i am saddened, frustrated and angry that hinojosa took it off the table. david morgan has been trying and trying to get something done in south cobb and at every turn, he is stymied. South Cobb Parents and students deserve better.

I don't know enough about TFA to have a strong opinion on the program itself or the quality of the teachers that it produces. However, I found the notion of firing and/or furloughing scores or hundreds of current teachers while simultaneously hiring other teachers offensive. This wasn't about finding the best for our kids. This was about finding the cheapest for our kids. Personally, I'm not thrilled with ideas that revolve around educating our kids on the cheap.

As I've said before, our teachers aren't failing us. We're failing them. When we have to rely on corporate donors and community volunteers to keep our schools operating at full capacity, then we're obviously failing as a community by refusing to adequately fund our school system such that our physical infrastructure is properly maintained, teachers are paid competitively to attract the best, enough teachers are hired to keep class sizes small, and Cobb children spend enough hours in the classroom to compete with other states and the rest of the world.

Greetings,
One thing that I am seeing that is common from all of the conversations regarding addressing the South Cobb area is that improvements need to be made. The real issue is on the agreement on how to go about doing that. Now here is my other 2 cents: With all of the budget cuts, layoffs and furlough days that the Cobb educators have and will endure, I can see where it would be a very unpopular decision to even suggest bringing an organization in like "Teach For America" into this discussion. How about looking within our own county, communities and school district and use the talents, gifts, experiences we have. There are some well qualified paraprofessionals,substitutes, custodians, bus drivers, food services, after school staff and laid off educators that could handle the "challenges" if given the opportunity. I understand the urgency to make some changes but the final decision should not be left to a few "selected" people that can not relate to the situation. Finally, there needs to be some tasks forces complied that consist of students, parents, graduates, teachers, staff, residents, substitutes, paraprofessionals, education graduates in corporate america, grandparents, guardians, faith based communities in the South Cobb areas in question given the opportunity to handle the tasks of providing the necessary educational experiences/opportunities for the students to be successful in a global economy.

With all due respect to everyone, is an argument that a school is producing positive results really effective if the main points we're using to back it up include after school activities, Girl Scouts, and Braves games? These are all wonderful opportunities for students to have some fun, and it is great that teachers and staff are volunteering their time, but this is NOT the issue at hand. Students are not receiving the tools they need due to a flawed curriculum, a lack of urgency and quality in teaching practices, and the alarming fact that many teachers are more concerned with job security than the fact that their students are not meeting BASELINE level indicators of success.

Furthermore, I am a bit troubled by the TFA teacher stereotype that is being perpetuated here. I, myself, am a Teach For America teacher. However, there is a stereotype that I consistently hear people describing: unqualified (with 5 weeks training), young and naive, Ivy League elitist, temporary (2 year) teacher destined for Law or Medical school.

Let's get rid of that stereotype right now.

I am a PROUD graduate of a small college in the rural Midwest. I am also a PROUD first-generation college student. Thanks to hard work, a scholarship, and a Mother who guided me in the right direction, I was able to go to college. I knew I wanted to pursue Education because it opens doors- I am a product of that. My college has a nationally accredited, four-year, professional preparation program that is one of the best in the nation. I knew I wanted to be an Educator from a young age, I am PROUD to be one, and I am in this for LIFE. So I cannot help but CRINGE when I keep hearing people generalize this organization and its teachers. I do not come from a sense of elitism and entitlement, and I am not looking to build a resume- I am teaching because I know that is what I was put on this earth to do.

Furthermore, I joined TFA because I feel compelled to help close the achievement gap- a stark reality whose destructive results I have seen firsthand. This organization implements GREAT practices, produces SUCCESSFUL students, and has a track record to back it up.

I joined because I recognized its positive mission, its strategic practices, and hoped that I could learn from it, become BETTER and more AWARE, and develop as a stronger and more astute Educator. I am positive that I am not the only one in this organization of thousands who does not fit (whatsoever) this awful and perpetuated stereotype.

My students are BRILLIANT 8th graders who have already made significant gains in reading proficiency, written expression, and social behavior. They are in a school that has had some struggles- but they are flourishing. All of my Department does a PHENOMENAL job (and yes, the rest of them are NOT TFA teachers). However, my students are performing at the TOP, even though I am a first-year teacher. I am not ineffective, I am not unqualified, and I am certainly not negligent of the urgency and efficiency it takes to take these students, some of whom who have been underserved for so long, and put them on a path that is clearer and destined for TRUE success.

Are all TFA teachers perfect? No. Am I? No. Are all the teachers who've been laid off ineffective and deserving of that? No. Is the Achievement Gap a REAL and DANGEROUS issue? Yes.

However, this is NOT about job security, which is the tone I keep hearing. It is not about the teachers as much as it is the students. Our responsibility as educators is a CIVIL DUTY, because our society depends on it. So, if we're ineffective and our students aren't making gains, perhaps we do need to reevaluate our methods and either get some professional development - OR - find a new career path. This responsibility and the need of our children, however, is too significant. So much so, that, even in an economic climate of turmoil such as this, the factor of having a job is less important than the factor of making sure our future generations are getting what they need to become positive contributors to society. Our community MUST back an initiative to improve the Educational system, otherwise, our community will not continue to flourish in the years to come. No, TFA is not the end-all answer. But we need to recognize the priorities here and do what's best for STUDENT ACHIEVEMENT, not job security.

Thank you for bearing with all my writing, and I apologize for going on for so long, but this is a very important issue to me and in general and I felt very compelled to share my 2 cents. Thanks for allowing that.

And I hope nothing but the best for the future of the Cobb County community, it's teachers, it's families, and it's future.

Thanks!

One more thing, some food for thought:

http://www.youtube.com/watch?v=5xdfVAPvv9A

thanks for chiming in Michael. appreciate the insight from a TFA teacher!

Chris,

I'm sorry you read it that way. And I would never state that my co-workers and mentors are failing me, because, without them, I would be failing. In fact, I would say that my relationships with my mentor teacher and Department and with my Assistant Principal have been the most helpful to my own development, although Teach For America has done a world of good for me, as well.

And I want to just reiterate the fact that becoming an Educator has instilled me with so much pride, largely due to the fact that our line of work is the most important and that I am so admirable of the people around me who are doing good for our children. My favorite teachers as a child are the reason I'm a teacher now.

But not every single teacher is excelling, and, therefore, large groups of students are falling behind and receiving an education that falls short of what our school systems have promised. Something must be done to resolve this, and I'm glad to see that the community is so focused on this.

What I originally meant was that the rhetoric should not be about MY JOB as a teacher, it should be about MY STUDENTS getting the education I am charged with delivering them, because, if they do not, I am doing a disservice to their families, the community, and each one of them.

The debate IS about job security, but should NOT be. STUDENT ACHIEVEMENT is more important here. Why should some have job security if they are failing to perform? That does not happen in most lines of work.

The fact that some teachers are failing us is not a stereotypical perpetuation- it is an unfortunate and painful reality. I said some, not all, because the majority of us are doing a commendable job (in spite of being underpaid, constantly ridiculed, and uphill battling the challenges of the job each day).

If I was a parent of a child who was falling behind, my first instinct would be either to put him/her in a school where this was not the case OR ask that he/she be given a different teacher. Just like if I order something off of a menu and it tastes horrible, I'm obviously not going to order it again. If we are not producing results and it's costing our students... we need to either pick up the pace or expect that we may be replaced with someone who will.

Now, again, I am not waging a crusade on traditional teachers- after all, I came up the traditional way and would be teaching right now whether TFA existed or not. And traditional teachers, in my opinion, are the most talented out there- I think you are born with the skills to be a good teacher (charisma, compassion, patience, etc.)- some of these things cannot be "learned", whether via college or a Teach For America Institute. There are TFA teachers who are doing a horrible job and probably won't make it, and I have little sympathy for them; this is not their line of work and they won't stay here. The same remains true for non-TFA teachers who lack results.

But overall, the organization does implement great practices and the majority of its teachers do change the course for their students, do some research and hear what leaders (such as the Superintendent, Mr. Hinjosa) are saying about the program.

If our school system is hurting, I'm not sure why people would be AGAINST bringing in some talent that might do good for our students. I also agree with Pearl, that I'm sure there is talent within the county, as well. It doesn't hurt to approach this problem with many ideas, though, and I feel that many are labeling TFA wrongly and writing them off without knowing the full scope of what the organization does and just who these teachers are.

I don't think I'm any better than my non-TFA co-workers. I'm just saying, my students are on the right track, and, although I am a first-year teacher, I would hardly consider myself unqualified or any part of what the stereotype seems to be.

I think we can agree on one thing- our schools should only house teachers who are effective, driven, and committed to producing positive results that help our children toward construct solid foundations for flourishing futures.

For those GOOD teachers who have been laid off, I stand in your corner. We new teachers need you back to learn from you, to configure our own skill sets, and to simply receive good advice. And the kids need successful instruction, rigorous assessment, and structured discipline that leaves them at the end of the year with a mastery of the skills needed and behaviors conducive to future success.

But for as long as the achievement gap remains a factor, whether TFA or traditional, GOOD teachers need to be brought ON- and continually pushed to push their kids to a higher standard, while ineffective teachers need to either improve or step aside.

Our kids deserve nothing but the best; without teaching, there would be no other professions. And if we do not do the best for our communities, they may not retain their charm and positivity for much longer.

Whatever happens, I hope those kids in Cobb get exactly what they need.

michael, please send your thoughts to the school board! If some sort of meeting or group forms over this, we sure would love to have you give your insight. thanks for pointing out that just because the teachers banded together to form girl scout troops doesn't mean the kids at that school are getting all they deserve academically. at the school board meeting when the argyle elem teacher brought the girl scouts up, my very insightful 9 year old turned to me and said "it's not fair to bring in the girl scouts." i am baffled that the teachers are reacting in this fashion and at far off the mark their comments have been from the real issue and the need for steps to be done NOW! and Michael, the walton story makes me kind of sad......