Beyond the Corp: Exploring the Efficacy of Teach for America-Greater Chicago/Northwest Indiana School-Based Alumni Suite Programming
No Thumbnail Available
Date
2022
Journal Title
Journal ISSN
Volume Title
Publisher
Vanderbilt University. Peabody College
Abstract
Within the past several years, Teach For America Greater Chicago-Northwest Indiana
(TFA-GC) has adopted a strengthened desire to extend the development of alumni
members who have completed their initial two-year commitment. This expanded
mission has prompted Teach For America Greater Chicago/Northwest Indiana to
cultivate a pipeline of programs that will support alumni members and non-alumni
members to engage in professional development programs that prepare and support
them in their leadership aspirations. Even in the most marginalized schools, strong
principals make a positive difference in the academic outcomes of their students
(Consortium on Chicago School Research, 2008). Therefore, part of TFA-GC’s strategy
is to boost the career trajectory of individual members by offering them targeted
programs at key moments in their career that will prepare them for success as
educational leaders.
This study appraises the efficacy of their school-based leadership suite programs
through investigating the program participants’ perceptions of the programs’ efficacy.
We examined the elements of TFA-GC’s theory of change including building leadership
programs, the impacts of coaching and mentoring, and the social benefits experienced
by alumni who participate. We used a mixed-methods project design that combined
quantitative and qualitative approaches to data collection and analysis. Based upon our
findings, we offer recommendations to TFA-GC on ways they can improve their
school-based leadership suite programs.
Description
Leadership Policy and Organizations Department capstone project
Keywords
Teach for America; Suite-Based Programming; Alumni; Greater Chicago and Northwest Indiana