Question: What have you learned running Teach For America for the last 20 years?
Kopp: You know, I guess what I would say is that this whole process has been a search for allies, you know, and it’s just you’re looking for people who understand this and really deeply believe in it and want to help make it happen. And there are plenty of people out there who have said no along the way or for whatever reason don’t, you know, haven’t gravitated to this as the fundamental, you know, force that I think it has the potential to be, but for every one who hasn’t been compelled there’s at least one person who has, and, really, all you need to, you know, grow a social enterprise is enough allies, you know? So, I guess, I think persistence in finding supporter and in just expanding constantly the set of true believers out there is a huge piece of what it takes to really ultimately make a social enterprise work.
Question: What have been your greatest leadership challenges?
Kopp: That’s a… I don't know. I would say, yes, this has been, we’ve been at this for 18 years now, and it has been just an incessant learning curve on every front in terms of, you know, actually even just how do we manage something on a significant scale? How do we ensure its financial sustainability? How do we navigate a very complex education policy environment? And, most centrally, really, you know, how do we do this well? Like, how do we recruit the select people straight out of college to teach in the most challenging teaching situations in the country, and not just survive but really excel with their kids so that they do in fact help put kids growing up today on the level playing field with kids in other communities and, as a result, learn the right lessons rather than becoming more disillusioned, actually, become more committed to the possibility of change. It’s incredibly complex set of things to figure out all the same time, how to do well. And I would say that we’re still on the learning curve on every piece of that.
Question: What resources were most important for the success of Teach For America?
Kopp: Probably one of the greatest strengths of Teach For America has been that we sort of, we knew at the front end that we didn’t have the answers and we set out to find them and have been just so open and responsive and really searching for help on every level of this and continue to be. So, our program has evolved just completely dramatically. You know, based on feedback from the core members themselves, our own research into what is working and what isn’t working, feedback from experienced teachers and educators and such, and the same is true at every, you know, on every dimension of what we do. I mean, I think, you know, we try hard to be successful but, inevitably, just learn many lessons along the way. And so, I think that embracing, you know, the process of constant learning and continuous improvement is honestly probably part of the core of our success.
Discuss
Jesse Alred on April 18, 2009, 9:08 PM
Having captured district leadership positions in several cities, and having created two charter school networks, Wendy Kopp’s Teach For America friends are pursuing an approach to school reform based on the false premise that teachers are the cause of sub-par academic performance in urban schools, They not only discount major factors like the degree of parent commitment, family stability, student habits and economic inequality, they underestimate the power these obstacles exert in the daily experience of urban schools.
D.C. Superintendent Michelle Rhee’s school reform recipe includes three ingredients: close schools rather than improve them; fire teachers rather than inspire them; and sprinkle on a lot of media-thrilling hype. Appearing on the cover of Time, she sternly hovered over the camera holding a broom, which she was using to sweep trash, the trash being a metaphor for my urban teacher colleagues. MS RHEE, MY COLLEAGUES WHO WORK IN SOME OF THE TOUGHEST SCHOOLS IN THE UNITED STATES ARE NOT TRASH.
TFA teachers are a welcome addition to our nation’s public schools, and TFA and its offspring, the KIPP and YES charter schools, provide valuable services, but no data exists proving they are closing the achievement gap, or that they have a formula to close the gap, for the majority of low-income students. KIPP/YES teachers do great work, but they have students whose families apply to schools with longer school days, Saturday classes, an extra month of school in the Summer, and nightly loads of homework. Only a small minority of working-class families will allow schools to take over their kids’ lives that much.
The TFA coalition implies poor schools and bad teachers create the achievement gap. They want the community to give them power because only they can bring“reform” by eliminating job security and diminishing teacher influence over policy. This anti-teacher attitude derives from Ms. Kopp’s original vision when she decided, from her Princeton perch and without a day in the classroom, that inexperience was better for teachers than experience. They are launching an Ivy League class war on veteran teachers from our nation’s toughest schools.
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