Case Studies of Teach for America Teachers



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Teach for America

Student’s Name

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Teach for America

In my own opinion, Teach for America is an overwhelming force for good. This is because Teach for America refers to a charitable organization providing leadership to strengthen the call for equality in the education sector. The organization has the main goal of providing equality in children’s education (Thomas, 2018). They also raise leaders who are committed to the expansion of opportunities for needy students. They usually start by teaching in a public school for a minimum of two years. This organization also supports the personal and academic growth of students. Members of this corporation are usually committed to shaping the lives of these students in the right way. This way, they realized that equality in education would lead to unity in the purposes and the shared experiences. The organization believes that change is shaped by those faced with educational bias and that it can be achieved if the whole community works in unity (Lefebvre, 2017). This organization helps in the expansion of access to knowledge and the provision of opportunities to children. This has seen the students creating a better world for themselves.

According to Crutchfield and McLeod, the achievement of a qualitative and permanent social change is limited despite the excellent performance of the nonprofit organization. There might be changes in the organization taking on credit. Some may be achieved through larger market forces or public interests. According to Jordan Flaherty, these nonprofit organizations may inflict damages, and thus, they should be careful while carrying out their daily activities. Like Teach for America, the organization has a goal of providing unity and equity in the education sector. Still, without proper planning, they may end up strengthening the inequalities in the education sector. This way, they would not solve the problem at hand. Nonprofit organizations vary in their approaches to the problems at hand. It also depends on the area of action to be covered.


An incremental and reactive change cannot be accepted. The change does not favor organizations that usually combine the public action and the market forces to receive multiple guidelines to guide them to the actual change. Forces of Good distinguishes everything about the nonprofit organization (Turgut, 2017). This way, they realized that nonprofit organizations do not fit the expectations of a well-run organization. Management systems in these organizations are not favorable and do not take into consideration the implementation, and the correlation to the effects brought about. The pillars of the nonprofitable organizations are less vital and sometimes not relevant.

Working with the government and advocating for social change is another property of Teach for America. The alumni of the organization raise their issues by impacting the careers in their schools and other places (Gibson, 2018). They also look for funding from the government. The government funds them because they provide equality in the education sector. This improves the economy of the country. This way, they will eradicate poverty which is the root cause of the indifferences in the education sector. Challenging the government means challenging capitalism which traditionally is the main characteristic of the American system.

Teach for America also engage their marketplace and works with business. This is evident in that they help disadvantaged urban schools. They bring about equality in the education sector as they give training to the teachers after college. These teachers will help disadvantaged students, including the needy. However, this practice usually faces a lot of challenges because most of the scholars feel that they are exposing inexperienced and untrained teachers to students. The organization plans to engage these teachers earlier. And as a result, there will be robust training for the students before being taken to those high schools.

This organization also transforms its supporters into their ambassadors. This is because they designed their letter to attract potential participants. The founder members made sure that there were enough funding and donations to the organization (Cohen, 2019). This is evident since the number of teachers in the organization has risen. It has also led to the creation of a different educational view. Teach for America has changed the view of most Americans. This is because they outrun large firms and schools. The alumni of this organization are now initiating schools and working as school heads in the country.

These two authors should add the challenges faced by the organization in searching for students before graduating from college. They should also add up the challenges faced by the teachers themselves. This would prepare the readers of their articles of the real situation in the organization. The organization should do more advertisements on their services so as to avoid misjudgments. Teachers for America also need to make sure that the organization is important and use their resources in a good way (Wong, 2017). This organization should lead by example in moving its agenda forward and provide a good ground on which they will move forward. The authors should also give way forward on where the organization should lay its focus on. In doing that way, they will improve on the productivity of the organization. These articles should also show guidelines on how the organization should work without involving other sectors of the economy. This helps in avoiding challenges brought about by differences in the forms of workings by the different organizations. They should also give guidelines on the ways of solving these differences when they arise. The organization will minimize collisions with the government and other firms.




Thomas, M. A., & Lefebvre, E. E. (2018). The dangers of relentless pursuit: Teaching, personal health, and the symbolic/real violence of Teach For America. Discourse: Studies in the cultural politics of education39(6), 856-867.

Lefebvre, E. E., & Thomas, M. A. (2017). ‘Shit shows’ or ‘like-minded schools’: charter schools and the neoliberal logic of Teach For America. Journal of Education Policy32(3), 357-371.

Turgut, R. (2017). Case Studies of Teach for America Teachers’ Teacher Identity Development in Relation to English Language Learners.

Klingbeil, C., & Gibson, C. (2018). The teach back project: a system-wide evidence based practice implementation. Journal of Pediatric Nursing42, 81-85.

Wong, Y. R., & Ezzat, N. (2017). How does Teach For Malaysia’s student learning vision of empowerment translate into classroom practice. Proceedings from The Scholarship of Teaching and Learning, 141-147.

Cohen, A. H., Alden, J., & Ring, J. J. (2019). Gaming the System: Nine Games to Teach American Government Through Active Learning. Routledge.

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