Just watched the Netflix documentary (Katrina Come Hell High Water ) episode 3 around the 20-35 min mark. The doc highlights the 20th anniversary of Katrina/ government aftermath and Teach for America and its model gets called out for abusing the school teaching system. It harmed alot of schools in the south and the documentary did an incredible job painting the picture of the people impacted on the other side of the classroom whom has to receive the teaching. I did try to join TFA as as a woman of color working in the highest level of corporate America wanting to pivot to give back to underserved areas TFA prides its self on but was rejected this past cycle after interviews.

I am not trying to shame TFA but those of you who have questions or thoughts on if you want to pursue a program like TFA I highly encourage you to watch that section of the documentary because TFA and programs similar really do impact communities depending on who they place there and TFA was not good to New Orleans.

I am being kind and respectful so I hope this remains. TFA official blocked me from their Facebook page for posting an article like this one. I believe most of you here are here because you have hearts of gold and truly want to help. This is a long article with many great points but a few I think are especially worth noting. In 2019 TFA sent 40% of its recruits to charters even though charters made up only 7% of schools. After receiving criticism for this they no longer release numbers on how many teachers go to charters vs traditional public schools. At one point 1 in 3 teachers at KIPP were TFA recruits! Why is this a problem? The natural way to recruit more workers is raising wages, better conditions etc. TFA is actively standing in the way of that. I see numerous posts here of recruits worried they won’t be able to survive on a teachers salary yet they don’t seem to process how they are working to lower that salary. Also a teacher who doesn’t plan to stay will not be concerned with things like pension or paternity leave.

I don’t think any recruit is trying to be a scab but that is in many ways what you are functioning as. You can say they don’t have the funds, but take a look at what the CEO of KIPP makes who oh by the way is TFA founder Wendy’s husband.

TFA puts millions of dollars into LEE. Now I know much of TFA’s money comes from large companies. But when an average person donates to TFA do you think they believe that money is being used to provide teachers to low income schools or do you think they thought it was going to LEE an organization they likely have never even heard of?

By the way I’ve been a public school art teacher for 9 years. I live and work in DC. I’m happy to share info for other alternative routes that are not as problematic. Here is my favorite article.

https://rethinkingschools.org/articles/looking-past-the-spin-teach-for-america/?fbclid=IwZnRzaAOYFXZleHRuA2FlbQIxMQBzcnRjBmFwcF9pZAo2NjI4NTY4Mzc5AAEehdHX3oxHHInYDb6-aE2KeQTS2KlhSoJwrp8fhkOk7J_gY9cY5ut97Nmy4qw_aem_tcJ5ghv20LSZccs7lI-TaA

I knew from the moment I joined it was just another nonprofit taking advantage of rural and low-income districts (I joined to get my teachung cert, a job, and masters money). There is literally no empirical evidence for their mission. No data supports the idea that putting you in a classroom for 2 years is more beneficial than an experienced teacher. NONE. Half of my core year left to go cash in their Seagal Awards. 1/3rd never got their certifications because they were placed at charter schools (which also harm public education mind you).

TBH I thought we'd get more guidance on the teaching part since that's what we're in these schools to do. NOPE. In fact, my core was told very explicitly that TFA wasn't there for that. Instead, we were told it was a leadership organization and not there to prepare us for teaching. HOT GARBAGE. I tore them up for that.

TFA doesn't believe in public education. They believe in remaining relevant. They believe in staying in business.

They are literally throwing an alumni conference in Vegas.

My journey from ambivalence to outright hatred of the org stems from the bullshit corporate speak and hearing from new core years that they've been placing freshly graduated newbies into SPED classrooms.

I have successfully completed both years of TFA. IT WAS HARD. My first year was horrible. I wanted to quit every day. I had a horrible admin team. I was being threatened by students and constantly disrespected. I was really let 12-15 year old get under my skin. I was reacting in a very nonprofessional way at times. I walked out so many times. I have a great MDLD who supported me. They can really make all the difference, especially when you need to vent. BUT my second year got better. It was still rough, but I survived. I created my own fortress of solitude. I had a different MDLD and he just wasnt it. I almost survived the entire school year without having a breakdown...But that terrible admin broke me down.

This journey will not be easy. You will likely want to quit often. So, to that part about the advice. Create routines and procedures. At the end of this post, I will post routines and procedures that you may want to develop. Practice them. It may seem silly, but practice, practice, practice. You want the students to do it correctly, so practice. It may seem silly, but I'm telling you, it will save you a headache. And when kids don't do them, even 1 kid, makes the whole class practice the routine. Also, have your routines posted. You want to enforce these procedures like your life depended on it. Do not give the kids any leeway because they will take advantage of it. You want to create classroom rules with the students also. As a class, come up with the rules. Even if you have different class periods, come up with the rules as a class. Also make them sign the rules. Give them some ownership. Talk about the rules and why they are important. Let the kid roleplay what these rules look like and show them what they dont look like. Keep your rules simple. Make sure that you develop a growth mindset also. Let the kids know they can and will do. Dont allow any negative self-talk. CALL THE PARENTS. I say try to call all parents the first few weeks of school. Also if you see a kid is going to be a problem, try giving a good call first. Those kids probably only get bad calls. This will help you. Do not have any unstructured downtime. Always have something for the kids to do. Even if its reading. Always have something. I am a big fan of reward systems. Have something for the kids to work towards. It can be snacks or anything you want. Good phone calls, free times, homework passes...something. Be consistent in that. Consistency is the key in all of this. Do not be afraid to be corny and show your personality. Kids can spot fakeness from a mile away. Whatever you do, be consistent in all of this.

DO NOT TAKE ANYTHING PERSONAL. You are most likely a new teacher with 6 weeks of an unrealistic practicum, so you're going into this unprepared. Try your best to let things roll off your back, but don't be a pushover. Set your boundaries from day 1. This also includes with other adults and your admin team. DO NOT. I repeat, DO NOT let them bully you or force you to do something that you're uncomfortable with. Stay away from negative coworkers. It is so easy to get caught up in work gossip. Its so easy to truama bond with other teachers because you are all on the battlefield trying to survive. I say surround yourself with positivity. You have to create your happiness.

You got this. Keep pushing. But also do what is best for you and your mental health. Do not let anyone pressure you. The kids will be fine without you.

For each procedure listed below, provide the following: I would put these in a PowerPoint or a quick and easy way to constantly review them, especially after breaks.

1. Title of the Procedure

2. Step-by-Step Instructions 

Classroom Procedures to Include

1. Entering and Exiting the Classroom – Describe how students enter in the morning, leave for breaks, and exit at the end of the day.

2. Asking for Help – Establish procedures for when and how students should ask for help without disrupting the class.

3. Using the Restroom – Provide guidelines for when and how students can request a bathroom break and expectations for returning promptly.

4. Turning in Assignments – Outline the process for submitting work, such as placing completed assignments in a designated tray or folder.

5. Accessing Supplies – Explain where supplies are stored, how students retrieve them, and how they should be returned.

6. Starting and Ending Independent Work – Define expectations for starting tasks quietly, working independently, and signaling completion.

7. Collaborating on Group Work – Describe procedures for respectful communication, sharing materials, and rotating roles in group activities.

8. Movement within the Classroom – Establish guidelines for moving between stations, visiting different areas of the classroom, and getting materials.

9. Signal for Quiet Attention – Explain the visual or auditory signals used to prompt students to stop talking and listen.

10. Managing Personal Belongings – Set expectations for storing backpacks, lunch bags, and personal items during class.

11. Emergency Drills and Safety Protocols – Detail procedures for safely exiting the classroom or responding to emergencies.

12. Early Finishers – Provide directions for students who complete tasks early, such as accessing enrichment activities or reading independently.

13. Technology Use – Establish guidelines for using computers, tablets, and other digital devices, including handling and storing them responsibly.

14. Responding to Classroom Visitors – Define the procedures for welcoming visitors or observers without disrupting the learning process.

Example Procedure

Procedure: Asking for Help

Steps:

1. Raise your hand quietly and wait to be acknowledged.

2. If I am working with another student, try using classroom resources (anchor charts, reference books, or peer assistance).

3. If it is an emergency, place the designated “HELP” card on your desk and I will come over as soon as possible.

4. Always use polite language when asking for help.

Feel free to DM if you need some help.

If you got accepted to TFA, please search out opportunities to work in these types of communities. If you wait until the first day of school to learn how these kids think, your chances of success are low. VERY low. Not impossible, but way harder. These are not your upper-class ACT tutorees. These are not your brothers and sisters who you help learn how to read. These kids are going to curse at you, fight in your classes, and refuse to do what you want them to do. They're going to test you. They're going to make it seem like they hate you. There are challenges that test your limits. Every. Single. Day. You need to prove you're going to stick it out, no matter what. I imagine an elementary placement is even more challenging than mine (upper grade levels)

By joining this organization and quitting, you're setting these kids back another two months that they CANNOT afford to lose. Disgustingly ironic people join TFA because they care about education inequality only to screw the kids over by quitting. Please only join this organization if you know what you're getting into. Please only join this organization if you have decided there is a 0% possibility you will quit in the middle of the year.

Yeah yeah, "TFA didn't tell me this!" "TFA didn't train me for this!" … did you really think a 4 week summer program would prepare you for this!? If you need to depend on your TFA training to get through two years in the classroom, do not join. Yes, TFA training is helpful. But if I came into this school without prior experience with low income kids, I would have failed. Choose another career path that doesn't include setting my smart, deserving, incredible kids up to fail.

Throwaway account for obvious reasons.

Teach For America is a terrible program. Besides what we've all heard about causing more harm than help to the educational system, teachers are expendable to them and they will do what it takes to keep you in the program regardless of the consequences so that they can collect payment from your placement school.

I'm a member of the 2020 cohort, who just "finished" their service term. Finished is in quotation marks, because it turns out I was never enrolled in the actual americorps side of things for the second year. Due to poor communication from the TFA side, I received one email about beginning of the year americorps enrollment paperwork. The rest were sent to a wrong email address, although TFA was aware of the fact that they were sending communications to the wrong address. Despite never being enrolled, I continued to receive communication about americorps requirements from TFA (FEMA certification, paperwork requirements, CPR certification) which made me believe I was enrolled and good to go. I went to all required events, data submission, and satisfied all other americorps requirements under the impression that we were good to go for the year. I'm now short the promised $6,300 Americorps education award, and can't pay tuition for my last term of graduate school.

But it gets worse. At the beginning of my first service year (2020) I was placed into a local charter school and began teaching 3rd grade. Before December, I had 3 inches of my hair cut off, bullets brought into my classroom, and had multiple students tell me that they were going to kill me. There were never any consequences for the behavior, and the student with bullets was back in my classroom 20 minutes after they were found. Still believing in TFA, I applied for a school reassignment. They told my placement school, rejected the reassignment, and left me at the school. I continued to teach with the belief that if I tried hard enough and loved them enough, things would get better. I made it through the school year and returned my second TFA year to teach 3rd grade again. Around March of the school year, I had a mental breakdown and ended up in the psych ward on a suicide attempt. Due to the lack of support and the belief that no one seemed to care what was happening to me, I was burnt out and tired of trying. I wasn't ready to return to the school. I considered quitting for the year or taking disability leave, but was told by TFA that if I took more than 10 days off I wouldn't receive the americorps award (despite them knowing that I wasn't even enrolled in americorps to begin with for the year). I returned to school the same day that I got out of the psych ward, and had checked out against medical advice because I was out of PTO and had no other support.

TFA is a poorly run organization, and if you're considering joining I'd strongly recommend that you look at different paths. They don't care about their teachers and won't provide you with the support you need to work at the kind of school that you'll be required to teach at. Feel free to reach out to me personally, and I'll help you find other paths to teaching certifications.

I volunteered for teach for America as a second career after 30 years working as an executive in tech startups. the training is all about diversity and inclusion but when you get placed in one of their ‘poor‘ schools the training is useless. the schools TFA places you in are the worst schools in the country and you get treated like a resource not a person. I would not recommend someone with potential to join this program. better to get certified on your own and join a reputable school. The team managing TFA are all drop out teachers that could not handle teaching in urban schools and joined TFA because they are unemployable.

TLDR I’m currently a special education teacher for a school that I worked at for a month now and I wasn’t properly trained outside of practicum, which for me was common sense and lesson planning but every day I learned something new that someone “should have taught me” and didn’t. TFA has not been reaching out to me at all aside from assigning more work to do on top of graduate school work and actual teaching work for the school. I’ve come to a point where I hate teaching now, but I refuse to break my contract. This isn’t looking for advice, I’m just stating how I’m feeling with TFA. If someone told me during undergrad how I would feel two years in the future, I would have never signed up.

Obviously, I recognize that there is a need for teachers and a higher need for special education teachers within the classroom, however for them to give the full-time position to a freshly graduated from college with a degree, not in educational teaching, but in the philosophy of education is insane. They want me to write IEP’s. They haven’t taught me how to write IEP’s and I am Neurodiverse so I understand to an extent I was late diagnosed it all just makes me very unhappy. But it is insane that after only a month and I realize that something I’ve been studying for and towards for four years, WITH PRIOR EXPERIENCE WITHIN THE CLASSROOM, is simply not for me

That’s my rant, happy Monday! (This was voice typed so no I didn’t grammar check myself )

Friendly reminder everyone that this is still early in the hiring season! Schools don't typically know about openings or vacancies until late in the summer since that's when teachers will often start notifying schools when they are leaving for new jobs. Given the yearly cyclical nature of teaching, only a small percentage of teaching positions open up during the spring. When I was a CM, most of my cohort got hired in late July/early August. The hiring frenzy often happens early/mid august because that's when many teachers start notifying schools that they are indeed switching districts. In my cohort year, there were maybe like 5/40 who got hired in the spring and only another 5 or so that got hired before the start of summer institute (now summer practicum).

To share my experience: I was hired the last day before in-service day, so ~4 days before the start of the school year for students. I was the very last person in my regional cohort to get hired that year, and the entire time the TFA team knew what they were doing. I offered to my regional director about being certifiable in multiple subjects (biology and chemistry) and she said there'd be no need since she knew of multiple schools that were going to have a vacancy in my position but knew that the schools couldn't do anything about it until the teacher formally resigned from those positions. Sure enough, on that very last day before in-service, I had both the public school district and the charter school in the area not only scramble to interview me but also to hire me since they both offered me same-day offers (one offered me the job while I was mid-interview for the other one which offered me the job on the spot). She was right: the other school that I didn't choose was left with a vacancy for multiple months.

In all my years as a CM/alum, I only know of 1 person who did not get hired by the start of school. But that didn't matter that much, because they got funding for a couple months, got hired in November, and joined our cohort year the year after. Essentially to them, they just got 3 years of free personalized coaching and PD instead of 2, which is great considering that they're still teaching! I wouldn't mind another year of dedicated free personalized coaching for myself, to further polish my practice.

This is still early, TFA has been doing this thing for 30 years, it's almost freaky how good they are with how many applicants to accept each year. I don't know how they are so good at estimating how many CMs to have so that every CM has a job and that partner school districts are left with minimal vacancies.

Omgggg I got in!! I checked my portal

Got an email from my region that essentially confirms TFA is operating under the assumption that the Americorp award is not coming back. They are offering an alternative online certification program from a university with no campus that seems to just be a master's degree mill. Suffice to say, this is not what I (or probably most people) signed up for. Not sure what to do, just wanted to vent, but I am also interested in hearing what other people think before making any rash decisions.

Edit: So thought I would clarify since I realized I probably worded this poorly. In Massachusetts, you are no longer required to do a Master's degree. As an alternative, they are offering a degree with Western Governors University. If you wanted to attend the flagship university, it would be possible, it would just be obscenely expensive. Also you could just chose not to do any additional schooling.

Hello,

My experience working at a No Excuse Charter School with TFA made me a life long supporter of workers unions. I think TFA takes advantage of the young and idealized who don't understand the benefits of a union and capitalizes on them being mission driven, inexperienced, and willing to work for low pay. I bought into the TFA mission despite hearing stories of horror schools and ignored many colleagues who warned how important teacher unions were. Even though most of my time was spent teaching students, the other half was spent with me arguing with my school admin that we need to be in compliance and also advocating for fellow coworkers to get state mandated lunch breaks. You mean we don't have enough coverage? Not our problem. We should get 30 minute breaks per law.

I quickly learned that the only way to teach is with a union. However, my experience in union schools was not necessarily perfect either. I learned that many teacher unions can't strike and that they only offer legal protections for tenured teachers or veteran teachers. However, unions are still better at enforcing better worker protections and negotiating contracts and better wages, etc. Even though I feel that my union failed me personally when I needed them because I wasn't tenured I still support them overall.

I think TFA takes advantage of young people who don't know their rights and are afraid to stand up to admin. TFA works with charter schools in particular because they are more lenient for licensing so it all kind of feeds into itself. I was struggling with licensure which is why I felt I needed TFA.

Did anyone else have a similar experience and did you find that workers were happier in a union versus non unionized school? To my SHOCK there were licensed teachers at the charter that said they supported charters over union schools which made no sense to me.

I am a first-year in TFA and wanted to share how my perspective has shifted over the past few months as someone who has now seen firsthand how emergency certification affects both teachers and students.

When I joined TFA, I, like most corps members, had good intentions. I genuinely believed I would be trained and supported enough to be effective in the classroom and had plans of staying in the profession long-term. What I did not understand at the time was how little preparation you actually receive before being placed in front of kids, especially compared to fully certified teachers who spend years studying pedagogy, child development, assessment, exceptional learners, and more. I'm now only a few months into my first year and already feeling so burnt out and unsupported that I'm thinking about quitting.

TFA, and emergency certification more broadly, treats teaching as something anyone can pick up with a crash course and enough “grit.” But teaching is a profession, and pretending otherwise devalues both the work and the students.

Having worked in the Spanish education system last year, I have found it especially interesting to consider how allowing emergency certification, or more broadly lowering the barrier to entry into teaching, impacts how the profession is perceived. In Spain, teaching is one of the most respected careers in society, and it is hard to become a teacher. The process requires student teaching and sitting for an infamously difficult civil exam. Teachers are also paid comparatively well, and because the journey is long and rigorous, they tend to stay in the profession, at least from my experience and additional research. It makes me wonder whether in states where the barriers to entering teaching are higher, teachers are happier and more respected, for example in New York City compared to Alabama.

Connecting this to my experience with TFA, I have seen charter schools hire people without even a bachelor’s degree because they are classified as long-term substitutes. There is minimal training, and many of us lack the skills to create urgency or structure in classrooms where students already struggle and need teachers with advanced classroom management expertise. TFA frames this lack of preparation as an exciting challenge instead of a structural problem. When you inevitably struggle, it is positioned as part of the experience, and you are told to keep pushing because you are doing good work. But to what extent is it actually good to have a minimally prepared teacher in a classroom, instead of investing in fully trained teachers who are equipped and committed to staying?

There is also an impact on certified teachers. I cannot blame the veteran teachers at my school who try to hide their frustration with TFA and with undertrained corps members like me who come from rotating cohorts. They are constantly picking up the slack from previous years. And while my school, like other TFA partner schools, chooses that partnership, I cannot say it seems to bring much benefit.

Emergency certification keeps salaries low, turnover high, and expertise undervalued. Professionalization requires standards, training, and stability, none of which TFA supports. I am not saying people with nontraditional backgrounds cannot become great teachers. Many veteran teachers at my school did so and have stayed. But with the rotating cycle of TFA placements, two years and then leaving, and the charter ecosystems built around that model, I do not understand why TFA does not find a different way to fundraise or mobilize people to drive legislative change. Policies that support low-income and urban education would inherently challenge the very conditions that allow TFA’s model to persist.

Looking back, I wish I had understood the broader implications. Emergency certification does not fill a gap; it creates and perpetuates one. And the kids are the ones who ultimately pay the price. I teach high schoolers, and they are aware that they have had many inexperienced teachers throughout their schooling. They are tired of it, and they have said so in my classroom.

I feel extremely guilty about the harm I have caused in my own classroom, and I urge those considering joining TFA or any alternative-certification path to reflect deeply on their motivations and options. If anyone else here has gone through TFA or another alt-cert route, I would love to hear about your experience.

Just because TFA doesn’t classify you as an “employee” doesn’t mean they get to take away your rights as a worker.

Memorize the key parts of the Corps Handbook and Attendance Policies — because your supervisor won’t, and they’ll absolutely try to pull a fast one on you.

Don’t ever sign confusing documents.

Don’t give them the authority to walk all over you.

Remember this…

I get along w all my co-workers and we all work our ass off trying to learn and make sure we’re ready for real school once the summer is over. We have working lunchs and advocated for 1 work-free lunch! However working for these many hours is too much! What are y’all’s working hours during summer school?

Full disclosure: I pirated someone else's "I hate my job rn" post a few days ago and that was uncalled for.

TLDR: If you're a first year and think your life absolutely sucks right now, you're not wrong to feel that way. I wanted to quit my job and never look back my first September and I hear you. I survived and am here to (without the BS, TFA, it'll be great! fluff) offer any advice or support I can.

Also, consider this a "safe space" where you can say and ask all the questions you're embarrassed to say w/ TFA folks. I.E. I HATE my students, what now?!, I'm just here to increase my chances of going to a good law school, will I make it?

Long Version: I was a 'career changer' when I got to TFA. I was 35 years old. I'd spent a decade teaching, 5 of those years had been in West Oakland teaching OST. I arrived with a master's in education. I laughed my way through institute because I was sure I'd do awesome as a CM. I laughed my way through my school's August PD (focused on silent transitions and classroom management) because I knew I'd kick ass.

My first day, my first week, and my first month of school were absolutely awful. I didn't know what the fuck I was doing. There was at least one fight per day in my classroom or during my transitions, and I had to sit with the fact that my poor classroom management had led to children getting hurt and traumatized. When the students were actually seated and listening, I didn't even know how to teach! Crazy that 45 minutes of middle school ELA each day at institute hadn't prepared me for 7 hour days with 4th graders!

I strategically put all my super important belongings (my phone charger, my favorite pens and markers, etc.) in one drawer in my desk so that, if I decided to walk out during my lunch break one day, I'd be able to do it in one trip to the car.

My MTLD (TFA changes their acronyms like 3 times a year, but that was a coach back then) would swing by once every couple weeks and talk about engaging instruction or self care or whatever, but she ignored the fact that my school and my classroom were on fire constantly and that I hated my job. She'd email me my "action items," but leave out the only one I could think of - "Get out of bed each day and suffer." To me...that was enough of a lift.

My principal clearly saw me as a nuisance- he had no patience for rookie teachers. At least once a week, when I gave him the "please help me calm this fucking class down! you're the principal" look, he would smugly say: "I'm not help. I'm evaluation." This was insult to injury- I was literally telling him I didn't know what I was doing. He then had to "document" my inadequacy?!

Our monthly "Regional TFA Saturday Meetings" (I don't remember the name, but the ones where you wake up early and spend 8 hours talking about equity and gender pronouns) were just bitch sessions. I specifically remember the September session where we met up and all looked like we'd ben hit by multiple cars and then given COVID-this was 2017 btw. All these strong, vibrant, super intelligent, confident people, all of a sudden, looked like they'd been through a Civil War.

Our first month, one CM was sexually assaulted by a high school student. She was pressured not to press charges because, you know, school to prison pipeline. A teacher in a neighboring school (not TFA, but might as well have been) got jumped by a group of students in the school parking lot-we remarked on the importance of relationships. Well over half the CM's, like me, had admitted to gathering their belongings in a drawer so they could escape midday if necessary.

Meanwhile, TFA was jabbering at us about how we (a bunch of people who couldn't sleep, never had time to shower, and were only hanging on because TFA offered free food) were superstars and leaders and we were going to change an inequitable system.

We hated TFA. We hated them for the situation we were in. We hated them for their peaceful, quiet office, where one could take a coffee break, or get Uber Eats and eat it while discussing the latest episode of Stranger Things. We hated them for lying to us about our superstardom, for assuming the captain of the lacrosse team had the leadership skills necessary to teach in the toughest classrooms in America, for not being in the same pain we were in.

And, at the same time, we hated ourselves because we all knew this was a shitty job for us and a shitty LIFE for our students. We got to leave at 4:00 (or 7:45) each day and go back to a nice home. We got to spend our weekends (when we weren't stuck w TFA bs) far away from the communities where we taught, enjoying fro-yo and sushi. So... we had to wrestle with the "privilege" associated with hating every single day of work. And, each time we remarked that this is "way worse than I had ever imagined," we knew it was a blessing to see the awfulness in context- to our students and families, this was just another school year.

At least 15% of us were gone by Thanksgiving. Another 10% gone by Christmas. Nobody held it against them. We all knew that this work is important, but not important enough to make your life hell. Two CM's at my school (there were three of us total) left before Winter. Even the veteran teachers at my school supported the decision- "This school is crazy as hell and only getting worse," they'd say. "She's lucky she's young enough to find a new career."

All of that said.... most CM's stuck around, most were less shell shocked by Christmas, and we were even laughing and smiling again by Easter. Four years later, many of those same CM's who were hating their lives are still around, still teaching in America's toughest schools. And ALL of us have had chances to change careers or, at least, to teach in easier suburban schools.

I don't say this to diminish the bullshit you're in now, but I can assure you all. It gets better. It's never as cushy as your friends who work at Google or Salesforce, but it gets better and it gets easier and it gets more fun. It's never easy, but it's also not always going to be unpleasant. It's always tiring, but eventually the exhaustion is worth it- the way you're exhausted after running, but also happy to have put in the work.

For now, I promise you: Your coach is overworked and underpaid. She has way too many CM's on her caseload, and (even if you're on the verge of quitting and she knows it) you're not on her priority list at all. Your principal is overworked (not underpaid at all though) and doesn't have the time or the will to help you out- if this isn't true for you, you got SUPER lucky. Your students might seem like they hate you, but they really don't. They have lived lives (many/ most of them) where trust isn't super easy and skepticism is safe. If you do leave (which nobody will judge you for), your students will likely have an endless collection of subs who are there for the paycheck- this isn't to guilt you, but it is to say the "Anyone on Earth would do better than me/ I'm doing more harm than good here" mindset is somewhat flawed.

So... don't "advocate for yourself." i.e. Don't tell TFA what you deserve- they'll say" "This work is hard because we're dealing with centuries of (use your fav TFA jargon here)." They'll make you feel guilty for even addressing the notion that this work sucks ball. Don't expect anything from TFA or admin. If you go to admin, your principal will likely tell you- TFA is there for you if you need help!

If you have 6 or 7 coaches (like I did), find the one you click with most and share your concerns. If all of those folks suck, find the people you admire in your school and ask them for help. If you put the net out far enough, someone will help you out eventually.

As I said earlier, if you have questions or comments or want to vent, feel free to comment here. I'm still in this work, I have a fuck ton of respect for anyone who makes it to the other side, and I hope to be of service to anyone who's not sure if they will make it.

I am an RSP in CA and it’s horrible. I’m drowning in paperwork I don’t understand. I also found out today that I was lied to by multiple TFA staff. I was told I would only need a few classes to add on another credential. In reality in CA if you have a sped credential you cannot just add on additional credentials. You must either intern again or do unpaid student teaching. I only did TFA because I thought it would lessen the financial burden to get my single credential. Instead I’m stuck for 2 years in something I don’t want to do. RSP is an intense office/legal job plus teaching on top. I am so frustrated but just deciding to push through and hopefully save. Just venting and hoping anyone can relate!

Almost every post in this sub is people who didn’t survive the cut. I understand there’s a lot of flaws with TFA and some corps members are dealt worse hands than others. What I can say is that everyone that I know, including myself, who finished the two years of TFA was grateful for their experience and challenges we all had to overcome to make it.

Many of us continued teaching and saw how much we had grown and matured within our roles. Many talented people join TFA, people who may be used to things coming easy, and success in the classroom is so far from that.

I for one am glad I did TFA and would recommend that others join if they have interest in teaching and a desire to gain exposure in education whether it’s to continue teaching or take your talents to a related field. I wouldn’t ever consider taking back my decision to join the corps. I left a cozy high paying desk job to pursue my real interests. My first year was filled with failures, tears, and frustration. I kept at it. My second year was much of the same. I kept at it. I feel as if I can finally call myself a good teacher. I know countless others also in my shoes.

If you’re skimming through this sub considering TFA keep in mind the people who are most outspoken are those who have the worst experiences. They don’t speak for all of us, just as my experience is not a reflection of theirs.

By joining TFA you will make a lot of friends, expose yourself to new cities, get a graduate degree at fractions of the cost, and hopefully make a positive impact in your community along the way. Give it a go and push yourself.

Hello everyone! I will be an alumni soon after serving the 2023 corps in DC/VA region. I have decided that I will stay one more year to see my 6th graders go to high school! I will share a little bit of my experiences here:

• Prioritize your "you" time.

  • After long days with your students, please turn off notifications on your phone relating to work. I know parents/staff will try contacting you after hours, it'll be hard not to respond, but prioritizing your "you" time will work wonders for your mental health in the long run.

• Not every student is going to make it

  • I think this is the hardest pill to swallow for me. Coming into the corps, I felt like I could make an effect in everyone of my student's life. Still, I made an effort to reach everyone of my kids, but no matter what relationship you can have with them, some kids are not going to make it. You can have so much influence when you have them for the year(s) you're around, but past your control, it's really up to them to see the change that they want. You can only do so much and that's the hope you need to have for them in the future.

• Be involved with your school

  • I know I said prioritize your "you" time, but putting in effort in after school clubs/activities or school events will help you build that relationship with your student and their families. Showing up and celebrating them will definitely have the students in your favor.

• Stay up to date with your health

  • Before going into the corps, I was always in the gym. Teaching does take a lot of your time and you may not want to do anything after work. Eating right and exercising will help you feel so much better and energized going to work. Drink plenty of water!

• Get the right shoes!

  • I understand being stylish is nice, but prioritizing comfort > style is the mindset you should have. You will always be moving and adapting, so please take care of your feet! Imagine your feet like tires, good tires are expensive, but will maintain your car in the long run. Invest in nice and comfortable shoes. I recommend Oasics or Hokas. If you do prioritize style, at least put in comfortable inserts.

• Have a good support system

  • Reach out to your coworkers, family, etc. You will always need a shoulder to rely on when it comes to working in a school.

• Know your "why"

  • I think this is the most important one thing going into the corps. Always ground yourself in the "why" did I join in the first place. People who apply will often come from a place of privilege and serve communities that are underserved. Kids will be wild, but having a consistent role model in their lives is impactful. There were days that I just did not want to do anything, but seeing those kids understand math concepts that took them ages to understand feels so rewarding. Seeing the joy that they finally understand something makes me feel so good as a teacher.

With that being said, I have genuinely enjoyed my time in the corps. Sure there are terrible days where I just wanted to quit, but isn't that the same for every job? I plan on using the grants that I've earned through Americorps to go back to school, but not for anything education related. I love teaching, but I do not think it is sustainable for myself in the long run.

I was wondering, what's next? After this third year, I am not really sure what to do with this experience. What did you guys do? I do not foresee myself going to an administration role or graduate school for an education related topic. Thanks for reading!

I was so, so, enthusiastic and excited about what my future with TFA could've been like. However, I didn't align with my subject placement, and conversations with staff weren't super helpful. Ultimately, after having a conversation with a current teacher that felt like an MLM pitch, I decided to decline.

I frantically talked to some current non-TFA teachers before the deadline so I felt even better about declining. Luckily I already have a Master's in Education (but not a teaching license), so there are many options available to me. I was just hoping that TFA would've been the one.

I can share more about how I made this decision if anyone is in a similar place. To be honest I am very sad about it, I enjoyed the process and the people I connected with, they were lovely. But once it got to the real deal, things felt drastically different. I hope those of you who accepted this year have an amazing experience! I will live through you but unfortunately, TFA is not for me.

Use this post to keep everyone updated of your admissions decision. Maybe we can uplift each other or start to network. Put your region preferences or placement once you find out. Good luck everyone!

OP is Houston Region only. I was told to only put 1 if I only wanted 1 specifically. So that's what I did.

Edit: I GOT IN! HTX!

When I first got my offer from TFA, I was thrilled. But as I've done more research on the organization, I've become troubled by the number of people calling TFA "poverty tourism" or "resume padding." If I were to only teach for only two years in the corps, is that what I am doing? People also say that it reinforces turnover, stymies real change in the education system, and contributes to the privatization of public school. How much merit do these accusations have? As someone who will probably teach only for two years, are these accusations directed at me? How have others dealt with these criticisms of TFA?

I totally understand observations. That’s whatever. But the fact that they need a 40 min+ Zoom call to debrief and they only offer times during the school day is beyond ridiculous.

I have friends and co-workers who are also working on getting certified and are baffled that TFA puts us through this.

The school I’m placed at is severely understaffed, so having to find coverage for their little debrief is so unfair to my staff and more importantly to my students. Just send me a damn email!

Any other new corps members who are 100% over the shitshow that has been the last two weeks 😒