TFA sponsors reform propaganda videos

I recently learned through one of my Twitter followers about a series of videos from an organization called RESET in Minnesota.  Minnesota is a place that has a large TFA and TFA charter school presence.  Even one of the new co-CEOs has several relatives involved in Minnesota charters.  TFA, as well as several charter organizations, are ‘partners’ with RESET.

RESET seems to be an organization that promotes the supposed benefits of the corporate reform model.  They have produced six videos which, from my understanding, are being shown in movie theaters before the previews.

Responding to the tweet that informed me about these videos was none other than the TFA twin cities executive director:

I examined the RESET website and the videos and concluded that they, and the response by Crystal Brakke, reveal much of the problem with TFA.  Over the years I’ve known, and even met with, a lot of TFA staffers.  The funny thing about most of the ones that I’ve met is that they are completely oblivious about how what they do could be, in the long run, hurting kids, schools, and teachers.  They are just blind to this and when you try to tell them about it, they get confused and a little sad, but not sad because they are doing anything wrong, but sad because they are so misunderstood.  This RESET organization’s website and videos, however, are a great opportunity to demonstrate how TFA promotes public school bashing and teacher bashing to their own benefit.  The videos also reveal how little these people know about education combined with how much they think they know about it.  (Note:  Videos I have critiqued over the years have a way of getting taken down.  If anyone is adept at this, could you save these videos and let me know how I can get them again if they get removed — thanks.)

The corporate reform movement loves TFA because TFA promotes the idea that the main problem in education is that tenured union teachers have low expectations for their students.  The TFA teachers, however, break the cycle by having very high expectations which lead their ‘same kids’ to incredible standardized test results.  Because many of the schools are charter schools that are run by TFAers and staffed by TFAers, they get to use the innovative ‘solutions that work’ to close the ‘achievement gap.’

Here is the 10 minute summary of their philosophy and strategies.  If you want to watch it first to make your own judgements, you should, or you can skip to my summary of the things that I noticed.

Within the first minute, they say:

00:13  “We don’t need to solve poverty first, and we can’t afford to wait another generation.”

To demonstrate that they know what works, they put up this graph showing how the charter schools they support are getting incredible results compared to the district schools.

One issue I have with this bar graph is that it says that these statistics are for 8th grade proficiency, yet the two TFA charter schools Hiawatha Academies and Harvest Prep Academy are just elementary schools.  Hiawatha Academies only has 3rd and 4th grade test results so far, so I think this is a pretty misleading graph.  [Update:  a commenter says that this actually says 5th grade math.  If this is right, I’ll look at the stats more closely and post about them another time.  I’ll bet that if  you look at all the possible comparisons that could have been made, this is the one that makes those schools look the best.]

RESET is an acronym and the five letters stand for the five strategies that they advocate.  These strategies, they imply, are not being used by the district schools, so they had better be innovative.

The ‘R’ stands for ‘Real-time use of data.’  We learn at 01:36 that in their schools they do something very groundbreaking:  Rather than just wait until the end of the year tests to see how they are doing, their teachers actually assess how the students are doing during the lesson!  Can you believe it?  I suppose that since they were barely trained by TFA they might consider this to be something unusual, but this is something that all teachers do.  Really, how could you not do this.  Certainly this is nothing groundbreaking.  At 02:13 we learn that these teachers don’t just call on student volunteers, but actually call on students who are not volunteering sometimes!  Again, this is not something unique to these schools.  I’d say that pretty much every teacher does this, even the ones at the ‘failing’ district schools.  And the fact that they are making such a big deal about it here does, in my opinion, imply that they think they are doing something unique here.

At 02:44 we learn that the ‘E’ stands for “Expectations not excuses.”  Again, and this is the thing that the TFA types don’t understand, I think, when you phrase it this way, it more than suggests that the ‘other’ schools and ‘other’ teachers do have excuses and don’t have expectations.  At 02:57 they say “High expectations means expecting excellence from all children.  Not denying some a rigorous education because we decide they can’t handle it.”

On their website they have, in this section, the craziest education research statistic I’ve ever seen.  See the last bullet point.

I’ve always said that one of my main problems with the TFA training model is that they put way too much emphasis on the power of high expectations.  Sure, you don’t want to have very low expectations, but you don’t want them to be unrealistically high either.  They should be ‘appropriate’ and this bogus claim that “teacher expectations account for 42% of the difference in achievement between white and African-American students” is something that really understates the importance of all the out of school factors for which teachers have no control.  (Someone find me the study that they think they are quoting.  Really I’ve never heard anything like this, not even from DFER or StudentsFirst.)

More reform lingo at 03:22 “Poverty does not preclude learning.  On the contrary education is one of the most effective paths out of poverty.”  Then at 03:54 “Fortunately, no one told these children they couldn’t achieve at the highest levels.”  Implied, of course, is that in the ‘other’ schools teachers are doing just that.

‘S’ stands for ‘Strong leadership.’  At 04:40 we hear that a principal that has control of staffing and accountability will have students learn up to seven months of additional learning per year.  At 04:58 they say that teacher turnover is lower in schools with strong leaders yet I always read about the churn and burn at charter schools with TFAers.  At 5:08 they say something about lowering student-teacher ratios, which surprised me since this is something that ‘reformers’ often say is unimportant, so I was pleased to hear that.

‘E’ is for ‘Effective teaching’ and at 05:20 we get the famous phrase that the teacher is the #1 school based factor in a child’s education.  At 05:40 we get to see two of these ‘effective’ teachers in action.  Yet all I see is teachers eliciting one word reflex responses from the class in unison.  At 06:10 we get the famous ‘statistic’ that having an effective teacher three years in a row adds up to a full year of extra growth.  They are really not leaving anything out from the ‘reformers’ playbook here!

At 07:03 we see the ‘SLANT’ poster in the background.  This is a ‘no excuses’ school staple where student have to ‘Sit Up’, ‘Listen’, ‘Ask’, ‘Nod Your Head’ (can you believe it?), and ‘Track the speaker’ during a lesson.  If any teacher ever told my kids that they weren’t properly nodding their heads when the teacher was teaching, I would be irate.

‘T’ stands for ‘Time on task.’  At 08:27 we hear how much contempt the narrator has for ‘other’ schools when she says “Most of Minnesota’s children still attend school on an agrarian calendar.  Out in time for planting and back in after the harvest.”  At 09:02 they explain that by adding a whopping 15 days to the school year, they can fix this problem.  They explain that these fifteen days lead to a full year of instruction after 12 years.  Now while I agree that 12*15=180, I don’t think that it really works this way.  If I had an extra 15 days, I wouldn’t use it to do next year’s work, but to enrich what I’ve been teaching.  (I would hope to get paid for the extra 15 days, though.  Can we afford to do this throughout the country, and would it increase test scores by that much?)

At 09:19 we see how the students are made to do quick transitions as the teacher repeats ‘moving, moving, moving’ and then we see the same teacher quizzing on very basic facts like 5*7.  In all the examples of instruction I haven’t seen anything that doesn’t qualify as ‘test prep.’

The main takeaway I got from these videos is that the RESET people don’t really have any special knowledge about how kids learn which would enable them to, as TFA says, change life trajectories, through just higher expectations and ‘effective’ teaching.  By implying that ‘other’ schools don’t also do the very basic things they describe, it fuels the idea that regular teachers are a bunch of morons.

There are five other videos where they go into these strategies in more detail, they say, but they seem to be almost the same as what is in the full video above.  I’ll leave it to people who like to comment on this blog to go through those and report what they find in the comments section.






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41 Responses to TFA sponsors reform propaganda videos

  1. Meg says:

    Quick clarification on the bar graph (and I haven’t taken the time to look at the accuracy represented so I’m not commenting on that), it looks to me like it says 5th grade math proficiency and not 8th. You’re right that the Hiawatha Leadership Academy only has 3rd and 4th grade data, but the network has a second campus called Adelante College Prep that is currently 5th and 6th grade and would therefore likely have available 5th grade data. My assumption would be those are the numbers used to represent Hiawatha.

  2. Woefully Underpaid says:

    “Note: Videos I have critiqued over the years have a way of getting taken down. If anyone is adept at this, could you save these videos and let me know how I can get them again if they get removed — thanks.”

    It looks like all of these are on YouTube. If you use Firefox, there’s an add-on called “Easy YouTube Video Downloader” that you can install. It will allow you to download any YouTube video. It’s also a great resource for teachers if your school (like mine) blocks YouTube at school but there’s content you want to be able to use with your class.

    • Jack says:


      You can add that some videos also get “re-edited” in response to being critiqued on your blog.

      CASE-IN-POINT: Last June I went off on one of the newbie TFA-ers who spoke in a video of interviews with the Louisiana Delta TFA CM’s. This was on your post: “THE POWER OF NEGATIVE THINKING:

      Jog down to the comment from “Jack” (that’s me), where I thoroughly vented about the video interview with one CM whom I referred to as an “Ellen-Page-look-a-like” (BTW, I met this as a compliment, as most folks consider movieland’s “Juno” a real cutie.)

      In support of my point of view, I referenced my own summer school teaching experiences, as well as an on-line article from another summer school teachers.

      My comment is still there in its entirety, but the interview portion with “Juno” has since been scrubbed from the original YouTube video you embedded on your site. Go to the 5:28 where it originally was, and it’s now gone.


  3. Nick says:

    Funny, cause the points they seem to be highlighting doesn’t seem to be anything out of the ordinary that other teachers in other schools are doing, their data seems a little skeptical. With that being said, I was just recently accepted to TFA NYC 2013 Corps and TNTP Teaching Fellows program in DC 2013 Corps and I was wondering does anyone have any opinions on which program would better “Prepare” me for my first year of teaching, being that the summer institutes aren’t that long. I’ve been battling with myself for some days now being that I have to make a decision soon.

    • Gary Rubinstein says:

      I’d say TFA NYC. At least in NYC they haven’t been able to fully embrace current TFA style reform strategies with merit pay like they do in D.C.. Union is a bit stronger here in NYC. Also charters only account for 5% of schools instead of 40% in D.C. I think.

    • Marijane says:

      I agree, Nick. Nothing here sounds like anything different from what I do in my public school every day. So, what’s the difference?

    • UB says:

      I would also say TFA NYC. I am a TFA NYC alumni (2010) and it seemed that the NYC Teaching Fellows had a much more difficult time during their summer training. They had to find their own housing and take public transportation to get to their summer teaching jobs. They also had to travel back to the upper east side in order to take classes at Hunter almost every day. If you are teaching in the Bronx or Brooklyn, that can be a long commute.
      TFAers were housed at St. John’s and a bus drove us to our summer assignments every day. They also held our PDs at our schools or at St. John’s, negating the need to take public transportation all around the city. Not sure if the TF in DC does the same thing but I would assume so since it seemed that the TF program had a lot less money than TFA. Teaching Fellows also had to find and apply for their own jobs, where as TFA set you up with your interviews and gave pretty good coaching.
      I agree with Gary that the union is stronger in NYC and although we should be negotiating a new contract next year (when Bloomberg leaves), I have not heard any rumblings about forcing teachers to participate in merit pay and doubt that it would fly here.

    • Hurricane says:

      Nick, I’m in a similar position. I’m deciding between TFA South Louisiana and TNTP’s Teach Charlotte. I’m so overwhelmed with the decision and after spending a lot of time researching the programs from both positive and negative perspectives, I kind of feel bad doing either. Does anybody have any advice about either?

    • Meg says:

      I think part of it also depends on your grade/subject preferences. TFA NY doesn’t guarantee you any particular subject/grade placement. You could be teaching anything from kindergarten to calculus depending on what requirements you meet academically. If you have a strong desire for a particular subject and/or age group (or would feel uncomfortable with any subject or age group) I might hesitate on TFA NYC. Another consideration is your master’s. It is a requirement if you teach in NY, I don’t believe it is in DC (though I may be wrong). If you want a master’s its a non-issue, but if you don’t its extra money to spend.

      • Nick says:

        i don’t mind getting the master its a reduced price and to me its kind of an added bonus because i wanted to get my master in education. My main concern is who is going to do a better job in preparing me for this next step! I’ve heard so horror stories about TFA and it scares me sometimes but I feel its an honor being accepted all in to the program as well.

    • Liddy says:

      I was a TFA-San Antonio charter corps member, and had to get alternative certified through TNTP’s Texas branch. The TNTP certification model was horrible (and no longer in use by TFA-San Antonio), and basically amounted to what TFA was doing five years ago in institute, as the two organizations used to share curriculum. I would go with TFA-NYC, especially because you will get a university certification.

  4. Caroline Grannan says:

    Re Crystal Braake’s eyelash-batting innocence, Upton Sinclair’s famous quote needs to be updated to be gender-neutral:

    “It is difficult to get a man to understand something, when his salary depends upon his not understanding it.”

    I may just have to change my log-on to “Follow the Money.”

  5. Pingback: Gary Rubinstein: TFA Propaganda Videos | Diane Ravitch's blog

  6. Dayamonay says:

    These people aren’t teachers. Some of the things that come out of reformers mouths…SMH.

    I saw Michelle Rhee on television last week. She was telling a story where she asked some kids why they went to one class and not the others. She said that the kids response was something to the effect of the teacher they liked taught them something new everyday and answered their questions.

    Seriously, that’s it? As a teacher, if I am not using to do that, I SHOULD be fired! Problem is that teachers already do that! I can’t believe she gets on TV with this mess!

    Corporat reform is a mess!

    • Jack says:

      The full story that Ms. Rhee regularly tells… and the conclusions she forms, and blame she assigns is downright bizarre.

      Basically, she tells about seeing gang-ish kids sitting in a class during first period, where they are following the rules and paying attention.

      After the bell ending first period leaves, Rhee watches them all (or most of them) stampede for the exits. She stops a couple and they say that the school day is over for them, amd that they’re now leaving the campus (to do god-knows-what.)

      Remember, this was the top person in the pyramid of D.C. schools system witnessing students flagrantly and non-chalantly ditching the remaining 80% of the school day, and showing not the slightest qualm or shame about violating one of the cardinal rules students have been told to follow for hundreds of years, and them not showing any fear of any consequence for doing so.

      In conversation with Rhee, the ditchers excuse their behavior by saying that the other teachers aren’t as inspiring and as entertaining as the Period 1 teacher, AND GOSH… THAT MAKES IT OKAY FOR THEM TO LEAVE, AND TAKE THE REST OF THAT DAY—AND THE REST OF EVERY OTHER DAY—OFF.

      Did Ms. Rhee think of getting all their names—or getting someone else to help her ascertain their names, and then have their parents called? Or having the ditching students disciplined?

      No, in her deranged mind, THE STUDENTS ARE 100% IN THE RIGHT FOR DITCHING… and it’s 100% THE FAULT OF THE TEACHERS that the kids are ditching. She then laments the poor children being let down by lousy teachers, framing the story that way, and condemns the teachers for not being entertaining enough.

      This woman is fraudulent and, in this case, idiotic.

      Could you imagine we took Rhee’s idiocy to its logical conclusion? If millions of students everywhere, armed with the Rhee-approved excuse that if, in their opinion, they believe that their teacher is not exciting enough in his/her presentation, THOSE MILLIONS OF KIDS ARE NOW ALLOWED TO JUST LEAVE THE CAMPUS, AND GO GOD-KNOWS-WHERE, AND DO GOD-KNOWS-WHAT?

      It would be mass chaos in the streets.

      And then the administrators and superindendants could respond in Rhee-like fashion: “Well, you know. I don’t blame those poor kids for ditching. With those lousy, unexciting teachers, what choice did they really have, anyway?”

      • Dayamonay says:

        Time to turn upside down and juggle while flamethrowing because if that is what it takes to keep the butts in the seats while we try to explain all the dry nonfiction imposed by Common Core, so be it! LOL

      • E. Rat says:

        Ms. Rhee must know the same teachers who told Joel Klein that they hate their jobs and their students and are only there for their pensions. You know, the same teachers who told Mike Bloomberg that they hate their union leadership and want to be evaluated on their students’ standardized test scores.

        It’s amazing how education reformers, with their limited classroom experience and lavish expense accounts, only ever manage to meet the rank-and-file teachers who agree with everything the reformers want.

  7. mpledger says:

    I have the zotero add-on for my browser that is basically citation software but it does save a copy of any page or any object on a page (depending on what you want) and the url to the original. It means you always have the version you originally saw. It’s saves things in the cloud and you get X amount of free space before you have to pay.

    Some things are already set up for citation software like zotero e.g. NY times, when you pull in an article from there you get all the citation info automatically e.g. date author tags etc.

    The other thing is that if you know the url you can use the wayback machine to look at older versions of the website. It may not keep the videos though as they are too big?

  8. Dennis says:

    I use ClipGrab. It also downloads youtube videos onto your computer and then they don’t disappear on you. ClipGrab is free. Periodically it stops working because they upgrade it. You just go back and download it again. They have some versions of it you can pay for-but the free one is good.

  9. MPS retired teacher says:

    Just so you know, not all the teachers or administrators are/were TFA members in this video. One Minneapolis Public Schools elementary school administrator and staff are part of the propaganda. MPS district administration embraces TFA much to the chagrin of legitimately certified teachers.

    • MPS Mom says:

      My own child is in this video. I have had MAJOR concerns about this particular teacher, at our public school. Until now, I assumed she was a “bad fit” for my son. But, in light of all the propaganda flying around, I am ENRAGED that her style of teaching is being used as an example of good teaching. I have personal, specific examples of what this type of teaching does to any child who is not already equipped with adult-level skills (meaning: REGULAR CHILDREN). And it is not just one parent, it is MULTIPLE parents who have complained to the principal and the district.

  10. TFAisNotOK says:

    It’s a wonderful post. There’s only one part of Gary’s take that I don’t agree with:

    “The funny thing about most of the ones that I’ve met is that they are completely oblivious about how what they do could be, in the long run, hurting kids, schools, and teachers. They are just blind to this and when you try to tell them about it, they get confused and a little sad, but not sad because they are doing anything wrong, but sad because they are so misunderstood.”

    The confused/sad response of career TFAers and edrefromers is a put on, they are paid to do that, they are disengenious and are hurting the most vunerable so they have to hide behind pretending NOT to know what they’re doing. They know they are fleecing the poor to get rich. Pretending to be misunderstood is a manipulation, he’s too kind in his assessment.

  11. KrazyTA says:

    I watched the entire 10-minute promotional video.

    I think your penultimate paragraph politely sums it up quite accurately: “The main takeaway I got from these videos is that the RESET people don’t really have any special knowledge about how kids learn which would enable them to, as TFA says, change life trajectories, through just higher expectations and ‘effective’ teaching.  By implying that ‘other’ schools don’t also do the very basic things they describe, it fuels the idea that regular teachers are a bunch of morons.”

    As a TA [both bilingual and SpecEd] I observed—and literally worked with—many dozens of teachers [experienced and new and substitutes] at the elementary and high school level in a wide variety of classes. Without over- or understating my case, I saw literally nothing that teachers in public schools haven’t done already—and in my personal experience, often done better.

    I respect the tone of your blog so I will end with what I think is a restrained observation: the makers of the ten-minute ‘propaganda video’ show us how they are [re]inventing the wheel—and then with utter self-assurance tell us they think they are ready for NASCAR.


    Thank you so much for this posting.

  12. Homer says:

    “Statistics can prove anything, Kent. 42% of people know that.”

    -Homer Simpson

    Perhaps THAT is where they got that dubious statistic about teacher expectations…..

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  14. Alice in PA says:

    All I see are teachers doing all of the talking and students doing worksheets. And even though the video says that the teachers call on students other than volunteers, that is primarily what I see. I also see all review with no new learning going on.

  15. Linda says:

    The 42% figure sounded bogus to me too, so I looked it up. It came from an EdTrust article about an obscure study by a Smith College sociology prof based on the 2002 Education Longitudinal Study. However, EdTrust says teacher expectations account for 42% of the difference in “realization of academic potential,” whatever that means. The ELS includes a ton of survey and other data from students, teachers, parents and administrators and is still ongoing, so it would be interesting to see how that one marquee figure was derived and transformed into a statement of fact about achievement.

  16. laMissy says:

    Perhaps these folks actually believe that these are innovative practices. In my 36 year career in the classroom, I often had newcomer teachers share some “new” practice or technique that they had seen or heard of. Though new to a novice, or labeled with a new term to describe it, seldom if ever was it new. If you don’t have sufficient training or stay in a classroom long enough to develop and / or observe a repetoire, everything is an innovation.

    In truth, there is little in teaching that needs to be new. A successful teacher can do the following: present an authoritative (I know this really well and I can teach you how to do it well, too), not an authoriarian (I am the all-powerful Wizard of Oz and you will bow down before me) figure, create a positive classroom community (we’re all in this together) and have a sense of humor and ease. None of these come via the simplistic routines seen in these videos.

    I can see, though that these kinds of routines might be comforting to people new to a classroom. Also, they are observable behaviors, making it easy for an evaluator who knows little about effective teaching to use a checklist to rate the teacher’s practice.

  17. CAPublic SchoolTeacher says:

    I agree with what many have said about there being nothing new in the RESET idea. I do all of these things in my public school classroom. Except my school has to accept all the kids whose parents can’t get it together to apply to a charter school – so there’s that difference, which goes unmentioned in the video. Incidentally, I am proud to serve all of our children, but I do think that makes a difference. Also, I noticed that their statistics on time spent in school are in direct contradiction to the statistics cited in Dr. Pasi Sahlberg’s well-referenced book Finnish Lessons. Their numbers are not accompanied by a citation, so I don’t know where they got them.

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  19. The study Brakke cites is behind a pay firewall. I won’t comment on the methodology without seeing the full report. However, EdTrust’s summary is here:

    ““How Teachers and Schools Contribute to Racial Differences in the Realization of Academic Potential,” turns a new page in understanding the racial gap. Earning grades equal to or higher than predicted equates to realizing academic potential, while lower grades indicate the converse. To explore why African-American high school students fail to reach their academic potential as often as their white counterparts, Tina Wildhagen, assistant professor of sociology at Smith College, analyzed data from the Education Longitudinal Study of 2002 along three dimensions: student, classroom, and school.

    Predicting 12th-grade GPAs based on 10th-grade reading and math scores, Wildhagen found that, on average, the GPAs of African-American seniors are 0.163 grade points lower than standardized test results predict, while those of white seniors are 0.076 points higher than predicted.

    After controlling for student characteristics, behaviors, and attitudes, the study shows teacher expectations account for 42 percent of the difference between white and African-American students’ realization of their potential. Student reports of hard work and homework completion are only slightly related to the gap in realized potential, whereas teacher perception of how hard students work explains much of whether students’ grades match their actual abilities.”

    Read carefully: it’s not “42% of the difference in achievement”; it’s “42% of the difference between white and African-American students’ REALIZATION OF THEIR POTENTIAL.” That “realization” is based on test scores from two years previously.

    This study may have more to do with bias in teachers’ grades than student achievement. Regardless, Brakke’s interpretation (assuming EdTrust got it right) is completely off base: the study looks at changes in predicted GPA, not differences in “achievement.” If a black student and a white student have dramatically different GPAs, but both students meet their “realization,” there is, in this study, no difference between them, even though they have different levels of “achievement.”

    Brakke owes a correction.

  20. Alec says:

    Look at Harvest Preps science scores, literally zero percent, single digits, zero, and single digits. It is obvious they have neglected educating the whole child because all they care about is reading and math. Zero percent in science is considered beating the odds. I agree. The fact they are still open with zero percent in science certainly beats the odds.

  21. Sherry says:

    If you are troubled by the claim that poverty doesn’t matter (and who wouldn’t be), and if you want to flip the script on the edupreneurs’ narrative, you might be interested in the upcoming Chicago education summit: Reframing Reform: Achieving Equity and Excellence in Public Education (website: )

  22. Sherry says:

    Reframing Reform:
    Achieving Equity and Excellence in Public Education:

  23. Mary Rose O'Leary says:

    The big surprise to me in these videos is how uninspiring the teaching is. You’d think they’d find some innovative teachers to film who engage the kids in critical thinking, etc., but it’s all this rapid, don’t-waste-a-second pace with virtually no time to think, much less, ponder.

    Also interesting is the “effective teaching” clip where the teacher has kids responding in unison with the multiples of seven. The boys with their backs to the camera aren’t responding at all. Why would they use that as an example of effective teachers leaving no child behind?

    The manufactured “aha!” and the “power position” salute are downright disturbing. This is the kind of education that will produce the creative thinkers and discerning citizens required for the 21st century? Looks more like military school to me.

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  25. Bruce says:

    What I see in this video is a lot of charts and graphs talking about the obvious. It is very clear that some coaching was going on. The expectations of the teachers is nothing that is not expected of all teachers. This seems somewhat like an infomercial, a fad.
    Those of us who have taught for awhile no what the reality of a classroom really is.

  26. Ricardo's Mami says:

    Hurricane and Nick – Get a master’s in education before you teach. Really. Look into programs that repay your loans if you teach in underserved areas. If you want to be well prepared, well, you need to prepare well.

  27. Pingback: The Blogger EduShyster's Article: “Steve Perry Talks to White People” - Wait What?

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