organizational analysis memorandum: teach for america...

Organizational Analysis Memorandum: Teach for America- Twin Cities

A Focus on How to Maximize Local Impacts Through Service Networks

Authored by Team Ed: Michael Diedrich Ed Morales Jenny Sanchez Kari Sindberg

Organizational Analysis Memorandum: Teach for America- Twin Cities December 17, 2012

1 | P a g e

Memorandum To: Crystal Brakke, Executive Director, Teach For America - Twin Cities From: Michael Diedrich, Ed Morales, Jenny Sanchez, Kari Sindberg Re: Maximize TFA-TC's Local Impact through Service Networks Executive Summary Teach For America - Twin Cities is at a point of transition. The change in executive directorship coincides with the growth of the organization from a small group using the standard TFA toolkit to an established presence in the Twin Cities that needs to reflect local needs, interests, and realities. As those particular regional attributes become more apparent, the biggest areas of need for TFA-TC are guaranteeing a strong reputation in the community and equipping its corps members with the knowledge, skills, and mindsets they need, not just to be successful teachers, but to be successful teachers in the Twin Cities. The change in leadership is an opportunity to mark this explicitly as a time of transition and to capitalize on the symbolic power of the change in addressing these areas of need1. Recommendation 1: Initiate Efforts to Strengthen Ties with Education Service Organizations TFA-TC has done an excellent job building connections to groups that influence education policy in the Twin Cities and the state. This is aligned with TFA's mission of helping its alumni transform into educational leaders2. As a result, TFA has stronger connections to the “big picture” people and organizations in Twin Cities education than many other education service providers. However, TFA-TC has a relatively underdeveloped network with those other providers. There are many different groups in the Twin Cities attempting to improve outcomes for the same set of students that corps members serve. Some of these are under the AmeriCorps umbrella (e.g. Admission Possible, the Minnesota Reading Corps, etc.), while others are independent (e.g. many of the groups participating in the Northside Achievement Zone project). Efforts like NAZ attempt to coordinate service provision among groups like this, but TFA-TC has not yet capitalized on the potential represented by these groups and the increased desire for collaboration.3 This is understandable – TFA-TC has until now primarily been focused on building a strong foundation for itself – but it is also now an issue that needs to be addressed. Especially as TFA-TC and its alumni grow in their influence over education issues in the Twin Cities, it is important that the organization take steps to manage its reputation as an educational service provider so as to increase the credibility of its corps members and alumni in the communities they serve4. While TFA has a strong reputation among the well-resourced and influential individuals and organizations necessary to launch the region, it has so far done little to address its standing with individuals and organizations at the service level. One serious risk here is that negative stereotypes of the national organization will proliferate at the local level, damaging TFA-TC's ability to effect change and provide service at the community, school, and classroom levels.5 The best way of counteracting this is to be proactive in building stronger relationships with other education service providers in the Twin Cities, with a particular focus on those that place their workers in the same schools that CMs serve6. Some of these groups will have strong connections to groups and individuals who are more suspicious of TFA, and they will be able to use those strong connections to vouch for TFA-TC. They will also likely have some key insights into how to better serve the communities in question, and these can prove useful in planning future orientations, trainings, professional development sessions, and corps member engagement opportunities7. Most to all of these


2 | P a g e

organizations are already quite busy, so TFA-TC will need to be the initiator of relationship building and will likely need to be the more active partner in the early stages to build trust8. Recommendation 2: Increase Integration of Local Partners in Planning and Training One end goal of strengthening relationships should be to allow for collaboration in preparing training and professional development opportunities for CMs. TFA-TC benefits in many ways from the messaging, recruitment, training, analytical systems, and organizational structures established by TFA-National9. For the most part, these tools make the region's job easier10. One potential area for concern, though, is that many corps members come to the region with an attitude and set of expectations that may not be a good fit for local partners and communities. This is in many ways an inevitable result of the perception and branding of CMs as “elite,” which helps regions like TFA-TC get established and find school placements11. It also contributes to a reputation for excessive confidence and lack of awareness of school and community realities. Once this reputation – in part built on national stereotypes – gets established, CMs and alumni who fit the reputation will be remembered, while those who disrupt it are more likely to be discounted as exceptions rather than the “real” TFA-TC. This means that regional staff need to be particularly vigilant about the training and professional development carried out in the Twin Cities. The messaging, recruitment, and training processes of the national organization are not in TFA-TC's control; however, induction, the planning period between Institute and the start of the school year, and monthly professional development sessions are up to local staff12. This creates many opportunities for the region, not to explicitly contradict what TFA-National's work, but to modify it to be a better fit for regional needs13. One high-potential way to do this is to increase the involvement of other local education service providers in TFA-TC planning, training, and professional development sessions. The easiest place to start would be working with other AmeriCorps-affiliated programs in CM placement schools; these are the local groups most likely to already have a positive impression of TFA-TC and to have group processes similar enough that this sort of integration will be relatively easy14. Potentially, TFA-TC and its new partners could organize CMs and AmeriCorps volunteers at the same school into teams, and those teams would create a vision for their work together and implement it over the course of their time. This would increase resources and support available to CMs, improving their ability to make significant gains in the classroom, and strengthen partnerships15. Over time, as TFA-TC strengthens its ties to other educational service providers, similar co-trainings or school-level work teams would have even larger impacts and bring in groups and individuals that better represent the communities CMs serve.16 With particular attention paid to skills like cultural competence, these relationships would help CMs be more comfortable and more effective in their schools. Additionally, collaborative work that produces positive outcomes would be an excellent way to further strengthen TFA-TC's reputation at the local level. Recommendation 3: Announce a Diverse Governance Board TFA-TC's governance board is currently small and non-public. This made sense in the early years of the organization, but in the future it will make sense to have a public board that demonstrates the depth and strength of support for TFA in the Twin Cities17. The convention for a regional TFA board is to emphasize wealthy or influential individuals and representatives from wealthy or influential corporations, foundations, and civic groups in the community. While this has clear benefits, there is room for expanding the range of board member experiences to serve other purposes – such as strengthening reputation and increasing connections to served communities – as well.


3 | P a g e

In particular, one way to use the announcement of TFA-TC's first public board to achieve these broader purposes is to build a board that includes members whose primary credential is as a parent or family member of students served by CMs.18 If a significant fraction of the board come from families benefiting from CM service, the board itself will have more validity in the community19. Note the importance of having several board members fitting this description; having only one or two risks the appearance (and reality) of tokenism. The goal of this is not just to have a board member or two to point to when challenged. Instead, the goal is to have a board that genuinely reflects the experiences and needs of the communities TFA-TC serves20. These board members should be active on the board, and their input should be taken seriously. Not only will this improve the information available to the board, it will also mobilize these board members as advocates for TFA-TC in their communities.21 If community members know that their voices are being heard and respected, they are more likely to trust TFA-TC (and to encourage other organizations to do so as well).22 If, however, board members from the community feel their contributions are not welcome, they will take that experience back to their communities instead. This is not a significant risk, so long as the board is genuine in honoring these representatives. Building this board would, in short, differ somewhat from the typical TFA model (challenging stereotypes), improve the reputation of TFA-TC in many communities (increasing the potential for future CM and alumni impact), and bring other voices with important perspectives to discussions about the direction of TFA (enabling better, more informed decision making). It will take work, but the potential payoffs are large. This is particularly true if it is supported by the multi-layered strengthening of relationships and regional practices suggested in Recommendations 1 and 2. 1 Schein (2004) notes that culture is only partially influenced by leaders, but also acknowledges the

interconnection between leadership and organizational culture. A change in leadership is therefore a chance to

change some aspects of organizational culture and practice.

2 In alignment with Goldsmith and Eggers’ (2004) criteria for strong ties, TFA has frequent communication with

educational policy actors, shares knowledge with them, coordinates activities with them, and has built trust. These

strong ties facilitate alumni entry to these circles.

3 Provan et. al (2005) suggest that building community partnerships are one of the most effective methods for

creating a product that addresses the complex social needs of a given community. In the case of TFA-TC, closing

the achievement gap requires collaboration across a wide array of political and professional disciplines to address

what is an exceptionally complex nuanced social problem.

4 Goldsmith & Eggers (2004) identify trust as a key component of strong ties, and further note that building strong

ties requires overcoming cultural differences. Building and maintaining strong ties with served communities

strengthens the organization and supports its corps members in their work.

5 Schein (2004), notes that an organization’s visible structures speak to its espoused values and underlying

assumptions. Poorly conceived or poorly explained organizational artifacts can contribute to a negative perception

of an organization’s underlying culture, which in turn can impact the organization’s ability to execute its mission.


4 | P a g e

6 Goldsmith & Eggers (2004) stress that establishing communication channels is a critical component of building

strong ties. Absent possible partners reaching out to TFA-TC, it must be the initiator of this communication to start

the relationship building process.

7 Stone et al. (2012) describe a virtuous cycle resulting from the positive effects of collaboration. In the case of

TFA-TC, the most promising areas for collaboration and likely positive effects are those identified here.

8 The obstacles to TFA-TC’s relationship building are not fundamentally about competition; the service they

provide is not provided by other groups (except, in a way, by teachers unions in the MPS schools where TFA-TC

places). As such, relationship building is possible given active opening of communication channels, sharing of

information and knowledge, and other trust-engendering actions (Goldsmith & Eggers, 2004).

9 Sandfort (2010) describes the challenges of defining and developing technology in a human service organization.

By using the procedural and structural technology developed over years by TFA-National, TFA-TC does not have to

invest as much time developing that technology itself.

10 Bolman & Deal (2008) describe the many advantages of having well-defined processes, and this is a noted area

of strength for TFA-TC. In short, TFA-TC’s core process works well for developing CMs’ skills.

11 Bolman & Deal (2004) would likely describe “the elite TFAer” as a core part of the national organization’s myth.

This, in turn, has aided TFA-TC in defining itself to potential placement schools.

12 At its core, this is a local variation on the national organization’s adaptation process described in Crutchfield &

Grant (2008). Just as TFA-National has retooled its recruitment and training processes, TFA-TC can do so for the

aspects of CM development it controls.

13 This is derived from Crutchfield and Grant’s (2008) discussion of the cycle of adaptation. TFA-TC needs to listen

to its environment, then experiment and innovate (the part described here), followed by evaluation and

modification of programs and plans.

14 As local variations of a common national service organization working with a similar workforce (primarily

volunteerism-oriented college graduates), other AmeriCorps groups are likely to have the fewest cultural

differences, and therefore will be some of the easiest with which to cultivate strong ties (Goldsmith & Eggers,

2004).

15 This is informed by Feldman & Quick’s (2009) three principles for effective inclusion, in which TFA’s leadership

initiates inclusion, organizes it around creating “new ways of thinking and acting” (p. 139), and allows for

expansion (elaborated on in the next paragraph).

16 Stone et. al describe this as “horizontal democratic accountability.” That is, an organization’s ability to respond

to “key stakeholders and citizens and to the concerns and interests of the relevant processions” (p. 2). Remaining

accountable to key stakeholders increases an organization’s capacity to create public value.

17 A public board serves a symbolic purpose, and can be a tool of managing impressions. Board members can be

heroes, storytellers, etc. (Bolman & Deal, 2008).


5 | P a g e

18

Schein (2004) suggests that an organization’s visible structures and processes speak to both the organization’s

espoused beliefs and values and underlying assumptions. Inviting community members, whose primary credential

is being a family member of a student, will emphasize TFA-TC’s interest in developing community relationships.

19 This is another case of managing impressions and advancing a story that situates TFA-TC in close proximity to the

community it’s serving (Bolman & Deal, 2008).

20 Bryson (2004) argues that securing buy-in from all stakeholders, or, in this case, community supporters, is key to

an organization’s long-term viability, the ability of an organization to develop effective coalitions, and the capacity

of an organization to develop and execute sound strategic plans.

21 The changing nature of public-private partnerships has led Bryson (2004) to argue that managing stakeholders

has become “part and parcel” (p.24) of the governance process, and that maintaining relationships with

stakeholders is central to an organization’s long-term sustainability.

22 Bryson (2004) argues that successful management of stakeholder relationships can create an “authorizing

environment,” which will better enable an organization to fulfill its mission and create more public value, which in

turn may lead to stronger community and foundation support.


6 | P a g e

APPENDIX A: Applications Application 1: Structural Analysis Formal Organizational Structure

Broadly speaking, the Teach For America -- Twin Cities (TFA-TC) organization can be seen as serving two distinct purposes: (a) classroom support and (b) local growth and outreach. Staff structure

The staff structure is broadly hierarchical (see Figure 1, Organizational Chart), with an Executive Director (ED) at the top supervising an Operations Coordinator (OC, primarily responsible for logistics and office management) and a trio of “officers.” The division of officers’ responsibilities and subordinates reflects the two-part nature of TFA-TC’s structure.

On the classroom support side of the organization, one officer -- the Managing Director of Teacher Leadership Development (MDTLD) -- oversees three Managers of Teacher Leadership Development (MTLDs). Each MTLD has a cohort of current corps members (CMs) serving in classrooms. According to the TFA-TC web site, the current corps size is roughly 90 CMs, meaning each MTLD supports, on average, 30 CMs. Division of CMs between MTLDs attempts to balance grade level (primary versus secondary), subject area, school placement, and other specialties (e.g. special education or ELL experience).

On the growth and outreach side, the Director of Growth Strategy and Development (hereafter “Development Director” or “DD”) engages with issues of fundraising, CM placement and future board building to the recently established six member regional board. Also focusing on growth and outreach is the Director of Alumni Affairs and Community Engagement (hereafter “Alumni Director” or “AD”). The AD is responsible for ensuring the region fulfills the national TFA mission of transforming its alumni into leaders in all sectors and at all levels of education and education policy. Practically speaking in the Twin Cities, this means connecting with alumni from other regions who now live in the area and providing support to TFA-TC alumni looking to increase their impact, generally in either school leadership or policy/advocacy. Classroom support processes

Beyond simply assigning staff to support CMs, TFA-TC utilizes several standard processes used throughout the national TFA organization. While not responsible for CMs five-week training at Institute, the region provides the local orientation and planning sessions that “bookend” Institute. Perhaps more significantly, it also has several routines used by MTLDs when observing and supporting their CMs.

The Academic Impact Model (AIM) is a diagnosis technique used to help CMs and MTLDs identify where student learning breaks down. It starts with student outcomes as assessed by the CM, and then identifies the student actions during class that led to those outcomes (e.g. behavior, study skills, depth of engagement with material). It goes on to identify the teacher actions that led to those student actions, and finally investigates which teacher knowledge, skills, and mindsets led to those teacher actions. The goal of applying the AIM is to identify what changes need to be made to a classroom to improve student performance and proceeds from an assumption that the CM is ultimately responsible for that performance. Connected to the use of the AIM is the Teaching as Leadership (TAL) rubric. This assesses teacher performance in six broad domains (Set Big Goals, Invest Students and Their Influencers, Plan Purposefully, Execute Effectively, Continually Improve Effectiveness, and Work Relentlessly) that between them contain twenty-eight subdomains. An example of a subdomain would be “Check for understanding” (part of the Execute Effectively domain). For each subdomain, the rubric describes what


7 | P a g e

teachers look like at each of five levels (Pre-Novice, Novice, Beginning, Advanced, and Exemplary). Once an MTLD and CM have determined the CM’s current area of highest need using the AIM, the TAL rubric gives them a framework for identifying next steps that will help the CM improve. The AIM/TAL framework can also be used in isolation by a reflective CM, and in fact the organization encourages such usage.

Beyond an individual focus, TFA-TC also runs roughly half a dozen whole-corps professional development sessions over the course of a school year. CMs are expected to attend each of these, and they tend to run from mid-morning to late afternoon. Typically, CMs spend some of the day with the entire corps, some in topic-based development sessions of their own choice, and some in other appropriate groupings (e.g. by first- or second-year status, school placement, grade level, MTLD assignment, etc.) discussing relevant topics. Growth and outreach processes

As with all nonprofits, TFA-TC must engage in regular fundraising. During the organization’s first few years of existence, fundraising was largely in the purview of the Executive Director (as the organization had no Development Director). Following the creation of the DD position, that role now has primary responsibility for fundraising. This is especially true now that the founding ED has left the group and the current DD has carried on with fundraising efforts in the absence of any ED. TFA-TC pursues funding from both individuals and foundations (corporate, family, and community). Its 501(c)3 status enables this fundraising, particularly from foundations which often require 501(c)3 status as a precondition for donation. TFA-TC also receives some funding on a per-CM basis from the schools its CMs serve.

Beyond foundation giving and these large individual donations, TFA-TC receives funding from corporations and small individual donors funneled through the National TFA office. The amounts and sources are divided to regional offices based on need, and origination of the gift. For example, TFA-TC received grants of $225,000 from both General Mills and Medtronic as they are based in the same metro area. The National office funnels in this way as it values that corporations donating appreciate reinvestment into their potential future workforce.

Currently, TFA-TC has only a small regional board of six members representing the local business community and educational policy leaders. Regional TFA boards tend to be used as means of guaranteeing funding and community support, thereby enabling the DD to engage in broader and more sustainable funding with a focus on growing the number of CMs serving their two-year commitment in a given year. Regional boards typically do not engage in substantial governance or management decisions, deferring to the national organization and regional staff as appropriate.

Now that TFA-TC has produced multiple years’ worth of alumni, the AD invests significant effort to mobilize those alumni as a tool for driving education reform in the region. One form of this could be termed a “spinoff group.” Spinoff groups are groups not officially affiliated with TFA-TC but composed primarily of TFA alumni in the region and started through a combined effort of the AD and interested TFA-TC alumni. Examples include the Twin Cities Educational Leadership Network (TCELN) and Young Education Professionals (YEP). These are not formally or legally established organizations, and their activities typically revolve around a monthly get-together and ongoing promotion of events and opportunities of interest in the region.

A more formal outlet for TFA-TC alumni are what could be called “pipeline groups.” These are groups that look to TFA-TC as a pipeline of prospective future talent. Some groups, like Leadership for Educational Equity (LEE), are closely connected to TFA and composed exclusively or nearly exclusively of TFA alumni. Others, like Charter School Partners or MinnCAN, are aware of TFA and may send representatives to the professional development Saturdays or other events organized by TFA-TC to connect their second-year CMs with opportunities as alumni.


8 | P a g e

Figure 1: Organizational Chart

Units and Arrangements

The most formal arrangements for CMs are their MTLD cohorts. The CM-MTLD relationship is central to the support offered by TFA-TC to its current teachers. TFA-TC will also organize CMs by first- or second-year status, subject area, grade level, and school placement. These non-MTLD-based arrangements typically occur during the professional development days, but may also occur outside those instances if organized by the CMs themselves. Typically, MTLDs and other regional staff will encourage successful second-year CMs to engage in this kind of organizing. The regional staff is small enough that a large number of arrangements aren’t possible. Conceivably, subsets of the staff could meet on an as-needed or topically appropriate basis. Logical arrangements include:

- The Leadership Team: The ED and the three officers (also possibly the Operations Coordinator) - The Classroom Support Team: The MDTLD and the three MTLDs (possibly the ED as well) - The Growth and Outreach Team: The ED, DD, and AD

The leadership team meets every other week to update on operations and concerns. On the off weeks, the entire office team meets to share announcements and make any collaborative plans necessary to continue working toward the mission and supporting CMs. As previously discussed, the AD will also encourage alumni to organize into spinoff groups organized around areas of post-corps interest. The two most common areas here are school leadership and policy/advocacy.


9 | P a g e

Pros and Cons of these Arrangements Pros

One pro of how TFA-TC organizes its CMs is that the usage of different mechanisms for organizing current CMs allows for better targeting of support. Some types of professional development are most necessary for brand new teachers, others are most effective within a certain grade range, and still others are most effective by subject area, and so on. By encouraging different types of CM arrangements, TFA-TC can more easily target its support appropriately. On the alumni side, the spinoff group arrangements allow the AD to help in the creation of support and engagement opportunities for alumni. At the same time -- and particularly important on the policy/advocacy end of the alumni spectrum -- it allows the AD and TFA-TC to maintain enough distance that they won’t endanger the organization’s 501(c)3 status. Cons

One risk of such a multi-faceted approach would be chaos or confusion for CMs. This is where the yearlong MTLD relationship provides an anchoring point. It also means that a CM will be observed and advised by an evaluator familiar with his or her history and context, which allows for richer support and development. Additionally, should a CM-MTLD relationship turn out to be poor, the CM may find him or herself with inadequate support. Depending on the CM’s ability (and his or her own perception of that ability) to pursue a different MTLD relationship, the CM may never end up getting the kind of support TFA-TC claims or strives for.

One negative effect of the spinoff group approach for alumni is that the AD ends up with less direct control over the scope and direction of alumni efforts relative to what he or she could achieve with a more active, concentrated effort. On the whole, however, the current structural arrangements seem to be serving TFA-TC reasonably well. Structural Innovations to Overcome Limitations In one sense, the AIM/TAL framework is a structural innovation aimed at overcoming the limitations of the five-week Institute experience. It certainly provides a framework for problem-solving and improving CMs’ effectiveness in the classroom. On the other hand, one core assumption of the AIM/TAL framework is that most to all student performance can be traced back to teacher actions, knowledge, skills, and mindsets. There is no real process in place for conceiving of, much less adapting to, issues that are truly outside the CM’s control. On the growth and outreach side of the organization, innovations are more likely to originate with individuals than with structured processes. Furthermore, as a “franchise” branch of a larger organization, the broad strokes of TFA-TC’s growth and outreach plan are laid out by the national-level TFA. However, an organization-wide emphasis on using a data-oriented approach can serve as a trigger for identifying areas in need of innovation. Informal Organizational Structure

CMs tend to cluster by social groups (living arrangements, shared interests, etc.) and by school placements. Intra-year clustering is much more common than inter-year clustering, even with a shared MTLD. That is, first-year corps members will tend to stick together, as will second-year corps members, with a few who maintain strong connections to both years.

The degree of support offered by schools creates an informal filter for the amount of MTLD support for CMs. For examples, CMs in more supportive environments require less MTLD support. Particularly in schools that routinely take on CMs, MTLD’s can estimate how much school-provided support their CMs will get based on the school’s reputation within TFA-TC.


10 | P a g e

The AD has a large and expanding profile within the organization as numbers of alumni grow and levels of engagement increase. Additionally, at least for the short term, the DD, AD, and MDTLD are likely to have disproportionate amounts of informal power due to the protracted lack of an ED. Even after the organization announced a new ED, her lack of experience with the organization will require some delegated power to remain with the officers, who will slowly release some of that back as the new ED grows more comfortable in the role. How the Structure Influences Overall Organizational Effectiveness

For the officers, the relatively clear definition of responsibilities increases effectiveness within those domains, although it may encourage a certain amount of “silo-ing,” with each officer focusing strictly on his or her own domain without considering the broader organization. The clear-yet-broad definition of officer responsibilities has also likely contributed to the organization’s sustained effectiveness during its period without an ED; an officer can temporarily assume specific ED responsibilities relevant to his or her domain.

The AIM/TAL framework and processes do offer truly substantive support to CMs and MTLDs. Those processes combined with the national organization’s recruitment and Institute practices often translate into TFA teachers performing at approximately the same level as traditionally certified peers who received much more training prior to entering the classroom. While specific comparisons in the Twin Cities are not currently available, anecdotal evidence suggests that the combination of local and national processes has produced a local TFA corps roughly equivalent in quality to their first- and second-year peers in traditional district schools and of above-average quality relative to their peers in charter schools. This is keeping in mind that neither the district schools nor the charter schools can be considered representative of their broader systems. Application 2: Stakeholder Analysis Stakeholder Clusters and their Influence A Stakeholder analysis chart is provided in Figure 2. The stakeholders are all clustered into groups with common expectations and needs from TFA-TC. Alumni and the Talent Pipeline

As previously discussed, the AD’s role is to keep in contact with Alumni CMs and keep them connected with opportunities to take leadership in local education reform. TFA-TC needs this group to support their mission in both a policy advocacy role and in continuing to take leadership in schools directly. Currently, the AD is helping to set up spinoff groups, granting access to current CMs through professional development trainings to sustain the pipeline, and using a listserv to keep alumni up to date on local reform actions. It seems that the Alumni would stay connected with TFA-TC to gain these insights for self-promotion as well as continuing the network for colleagues. Policy Creators and Funders

This cluster completes the cycle of influence that TFA-TC hopes to create with the work of the AD, specifically the talent pipeline. From this cluster, TFA-TC gains the majority of its funding as well as the shape of its power within schools. Policy makers set the standards to which CMs will be teaching as well as the legal guidelines for how schools operate. Additionally, TFA National outlines the base for TFA-TC’s organizational, cultural, and technological structure. Along with the other stakeholders in this cluster, funders expect that TFA-TC fulfills the criteria laid out in their power structure. To operate within the strong TFA recognized character, TFA-TC needs all have these stakeholders to remain connected to sustain their existence and growth.


11 | P a g e

Local Teachers and Supporters This cluster of stakeholders is crucial to the success of CMs in their schools. They set the tone for how schools operate and their lack of support may often translate into insufficient resources and cooperation for CMs to successfully operate in their school environments. The primary cluster expects a professional level of dedication and follow-through on the part of the CMs and TFA-TC at large. These individuals work directly in the schools and the quality of the CMs will reflect on their work as well. The sub-group are affiliated with the coalitions represented and are often seen as the public face of education in the state. Should things go poorly, they will face the blame from the public. Students, Schools and Communities Served

This is the most important cluster of stakeholders as it is the primary focus of the TFA-TC mission. The objective of TFA is to improve education outcomes for the students it serves and promote strong community building in its schools. CM shape their desired outcomes and working style around the structure and needs of these stakeholders. Schools that welcome CMs expect the results of change that TFA promotes to become apparent in both the short and long term. From this group TFA needs continued communication as well as a demonstrated commitment to interact within the CM’s, and therefore TFA’s, frame and scope of education. Figure 2: Stakeholder Analysis Chart

Each of these clusters is placed within a matrix contrasting their power over TFA-TC and the

interest in the organization (see Figure 3). As illustrated below, the cluster with the most power and interested in a sustainable and successful future of TFA-TC is the group setting policy and funding the organization. This seems typical for most 501(c)3 organizations. While local students and their direct support systems do have power in shaping the direct programming of TFA-TC, it appears as if they do not have a high level of interest in the success of TFA-TC itself. Instead, their concern is the success of the students. The connection of potential interdependence seems to be missing in community dialogue.


12 | P a g e

Schools and representatives do have a high interest as their work and career stability is hinged on the success of this program that is integrated into their work environment. However, TFA-TC does not place much power in shaping its structure into the hands of this cluster, comparatively. Finally, the Alumni and their networks seem to have the least power and influence on the organization directly. After completing the program, there is not much opportunity to shape its structure. Additionally, interest in TFA appears to be self-serving as a network building tool as opposed to an advocacy role.

Application 3: Cultural Assessment

As noted in this cultural analysis chart, the Teach for America organization operates with clear goals, and very deliberately sets those goals in motion through a culture of leadership, partnership and expectations. The organization is particularly in tune with its reputation amongst universities and employers, and the impact their alumni can produce after teaching in underserved districts around the country. Teach for America represents an organizational culture that preaches respect and teamwork, while also outlining individual expectations for both teachers and students. These aspects combined are meant to provide results and a solution to the achievement gap, as clearly stated in the Mission of TFA on its website.


13 | P a g e

Table 1: Cultural Analysis

Artifacts / Manifestations Espoused Values Underlying Assumptions Comments

“Teach for Us” blog; stories

from the field by corps

members and alumni

Transformational

Change and Fixing

a Problem

Outside influences likely know

better than those in the community

and can lead better than most as

corps members are not from the

community they serve.

Seems as though the highly recruited

corps members who typically go on to

outside careers are invested in the

temporary commitment, not

necessarily long-term.

TFA Alumni Press Release Leadership Partnership and leadership is

invaluable to the organization,

between corps members and

participating districts; also used for

recruitment and funding purposes.

Leadership is of the utmost importance

to the education movement and TFA is

exceeding those standards. The public

data suggests this.

“Diversity Statement” and

accompanying portion of

website. Partnerships with

the Black Student Union,

National Council of La Raza,

etc…

Diversity Diversity among corps members

strengthens TFA mission. Teachers

who look like their students serve as

key role models. Corps member

placement is determined by TFA

National, sometimes creating a rift

between “outsiders” and those who

are familiar with the region.

TFA self-reports that just 38% of corps

members are people of color

(compared to 90% of the students

taught). 35% are Pell Grant recipients,

and 23% are first in their family to

attend college.

Lots of photos of groups of

teachers, or teachers

working closely with

students. Emphasis of

importance of team-driven

approach to education.

Videos on website touting

teamwork of IT

department.

“Team” Teamwork will help advance mission

of TFA. TFA corps members will feel

part of something larger than

themselves. Teamwork improves

quality of work environment,

making happy employees. TFA

National includes a broad network

and “team” of funders, staff and

alumni.

Unclear how much teamwork there is

at the Corps Member level. Are

teachers on their own in the field, or do

they have regular meetings with a

larger group?

TFA-TC website (Home) Results-Oriented High importance in data and

statistics to show results of both

students and TFA alumni.

The mandated standards are given

by TFA National and all regions are

expected to reach desired

outcomes.

The organization functions through

outcomes: reporting stats for

graduated students, TFA alumni, and

other data collected and made public

knowledge, including test scores. Is the

focus on data or ‘real’ results? Are the

results for funders or for benefit of

students? Process is modeled after

other highly successful organizations

working to close the achievement gap

(cyclical). Some expectations do not

always align with regional needs or

cultural differences, creating tension

between the National and Regional

offices.


14 | P a g e

Recruitment

flyers/meetings

Skill Driven There is an expectation to vet those

applying through a multistep

process to find teachers with the

qualities that will lead to best

practices derived through the data

historically collected by TFA and as

mandated by TFA National.

In a highly competitive process, TFA has

the opportunity to “weed out”

applicants with good intentions, but

lack the skill set to be effective.

However, since their strategy is to

recruit leaders, not necessarily those

who aspire to be teachers, this could

lead to a low retention of staff and

turnover into full-time qualified

teachers after TFA.

Application 4: Program Technology Assessment

Figure 4: Logic Model of Program Technology Flow

Inputs

Corps Members- Top National Candidates

Staff- Operations, Outreach, Development and Growth, Teacher Management

Governance and Leadership- Regional board, TFA National

Mission, Goals and Policies- Close Achievement Gap, Promote Strong

Leadership for the future of education

Facilities and Capital- Local Office for staff, CMs at respective schools

Funding- local individual donations, local foundational gifts/grants, national

corporate grants

Strategic Relationships/Partnerships- Collaborative Initiatives, Schools, Alumni

Talent Pipeline

Clients- Students, Schools, Communities

Processes

Training Models- Academic Impact Model and Teaching as Leadership

Orientations for CMs- Institute for National vision and Regional for local base

Regional Planning Sequence- improve long term skills

Regional Board Initial Formation- Six member strategic planning

Communication- weekly blasts to CMs/alumni, and weekly collaborative

departmental meetings

Data Driven Performance Measurement- Metrics for Fundraising, Tracking Alumni,

Student Performance

Assisted Formation of Spinoff Groups- informal connections of ed. Policy related

groups, composed of alumni

Formal Career Development through Pipeline Opportunities- groups that use TFA-TC to recruit CMs as future talent

Outputs External Image and Reputation- Praised for

Results Nationally, Criticized Cultural Presence Locally

Sustainable network- Alumni remain active in classrooms and policy formation

Improved Education- students benefit from CM teachers and overall quality boosts

Reform System- Introduce new model for educator preparation and new school

leadership styles

Defined Culture- ties regions together and creates unified brand nationally


15 | P a g e

Overall Technology TFA-TC has an array of inputs due to their extended network and rich resources. This is in part

due to the extensive network of the education policy field. However, this is also in part due to the TFA brand and the power that brings in building capacity. These inputs are referenced in Figure 4 along with the processes (technologies) employed by TFA-TC in an attempt to produce the outputs identified. These outputs are a general outline for what TFA-TC aspires to bring to the local policy field as well as the direct impact its programmatic work strives to achieve in its mission.

Technology Example: Regional Orientation and Planning Sequence

A program used to prepare CMs is the regional orientation and planning sequence that takes place between the end of the five week Institute experience and the beginning of CMs' time in the classroom. Inputs

The primary inputs here are the CMs themselves. After Institute, they have a basic command of “short-term” teaching: lesson planning, classroom presence, assessment, etc. The purpose of the regional planning sequence is to improve their “long-term” skills: prioritizing learning objectives for the year, laying out course scope and sequence, etc. The bulk of the planning sequence occurs during in-person sessions, either with the whole corps or by subcategories such as school, subject area, grade level, or Manager of Teacher Leadership Development [MTLD] cohort, with CMs also working independently outside those more formal sessions. Specific trainings – e.g. setting learning goals for the year – tend to include some combination of online instructional videos, expert-led discussions/lectures, examination of exemplars, the use of planning templates, and other typical professional development mechanisms. Regional staff give CMs a list of concrete products (pre- and post-assessments for the year, a yearlong calendar broken into units, a detailed plan for the first unit to be taught, etc.) to create, provide introductory training for each, and rely on the MTLDs to track and evaluate CMs' progress completing those products. Outputs as a result of the TFA-TC's efforts

The final outcomes are the materials that provide a basic framework for the organization of a year's worth of teaching. Of course, CMs may end up altering aspects of that framework, and many may engage in more significant redesigns on their own between their first and second years. The planning sequence, however, ensures a basic common language and approach to long-term planning and gives CMs some of the tools they need to succeed. Routine Bottlenecks Depending on school characteristics, CMs may not have all the information they need to create all the required products. Particularly when planning units and scheduling learning objectives, CMs may run into conflict if they are one of a team of teachers for a particular grade or subject level, all of whom are expected to move at the same pace. Additionally, if a school has its own specialized approach to aspects of planning, CMs may end up struggling to reconcile their school requirements with the expectations of the TFA planning sequence. As noted, these problems are particularly common when building a schedule of units and objectives for the year, making that particular step a predictable bottleneck for some CMs every year. Other Important External Factors that Influence Key Stages in the Process

As discussed, particular school environments may conflict with the expectations the regional staff have for CMs. Those CMs without teaching placements also understandably struggle to participate


16 | P a g e

in the process. Finally, CMs teaching at schools with earlier start dates often need some type of plan in place before the regional planning sequence covers the necessary items. In most of these cases, CMs work with their MTLDs and schools to make alternate arrangements as appropriate; the regional staff does not insist on completing the steps just for the sake of completing them if exogenous factors necessitate a different approach. Still, this relies on the individual discretion, knowledge, and skills of the affected CMs and MTLDs if it is to be addressed, since the program itself is not well suited to adapting to such situations. Application 5: Organizational Capacity Analysis Resource Management Human Resources Support

The initial selection of corps members (CMs) is done by TFA-National, after which the regional staff is responsible for orienting their CMs in the region, helping to place them at schools, and keeping them motivated and effective during their time in the corps. In one sense, they benefit from taking in CMs who are already enthusiastic and invested in the mission of the organization, and now that the region has existed for a few years, it enjoys positive relationships with many school leaders looking to place CMs at their schools. From a different perspective, however, the regional staff has the much more difficult job of sustaining CMs' investment in the work once teaching stops being a hypothetical piece of service work and becomes the grindingly difficult job it actually is.

The difference between CMs' concepts of teaching before they enter the classroom often stands in stark contrast to the realities they face once the real work starts. This presents a challenge for the organization, as the CMs are the most vital resources in justifying the organization's existence and activities. This is why the Managers of Teacher Leadership Development (MTLDs) are so important to the organization. They are generally the first point of contact for corps members in distress, and as such the organization needs to ensure that the MTLDs it hires are up to the task. This requires a combination of top-down recommendations and procedures from the national organization and the more hands-on support of the Managing Director of Teacher Leadership Development (MDTLD) and the Executive Director (ED). The biggest resource-based challenges for the organization revolve around supporting its human resources, and this is most often accomplished through a combination of interpersonal support (e.g. the MDTLD's work with the MTLDs and their accessibility to the CMs) and workload management (e.g. MTLDs helping CMs prioritize work and finding class-relevant resources to offer them). Financial Resources Management

TFA-TC manages its financial resources with strict metrics surrounding budgeting and fundraising. The first is to ensure that there is not an excess in spending where it is not needed while still ensuring that all three areas of the organization have the resources needed to operate successfully. In terms of fundraising, the DD has metrics setting the needs for dollar amount granted as well as donors retained. Additionally, the AD has metrics for fundraising for initiating donations from second year CMs as well as alumni.

Performance Assessment, Results Communication and Adapting to Needs

CMs are expected to regularly assess their students and to conduct comprehensive assessments of targeted skills at the beginning and end of the year to track student growth. MTLDs provide oversight and consultation to CMs in creating these assessments and organizing systems for tracking student data. While the ultimate decisions about these are left to CMs, MTLDs are a valuable resource for CMs. CMs set goals for student growth, generally aiming for what are called “significant gains” (typically 1.5 years of growth for elementary students and 80% content mastery for secondary students). MTLDs, in turn,


17 | P a g e

set their own goals for what the CMs under their charge will accomplish and at what times. Other regional staff members have their own goals, too, often using measurements recommended by the national organization. For example, the Alumni Director tracks contacts with alumni and community members.

Furthermore, the organization surveys its CMs routinely, using both electronic surveys at various points in the year and paper surveys after each professional development session. The ED leads the rest of the regional staff in identifying ways to change practices in response to survey data. Staff may also consult with CMs about how best to respond to survey data. Strengths of Methodologies

The constant attention to goals and their attendant measurements means that each staff member regularly engages in reflection about his or her effectiveness in relation to his or her goals. Provided the initial goals prove appropriately rigorous and well-defined, this means the organization as a whole has internalized the importance of adaptation in response to real performance. Disconnects of Methodologies

As with all data-focused systems, the risk exists for the measurements to become more important than the concepts they're meant to represent. CMs and staff may require occasional checks to evaluate the appropriateness of their goals and whether the assessment results they've reported represent the underlying objective in question. Additionally, the focus on particular measurements may narrow staff and CMs' perspectives, causing them to miss important details outside the frame of reference of the prioritized measurements and data. Application 6: Performance Evaluation Measures, Timelines and Responsibilities Associated with Performance Evaluation Plans

Corps members report student outcomes in the form of CM-designed final assessments and/or standardized test results from assessments administered by the school/district. These are not used for the purpose of removing corps members, but rather for guiding CM improvement and public reporting of how many CMs have made “significant gains” (1.5 years of growth or 80% mastery of standards/objectives, depending on CM placement). Additionally, the AIM process for lesson-level “micro” evaluation of corps members relies on formative assessment data from students. Members of the regional office staff have their own quantitative goals to meet. For example, the alumni director tracks meetings with alumni, and an MTLD might track how many CMs in their cohort have achieved certain objectives in the time between Institute and the beginning of the school year. As a last point, surveys are also used after each professional development system and over the course of the year to gauge what should be kept and what should be changed. Effectiveness of Measures and Implementation for Improving Performance

The CM-focused evaluations appear to be generally helpful in giving most CMs the basic tools needed to survive their commitment, although information is not available about the performance of TFA-TC corps members relative to other teachers in their placement schools. We do not have enough information right now to assess the effectiveness of evaluation measures for region staff, except to reiterate that the region appears to accomplish most of its technical goals.

The surveys used over the course of the year do tend to drive changes in the organization -- for example, the adaptation of increasing CM leadership in the design and execution of professional development days was based off a response to survey feedback.


18 | P a g e

Recommendations to Management for Improving its Evaluation Programs The heavy focus on quantifiable outcomes may lead to a Campbell’s Law situation in which

people “meet their numbers” without adequately performing the underlying tasks those numbers are designed to capture. Balancing the heavy quantitative focus with more qualitative evaluations of performance would lead to a more comprehensive understanding of CMs’ and staff members’ performance. Additionally, regular review of quantitative expectations would increase the chance that they could be altered as appropriate when context or conditions change. Application 7: General Assessment Overall Environment TFA-TC operates in a very complex policy field both locally and nationally (see Figure 5). Education has standards that are set governmentally in both a national and local level. Funding streams from state and local government in addition to private and non-profit grants that also shift the direction of individual schools. The local government is the most held accountable by the public in this scheme. Beyond this, a number of special interest groups advocate for policy change on a state and local level. Meanwhile, nonprofit groups provide additional educational opportunities for the public beyond those funded for the traditional school day. Above all of this there are collaborative initiatives working to tie all of these disparate parts together in an effort to streamline actions, promote efficient measures, and optimize success in creating a quality education for students at an equitable level. Figure 5: Policy Field Analysis


19 | P a g e

Relatively Predictable Changes and Slow Pace of Change In terms of the policy field that TFA-TC operates in, the environment is one of somewhat

predictable change. Although many new innovations in program delivery and measurement of educators arise in an unpredictable fashion, there is slow implementation process of assessing value to these innovations. Due to this, the shifts in how education functions become more predictable. As for how TFA operates within the overall environment, its media success indicates its success as a business/management model. Its results-oriented operation style fits well into the public demand for this environment of accountability and progress.

It could also be suggested that TFA operates in an environment of both predictable and unpredictable change due to the nature of the school systems. While the Minneapolis schools district maintains a pretty strict and streamlined system, the charter schools in the cities have a very large range of freedom in operations. This allows them to not only have unique internal adaptations, but also interact with the surrounding area in perhaps unpredictable ways. This includes reaching out to community organizations to form partnerships for a more participatory environment, and also extending proposals for funding. This is not to suggest that public schools do not do this as well, but they are operating under different regulations. Implications on TFA-TC Management

TFA needs to remain flexible in its expectations for how their work is completed in the field due to the diversity of environments it operates in. While it obviously maintains a strong top down organizational structure, it also must have a good system for responding to feedback from the bottom, or it would not be as successful as it currently is.

The current technologies (trainings and perspective on how to do work) are encouraging the direct work that would advance the mission. The missing element of this technology is building awareness of what CMs can expect and strategies for how to best interact in the school environments in a culturally responsive manner. What seems evident is how the resources for this shift are within the capacity of TFA-TC. The strong network of supporters as well as partners are a good source to begin the cultural immersion CMs before they enter schools and throughout their time. Organizational Alignment with Environmental Demands

When environmental demands include the outcomes of students and corps members, the managers are most certainly aligned with their external environment (National and TC). However, when those demands include the reputation of TFA in the communities where they work, we question their commitment to aligned values. This can be found in the “abundant confidence” of corps members that we’ve described in the cultural analysis and the fact that the majority of corps members are placed in schools and districts they cannot necessarily identify with. As National is initially placing corps members, they control this uneven dispersion. Though many of the CMs in the Twin Cities are from the Midwest, it does not necessarily give them the cultural knowledge base of the community which they serve. This is yet another reason for the recommendation that we’ve given to expand the TC regional board to reflect the community’s needs. The board would include parents, local teachers and community members, for example.

It seems as if managers push for their employees (CMs) to steer their work toward a strategic, perhaps culturally biased outcome. While this is a positive in targeting the demands of the evaluation of their work (achieving educational outcomes through standardized measurements), it does not necessarily encompass the environmental demands. This direction of results bias can lead to missed opportunities of preparation for CMs. Often, CMs feel that they are unprepared for the realities of the conflicts and environment that they are placed in at “failing schools”. Anecdotal evidence from those who have worked alongside TFA CMs suggests that there could be insufficient cultural orientation. This


20 | P a g e

is understandable as cultural dynamics are unique to each school. However, regional staff still has the opportunity to be more proactive in engaging with this concern and to place more emphasis on this aspect of corps member readiness. Application 8: Network Analysis Involvement in Service Networks

In the sense that all Minneapolis/Twin Cities area governmental bodies and nonprofit organizations that work in education are part of the same service network, TFA-TC is certainly part of that group. This could potentially be narrowed further to just those governmental bodies and nonprofit organizations that work to improve educational outcomes for students from a range of disadvantaged backgrounds. TFA-TC is in a relatively isolated role within this network of direct work toward education (see Figure 6). We feel that this is in part due to the lack of community engagement we observe, beginning with its training models and resulting in a disconnect in terms of preparedness and integration of the CMs. Figure 6: Network Analysis

Role in the Network

TFA-TC is not a central player in the broader Twin Cities education service network. Especially in terms of direct service, they are largely peripheral, supplying only a few dozen of the thousands of the teachers in the metro area. In terms of their direct, formal role, they serve as a pipeline of support to district and charter schools, largely in Minneapolis.

Informally, TFA-TC has a somewhat larger role through the impacts of its alumni. While TFA-TC no longer has authority over these alumni, they do provide support to those alumni and may encourage


21 | P a g e

a certain homogenization of thought in other organizations that pull a growing share of their employees from the TFA alumni pool. These effects are diffuse and not consistently predictable, but should be noted.

Additionally, it is possible that some other network members’ perception of TFA’s role in the network overstates the importance of TFA-TC. This is largely the result of attitudes and perceptions about the national organization and the national “(corporate) reform movement” being applied to the local region. In some cases, this appears to lead to hostility towards TFA-TC that is not founded in any actual activities of the organization but which nonetheless impacts TFA-TC’s ability to achieve its goals in the context of the larger service network. Multi-functional Relationships

The relationships TFA-TC maintains with the Minneapolis Public Schools and with the Minneapolis Charter Schools where it places Corps Members are developing layers of complexity as alumni take on an increasing number of leadership positions within schools and district administration. While the initial relationships between TFA-TC and these groups were mostly transactional -- schools offering some funding to TFA-TC and providing placements for CMs -- some schools are becoming increasingly “TFA-ized” and the district administration is slowly acquiring more TFA alumni. This includes some from other regions who have since moved to the Twin Cities and will use TFA-TC as their primary point of contact with TFA. This is likely to increase idea sharing over time, opening up an information/knowledge relationship as well as the current human resources arrangement. How Network Interaction Shapes Organizational Effectiveness

While TFA-TC maintains strong connections to the networks where it places its CMs, its relationships within the sub-network of support groups are weak to nonexistent. This presents a potential missed opportunity, as the other support organizations could be both valuable material resources for current CMs in the classroom and possible gateways to increased communication and better relationships with the broader communities. Especially as collaborative initiatives such as the Northside Achievement Zone gain momentum, TFA-TC might do well to more actively pursue some sort of relationship with NAZ. For example, NAZ could provide trainings or orientations for CMs working on the north side, and CMs could serve as points of contact between NAZ and the community. In any case, there is likely some benefit to TFA-TC from higher levels of engagement with other groups supporting Minneapolis/Twin Cities-area education efforts.


22 | P a g e

APPENDIX B: Glossary of Terms AD- the acronym for Alumni Director of Teach for America-Twin Cities Academic Impact Model - a diagnosis technique used to help CMs and MTLDs identify where students learning breaks down. Alumni Talent Pipeline - this term is used to describe the process that TFA alumni experience to where they have available options for work in high-level policy careers or other leadership positions ALEC - the acronym for the American Legislative Exchange Council, a group that consists of lawmakers who manage task forces for different field, including education AmeriCorps - a large-scale federal service program that encourages leadership through teaching; a number of programs are included under the AmeriCorps “umbrella.” Corps members (CMs) - Corps members are the individuals working directly with students in the schools to which they are assigned DD- the acronym for Developmental Director of Teach for America-Twin Cities ED - the acronym for Executive Director of Teach for America-Twin Cities MDTLD - the acronym for Managing Director of Teacher Leadership Development; this role is meant to provide a connection for training as mandated by the TFA National office MinnCan - an advocacy group based in Minnesota that provides a platform for citizens to be engaged and educated about public education MMEP - the acronym for the Minnesota Minority Education Partnership, a group that works to increase the success of students of color in Minnesota MTLD - the acronym for Manager of Teacher Leadership Development, a position to act as a “coach” to corps members in the schools; they provide direct training and support to CMs OC- the acronym for Operations Coordinator of Teach for America-Twin Cities Teaching for Leadership - a rubric that assesses teacher performance in connection with AIM TFA - the acronym most commonly used for Teach for America TFA-TC - the acronym for the Teach for America-Twin Cities regional office


23 | P a g e

APPENDIX C: Bibliography

Work Citied Bolman, Lee G. and Deal, Terrence E. (2008) Reframing Organizations. San Francisco, CA. John Wiley and Sons, Inc. Bryson, John M. What to do when Stakeholders Matter: Stakeholder Identification and Analysis Techniques. Public Management Review. 6 (1), p. 21-53. Crutchfield, Leslie R. and Grant, Heather (2008) Forces for Good: The Six Practices of High-Impact Nonprofits. San Francisco, CA. John Wiley and Sons, Inc. Eggers, William D., Goldsmith, Stephen. (2004). Governing by Network: The New Shape of the Public Sector. Washington, DC. The Brookings Institution. Feldman, Martha S. and Quick, Kathryn S. (2009) “Generating Resources and Energizing Frameworks Through Inclusive Public Management,” International Public Management Journal, 12 (2), p.137-171 Provan, et. al. (2002). Do Networks Really Work? A Framework for Evaluating Public-Sector Organizational Networks. Public Administration Review. 61 (4), p.414-423. Sandfort, Jodi. (2010). “Human Service Organizational Technology,” Human Services as Complex Organizations (Hasenfeld, ed.). p. 269-290. Schein, Edgar H. (2004). Organizational Culture and Leadership. San Francisco, CA. John Wiley and Sons, Inc. Stone, et. al. (2012) Public Value Creation in Collaborative Cross-Sector Settings: Toward a Theoretical and Practical Understanding.


24 | P a g e

APPENDIX D: Background Information*


25 | P a g e


26 | P a g e


27 | P a g e

* Information provided by Teach For America Twin Cities

organizational analysis memorandum: teach for america...

Documents