TFA is slippery; TFA recruits who remain as “educators” tend not to remain in a classroom and are instead quickly placed in positions of leadership. I would have liked for the Alexander-Murray draft to focus on alternative certification that leads to career classroom teachers minus the “principals, or other school leaders” language that allows for a two-year TFA temp teacher to be quickly placed in a position of leadership. Administration is where most TFA alum end up if they “remain in education”– where they propagate test-score-focused “reform.”
This is my third post on contents of the Alexander-Murray, Senate reauthorization draft of the Elementary and Secondary Education Act of 1965 (ESEA) scheduled to be presented to the Senate education committee on April 14, 2015.
(The first post is here, and the second, here.)
Alexander and Murray call their 601-page draft, Every Child Achieves Act of 2015.
This ESEA reauthorization draft is not light reading; however, I am trying to produce a digest that is as easy to “digest” as is possible.
Let us abruptly dive in from this legislative precipice from the point at which I ended my second installment: ESEA funding for eligible private school students.
Page 162: Private schools can receive funding for eligible students (see my second, April 9, 2015, post for categories of eligible students). The Alexander-Murray draft stipulates that the ESEA funding allotted for children attending private school must proportionally equal…
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Crazy Normal - the Classroom Exposé 