Rhetoric Versus Reality: An Examination of Teach For America's Memorandum of Understandings With the Metro Atlanta School Districts

• In Event: Teach For America: Local Hiring Practices and Privileges

Abstract

This paper, drawing on a critical theory lens that highlights the role of power and privilege over equity, examines the similarities and differences between TFA rhetoric and the contracts that TFA enters into with local school boards. In sum, it will be explicated that TFA often employs a rhetorical defensive argument that their corps members serve to (a) ameliorate teacher shortages; and/or (b) compete fairly with traditionally certified teachers for their positions. However, this paper’s analysis of Memorandum of Understandings (MOUs) between TFA and the five metro-Atlanta school districts that partner with TFA will show that TFA’s contracts specifically outline that school districts “will not restrict or limit any [corps member] to so-called ‘critical’ or ‘shortage’ subjects or grade level vacancies;” and that school districts “shall hire all of the [corps members] made available by TFA;” hire them for “a minimum of two school year terms of employment;” and provide them with “special consideration for appropriate existing vacancies.” Additionally, it will be shown that school districts are required to “reserve” positions for incoming TFA corps members – a practice that directly impacts the employment of non-TFA and otherwise traditionally certified teachers. Combining the analysis of MOUs with interviews, it will also be shown that non-TFA teachers are directly prevented from employment or, in some cases, fired/leveled to accommodate district contracts with TFA that reserve positions for corps members (Author, 2013; 2014).

Such a disparity between rhetorical positioning and the actual legal contracts that bind school districts to reserve teaching positions, guarantee hiring and continued employment, special considerations (including, but not limited to, rehiring due to any reduction-in-force policies) that are not extended to non-TFA teachers, presents the need for closer examination.

And while TFA is not the only alternative certification program, it is likely the most prolific, advertised, and examined alternative route into teaching. Additionally, as an organization that serves as a proxy for prospective teachers in the hiring phase, the organization is uniquely different than other alternative certification programs where individual teachers serve as the sole representative to prospective hiring districts. Moreover, TFA’s partnership with the five school districts in metro-Atlanta has, since 2000, placed over 1,200 corps members in 145 schools and has subsequently impacted over 125,000 students (TFA Metro Atlanta Alumni, n.d.). As is such, the disparities between the organizational rhetoric that elicits philanthropic donations, federal support and financing, as well as its public support should be examined as the organization’s impact is quite extensive in Atlanta. Accordingly, this paper’s analysis of the MOUs between TFA and the metro-Atlanta school districts will show that those 1,200 teaching positions were reserved and protected exclusively for TFA corps members and that corps members were not hired as a result of competing against otherwise qualified teaching candidates (novices or veteran) – a reality in stark contrast to recruiting, fundraising, and public rhetoric.

Author

• T. Jameson Brewer, University of North Georgia