The University recently ranked 17th among small schools sending the greatest number of graduating seniors to the Teach for America (TFA) corps. According to a recent press release from TFA, approximately seven percent of the University’s Class of 2013 applied to the corps, ultimately contributing 10 recent graduates to the program.

The University made its debut on the top contributors list in 2008, and over 177 University alumni have taught as corps members throughout TFA’s 23-year history. Corps members are college graduates and professionals who commit to teach for two years in urban and rural public schools. The organization works in partnership with communities to expand educational opportunities for children facing the challenges of poverty.

This fall, more than 11,000 first- and second-year corps members will be teaching in high-need classrooms across 48 regions. The 5,900 incoming corps members represent more than 800 colleges and universities across the nation. 39 percent of the incoming teacher corps identify as people of color. Two out of five received Pell Grants, and 26 percent are the first in their family to earn a college degree. TFA Co-Chief Executive Officer Matt Kramer noted the program’s commitment to diversity.

“Every year we strive to improve our recruiting to be more racially and economically diverse, and to broaden the pool of applicants,” Kramer said. “This year is no exception, and we are thrilled to have such a diverse and accomplished group of teachers entering classrooms this fall.”

Career Center Director Sharon Belden Castonguay commented on TFA’s popularity among University students looking to enter into the field of education.

“It’s speculation on my part, but I do know that they put a lot of effort into their marketing, both nationally and on campus,” Belden Castonguay said. “Teach For America is not the only game in town, but they are a known quantity. You’re probably going to know someone from Wesleyan who did it… some of it may just be exposure.”

Lindsay Kosasa ’13, a current Teach For America corps member currently based in Hawaii, echoed Castonguay’s views.

“Teach For America was the only program I was ever truly exposed to, and I could see that it was making a difference at home,” Kosasa said. “I worked in their office [in] 11th grade and I knew it was a way I could get into teaching without having to major in education.”

Belden Castonguay also noted the value of a liberal arts education when it comes to securing a position with TFA and performing to a high standard once in the field.

“My understanding is that this is part of Teach For America’s whole effort,” Belden Castonguay said. “[Founder] Wendy Kopp herself was a Princeton graduate; she had a liberal arts education and felt strongly there was a connection to be made. So I don’t think there’s any doubt that they’re interested in liberal arts students, and that liberal arts students are attracted to the program and are successful within it.”

TFA Regional Communications Manager Shawnee Cohn affirmed the value of a Wesleyan education in preparing students for joining the teacher corps.

“At Teach For America, we’re really looking for college seniors who possess the characteristics of leadership, perseverance in the face of challenges, and a deep commitment to expanding educational equality,” Cohn said. “I think Wesleyan students are exhibiting these characteristics.”

Cohn added that TFA is aware that some students may choose a different path toward a career in education.

“We’re not saying that Teach For America is the only way to the classroom, or the best way, but we are trying to recruit even more talented applicants into the teaching field,” she said.

Despite TFA’s commitment to expanding educational opportunities for children in underprivileged zip codes, the organization has been accused of inadequately preparing teachers for the demands of their job. This summer saw a wave of criticism aimed at the program, much of which centered around the fact that TFA corps are not certified educators.

Corps members undergo an intensive training program during the summer before they start teaching; still, Kosasa, who teaches both general and special education 11th grade social studies, said that she felt under-prepared for the demands of the program.

“A lot of the Hawaii corps members are put into [special education], and I felt unprepared in that sense,” Kosasa said. “There’s so much I needed to know before starting teaching that I wasn’t made to learn, and the summer training was not fully applicable.”

Nonetheless, Kosasa said, corps members learn to work with what they are given.

“We’re getting a lot of training as teachers now,” she said. “As people in leadership positions, we know when we have to work a little harder to learn things, and we never seem behind. If there’s something that needs to be done, we get it done.”

Belden Castonguay offered advice to students looking to TFA as an employment opportunity after graduation.

“I would say two things,” she said. “One is to know themselves why they want to do it. They need to be really clear in their own minds about why they’re interested in doing Teach For America, so that they can articulate it well. With something that is as rigorous and psychologically difficult as teaching, the organization needs to know that this was a really well thought out decision on the part of the candidate. The other is to be passionate about the subjects you’re going to be teaching. That goes a long way.”