Idealistic teachers rise to isle challenge

Fifty-three Teach For America recruits thrive in local schools

A recent graduate of exclusive Wellesley College, Alice Chen was contemplating medical school or a career in investment banking in New York.

Instead, she chose to become one of 53 top college graduates from around the country recruited to teach in disadvantaged local public schools.

Teach For America » Founded: 1990, by Princeton University student Wendy Kopp. » Goal: To eliminate educational inequality across the United States. » How it works: Top college graduates are recruited and trained for two-year commitments to teach in low-income areas of the United States. » Hawaii recruits: 53 are now in schools in Central Oahu, Ewa and the Waianae Coast. » Funding: Main donors are Harold K.L. Castle Foundation, First Hawaiian Bank Foundation, Hawaii Community Foundation, McInerny Foundation, and Larry and Joyce Stupski. » Contact: Diane Robinson, Hawaii executive director, 485-8127.

She's now teaching fourth grade at Pearl City's Lehua Elementary, with a salary just over $37,000 a year and no regrets.

"I never thought of teaching as a career, and I don't know what the future will hold, but I'm loving what I'm doing right now," Chen said.

The program that recruited her, Teach For America, aims to help lift the achievement of economically disadvantaged students and has been described as something of a domestic Peace Corps for teachers.

In Hawaii, graduates from New York University, Princeton and other top schools have put their career plans on hold to teach for two years in Waianae, Ewa and Aiea.

"When I told people from Hawaii that I was coming out to work in Waianae they said, 'uh-oh,'" said Courtney Brant, a recent graduate of San Diego State University. "Even now, when I tell people what I do, they say, 'you're so brave.'"

The state Department of Education turned to the 16-year-old program for the first time this year to help counter the annual heavy turnover of Hawaii public school teachers.

Though mostly new to teaching, the recruits mean business.

Like other recruits, Chen has set ambitious goals for this year: 80 percent of the class will have mastered their subjects by next June, reading levels will rise by 1.5-2 grades, and the entire class must read a combined total of 2007 books (they were at 450 and counting recently).

Achieving such goals is another matter. Liz Lewis, a recruit from Louisiana State University, was surprised to learn her seventh-grade math students at Waianae Intermediate School were using a sixth-grade text.

"That was the biggest surprise. The fundamental skills were not always there and I had to take a few steps back," she said.

But Teach For America points to studies showing significant student improvement under its recruits, who bring a youthful enthusiasm and fresh outlook, said Diane Robinson, the program's Hawaii coordinator.

"They may not have the experience some of their fellow teachers have but there are other things that make a great teacher," she said. "Our corps members bring a new perspective and students across the country have responded to that."

About 4,400 active corps members are working in schools nationwide. This year's recruits had an average GPA of 3.5, and 96 percent held student leadership positions at their universities, TFA says.

Robinson said the program, which is being funded locally by private donors, plans to recruit 50 or more new teachers for Hawaii each year at least through 2010 if funding remains stable.

Recruits are full DOE employees and teachers union members. The program provides initial teacher training and help on student loans and other financial aid. However, students are required to pursue teacher certification and a master's in education on their own time and money.

Despite taking on tough assignments, 65 percent of recruits stay in teaching as a career, said Robinson, who notes that national 2005 teacher of the year Jason Kamras entered teaching through Teach For America.

The new recruits are already earning kudos.

"They've had a positive attitude right across the board. You can teach lot of things but can't teach attitude," said Waianae Intermediate Principal John Vannatta, who hired Teach For America recruits to fill seven of 15 open positions this summer.

Their different backgrounds are an asset, he said.

"That diversity is sometimes a strength in the classroom. It can help bring a lesson to life," he said.

In Romy Trigg-Smith's eighth-grade math class at Aiea Intermediate School, students compete to be named math "all-stars" through good performance, and to gain acceptance to the class's "80s club" for those mastering 80 percent of the content. Numerous prizes are also given as incentives.

"The students go crazy over it. They're like, 'let me get my name up there.' It's amazing what they'll do for a prize," said Trigg-Smith, a graduate of Punahou and Princeton.

"That's one of the main aspects of TFA's model. You emphasize the need to strive for big goals but then make sure you have that reinforcement in the classroom," she said.

Each time Chen's fourth-grade class at Lehua pleases her, she adds a few marbles to a big bowl, which when filled will bring a reward. Ideas include a class party, or requiring Chen to wear pajamas to school one day.

"There are a lot of great teachers (in Hawaii), but many of the students have never really connected with an adult. That's where I hope I can be different," said Chen, who also calls parents weekly and frequently lunches with them.

"If the kids like you they will go to any degree to please you," she said.

Despite the initial warnings she heard about life in Waianae, recruits like Brant have found a warm welcome.

Her principal, Joanne Kumasaka, bought Brant a set of new sheets and other teachers earlier in the year chipped in to buy recruits groceries while they waited for their first paychecks.

"Everyone's been so awesome, so supportive," she said.

But the job remains a challenge. Brant teaches in a cramped portable classroom stuffed with 40 students. Ceiling fans merely help to circulate the hot air.

"I call it my oven. Teaching in the heat wears you out hard-core and the students can't concentrate as well. And mine's not even the hottest on campus," said Brant, who also coaches the girl's soccer team.

She's also grappling with a school attendance policy that holds no real consequences for students who skip class. In response, she's initiated mandatory assignments to be completed during the first 10 minutes of class to encourage punctuality.

The low math levels of many students and their often blasé attitude toward education add to the challenge.

Not every hopeful could cut it in the classroom. Fifty-four young teachers arrived, but one left, unable to adjust.

But Brant remains upbeat.

"The students really give me energy. This has confirmed for me that teaching in a low-income area is really what I want to do in life," she said.