Accelerated Burnout: How Teach For America's Academic Impact Model and Theoretical Culture of Accountability Can Foster Disillusionment Among its Corps Members

Abstract

This article seeks to characterize Teach For America's (TFA) theoretical framework as engendering disillusionment among its corps members. Given that the corps members have little to no pedagogical or methods training prior to taking on teaching positions through TFA, the lessons learned during the summer training set the stage for the foundational beliefs corps members have about teaching and learning. Specifically, TFA employs a framework known as the Academic Impact Model that posits that good teachers can overcome the ailments of socioeconomic disparities if they subscribe to notions of hyper-teacher-accountability. It is this false sense of reality that creates the opportunity for disillusionment and burnout among TFA's corps members.

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