DOCUMENT RESUME

ED 354 664 EC 301 840

TITLE Teach for America. Information Bulletin #34.INSTITUTION National Association of State Directors of Special

Education, Washington, D.C.; National Clearinghousefor Professions in Special Education, Reston, VA.

SPONS AGENCY Office of Special Education and RehabilitativeServices (ED), Washington, DC.

PUB DATE Apr 90CuNTRACT G0087C3053-88/89NOTE 22p.; Newspaper/magazine excerpts may not copy

adequately.PUB TYPE Reports - Descriptive (141)

EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS Alternative Teacher Certification; Beginning

Teachers; *Change Strategies; Elementary SecondaryEducation; Higher Education; Institutes (TrainingPrograms); *Preservice Teacher Education; ProgramDevelopment; Rural Education; Summer Programs;*Teacher Placement; *Teacher Recruitment; *TeacherShortage; Teacher Supply and Demand; Urban Education;Urban Teaching

IDENTIFIERS *Teach for America

ABSTRACT

This document describes "Teach for America," aprogram which recruits outstanding college students who may nototherwise have considered teaching, provides them with an intensivetraining program, and places them for 2 years of teaching ininner-city and rural school districts with persistent teachershortages. The report addresses: (1) the organization (history,advisers and directors, and staff); (2) the need (the shortage ofteachers in specific areas, the shortage of teachers who are ofcolor, and an impending general teacher shortage); (3) the rationale(capitalizing on student idealism and indecision, and countering themajor factors discouraging students from entering teaching); (4)program overview; (5) recruitment and selection (recruitment at 100top colleges and universities, and selection criteria); (6) training(faculty, site, curriculum, and key ideas); (7) placement (locations,certification, salaries); (8) support (within the school andexternal); (9) evaluation (of both program and participants); (10)the context of the program (including broader efforts to recruitteachers and broader efforts to professionalize teaching andrestructure schools); (11) program contributors; and (12) reprints ofmass media articles about the program. (pH)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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The Nalonal Auovaion ol Sun*Rectors of Sosc2ai Education

a

THE NATIONAL CLEARINGHOUSE

FOR PROFESSIONS IN SPECIAL EDUCATION

INFORMATION BULLETIN #34

U S DEPARTMENT OF EDUCATIONEducahonal Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

-ar....s document has been reproduced asthe person or organization

( changes have been made to improvereprdduchon duality

PO.ntS 01 tree or ocemons stated ,n thsclocu.men! do not necessarily represent offOE R. pos.1.0n or policy

TEACH FOR AMERICA

Ins Council forE OP Children

1/4\r)

National Clearinghouse for ProLssions in Special EducationProfessions Information Center

The Council for Exceptional Children1920 Association Drive, Reston, Virginia 22091

703/264-9474

9BEST COPY AVAILABLE

Info. Bull. t34

Teach for America is a new program designed to persuade college seniors (non-

education majors) to sign up for a minimum of two years of teaching after

graduation. In return, a deferment is offered on repaying student loans under

the provisions of the Higher Education Act amendments of 1985.

Some 20 states have enacted alternative licensing programs that permit liberal

arts graduates and others without education degrees to work as teachers. As a

result, in districts with teacher shortages - the kinds of places Teach for

America aims to reach - temporary teaching certificates are routinely

provided.

This packet includes, among other things, information regarding Teach for

America's recruitment procedure, the training of teachers, placement, support

given, and a listing of colleges and universities which are recruitment

targets.

AFor further inforTion, contact:

wendy KoppTEACH FOR AMERICA

P.O. Box 5114New York, N.Y. 10185

212/974-2456

This document was prepared pursuant to Grant No.G0087C3053-88189 with the U.S. Department of Education, Officeof Special Education and Rehabilitative Services. Agenciesundertaking projects under government sponsorship areencouraged to express their Judgment freely In professional andtechnical matters, Points of view and opinions do not, therefore,necessarily represent official Department of Education position orpolicy.

The total amount of Federal funds appropriated for the project is$236,959. One hundred percent of the total cost of the project Isfinanced with Federal funds.

Publications of the National Clearinghouse for Professions in Special

Education are in the public domain, and may be reprinted. Proper citation of

source(s) is appreciated.

Info. Bull, #34

We have a vision of an Americawhere millions of the nation's bestminds compete to enter theprofession of teaching and the fieldof education.

Our Immediate ObjectivesTo recruit a group of outstanding individuals who may nothave otherwise considered teaching

To meet the needs of inner-city and rural school districtswh';h have persistent teacher shortages, especially ofpeople of color, bilingual and elementary teachers, andsecondary teachers of math, science, and foreignlanguages

To train, place, and support the corps members in such away that their two years have a positive impact on thechildren they teach and on their own commitment toAmerica's educational system

Our GoalsTo revolutionize the way Americans view teaching, so thatthey see it as a challenging profession demanding thenation's best minds

To create a corps of individuals who, whether they remainin education or move on to business or government or law,will spend their lives working to improve the educationalsystem

To make a significant contribution to teacher recruitment,training, and support

Info. Bull. t34

The Organization

HistoryLast year, a student at Princeton University proposed in her senior thesis the creation of an

organization that would use the Corps model active recruitment, a short time commitment, a

selective and centralizedapplication process, an intensive training institute, and a placement and

support mechanism to attract individuals who would not otherwise consider teaching. Initial funding

from a number of corporations made the creation of TEACH FOR AMERICA possible.

Today, a network of Campus Representatives at 100 colleges and universities is working to

build a broad base of student support for TEACH FOR AMERICA. And a team of recent graduates

from a number of colleges and universities has come together to raise funds, recruit corps members,

construct a summer training Institute, and build a placement and support mechanism that will enable

uncertified individuals to teach in areas of teacher shortage.

Board of AdvisersThe Board of Advisers, comprised of prominent business, government, and education

leaders, provides valuable experience and guidance.

Joseph Alibrandi - Chairman & CEO, Whittaker Corporation

john Carter - President & CEO, The Equitable

David T. Kearns - Chairman & CEO. Xerox Corporation

James A. Kelly - President, National Board for Professional Teaching Standards

Robert ID. Kennedy - Chairman. President, & CEO, Union Carbide Corporation

Harold W. McGraw. Jr - Chairman Emeritus, McGraw-Hill, Inc.

Frank Newman - President. Education Commission of the States

Thomas Pan= - Superintendent, San Diego School District

Vincent E. Reed - Vice President. Washington Post Company

Vincent A. Sarni - Chairman & CEO, PPG IndustriesEaticalLactuyanz - President, Catalyst

George J. Sella - Chairman & CEO, American Cyanamid Corporation

William E. Simon - Chairman, William E. Simon & Sons

James Thompson - Governor of the State of Illinois

Robert E. Wvcoft - President & COO, ARCO

Board of DirectorsThe Board is a group of individuals chosen for their experience in education, teaching,

recruiting, promoting service among college students, and starting non-profits.

Matt Bardin - teacher, New York City; graduated from Princeton in 1987 and entered teaching through a non-

traditional route similar to that TEACH FOR AMERICA proposes.

Rick Belding - executive director, Independent Educational Services; founder of Recruiting New Teachers.

Jim Clark - executive director and founder, ACCESS: Networking in the Public Interest.

Jennifer Eolett - one of the founders of City-Year, an urban Peace Corps in Boston.

Richard Graham - professor, George WashingtonUniversity; first director of the federal teacher corps.

Wendy K000 - founder, TEACH FOR AMERICA.

Andxjjipman - vice president, Amroc Investments.

Wayne Meise( executive director, Bonner Foundation; founded Campus Outreach Opportunity League.

Susan Otterbourq - educational consultant; former teacher and principal;Coordinator, National Symposia on

Partnerships in Education.Laura Pim program officer, Gould Foundation; involved in founding the College for Human Services and in

many Community Schools projects.Leslie Talbot - educational consultant; formerly with National Urban League.

StaffA group of recent college graduates is working to create TEACH FOR AMERICA.

Bruce Baker Skidmore '89; published writer and musician; recipient of is:bright Scholarship.

Richard jiagh - Harvard '89; worked on business-education projects for the Committee for Economic

Development and helped create and run CHANCE, a project to provide Boston students with tutors.

Lisa Bornstein - Harvard '89; founded and headed a student organization which promoted the discussion of

psychological inquiry; taught junior high school students in summer program at Wellesley College.

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Sonia Brooking Brown '89, Phi Beta Kappa; tutored and substitute taught in public schools.Jose Calera Williams '89; founder and coordinator of Latin American Organization; advised and tutoredhigh school and college students.jarafitagagkagLa, - Harvard '89; tutored adult reading and writing and elementary ESL; researchexperience in public policy, specific work in the increasing political power of minority groups.joelle-Jude Fontaine Berkeley '87; experience advising and counseling Berkeley students.Michael Gilligan Columbia '86; served in the Peace Corps as a rural infrastructure development agent;coached crew.Paul Haaert Stanford '87; taught math in Malawi, Africa, in the Peace Corps; organized physicaleducation/nutrition program for elementary school children in economically depressed area.Ian Huschle Harvard '88; taught one year at the American School of Tangier ; launched a private venture inforeign trade; board of directors of Phillips Brooks House, a social work corporation of over 1000 volunteers.Matt Irvine Columbia '89; tutored and taught inner-city students in San Francisco and New York.Guilaine dean- Pier e Williams '89; co-founder & associate editor of Williams Journal of African-AmericanStudies.AlliJernow Harvard '89; taught English to students and professors at Nanjing University; providedtutoring, job advocacy, and health care at the largest homeless shelter in Boston.Wendy K000 Princeton '89; ran a student corporation with a staff of 60 and a budget of $1.5 million.Wendy Lewis Duke '88; developed customized promotional campaigns for internation,' corporation;tutored mentally handicapped students in English and mathematics.Daniel Oscar Princeton '88; just returned from a year of teaching in China; tutored, taught and advised atthe college and secondary levels.aonnet Retmart Princeton '89; tutored elementary school children; researched area of urban cultures.Susan Short Stanford '86; just returned from teaching in Lesotho with the Peace Corps.Doug Shullman Williams '89; founded, financed & managed 100-employee branch of national corporation;ski instructor, soccer coach, and backpacking leader.Edith Silver Columbia '89; co-directed a camp for children from a woman's shelter; worked in fundraisingand strategic planning for non-profit groups.Kimberly Smith. Columbia '89; experience evaluating business-education partnerships.Whitney Tilsort Harvard '89; owned a 40-person painting company and served on the Board of Directors ofthe $2 million Harvard Student Agencies.

Info. Bull. #34

The NeedThe problems in the educational system are well publicized. We have heard that 700,000

students drop out each year; that students in the United States consistently score below those ofalmost all other industrialized nations in math and science; that more than 75 percent of 17-year-oldsare unable to write an adequate analytic essay; and that the United States has an illiteracy rate of 30percent while those of our competitors in Europe and Asia are around 10 percent.

TEACH FOR AMERICA's premise is that the future of the schools depends in large part ontwo factors: (1) the creativity, intellect, and drive of those who staff the schools; and (2) the extent towhich the nation's leaders have experience in and a commitment to the schools.

TEACH FOR AMERICA, which addresses both of those demands, is thus a critical element of

the movement to reform and restructure our public schools. It will also address some immediate,concrete needs:

The Shortage of Teachers in Inner-City and Rural AreasIn some areas, teacher shortages persist even in times of general teacher surplus and even as

the teaching profession in general increases in appeal, for they are functions of factors that may nevergo away dangerous working conditions, poor location, lack of community and parental support, lackof resources, and so on.

The Shortage of Teachers in Math. Science, and Foreign LanguagesEven large, suburban schools have problems attracting teachers in science, math, bilingual

education, foreign languages, and special education. For example, 72 percent of high schoolprincipals reported in 1986 a difficulty in hiring fully qualified applicants for teaching vacancies inphysics; 62 percent, computer science; 57 percent, mathematics; and 52 percent, foreign languages.

The Shortage of T C tQUIgralalEven as an increasing percentage of elementary and secondary school students are African-

American and Latino, the teaching profdssion attracts a small and decreasing percentage of black andhispanic teachers. While people of color will make up 33 percent of the school-age population by theyear 2000, it is projected that they will make up only 5 percent of this nation's teaching force. Thisshortage deprives students of color of role models and deprives all children of the opportunity to learnfrom individuals who reflect the ethnic diversity of this nation.

An Impending Teacher Shortage of Unprecedented ProportionsVirtually all accounts project that the demand for teachers will increase dramatically in the

coming years. The National Center for Education Statistics predicts that total yearly demand for newteachers will increase 35 percent by 1995. It projects that schools will have to hire 1.5 million newteachers between 1988 and 1997.

The increase in demand results primarily from a simultaneous increase in school enrollmentsand teacher retirements. As children of the baby boom parents enter the school system, enrollmentwill increase by 4 million, or nine percent, by 1997. And the National Education Association reportsthat because the teacher population has greyed significantly over the past two decades, as many as900,000 of the nation's 2.3 million teachers will retire by the turn of the century.

Info. Bull. 134

The Rationale

TEACH FOR AMERICA counters the five major factors that currently discourage the mostoutstanding graduates, in particular people of color and those who have majored in math and science,from entering the teaching profession. And it capitalizes on two campus sentiments idealism andindecision to attract talented individuals.

Factors thatdiscourageoutstandingnon-aducatIonrelators fromadhering taachIng

Lowteacherpay

Poor imageof teaching

Lowawareness ofteachingopportunities

Complicatedsystem of entryinto profession

Weafth of otherUMWopportunities

What TEACHFOR AMERICAdoes

Builds asans. ofservice

Maximizespublicity &selectivity

Recruitsactively

Centralizesrecruitment,training, &placement

Requires2-year initialcommitment

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Idealism

HUNDREDSof groatrecrultalll!

Info. Bull. #34

Program Overview

The following display capsulizes the TEACH FOR AMERICA operations. Programmatic detailsare discussed further in the following pages.

Recruitment& Selection

Support &OngoingTraining

Campus RepsTrainingInstituteAdvisoryCommittee

Areas ofteachershortage

Local Offices:

OrientatioMentoringResourcesSocial EventsSymposiaSupport

groupsCopy

Facilities

AlumniNetwork

Urban RuralCandidatesapply:

Writtenapplication,Interview,Teachingsession

Coordinatorof Faculty

NationalFaculty

The Institute:

Education thatis multicultural

Studentteaching

Teachingstrategies

Classroommanagement

Curriculumdevelopment

Final Selection

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Info. Bull. 034

Recruitment & Selection

Recruitment TargetsTEACH FOR AMERICA is recruiting actively at 100 of the nation's top colleges and

universities, selected according a variety of measures including size, selectivity, and minorityenrollment.

ALCA

COCT

CC

DEFL

GA

IA

IL

INLAMA

MD

ME

VT

Tuskegee UniversityClaremont-McKennaHarvey Mudd CollegePomona CollegeStanford UniversityUniversity of CA - BerkeleyUniversity of CA - L.A.University of CA - Santa CruzUniversity of CA - San DiegoUniversity of Southern CaliforniaUniversity of Colorado - BoulderConnecticut CollegeTrinity CollegeWesleyan UniversityYale UniversityGeorgetown UniversityHoward UniversityUniversity of DelawareUniversity of FloridaUniversity of MiamiEmory UniversityGeorgia Institute of TechnologyMorehouse CollegeSpelman CollegeUniversity of IowaGrinnellNorthwestern UniversityUniversity of ChicagoUniversity of Illinois - UrbanaUniversity of Notre-DameTulane UniversityAmherst CollegeBoston UniversityBrandeis UniversityHarvard UniversityHoly CrossUniversity of MassachusettsMassachusetts Institute of rechnologyMount Holyoke CollegeSmith CollegeTufts UniversityWellesley CollegeWilliams CollegeWorcester PolytechnicJohns Hopkins UniversityUniversity of MarylandBates CollegeColby CollegeBowdoin CollegeMiddlebury College

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MONC

NHNJ

NY

OH

ORPA

RITN

TX

VA

WAWI

University of MichiganCarleton CollegeMacalesterUniversity of MinnesotaWashington University-St. LouisDavidson CollegeDuke UniversityUniversity of North CarolinaWake Forest UniversityDartmouth CollegePrinceton UniversityRutgers UniversityCity CollegeColgate UniversityColumbia UniversityCornell UniversityHamilton CollegeNew York UniversityRennselaer Polytechnic Inst.SUNY - AlbanySUNY - BinghamtonSUNY - BuffaloSyracuse UniversityVassar CollegeCase Western UniversityMiami UniversityOberlin CollegeReed CollegeBryn Mawr CollegeBucknell UniversityCarnegie Mellon UniversityFranklin & MarshallHaverford CollegeLafayetteLehighSwarthmore CollegePenn StateUniversity of PennsylvaniaBrown UniversityFisk UniversityVanderbilt UniversityRice UniversityTrinity UniversityUniversity of Texas - AustinTexas A & MCollege of William & MaryUniversity of VirginiaWashington & LeeUniversity of WashingtonUniversity of Wisconsin-Madison

Info. Bull. #34

Campus RepresentativesSeeking to build a broad base of student support for TEACH FOR AMERICA, we identified

100 student leaders ("Campus Representatives") who launched TEACH FOR AMERICA on each ofthe 100 colleges and universities.

The Campus Representatives came together December 1-3 at Princeton University and leftready to create TEACH FOR AMERICA chapters involving campus leaders from organizationsrepresenting different ethnic, academic, and extra-curricular interests. These chapters are planningand executing informational sessions and speeches, distribution of information and fliers, advertising,and the like.

On February 10, 1990, the Campus Representatives pulled off a simultaneous "TEACH FORAMERICA Day" when each campus hosted the Class of 2001 (fifth-graders) from a local public schoolfor a day of educational events. This symbolic event focused campus attention on teaching andeducation and TEACH FOR AMERICA.

Selection ProcessA three-stage selection process enables us to select a corps of the most outstanding,

committed graduating seniors. A team of twelve trained recruiters travel from campus to campus tomeet and evaluate all candidates on the basis of a written application, a standard-format interview, anda practice teaching session.

TEACH FOR AMERICA recruiters do not aim for a certain quantity of corps members but basetheir decisions solely on the strength of each individual candidate. The recruiters evaluate eachcandidate according to a number of criteria:

persistencecommitmentintegrityenthusiasmadaptability, creativity, and flexibilitymulticultural sensitivityindependence and assertivenessability to work within an organizationconceptual ab.lity and intellectoral communication skillswritten communication skillsability to operate without the approval of studentspossession of self-evaluative skillscapacity for organization and preparation

The recruiters must determine the answer to the question, "Do you absolutely want thisperson to be a Charter Member of TEACH FOR AMERICA?' and then rate the candidate on thefollowing scale: Exceptional, Outstanding, Great, Good Fair, Poor, Terrible. TEACH FOR AMERICAaccepts only those candidates who recruiters "absolutely" want in the corps and who rate as eitherexceptional, outstanding, or great. From the "accepted" pool, TEACH FOR AMERICA places thosecandidates who demonstrate the coursework and qualifications which districts specify as desirable.

CommitmentCorps members will make an initial commitment of two years. They will agree to attend the

expense-paid summer training Institute and to assume a teaching position in the assigned location, atthe salary which a district would traditionally pay an individual with similar qualifications.

Info. Bull. 134

TrainingThis intensive 15-hours-a-day, six-days-a-week Institute will serve only as the first important

step for helping each corps member become a craftsperson in the teaching profession. Eachmember will leave the institute knowing that they are off to a terrific start toward becoming a dynamicteacher and, equally as important, they will leave knowing that they still have much to learn.

Institute Advisory CommitteeThe Institute Advisory Committee met this past fall to draft a design and curriculum for the

Institute. It included a number of thought leaders in teacher training, including Myrna Cooper of theUnited Federation of Teachers in New York; Carl Grant, a specialist in multicultural education and aprofessor at the University of Wisconsin; Pearl Kane, a professor at Columbia Teachers College; VitoPerrone, director of Harvard's teacher education program; Marilyn Rauth of the American Federationof Teachers; and Jim Steffensen, who was active in the design and evaluation of the teacher corpsCorps Member Training Institutes.

Coordinator of Curriculum & InstructionThe coordinator is Carl Grant, chairman of the African-American Studies Department and

professor of education at the University of Wisconsin. He was active in the design and executive ofthe Corps Member Training Institutes of the federal teacher corps.

The FacultyA national faculty of approximately fifty carefully selected outstanding educators (elementary.

secondary, and university) will be responsible for instruction and professional development at theInstitute. Each faculty member will have proven, in-depth knowledge and experience in a subject areaor grade-level area. The faculty will include expert teachers of science, math, reading, language, andlearning and motivational theory. It will also include expert teachers of multicultural education andhome-school relations. All of the faculty members will have experiences in working in urban or ruraleducational settings. Some of the faculty members will be from locations at which the corps members

will be placed after the Institute.

The SiteThe Institute will take place on the University of Southern California campus in Los Angeles

from June 17 through August 11. The rich cultural environment and a year-round school systemwhich provides extensive opportunities for student teaching make Los Angeles an ideal location for

the Institute. All faculty and corps members will rer.ide in one dormitory during the eight weeks.

Institute Design and StructureCorps members will be grouped into five houses. Each house will have approximately fifty

elementary and fifty secondary corps members. Ten faculty members will be the on call" instructionalstaff for each house.

Corps members will spend almost haft of their time at the Institute student teaching under theguidance of Institute faculty. The remainder of their time will be spent in discussion groups and

classes.

CurriculumThe Institute will impart strategies in teaching, classroom management, and curriculum

development and will seek also to acquaint corps members with current issues in education as well asthe social context of the schools. Three overarching themes professionalism, reflection, andmutticutturaiism will run throughout the instruction. Following is a working grid of the curriculumdesign.

COMPONENTSOF THE INSTITUTE IDEAS TO EMPHASIZE THROUGHOUT THE CURRICULUM

Professionalism Reflection Multiculturalism

o Source of responsibilityo Collegialityo Changing roles of

teacherso Complexityof teaching

o Problem solvingo Faculty models strategies

o Experiences for theparticipants

o Context and approach foruse in their ownclassroom and scii.-.ol

I. Teacher as manager

o Classroom and groupmanagement

o Disciplineo Developmental psych

II. Teacher as leaderof active learning

o Brief overview ofeducational philosophies

o Teaching strategieso Learning theory/how

students learno The exceptional child

III. Teacher ascurriculum leader

o Curriculum and planningo Content areao Assessmento Innovationo Utilizing resourceso Different approaches for

reading & writing acrossthe curriculum

IV. Teacher In socialcontext

o Education that ismulticultural

o Reality of social issuesimpacting the classroom

o Specific cultures of thedistrict

V. Teacher withinorganizations

o School as socialorganization

o District structures androles

o Community/parentinvolvement

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Info. Bull. #34

Placement

LocationsTEACH FOR AMERICA will cluster corps members in major urban centers and rural areas

across the United States. Districts applied to be chosen as one of the placement sites. In choosingamong them, the organization has two major goals: (1) to mitigate teacher shortages: and (2) toprovide corps members with an experience that will encourage them to remain active in the field ofeducation.

At this point it is likely that TEACH FOR AMERICA will place in the following areas:New York CityChicagoLos AngelesNew Orleans & Baton Rougerural North Carolinarural Georgia

CertificationWhile the Institute will result in some credits toward teacher certification, it will not be sufficient

to enable corps members to meet standard certification requirements. Therefore, TEACH FORAMERICA members will teach under 'waivers" or alternative certification programs that are nowavailable to school districts which experience shortages.

SalariesSchool districts will pay the corps members as they would any full teacher with similar

experience and qualifications. Salaries range between $17,000 and $29,000.

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Info. Bull. 034

Support

Within the SchoolEach corps member will have the internal support of the school principal and of a mentor

teacher, both of whom will be available to provide information and advice.

EixternalLocal TEACH FOR AMERICA offices will coordinate a support system that will involve:

an orientation weekend/weekan orientation for mentorsongoing training through ties with local universitiesa link with a retired teachers networksmall support groupscommunication with TEACH FOR AMERICA schoolscommunity linksa housing/banking/health/living hotlinelocal newsletterclearinghouse of educational resourcescopy facilitiessocial eventspersonal check-ins with TEACH FOR AMERICA teachers

Follow-UpTEACH FOR AMERICA corps groups will remain powerful and influential groups even after

their two years in service. Whether the corps members continue in teaching or go on to business orgovernment or law or medicine, they will have avenues and opportunities through which to helpimprove the American educational system. A strong alumni network, with reunions and conferencesand newsletters, will ensure that the TEACH FOR AMERICA spirit never dies.

Info. Bull. #34

Evaluation

TEACH FOR AMERICA 's first evaluation will begin with the training Institute and will thenfollow the corps members through their two-year experience. Its purposes are twofold:

(1) To provide an internal guide for program development; and

(2) To say something to the outside world about the desirability of the TEACH FORAMERICA recruitment, training, and support models.

i,nong other things, the evaluation will demonstrate

how TEACH FOR AMERICA corps members compare with the average newteacher population in terms of grades, interests, perspective, NTE scores, etc.

how the TEACH FOR AMERICA Institute affected the corps members'perspective and knowledge base, and what the corps members thought of it

how the TEACH FOR AMERICA support system affected the corps members'experience, and what the corps members thought of it

how the TEACH FOR AMERICA corps members' overall experience compareswith that of the average new traditionally certified teacher

how principals and mentor teachers evaluate the effectiveness of TEACH FORAMERICA corps members, using traditionally certified new teachers as areference point

TEACH FOR AMERICA In ContextSo much is happening today in the areas of teacher recruitment, education reform and

teacher professionalization that there exists a legitimate fear that new efforts will duplicate or, worse,run counter to existing movements. Yet TEACH FOR AMERICA is a unique effort to improve thequality and quantity of the teaching force. It will complement current efforts to attract teachers and toprofessionalize teaching and restructure the educational system.

Efforts to Recruit TeachersStates, localities, the federal government, and the private sector have taken a number of

steps to attract more, better teachers.Over thirty states have recently mandated minimum salaries, and others have instituted

across-the-board pay raises. By 1988, 35 had offered scholarships or forgivable loans to studentsagreeing to teach after graduation. Over twenty states have implemented some form of alternativecertification, which enables liberal arts graduates and mid-career professionals to enter teachingthrough a shortened version of pedagogical training. Yet these efforts do not appear to have thecapacity to eliminate problems in teacher quality and quantity. Few believe it is possible to raisesalaries to a level that would make teaching competitive with other professions. Studies of scholarshipand loan forgiveness programs reveal that they do little to recruit those who would not have enteredthe teaching profession anyway. And analysts of alternate certification programs conclude that theydo not demonstrate the capacity to solve persistent geographic shortages.

Recently, Senator Edward Kennedy has proposed the creation of a "teacher corps."Through his bill, local states and school districts would receive more money in order to providerecruitment and incentives for college students who_commit to five years in teaching. If the Kennedybill does pass, it will attract a different pool of individuals than TEACH FOR AMERICA will. TEACHFOR AMERICA targets a unique niche of individuals those with the most other career opportunities

and seeks to attract them by creating a powerful sense of service, selectivity, and status. It will attractgraduates who realize that they have an unlimited number of opportunities and are unwilling to commit

to five years in any occupation.The private sector is also making a number of efforts to help attract teachers. The National

Executive Service Corps retrains retired executives to teach, and a number of companies are alsosponsoring mid-career people to enter teaching. TEACH FOR AMERICA is similar to these efforts,but will recruit from a different pool and will place them nationally.

Another significant private-sector effort, Recruiting New Teachers, uses public serviceannouncements and an 800 number to focus positive attention on teaching and to provide interestedindividuals information about entering teaching. It also provides a list of respondents to institutionswhich hope to recruit teachers. The increased national interest in teaching with RNT has helped togenerate will help TEACH FOR AMERICA attract a select group of individuals. Eventually,TEACHFOR AMERICA will probably tap into RNTs pool of respondents, offering them a centralizedapplication, training, and placement mechanism.

Efforts to Professionalize Teaching and Restructure SchoolsBusiness, education, and government leaders are resolved that the time has come for real

change in the educational system. They call for school restructuring, for teacher professionalization.TEACH FOR AMERICA will help them in their efforts.

First, it will further efforts toward professionalization by attracting bright individuals to teaching.The National Board for Professional Teaching Standards, meant to be a backbone of the effort toprofessionalize teaching, seeks to recogr.ize and certify 'expert" teachers. The Board will require thatthe teachers it certifies demonstrate mastery of a certain bodyof knowledge, but it will not require aneducation major. It relies on teaching's ability to attract some of the brightest, most motivatedindividuals in our society.

Second, TEACH FOR AMERICA will build a corps of leaders with the knowledge andcommitment to argue for school improvement and teacher professionalization. Even if they leaveteaching to pursue opportunities in business or government or law, they will be strong advocates forchange in the educational system.

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Contributors

TEACH FOR AMERICA will be funded by a number of corporations and foundations. We aregrateful to the many institutions and individuals who have supported the start-up phase of TEACHFOR AMERICA. They include:

SPONSORS($100,000)

Chrysler CorporationMerck FoundationMobil FoundationStarr Foundation

SUPPORTERS

American Cyanamid CorporationApple Computer Inc.

Mary Reynolds Babcock FoundationJohnson Bogart

Valerie Charles DikerValerie T. DikerThe Equitable

General Atlantic PartnersHertz Corporation

Hill & KnowltonW.K. Kellogg Foundation

John McGillicuddyMorgan Stanley & Company

PPG IndustriesThe PrudentialJay Sherrerd

Mrs. Norman TishmanUnion Carbide Corporation

Xerox CorporationYoung & Rubicam

/AP. HORIZONS

Drafting the best and brightestEDUCATION An elite new teacher corps reveals public spirit on campus

ell-tailored recruiters represent-ing investment banks and pro-fessional schools are common-

place on the nation's elite collegecampuses. Students recruiting theirclassmates to teach in the nation's belea-guered public schools are not.

Yet that is what has been happeningat 100 leading colleges and universitiessince early December under an ambi-tious new project called Teach forAmerica. Astonishingly, this country'sbest and brightest, who tradi-tionally have shunned teachingas a low-pay, low-status occupa-tion. are responding. Indeed,within a week of slipping an in-formational flier under the doorsof 1,500 university dorm roomslast month, Teach for America'sYale representative received 170phone inquiries, reflecting a lev-el of interest in teaching un-imaginable on top campuses adecade ago.

Teach for America's founderis a 1989 Princeton graduatenamed Wendy Kopp. At a na-tional conference of students in1.?88, Kopp heard undergradu-ates with distinguished academicrecords express enthusiasm forteaching. That inspired her no-tion of a "teacher corps" thatwould allow graduates headedfor other careers to sidestepstate licensing laws that typical-ly require teachers to earn edu-cation degrees. The 22-year-oldpublic-policy major drew up ablueprint for the organization in her se-nior thesis last spring and establishedTeach for America after graduation.

Coming stiortfaL Kopp's initiative isnothing if not timely. A severe shortageof talented teachers is threatening toundercut current attempts to improvethe performance of the public schools.Reformers continue to bemoan the lowcaliber of many education-school gradu-ates. And between now and 1997, risingenrollments combined with a wave ofteacher retirements are expected to pro-duce a need for 1.5 million new teach-ersmany more than the educationschools are turning out.

Such statistics have sparked an in-tense interest in liberal-arts majors as anew source of teaching talent. About 20states have created "alternative certifi-cation" routes into the nation's class-rooms for would-be teachers lackingeducation degrees. The Bush adminis-

tration has asked Congress to allocate525 million for grants supporting thestate programs. So far, such programshave attracted mainly scientists, lawyersand other professionals who want tomake midcareer shifts into teaching.Teach for America is aiming to recruitseniors straight off the campuses of thenation's most prestigious colleges anduniversities.

Teach for America has a predecessorin the federal Teacher Corps, established

tions. Kopp and the organization's re-cruiters attribute the initial surge of en-thusiasm on campus to student awarenessof the crisis in education. as well as to aresurgence of public spirit among stu-dents generally. "Students are talkingabout teaching, science majors. premeds.the budding political types, the worksthe enthusiasm is very broad." says theYale rep. senior Jonathan Snyder. A 1989survey of Columbia and Barnard seniorsseems to substantiate that observation. Of

the respondents, 60 percent ex-pressed a willingness to teach inpublic schools for periods of twoor three years.

High-risk thinking. Kopp'sprogress since submitting herthesis nine months ago has beenextraordinary. She has raisednearly 5500,000 from founda-tions and major corporationssuch as Mobil. Merck. Xeroxand Union Carbide, and wonmany converts to her cause inthe process. "It's the kind ofradical high-risk, high-rewardthinking that's needed to beginto turn around the crisis in pub-lic education." says Robin Ho-gen. vice president of the MerckCompany Foundation, who callsKopp "disarmingly effective" atopening doors in high places.Merck has donated S100.000 ioTeach for America.

Working out of donated Man-hattan office space with a staff ofsix recent college graduates.Kopp has recruited an advisory

board that includes nationally promi-nent educators and several corporate ti-tans. An equally distinguished panel isdeveloping a summer training institutethat all Teach for America recruits willattend prior to entering the classroom.

Negotiations to place Teach forAmerica recruits are nearly completewith several urban school systems. in-cluding Los Angeles and Chicago. andwith rural school systems in North Car-olina and Mississippi. Later in themonth, Kopp and her staff will travel tothe campuses to select applicants who. inaddition to undergoing traditional inter-views, will be required to perform a 15-minute "teaching demonstration." Koppis anticipating 7,500 applicant,. Teachfor America's first 500 recruits arescheduled to be named in April .ind tobe in classrooms by September

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Wendy Kopp. Tapping into resurgent campus idealism

in 1965 as part of President LyndonJohnson's War on Poverty, which fol-lowed a similar strategy in its earlyyears, placing about 1,000 recruits annu-ally in disadvantaged rural and urbancommunities. But Kopp uses as hermodel the Peace Corps, an independentagency with a high profile and an aura ofselectivity and public spirit. "Part of thereason people apply to the Peace Corpsis because they know it's selective," ob-serves Kopp. "In order to attract peoplewith the most career opportunities, wehave to compete with graduate schools,investment banking and managementconsulting, which offer prestige and ahigh profile."

Teach for America's target schoolsrange from the Ivy League to leadingliberal-arts colleges and top public uni-versities. The organization has made apriority of recruiting minority teachersand is recruiting at leading black institu-

52

- 1 6! 3

by Thomas Toch

U.S.NEWS & WORLD REPORT Jar ;go

About EducationFred M. Hechinger

Building tomorrow's public schools with the

brightest college graduates of today.

Info. Bull. 134

THE NEW YORK TIMES EDUCATION WEDNESDAY, DECEMBER 6, 1989

Early this year Wendy Kopp. then astudent at Princeton, wrote her sen-ior thesis on a plan to entice some ofthe best college graduates into teach-ing in public schools.

Her idea was a network of campusrepresentatives who would persuadeseniors at elite colleges to sign up fora minimum of two years of teachingafter graduation. In return, those whoJoined would get a deferment onrepaying students loans under theprovisions of the Higher EducationAct amendments of 1985. The goal.Miss Kopp says, was to recruit recentgraduates, especially minority-groupmembers, in math and science.

She first thought about this at a1988 meeting of business and studentleaders to discuss ways to improvethe schools. "The idea Just poppedinto my mind." she says. "I realizedthat top students might go into teach-ing if we could find a way to recruitthem. it seeled so simple. One prob-lem with the education reform move-ment is that people don't talk to col-lege students.

"So many of my peers were com-pletely undecided about what to doafter college," said Miss Kopp. whohad attended public schools in Dallas."They seemed ready to be recruitedby something like what 1 had inmind."

And so, Teach for America,wasborn. One young woman's idea hasblossomed into a private, not-for-profit program that will send its first

. group of college graduates to teach ininner-city classrooms in the fall of1990. Tentatively selected are schoolsin Los Angeles, Washington, Chicago,New York City, the Rio Grande Val-ley in Texas and several cities in igewJersey.

Some 20 states have enacted alter-native licensing programs that per-mit liberal arts graduates and otherswithout education degrees to work asteachers. In districts with teachersnortages, the kinds of places 1Leac4for America aims to reach, tempo-rary teacning certificates are rou- .

finely provided.An eight-week summer training in-

stitute will introduce the new gradu-ates to pedagogy, problems of cul-tural differences and teaching. Atraining advisory committee willcreate the curriculum for the- insti-tute and help select the faculty, whichwill include teachers and administra-tors from the cities already chosen.

rte committee includes a teachingspecialist from Harvard, a memberof the American Federation of Teach-ers. a New York City school principaland a staff member from TeachersCollege at Columbia University,among others.

Once the teacher is placed in aclassroom, at the regular first-yearsalary, the school must provide an ex-perienced mentor.

Would some of the graduates be-come professional teachers/ "Wehope that a good many will stay inteaching." said Miss Kopp. the organ-ization's staff director and a memberof its board. "But even if they leaveteaching after a few years and go intolaw or business or medicine, they willbe powerful spokespersons for publiceducation and school reform."

Last weekend, 160 students from100 campuses met in Princeton to getready to act as recruiters.

Miss Kopp's advisory board in-cludes chief executives from corpora-tions like Xerox and Union Carbideand educational leaders like theschool superintendent of San Diegoand the president of the NationalBoard for Professional TeachingStandards.

She says she has received enthusi-astic reactions from many educators,including Albert Shanker, presidentof the American Federation of Teach-ers, and Frank Newman, president ofthe Education Commission of theStates.

Several corporations and founda-tions have made contributions, and$300,000 has been raised so far. MissKopp's budget calls for $1.7 million.including $1.3 fcr financing up to 500recruits. Morgan Stanley is providingoffice space in the McGraw HillBuilding in New York. Harold Mc-Graw, the book company's chairmanemeritus, Is among the advisors.

Teach for America is not the onlyeffort to reacn out for high-qualityyoung teachers. The Peace Corps Fel-lows Program, for example, hasjoined with New York City's Board ofEducation and Columbia Universityto send returned Peace Corps Volun-teers to schools in Harlem and theSouth Bronx.

The Rockefeller Brothers Fundplans to recruit minority-group mem-bers to teach in inner-city schools.And Congress is considering legisla-tion to rebuild a federally financedTeacher Corps.

What distinguishes Teach forAmerica is that It represents stu-MMTeaking to students. MissKopp, a member of the Class of '89. isoptimistic. She points to a survey ofBarnard's and Columbia's class of1989: 60 percent of 818 seniors who re-sponded said they would considerteaching for two or three years.

This does not guarantee a rush ofvolunteers. Nor Is It certain that eventhe brightest college graduates willnecessarily be good teachers. But theplan fits Into current efforts to reachout to new and different candidatesfor tomorrow's schools.

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