Teach For America Recruits

Teach For America
Teach For America
Since Hurricane Katrina struck New Orleans in 2005, 4,500 public school teachers were fired in the city. The storm is the cause of this city's struggling
public school system. Also, the public school population has dropped dramatically. In 2010, studies found 4,000 teens, which is about 10 percent of the
city's student population not even enrolled in school (Vanacore 1). The city has fired 7,500 unionized teachers and other school employees,
predominately African
American women (Shaw 1). The storm played a huge role in the loss of so many teachers, which lead to Teach for America. Teach For America, is a
nonprofit organization whose stated mission is to "enlist, develop, and mobilize as many as possible of our nation's...show more content...
Wright Charter School in Uptown." These people bring a lot
...and invest in the community" (Vanacore 1).
To a casual observer, Teach for America's narrative is compelling: an...teach
(Vasquez 1). According to my calculations, more than 80 percent of the recruits have for
graduate school (Vasquez 1). Another career before their fourth year, taking with them all of the
training and recruiting dollars taxpayers and universities have interested in them–as much as
$70,000 a year (Vasquez 1). As I discuss in 2010...student's test scores rages on in academia
(Vasquez 1). The high turnover among these temporary teachers undermines students'
achievement at the schools they are placed (Vasquez 1).
A $266,000 contract to enlist Teach for America's help with recruiting has divided the

Jefferson Parish School Board (Shaw 1). Some members say it's money better...they can muster
to staff their classrooms (Shaw 1). A push to approve the two–year pact with Teach for America
on Wednesday night, April 22 failed (Shaw 1). The contract would have Jefferson pay
$133,000 a year for recruiting, training...10 to 20 students (Shaw 1). In 2013–14,
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Essay On Teach For America
I seek to join Teach for America to give back to low income communities I have always had a passion to serve my community, rather if it was by
volunteering at the local Boys and Girls Club, visiting the elderly, or lending a helping hand at Habitat for Humanity. If given the opportunity to join
Teach for America I would be able to not only serve a local community but also teach the future leaders of America. I believe that a qualityeducation
should not be upon the basis of race or family income, but from the quality of the educator that comes in contact with each child. It is as if the quality
of the teacher can somehow have an everlasting effect on the students that he or she comes in contact with. It is an endless cycle of an unmotivated and
uncaring teacher's coming into school districts and helping to further hinder the students. The...show more content...
I have a personal connection with the children in these areas because I am too come from a low income, impoverished, rural area. I understand the
hardships that many kids will face because of the lack of educational resources and quality teachers. I believe that many of the obstacles can be
abstained if each student is able to be impacted by a teacher who is resilient and passionate as I was impacted by Ms. Gloria Brantley. As a child
growing up in rural Georgia I had no aspirations in furthering my education. I did not dream of being a doctor, teacher or lawyer because I did not
have the encouragement from my family or other teachers. It was not until I met my sixth grade English teacher Ms. Brantley that I started to believe
that I could actually do something with myself and that I did not have settle for the life that I was accustomed to. She saw the determination

Reflection On The Teach For America Core Values
To me, the Teach for America core values is a commitment to never settle. Teach for America is dedicated to continually fighting against inequality in
ways that are realistic and instill a sense of responsibility in a community. I hope to become inspired as a leader at the LEAD 2017 summit by learning
new leadership styles, network with other student leaders to gain ideas, as well as, learn more about the core values of Teach for America. I plan to
apply what I would learn at the LEAD 2017 summit to all of my leadership roles at Rutgers University. I love to share new ideas with my peers;
therefore, the knowledge gained from attending the LEAD 2017 summit will not end after the weekend. I plan to share leadership strategies with other
leaders

I desire to join the Teach for America organization in order to help me establish my teaching abilities. I have a passion for teaching children. I have
always wanted to teach others rather children or adults alike. I first found my love of teaching at Wednesday night bible study class with the two and
three year old class. I enjoyed seeing how much they loved learning the lessons and how they interacted with me and the other teacher. I know your
organization will help me to achieve becoming a teacher through your training and hands on experience that you offer to your applicants that are
chosen for this task. Teach for America will help me to grow and develop the necessary skills that I will need in order to be successful within the
classroom

Teach For America Summary
The article starts out by mentioning that throughout the city of New Orleans you will find that Teach for America alumni hold high job positions in
Louisianan's educational system. Examples of a few of these positions include the superintendent of the Recovery District and a state school board
members. It goes on to explain that the people of New Orleans are asking controversial questions about Teach for America that the organization has
been dealing with since it was founded. Some of these questions are: do its recruits continue working as teachers after their two year commitment ends?
Are their members prepared enough to handle inner city children and the unique challenges they face? And what makes Teach for America recruits with
no educational training or experience, good enough for the...show more content...
However, test scores do not constitute as the only important factor in education and some charter schools throughout New Orleans have mixed feelings
about Teach for America. Sophie Wright, principal at a charterschool in uptown, said, "These people bring a lot of energy and creativity, but I need
people who are going to stay and invest in this community." Mickey Landry, the principal at Lafayette Academy Charter School, has stopped hiring
Teach for America instructors because of high turnover rates and the instructors not being able to handle the job emotionally. Landry believes that
there's value in having a teacher who's willing to stick around to invest in their community. A national study published in the Phi Delta Kappan reported
that sixty percent of their instructors remain teachers after their two year commitment ends however after five years only fifteen percent remain in the
same low income school where they were originally placed (Vanacore,

Teach For America Research Paper
Teach for America
Management Research Paper
Daniel Miller
Corning Community College
Table of Contents
IntroductionPage 3
Overview of the Company and Management PhilosophyPage 3
Organizational CulturePage 4
Managerial Decision MakingPage 5
Planning ProcessPage 6
Organizational StructurePage 6
Human Resource ManagementPage 7
Workforce DiversityPage 7
Leadership/MotivationPage 9
Managing Teams
Managerial Control
Wrap Up – Lessons Learned
Introduction
Teach for America is a non–profit organization. According to its website, it admits only the top applicants, recruiting teachers to work in low–income
communities. It trains and supports the teachers...show more content...
268) Teach for America has an organizational culture of focusing on people. Kopp (2011) writes "If at the time I had understood the importance of
ensuring the necessary funds before moving forward with new ideas, Teach for America would never have been born in the first place," in regard to
her college idea that became Teach for America.
Teach for America has an organizational culture of Teamwork. Kopp (2011) writes about teachers committed to making a difference. She tells stories of

teachers becoming involved with families, providing tutoring outside of the school day, and being strong inspiring leaders in the districts they are
working in. They encourage families they work with to pursue good educations. (p. 158)
In her book, Kopp (2011) rights that "one of the most dramatic changes in our organization was in our organizational culture." (p. 143) She describes
the upward spiral of Teach for America and the goal setting process she implemented with all senior level managers. She attributes these goals and the
continual feedback process to the staff's greater responsibility for the organizations

Statement Of Purpose To Teach For America
Teach For America has a huge impact on low–income communities' education. This is one very important reason that I would love to become a part of
this organization. I want to be a part of a group that creates a lasting impact on children's education by giving them the resources necessary to succeed.
With the proper education, I believe that students can reach their highest potential. When students are reaching their fullest potential, gaps in education
can begin to close and we can begin to have equal education for all children. This is something I want to help accomplish with Teach For America.
Another reason I am seeking to join Teach For America is because, it will give me the opportunity to better train and prepare myself, as an educator,

I am seeking to join Teach for America for a few reasons. The first reason is because I want to make a change. So many of today's youth are lacking
the required educational foundation needed to succeed. The problem is not that they aren't smart enough or that they are not capable of high
achievement. The problem is that they are not given the same opportunities that are found in a different zip code or a neighboring town. The lack of
equality in the education system is disparaging and is a social injustice effecting children that do not have any control over the area where they live. It
is my belief that many students in low–income communities can benefit from having someone who believes in them and can help them reach their
highest potential.

Why do you seek to join Teach For America?
I believe Teach For America would allow me to inspire families and their children to learn and embrace education. As a young child born of immigrant
parents, living in Southern California's Coachella Valley, I experienced the transition from a low
–income community to a mid–income community. My
experience has allowed me to understand the challenges families from low–earning neighborhoods face. I have seen firsthand the disparity between two
different socioeconomic classes and it is clear that they need support.
I believe the students and families from underrepresented communities deserve a role model who can empathize with them and help carry their
children through school, especially when no one seems...show more content...
I strongly believe that I would add value to the program and bring on board new perspectives while having these communities' needs and their interest
at heart.
As you know, our corps members teach in predominantly low–income communities. What experiences (in life, work, volunteering, etc.) have you had
that could inform your success teaching in low–income communities?
Prior to beginning of my college career I helped co–found an organization, MYLIFE, which helped encourage youth to reach their potential. By
speaking to local communities and schools I served as an advocate for youth who believed they had no voice or recognition in their communities. The
small group of community leaders that joined together at that time to start the organization–subsidized by Magellan Behavioral Health in Arizona–
shared the passion to educate local public schools and communities in disadvantaged urban areas about the stigma attached to mental illness. This
allowed parents and students to become aware of the complexities of mental health and a reduction of

I Would Like To Teach For America
I would like to be part of Teach for America due to my love and ethical responsibility to teaching students. I have an ethical responsibility to teach
because of my in–depth knowledge of student development in the areas of physical, social/emotional, and cognitive domains of children. Another
aspect of my ethical responsibility that verifies why I would like to be a part of Teach for America is that, like Teach for America, I believe that every
student deserves an education that is developmentally appropriate and meets their individual needs. I would be working alongside professionals whose
main focus is on the concept of equity for all. Every student has the right to education no matter their race, gender, or economic background. Coming
from

Teach for America aims at bringing equality in the American education system. I want to join teach for America because I have the passion for
kids. I personally believe that I share a common ambition with TFA, and being a part of TFA family is a major opportunity for career development
. This is because I am a person who advocates for equality among kids irrespective of their race, tribe, sex and their religious background. Therefore,
joining TFA will create a major opportunity for me to meet my dream of helping kids achieve their goals in life.
Again, I want to contribute my quota to help our nation achieve its goal of creating a balance in the education system as far as the supply of teachers is
concerned. It is my major dreams to become

Reflective Essay: Joining Teach For America
The simple and honest truth is that I want to make a difference. Joining Teach For America would be valuable to my society, and to myself. I always
dreamed of joined the Peace Corps or some kind of non–profit organization following college. I have always had an interest in teaching, because I have
had a love of care for and working with children for as long as I can remember. I also have always put a lot of value into a good education. Some of the
teachers I had in high school were some of the most influential people I have had in my life, many of whom I still retain contact with. I want the
chance to leave a positive influence on a student's developing mind. I believe that the quality of a child's education should be separate from the factors

Teach For America Reflection
This semester was very informative as far better understanding some important and major events that took place in the United States in regards to
education. One of the subjects that really got me thinking was when we talked about how privatization is taking over democratic public education. I
truly bothers me to think that we are starting to go into path where all that is valued is scores/standardized test results. I truly believe we teach to help
children to help them not only learn basic skills but also to give them opportunities to be curious and want to explore different topics in different
content areas. This also is essential to help them better understand what they want for their future as far as possible career. But when the focus are test
...show more content...
While I read "Alligator–Crocodile" and it was such a great story, I could not stop wondering about how many students out there are not getting that
much needed emotional and social learning while attending kindergarten because the school is already obsessing about preparing them for tests?
"Standardized tests and benchmark targets are a distraction from the real lessons that children need to rise above adversity and succeed in life"
(page 110). I completely agree with the statement made by the author, children need to gain social skills, it is an essential skill. I also read " Why I
Quit Teach for America", I was truly bothered to realize that an organization that has such a straightforward and positive title could have so many
flaws. "Under the guise of being professional, the diversity sessions taught corps members to stay within their locus of control and not allow external
issues to get in the way of effective teaching" (page 67). An organization that does not take into account the student population, the community and or
issues taking place. How can you not? Should we expect student to learn or perform well when they are hungry or having issues outside the

I seek to join Teach For America because I want to make a difference. Living overseas has shown me that there is true poverty in the world. This
poverty still exists in America as well. I believe that no one should come to school hungry, that each child should get the individualized attention they
need, and that the inequality between the rich and poor students should not exist. If the next generation gets the teachers and schools they deserve, we
can fix these issues as a nation, then begin to try to help the rest of the world.
TFA is actively trying to make this gap disappear. I was lucky enough to grow up with a greateducation, and I want to help others get the same
education I got. I love to help others understand, and learn

Passion To Teach For America
While my dedication to teaching at some capacity has been a lifelong passion, I would like to explain why I want to join Teach for America by starting
at the beginning of my own academic journey:
I could not read a sentence until I was in third grade, two to three full years behind my average peer. In addition to being hopelessly behind in both
reading and mathematics, I had terrible experiences with bullying. The combination of poor academic performance and social issues was deadly to
my ability to learn. It took a year and two teachers who were incredibly dedicated to my individual progress to catch me up to my peers. And that was
all I needed––two teachers who noticed and cared––to begin my work towards an eventual Ivy League education

According to the article, What Makes a Great Teacher?, a student's education solely depends on the teacher alone and how he or she performs in the
classroom. In this case, I am in favor of having the program, Teach for America, ensuring a good and ever–changing education for those students in
need. The videos embedded within the article gives a clear depiction of what a "good" teacher appears and acts like in front the classroom. These
examples derive from actual teachers working with Teach for America illustrating a successful teacher and classroom. Although the Motivator, Tour
Guide, Manager, and Connector are all great examples for teachers, current teachers should not epitomize and mimic one example but parallel all. I
believe that...show more content...
Any student, whether in elementary or college, learns better when the subject matter is thought–provoking and appealing. Traditional and old
curriculum provides a baseline for students to meet and follow. Also, traditional curriculum is based of individualism and discourages exchanges
between the student and teacher. Individual work teaches the child to develop internal critical thinking skills but it may bore the student. Teachers
should continually interact with their students and challenge the student to think outside the box. Great teachers in today's system should help students
develop a new way of thinking about history, math, english, and science and their education in general. Another reason that Teach for America is a
great program for upcoming teachers and education is that it strives for the improvement of student's work. Though this is another common goal among
all teachers, it is the main concern for Teach for America. The amount of support each teacher has for the students by working with this program is
significant because it shows the students that they are cared for. Learning and educating is a two–way process and bonds between the student and
teacher. If the child knows that the educator is willing to put in the time for him or her, the child will reciprocate those same actions within their
classwork. Furthermore, teachers must love and care about

Teaching in America Essay
Teaching in America
ABSTRACT: The term "teaching" is usually used in the Academy without a clear sense of what is meant, resulting in imprecise and ineffective
teaching. The standard lines–that teaching is a matter of applying approved methods, that teaching is mostly a matter of teaching skills–as–means to
some career or whatever–are reflective of failure in the Academy, measured in its "defect rate" of around 30 percent. The definition of teaching I
sketch–skills adopted from a theoretical foundation, in turn based on a critique–is well founded in the scholarly tradition. Such a definition is, however,
challenging to an Academy at the end of an ancien rГ©gime. It has been apparent for a couple decades that something is wrong...show more content...
(2) On the other hand, a review of the ERIC articles database turns up recent reports suggesting that two–year college students are not likely to
complete the programs they enter, and are even less likely to enter baccalaureate programs for reasons that are unclear.
The anecdotal accounts are more puzzling. E. g.: A staffer in the thirty–year–old "experimental" college of a selective private university in the New
York area reports that, despite higher–than–average SAT scores in its entering classes, students' basic skills, especially writing skills, continue to slide.
The common response to all this confusion has been to develop methods through which new teachers may be guided into paths of righteous and
effective teaching of their various disciplines. The ERIC articles database is chock full of reports of this and that method for teaching this or that
subject. Quite prestigious universities grant doctoral degrees to people who develop new methods. "How–to–teach" courses are increasingly a feature
of graduate programs in otherwise research–oriented regimens.
Presidents and deans make it a point to show up at such offering words of wisdom about the importance of teaching. The line is, "We mustn't forget, we
are a teaching institution." In the system where I teach that is a direct and institutionalized reference to a difference from other colleges of the system.
No one ever seems to get around to saying just what teaching is.
The Resulting

I am extremely interesting in Teach For America because I live by the motto, "Be who you needed when you were younger". I am a first generation
Mexican–American student from the inner city of Toledo, Ohio and attended a public school district where 80 percent of students receive free
/reduced lunch and the graduation rate is 49 percent. The lack of academic preparation left me adrift at a university with rigorous academics, such as
Ohio State. As a young girl growing up on the east side of Toledo, there were many mentors who encouraged me to do better and ensured where I was
born was not where I must remain. I'd like to do the same with other children living in poverty and assist them in overcoming obstacles that present
themselves in their

Teach for America has a vast array of benefits for it members. The members will receive a full first year salary, health benefits, a signing bonus (a
stipend offered by AmeriCorps), access to discounts, such as SAT and MCAT prep courses, waived application fees for graduate degree programs.
Teach for America members develop leadership, management, and critical thinking skills. Members have access to more than 200 graduate schools
and employer partnerships, plus a network of nearly 30,000 leaders working within and beyond education (Lapayese, Aldana, & Lara, 2014).
Teach for America recently initiated a fellowship program to place alumni into one year fellowships in congressional offices on Capitol Hill
completing the work of a regular congressional staffer (Heiling & Jez, 2014). Teach for America has also partnered with Goldman Sachs, in which
recruits were guaranteed jobs at the investment bank directly following their two year commitment in the classroom and were placed in internship
positions with the company during the summer between the first and second year as teachers (Goldstein, 2014).
Teach for America place a large number of white teachers with non–white students in urban under–resourced schools. This creates a significant
mismatch between teachers and students. Teach for America try to prepare their members for the racial and cultural difference they may encounter
when they enter the classroom. The summer institute also presents an opportunity for its

Teach For America Recruits

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