Teach for America "Scenarios"
Scenario 1--the college student wants to be a teacher but goes to a school with no ed degree program, so signs up with TFA: bad decision making.
Scenario 2--the student is not interested in being a teacher, graduates with a degree in another discipline, but decides to do TFA for a couple of years before going back to grad school or
entering the work force: in so doing, the student may force an experienced teacher out of the classroom, as happened to hundreds of teachers in Chicago over the last couple of years, especially
veteran teachers of color in the city (http://inthesetimes.com/article/15367/teach_for_americas_mission_to_displace_rank_and_file_educators_in_chicago); and, the hiring districts pay a premium of
$3000-5000 per TFA recruit on top of paying the new teachers' salaries--creating negative financial consequences for the school and community, not to mention the costs (financial, human
resources, etc.) associated with excessive teacher turnover, which is a feature of the TFA business model
Scenario 3: the student has a sincere interest in social justice and societal change, and believes that working as a TFA recruit will help them achieve those goals: the recruit's goals are not
aligned with the organization's goals, creating tensions that lead to non-productive disruption among the teaching force and in the schools (see: Gary Rubenstein's work, among others).
Scenario 4: the student enters the classroom through TFA, teaches for 2 years, then gets a job in a state education department, or in school administration, or with a policy think tank: this is
TFA's real agenda (http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/07/17/a-former-teach-for-america-manager-speaks-out/; http://nepc.colorado.edu/blog/teach-america-hidden-curriculum;
http://www.mitchellrobinson.net/2015/02/02/the-one-in-which-teach-for-america-reveals-their-true-colors/), and we can see how this is working out for us as a profession--our policy agenda is
being dictated and guided by persons who have no education degrees, never interned or student taught, and don't have sustained, successful teaching experience in "regular" public schools.
None of these scenarios is good, most of them are really bad, and the proof is right in front of our eyes in the form of destabilized schools and communities, the explosion of for-profit charters, and continued attacks on K-12 and higher education.