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Lack of a break between Pre-Service and start of school year

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Lack of a break between Pre-Service and start of school year

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CMs move from one training to another and never get a time to rest. If possible, this is when I suggest CMs go on vacation but it's not always possible given a school's start time.

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Lack of connection between summer school placement and fall placement

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Lack of connection between summer school placement and fall placement

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This could be the type of community they're working in, the subject they're teaching, the co-teaching model they're using, etc. This can lead to a CM feeling not prepared to step into the classroom by themselves on FDOS and lacking trust in TFA's training

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In Chicago this is the week where CMs have their grad school orientation. So they're already overwhelmed by Pre-Service, moving, teaching at Practicum that's coming up, and now we add one more thing to their plate. It's hard because it's a requirement to get their license

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A lot of people have made great points about the moving transition during this time so just adding that some might feel isolated moving to a new place where they've only made virtual connections. How does the region help bridge this gap? Or is that our job?

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A lot of our CMs are working in schools (either as staff or City Year) and want to be able to fully finish out the year for their kids and to get their final paycheck/stipend. We've never gotten this fully right and it's a pain point for a few CMs each year

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Handoff from matric to Pre-Service staff

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Handoff from matric to Pre-Service staff

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Historically my team has been the go-to people during Onboarding but we don't have much of a part in planning Pre-Service. So the handoff feels rougher than it might be because we don't have the answers and are now directing CMs to new people

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Balance of Pre-Service & regional action items

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Balance of Pre-Service & regional action items

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During Pre-Service we have quite a few CMs who are still testing or interviewing so it's hard to balance those competing priorities. They both need the training but the training is worthless if they don't pass their exam or get hired

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Between regional and national assignments, there's a lot to do and some of it can feel repetitive. An audit of what CMs need to do and where overlap is could be helpful

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While we do our best to preview Pre-Service, some CMs are always surprised by the time commitment and are trying to balance too many things. I've seen CMs try to work 2 jobs or not plan for childcare and then they experience how overwhelming this experience can be

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CMs are always super excited to get started on hiring but licensure with testing is a pain point. Whether that's test anxiety, having to learn a lot of content, financial barriers to register for the exam, lack of clarity on best studying resources, etc. And initial test results can differ based on race as the testing system has inherent biases that affect our CMs of color.

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For some participants this might be the first time they've worked really, really hard at something and failed (maybe multiple times). This makes some participants wonder if becoming a teacher was the right choice.

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Physically transitioning (specifically for wave 1 regions)

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Physically transitioning (specifically for wave 1 regions)

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Wave 1, and even more so, wave 1a, has almost no unprogrammed time outside of weekends for participants to focus on transitioning to the region, getting acclimated to a new place, and completing in-person required actions such as state fingerprints etc. Participants have shared how stressful it is to end training on a Friday and have to be in-person for practicum on Monday. In some extreme situations CMs have had to be released because they can't make the physical transition to region.

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In PS 21 and 22 I had participants share with me that while the programming they were engaging in was nice, it didn't feel like it was preparing them to stand up in front of kids and be an effective teacher during practicum. They expressed that the training did not feel tactile and specific enough. Too theory based and not actionable.

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Participants form ideas about what our program will/will not be as soon as they hear about it, go to our website, engage with a recruiter, etc. When the reality of the program doesn't match what they expected (even if it was based on a misunderstanding or incorrect information), it creates tension, frustration, and increases retention in the program.

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Not sure what to do to get ready for FDOS

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Not sure what to do to get ready for FDOS

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This is often the time diverse groups of CMs are coming together for the first time and DEIB breaches are inevitable. The way these breaches are addressed can lead CMs to feel and believe that this TFA community they joined is one that strives to live up to its values and commitments or can come to feel and believe that this is a community that isn't truly striving to be anti-racist and inclusive.

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Getting acclimated to a (potentially) new place

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Getting acclimated to a (potentially) new place

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The introduction of in-person engagement + students usually means more incidents and breaches.

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Connecting their learnings from central spaces to on-the-ground implementation in region

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Overwhelm by Responsibilities as an Educator

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Overwhelm by Responsibilities as an Educator

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I'm unable to attend to my mental/physical health in the ways I need to. There is too much to do. Students/families need more support than I can provide.

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As Pre-Service becomes fulltime, some CMs experience previous mental-emotional health concerns surfacing given added stress and some experience new concerns.

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The people here are not who I thought they would be (e.g. I thought the corps would be more diverse in XYZ way). The learning I am doing feels misaligned with my values (e.g. I don't agree with XYZ belief that's being shared). Leads CMs to question whether they belong and want to continue on as CMs.

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I'm trying to be anti-racist in a school/community that doesn't hold the same values

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I'm trying to be anti-racist in a school/community that doesn't hold the same values

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Not understanding the timeline for submitting special circumstances needs; not adequately preparing for dates/start of PS and then "forgetting" or being unable to attend w/o adequate proactive communication

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My school experience is not matching my pre-service experience

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My school experience is not matching my pre-service experience

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Often, CMs are navigating moving to a new city, and have to take on all the things that come with moving and setting themselves up in a new location.

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How do I transition from learning to teaching and learning?

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How do I transition from learning to teaching and learning?

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CMs moving their mental focus/energy to thinking as a learner to thinking as a teacher leader.  This transition can be jarring for CMs.

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As ICMs engage with training, they often form deeper impressions about the corps and whether they perceive that they belong

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With our professionals or career changers, there is a huge hesitation around how this change impacts their family and responsibilities. Especially as the onboarding tasks increase, folx often struggle to meet timelines and feel too overwhelmed to continue.

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Will I be ready for day 1 with students?  Questions and concerns about training/support

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Will I be ready for day 1 with students?  Questions and concerns about training/support

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This surfaced a lot in 1-1 conversations and focus groups when there was last a stepback on this.

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There are concerns around the hiring process, concerns around preparing for interviews (and never having taught before), concerns around "will I get hired," concerns around what happens if I don't get hired

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CMs are often moving to their corps placement during this time.

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CMs starting curriculum during week 2 of Pre-Service has proven to be a hotspot in the past.

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Our CMs are experiencing large amounts of testing concerns right now. Many of them are struggling to pass. I'm wondering about the resources available to them and the role we will play in supporting them, especially regions with very low test passing rates. Thoughts?