Function
Teach For America recruits recent college graduates and professionals to teach for two years in urban and rural communities throughout the United States. The goal of Teach For America is for its corps members to make a short-term impacts on their students in addition to becoming lifelong leaders in pursuing educational equality. Corps members do not have to be certified teachers, although certified teachers may apply.
Unlicensed/uncertified corps members receive alternative certification through coursework taken while completing the program. Corps members attend an intensive five-week summer training program to prepare for their commitment. Teach For America teachers are placed in schools in urban areas such as New York City and Houston, as well as in rural places such as eastern North Carolina and the Mississippi Delta. They then serve for two years and are usually placed in schools with other Teach For America corps members.
Teach For America teachers are full-fledged faculty members at their schools, receiving the normal school district salary and benefits as well as a modest AmeriCorps "education voucher" (which can be used to pay for credentialing courses, cover previous student loans or fund further education after the two-year commitment).
Read more about this topic: Teach For America
Famous quotes containing the word function:
““... The state’s one function is to give.
The bud must bloom till blowsy blown
Its petals loosen and are strown;
And that’s a fate it can’t evade
Unless ‘twould rather wilt than fade.””
—Robert Frost (1874–1963)
“As a medium of exchange,... worrying regulates intimacy, and it is often an appropriate response to ordinary demands that begin to feel excessive. But from a modernized Freudian view, worrying—as a reflex response to demand—never puts the self or the objects of its interest into question, and that is precisely its function in psychic life. It domesticates self-doubt.”
—Adam Phillips, British child psychoanalyst. “Worrying and Its Discontents,” in On Kissing, Tickling, and Being Bored, p. 58, Harvard University Press (1993)
“Philosophical questions are not by their nature insoluble. They are, indeed, radically different from scientific questions, because they concern the implications and other interrelations of ideas, not the order of physical events; their answers are interpretations instead of factual reports, and their function is to increase not our knowledge of nature, but our understanding of what we know.”
—Susanne K. Langer (1895–1985)