multi-faceted problem from many different angles.
Published: September 30, 2007
A volunteer program for ambitious college graduates is great for the résumé. But is it good for the country?

Wednesday, September 26, 2007

Stephen Colbert, Perfect for TFA

Maureen Miller (not sure who she is, but she's written alot about TFA on her blog) writes a blog entitled Blog and Deliver.

In a recent post, she outlines why Stephen Colbert (comedian-host of Comedy Central's The Colbert Report) is a perfect candidate for TFA. She breaks her analysis down along the six qualities of TFA's Teaching As Leadership philosophy. This is the philosophy we are taught during Summer Institute and are then measured against throughout the year. Based on TFA's work, they are the six habits of highly effective teachers.

Below is Miller's post. I think she makes a good case. I'd like to see what Colbert's response is.

Blog and Deliver
Tuesday, September 18, 2007

Say what you want about Joel Klein's policies: He's definitely sharp (and sharp-tongued) at the dais. In that sense Stephen Colbert's his ideal foil--a better match for his wit than, say, Charlie Rose, who moderated an hour-long infomercial for BloomKlein. Several weeks later Colbert called out Joel Klein for the pay-for-As plan, which he said applies "free-market forces to knowledge." How's that for satire?

In response Klein joked (lamely) that Colbert's focus on "real serious discipline" is exactly what city schools need. I'm not sure he was being all that facetious: Colbert's character embodies all six qualities Teach for America defines as intrinsic to "teaching as leadership." So what can we learn about school leadership from Dr. Stephen T. Colbert, DFA?:

Set Big Goals. An exemplary classroom "big goal" should be ambitious yet feasible. The year's objective should be established on Day 1 and reiterated whenever possible. Small ceremonies celebrating progress should be conducted as often and as as possible, with immediate chiding for slacking. Colbert stays on top of the Nation with long-term projects like "What Number is Stephen Thinking Of?" and "Who's (Not) Honoring Me Now?" He is a master of tracking tools (e.g. "On Notice," "Dead to Me").

Invest Students and Their Chief Influencers. Early in the show's run Colbert identified key motivators who could cheerlead his platform (Stewart, obvi; Arianna Huffington, Nora effing Ephron). He established a "safe and welcoming environment" ("SWE") in which his constituents can test and shape ideas. They welcome his appeals to their better nature because he has earned their trust through past performance and personal charisma. Colbert mobilizes the Nation through peer pressure, which high-performing charter schools use to persuade stubborn holdouts to buy into classroom management plans.

Plan Purposefully.What better outline for backwards planning than "The Word"? Beyond that, the physical setting of a classroom should convey the urgency of the big goal. Colbert's self-conscious cult of personality template does that in spades. No element of the space should be left to chance: Each sector in the room should have some purpose, whether academic (the shelf) or motivational. Curriculum, too, should give students the impression that there are no surprises in the room. Aims should be explicit (strong chyrons), assessment should be frequent (end-of-week fireside chats), and assignments should be differentiated to reflect different learning styles in the room ("Ballz for Kidz," anyone?).

Execute Effectively. An effective classroom never goes off-message. Divide and conquer objectives: Assign room managers so you, Teacher, can focus on the vision quest. Colbert depends on Jimmy the director, Bobby the stage manager, Tad the building manager, and, off-camera, executive producer Allison Silverman, to do his "dirty work." He's the hands-on manager. It is never ambiguous who is in charge of the operation.

Work Relentlessly.Self-explanatory. Real-life Colbert confesses he hasn't seen much of his children since starting the show. In the two-odd years it's been around he's published a book and secured himself as a national icon all while producing and starring in 4 shows a week. According to Seth Mnookin in Vanity Fair, he even drives himself home to Montclair after the show!

Continuously Increase Effectiveness.Effective classroom managers are introspective. They can identify whether gaps in progress stem from internal biases, a knowledge deficit, or a lack of external resources. Rather than embrace his constituents' differences Colbert exposes his biases at the outset of every segment. Knowledge deficit not a problem when you do what you feel. And with the investment strategy in place he never has trouble securing what he needs to set the bar higher.
I'd really like the show to track Stephen and Melinda Gates Foundation's path to an "E.M.O." one of these days. They could call their flagship Freem ("it's freedom without the 'do'").

Sunday, September 23, 2007

A Network of Movers/Shakers

I've been overwhelmed lately with getting my law school applications out the door (or through the Web, as the case may be) and have not updated in a while. Right now, I am like many of the second-year corps members in Houston--working hard to set up opportunities for the year following the end of my TFA commitment.

I had a conversation with a TFA friend tonight (thanks Carmen!) that was really inspiring as we talked about all the anxiety in going through the admissions process of graduate/law schools. One of the main points we kept coming back to was how we are very confident that TFA has prepared us to excel in our graduate studies--it'll be a relief to be the student again!

We also talked about how exciting it will be to become a part of the TFA Alumni network, as sad as it will be to say goodbye to our close TFA friends in Houston. Whether in education or another sector, TFA alumni have repeatedly gone on to be movers and shakers in their fields of work. Just recently, the mayor of DC appointed a TFA alumna as the first chancellor of his realigned school system (Michelle Rhee - as reported by the Washington Post). Rumor has it that Obama's education advisor is a former TFA corps member. Hillary has a TFA alumna working on her staff as well. It's only a matter of time before a former corps member runs for office. Point being, it's an exciting time to be a part of the TFA movement, even if we are ending our official commitment to the program.

TFA as an organization is gaining immense "street cred" (as my students would say) lately that only helps propel its former corps members to excel. Time recently ran two articles calling for mandatory national service, mentioning TFA as an example of worthy efforts.

I mention all this because it makes me really excited to think about how many former TFA corps members will be spread across this great country working for change for many years to come. The more time that passes, the bigger the network becomes. Surely the tipping point of change is coming soon.

Sunday, September 09, 2007

Ode to the South

Once again, a friend (shout out to Danny Rosenthal) has sent me an incredible article. This one is all about home though.

Enjoy!
drink


I Wish I Lived in a Land of Lipton …
What makes Southern sweet tea so special?
By Jeffrey Klineman, Slate Magazine
Posted Wednesday, Aug. 8, 2007, at 1:06 PM ET

"It's rough. It's been rough on that food. It's different eating here than it is at the house. Ain't got no sweet tea, and ain't got no fried chicken."
—Boo Weekley, PGA golfer from Milton, Fla., interviewed by the BBC on Day 2 of the British Open, 7/20/2007

You can't blame Boo Weekley for not knowing—before last month, the man had never left North America. And there are some fairly major associations between Great Britain and tea. But poor Weekley had the same awful realization most of us have when we leave Dixie: When you order sweet tea, you probably aren't going to get it. And even if you're lucky enough to find something bearing its name, it's probably not quite the same.

Drinking sweet tea is one of the oldest and most exceptional Southern traditions. As Dolly Parton's character in Steel Magnolias puts it, it's the "house wine of the South"—a clear, orange-to-red tinted tea brewed from six or seven Lipton or Luzianne tea bags, poured hot onto a cup or more of sugar or a pool of simple syrup, and then diluted into a gallon pitcher in the fridge. It's served over a mound of ice in a huge glass—so cold that you can watch your napkin drown in a puddle of condensation.

By "sweet tea," we mean "sweet." As one food technologist told me, some of the sweetest glasses can hit 22 Brix of sugar. That means that 22 percent of the liquid consists of dissolved sugar solids, or, to put it in more meaningful terms: close to twice what you'd find in a can of Coke. Still, there's a balance to the flavor—the tea is brewed long and strong, so it gets an astringency that can only be countered by lots of the sweet stuff.

Southerners, of course, have a taste for sugar that is demonstrably stronger than what you find up North. We like our pecan pie and pralines sweet enough to make the dentist cringe. All of the major soda companies—the Coca-Cola Co., PepsiCo, Dr Pepper—started in the South. Bourbon, that sweetest of whiskies, is from Kentucky. A mint julep, that classic Southern cocktail, is basically a whiskey'd up sweet tea, with mint, ice, simple syrup, and booze.

One chef I spoke with—Scott Peacock, who spent eight years bunking and writing with the Grand Dame of Southern cooking, the late Edna Lewis—suggested that Dixie's taste for sweet may have evolved from the use of sugar as a preservative. Peacock's dad grew up in a small Alabama town where they didn't have much refined sugar. In towns like that, he said, they grew cane, milled it, and put it in jars. People anticipated the crystallization of the cane sugar with great excitement, eager to stir it into their tea.

Sugar worship might account for much of sweet tea's popularity, but I think its appeal lies in the ice. Southerners seem to have a particular fascination with ice. This may stem, most obviously, from the fact that the Southern climate is often steamier than a Rat Pack schvitz. In an early essay about Southern cuisine published by the American Philosophical Society called Hog Meat and Cornpone: Food Habits in the Ante-Bellum South, Sam Hilliard wrote that a container of cool—not even cold—water, pulled from a nearby spring, was a delicacy at the table. Tea was mostly a drink for the upper class, and early on, it was the rich who had access to the ice that came down on ships or in wagons, at least until icehouses were built in cities (Southern farmers had to wait for the arrival of the Model T). If ice was a luxury, then putting out a pitcher of ice-cold tea must have been quite a bit of hospitality. One historian, Joe Gray Taylor, wrote in Eating, Drinking, and Visiting in the South: An Informal History that the rural electrification—and, consequently, refrigeration—wrought by the Tennessee Valley Authority in the 1930s was "probably more appreciated for the ice cubes it provided … than for any of its other services."

Offering up a glass of sweet tea on a hot day in the South is as welcoming a gesture as passing the doobie at a Phish show. It's so ingrained in the Southern DNA—Marion Cabell Tyree included the recipe in a cookbook called Housekeeping in Old Virginia as early as 1879—that people now post videos online of their infants sampling the stuff. It's a frequent menu item for the condemned, as well as a centerpiece at church suppers. As an April Fools' Day prank in 2003, Georgia State Rep. John Noel introduced a bill that would have made it a misdemeanor for a restaurant owner not to include sweet tea on the menu. Most Southerners can easily tell the difference between fresh sweet tea and the stuff from concentrate—and unless their sugar jones is too strong that day, chances are they'll send the latter back.

It's a refreshing combination of sweet and cold, sure, but how does something that's simply tasty become the unofficial beverage for an entire region? Well, there's this: The South reveres its traditions, and sweet tea is one of them. Dixie has had some embarrassments in its time: There's that whole Civil War thing, the whole Judge Roy Moore thing, that whole Naples, Fla., Swamp Buggy Queen thing, to name a few. Getting your nose rubbed in your own traditions too many times makes you cling to those that aren't, well, illegal. And you revere them as much because they have proven resistant to change as you do for their particular qualities.

For me, personally—and I suspect I'm not alone—sweet tea is a primal link to my own Southern past. I grew up a Jewish kid in Atlanta, with a mom from Brooklyn, N.Y., and a dad from Cleveland. To assimilate with my classmates, I quickly learned to say y'all, talk about Herschel Walker, put honey on my biscuits, and enjoy sweet tea. While my parents made us drink an unsweetened mint tea blend at home, I strong-armed them into stopping by Po Folks on the way home from baseball practice. A middling Southern-style chain (we didn't know enough to eat at Mary Mac's), known for horrible phonetic misspellings, heavily larded chicken, and, most importantly, sweet tea served in Mason Jars, it was practically the only place I could get hooked up properly—at least, that is, until I began raiding the always-full homemade pitchers in my friends' refrigerators.

I may live in Massachusetts now, but I still consider myself Southern at heart. In the fall, I ask the bartender to let me watch the Bulldogs game. In the spring, I feel a potentially suicidal need to stop wearing a coat. And in the summer, I still look for sweet tea. Even on the rare occasion I can find someplace that has it on the menu, it's often slightly off. Maybe it isn't sweet enough. Maybe it's the lack of free refills. Whatever it is, it chills me.

Jeffrey Klineman is a freelance writer in Cambridge, Mass. His work has appeared in Boston magazine, George, Commonwealth, Razor, Self, and Penthouse.

Thursday, September 06, 2007

Suing to Shut Down TFA

A friend (shout out to Sam Thompson) sent me a link to this article the other day. It's very interesting. It discusses a current law suit in a California federal court against the Department of Education, claiming that No Child Left Behind allows beginning teachers (i.e. TFA corps members) to enter the classroom before they are legally considered "highly qualified," as they are mandated to be.

If the court rules that first-year teachers with no formal training who concurrently complete a teaching program during their first year are not "highly qualified," it could theoretically put an end to programs like TFA. An outcome like this is HIGHLY unlikely.

As the article points out, the CA coalition suing NCLB should really take up case with the standards for "highly qualified teachers." Having completed my Alternative Certification Program, I can tell you that I learned more from one summer with TFA than I did in a year of education classes taught by experienced teachers.

Education programs teach to the ideal and not the reality that is our public education system. Programs like TFA have found a way to cut to the core of what skills a teacher needs, works hard to instill these skills in their corps members, and then routinely checks their progress with lots of data.

I should also say a word about the source of this article. The American is a magazine from The American Enterprise Institute, a conservative mirror-image to the Brookings Institution. More than 20 former AEI employees have accepted positions in Bush's administration and AEI itself has often been cited as being a leading architect of Bush's second-term public policy.

Like I said; interesting.

The link to the story is below.
Suing to Shut Down ‘Teach For America’
By Frederick M. Hess
The American
Tuesday, September 4, 2007
When education schools act like a cartel, children are harmed.