Transcript

How I Built Resilience: Elisa Villanueva Beard of Teach For America

Hey everyone and welcome to How I Built This Resilience Edition from NPR. I'm Guy Raz, and on these episodes, we're hearing from entrepreneurs and business leaders about how they've been building resilience into their businesses during this very challenging year. And today my conversation with Alisa Villanueva Beard. CEO of Teach for America. Teach for America is a nonprofit that recruits members to teach in low income communities. And if you want to hear the story of how it began, I interviewed the founder Wendy Cop back in October of twenty seventeen on the podcast, so check that out. Anyway, about Eighty percent of Teach for America alums have a career in education or serve low income communities, and that includes Elisa.

You yourself went through the program in in nineteen ninety eight, um What made you interested in pursuing a career in education? Well, guy, you know, my story's quite personal. I grew up in South Texas in the Rio Grande Valley, right on the Texas Mexico border. That's where my story and interest begins. Um, my mom came to the United States from Mexico at the age of 17 with a formal eighth grade education. She quickly figured out the pathway to opportunity in this country is education. So she'll often tell us You know, my first most important decision as a young adult was deciding I was gonna marry a man with a college degree, because I knew my kids' lives would be different, which is quite literally how she chose my father. It's a true story. Well they're still together. Forty eight years later, dad's a first generation college graduate. Anyway, I was the kid that did everything right in high school. I ended up in college in the Midwest. It is

liberal arts small college DePaul University in Green Castle, Indiana. Um, and the short story is that when I got there, I thought gosh, the hardest part of this is gonna be adapting to a very different place at the time. Um De Pa was three percent Latino, five percent black. But I quickly realized that was not the hard part. The hard part was coming to understand I was underprepared for the rigors of college. Which is shocking because I was an A clas student.

I was student body president. I was a student athlete. I I did everything right. I didn't think I was gonna make it. I called my mom a few months in and said, Mom, I may not be cut out for this. Maybe I'm not college material. She told me that was ridiculous and that I wasn't welcome home with the support of my dad. until I completed my degree from DePaw University and so The only way to get to the other side was to go through it. And I ended up thriving. So I had a very hard first year. And then I was thriving like, you know, competitive with every other kid.

And I was gonna be a lawyer, that was the path I was on, but then I started to get curious about how was it so that I struggled so much and that no one like the system shouldn't exist that you do everything right and yet you almost you know don't make it. And that's when I got introduced to the systemic inequities that exist in our country, how it plays out for kids growing up in my community. And that's what drew me to Teach for America. Um, I got hooked and I joined the Corps in nineteen ninety eight and I've been on staff now for nearly twenty years. Wow. And now the the CEO of the organization.

That's right, for the last five and a half years, yes. The story you tell of your your your mom saying The only way through is through reminds me of that Robert Frost poem. Um and I'm paraphrasing where he essentially says the only way through is through. Which is often unfortunately, unfortunately the answer. for challenging moments. Um

I wanna dive into this year because there's so much to unpack. Um This has been a I think it's an understatement to say the most challenging academic year in modern US history, right? Um, Walk us through

what started to happen and and how you began to figure out what you needed to do in February and March when it would become clear That All of these teachers. That are

you know, under your sort of supervision would not be able to teach these children face to face. These inequities that there's a bright light being shown on them now. have existed pre Covid, right? And so I think people started to realize all that schools hold. You know, I was watching suddenly our own teachers scrambling saying How are my kids gonna eat?

I mean they rely on school to eat. They rely on all these social services at schools in order to get their social, emotional, and learning needs met all at the same time. Um, and then the realization that most districts, most schools don't have that infrastructure to just pivot and then how do you take care of the teachers throughout all of this? And boy, if we talk about resilience, let's talk about our educators in this moment. And so it's been remarkable. So right away we pivot to offering virtual spaces our school leaders, our teachers um in order to support them through this. I mean the big very um practical decision we had to pivot to is

The way we train our teachers, so as we talked about earlier, we go out and recruit these folks, and then beyond our rigorous recruitment process. We train them and we support them, and so our whole model requires in person, and so we have to quickly figure out how to do that virtually. So designed a, you know, a new curriculum in nine weeks and um, you know, really our organization came together to really step up and meet the moment for our kids because we wanted to be able to obviously provide a cohort of educators into classrooms this fall. One of the biggest needs that are still exist today, there's so many of our kids like didn't have access to hot spots and broadband. And still today.

Ten months into this thing, like fifteen to sixteen millian kids still do not have. access to learning and that is one of the Biggest. injustices that is just not okay. You know, we've been talking about the digital divide for decades now. Yeah and this has been the moment. I mean, you know, having access to a device, having access to broadband is like having pencil and paper. We used to say what are the basics? These are the basics now. And we still have that and We still have about one to three million kids that have not been engaged, like we don't know where they are because they haven't been engaged since March.

in any kind of learning and so schools are still looking for Many kids, and that's the reality that we're still facing right now. I mean when we are facing the reality that fifteen Children do not have access to broadband internet.

And probably I'm assuming that many of your teachers are encountering that reality. in some of the schools are in'cause they're teaching in some of the poorest communities in the country. What do they do? How do they What options do the teachers have to reach these kids? Right. Um, so what I'm observing from our network is we're just watching hero out everywhere and communities come together. So in some places

you know, folks start like it's just not okay. And so they themselves are figuring out how do they raise the money, how do they partner with the right people to get our kids, the devices and the connectivity, but it's a true systemic problem. Um and so what we're seeing instead in some districts is I mean folks are handing out worksheets, you know, like And there's no engagement with the child. And so what we are looking at, and we have to be so clear eyed about is the fact that we are on track to leaving a whole generation behind when we think about academics and this is not even dealing with the social and emotional wellness of our kids. I mean We've gotta get centered and grounded in the fact that there is so much loss, so much trauma.

So much fear when we think about All the crisis is we're talking about the pandemic. There's an economic crisis, there is an environmental disasters happening. There's a racial reckoning. All of these things, you know who they're impacting the most? They're impacting our kids in urban and rural America. I mean I have no doubt, and I think that you have no doubt that we will begin to see the the long term effects of this over the next

years and decades in the numbers of children who who were left behind. I do want to ask you though, and I I don't want to be overly sunny here, not in any way to minimize the gravity of What has happened. What kinds of creative things have you seen teachers try to do

This year. to do anything they can despite the overwhelming challenges they are facing and that the kids are facing. There's so much good creativity, guy, that is happening. I'm watching some schools, you know the Once I see most effective educators, they center students. Like they're really empathetic and trying to figure out, okay.

What is the reality of where kids are? Our kids are having to work. They're watching their parents, grandparents, as their jobs. They have to go work. They can't be engaging. in the virtual learning don't always have the supports to do it. Um and so schools are saying hey You go work, we're gonna offer different times for engagement in learning. And so when you fast forward and you think The status quo wasn't working for many of our kids already. They were bored, they were disengaged, you know, it wasn't really helping them learn, lead, and thrive.

How can we continue to build on that and take that forward where you have schooling that allows kids to work that allow kids to engage in various ways based on their own individual needs and interests. Um another thing that I'm watching is, you know, when schools are really centering their content, you know, what the kids are engaging in in the world. when they're engaging community members into the actual lessons and it's it's real, it's relevant. Kids are able to even engage in problem solving in their local context. Um so there's lots of cool things happening like that. I'm I was

listening to a school leader talk about their school who um they had good technology infrastructure when this all happened. Every kid had a device and so That wasn't the issue. They really focused on building the infrastructure with relationships. Um, and so they quickly said every adult is gonna be assigned a pot of kids at our school, about ten kids. And you are responsible for building a relationship. There's mutual accountability for what's the school's doing well, connection with the family and the students.

Um, and so you're able to constantly adapt and figure out how do we, you know, meet our kids. needs um in the moment. And so there's lots of cool things like that that we can just be learning from. And the biggest thing I would say is gosh, if we could just center our students in this moment to really figure out how to move forward, we would I think we'd have major breakthroughs. When we come back in just a moment, more of my conversation with Alisa Villanueva Beard and how Teach for America has worked to improve its recruiting efforts to include more teachers of color. Stay with us, I'm Guy Raz, and you're listening to How I Built This Resilience Edition. From NPR.

Hey, welcome back to How I Built This Resilience Edition. So one of the knocks on Teach for America has been that they recruit teachers who don't share the same backgrounds as the kids in the communities they serve. So when I spoke with T FA's CEO Elisa Villanueva Beard, I asked her what the organization is doing to recruit more diverse members. Roughly half of America's public school kids identify as as people of color. Right.

But only one in five teachers do right now. And as you know, st there are studies that show that children of color often perform better in standardized tests when at least one of their teachers Yeah. Um

As you know, and I talked about this with Wendy Cop when she was on the show in in twenty seventeen, the founder of TFA. There's been a long time criticism of T FA that it it it places Often white uh middle class, upper middle class, educators in communities of color. And and in areas where people are are of lower socioeconomic status.

And you're aware of these criticisms and critiques and we're getting questions about this um from our listeners. What is T FA Doing to meet the critics and to recruit more teachers of colour.

It's such an important question, guy. Appreciate you raising it. So, I mean, I'm happy to say that over the last six years, We have fielded a core that is at least fifty percent people of color. Um, this last year was just over fifty percent people of color. And because we understand the importance of this and have worked really hard to put forward the resources to ensure that we are able to attract a strong racially, ethnically, and socioeconomically diverse core. And so I would say we are now amongst the largest and actually most ethnically and diverse and um racially. diverse group of educators going into low income communities. And further about a third of our um new core members are first generation college graduates. So this is something that we have taken on, believe it's so important and have it as a top priority and we'll and it's it's a commitment that we will continue to carry forward. Are you having any challenges in recruiting right now given

uh given how challenging it is to teach. I mean is it have you seen a a drop off in applications? Um have you seen people withdrawing from the program? We are um in the middle of our recruitment season right now. To answer your first question about people dropping out, I mean That the answer to that is no. I mean we the again, the resilience of the educators who just know their role is so important. And in the midst of a lot of chaos, as you can imagine, guy, and for us. We're in thirty seven states in Washington, D C

with very different policies and very different rules. So some of our core members are facing realities where They are having to Report to schools where There is no requirement of a mask. There are no safety precautions to then other extremes that, you know, are not in person. And so it's just so much to manage and our folks have just continue to to show up and we continue to figure out how do we really hold our educators in this moment the safety of them and our students. at the same time in terms of the recruitment, we're in the middle of the season. We are watching that, you know, we're having to recruit virtually, which is completely new and different for us. And we're watching timelines get pushed into the spring as you know um employers are trying to figure out who to recruit. And so we're seeing timelines delayed.

We do expect to have a smaller core. um this year because we are managing all of these realities of of Covet nineteen, but we're optimistic about folks, you know, stepping up and wanting to be part of the solution and realizing, you know, if you want to have an impact, there is no greater impact. than teaching in classrooms and really coming to understand all the inequities I call Teaching, you know, the ground zero where you get to see all the inequities playing out for our kids and you get to do something about it. This is a question from Gabby Barricat, uh also from Facebook. Gabby is a junior in college, very interested in pursuing this program post grad.

But doesn't know how it works. Can you briefly um explain how it works and a bit about the application process? Sure. Um, so you can go on www dot teach for america dot org, click to apply We have a process by which we will do a virtual interview, um that's a few hours long.

Um, and the process is pretty rigorous, you know. One of the big parts of our entire model is, you know, being really rigorous on the front end because where we're placing our teachers and our first promise is to ensure that our kids get the education they deserve. We really want to make sure that we are recruiting and accepting someone that, you know, is going to be successful. And we have now lots of data and evidence when it comes to skills and mindsets, orientations excuse me, that are really critical and we study our best teachers that continue to refine our model. So that's step number one, recruit. And then we have a training where we will train our teachers on the fundamentals of great teaching. you know, things that include the science of reading to how to approach the classroom in a trauma informed ways to Ensuring there is a clear approach to racial equity and cultural relevance in how we approach our classrooms.

And after that training, um, we support our teachers. So every core member who's what we call our teachers. will get supports in the region. There will be national supports, there's regional supports um that ensure that our teachers are successful with their kids, are learning from other teachers who are teaching in their content area, and really just have the emotional support and the inspiration of an entire network who's getting up every morning. To pursue educational equity and excellence for their kids. You know, I the past year and this school year and and half of last school year will ultimately give us so much data and information about

um about the needs and the gaps. And you mentioned the idea that a device And access to the internet is like having a a pencil and paper. It is Absolutely essential. for students today.

hopefully inform policy decisions going forward um when this is done. You know, with everything that's happened. during the pandemic and the onset of digital learning. What do you think?

When this is over. Well, guy, my hope is that teaching looks very different as a norm than it did before, that this is a chance for us to really lean into What a reinvention. I think it would be just such a massive missed opportunity if we just try to go back to how it was. We really don't want to do that, right? And when we center on a twenty first century global society. And what our kids need. Our kids need to

learn critical thinking skills. Our kids need to know the difference between facts and opinion. Our kids need to be compassionate and empathize. They need to learn how to work with, you know, people who are very different than them. And so these are all skills and they have to be adaptive, you know, they have to be prepared. To do jobs that we don't even know what they're gonna be in the next ten years. And so when you think about that. We think gosh, the learning has to be relevant, and if kid has access to a device. The role of the teacher changes, right? Too many times still it's the teacher giving information. Well the the kids have access to all the information. And so it it allows you to then start to think about

How can we be creative and think about learning differently? How do we involve the community in learning and how do we personalize our children's experience so that we're really stoking their interest and their passions were in allowing that to really take hold. And fostering things like collaboration and teamwork, all these things that we know are are really important. And so my hope is that As we go back to this, I mean, I think technology will play a role. I think there's a need for that, um, but it's a way that allows us to more effectively meet the needs of our kids, give them access to the world. And foster some of these twenty first century skills that we all talk about that I think um we have a real opportunity to maximize in this moment.

So many of us have been working and also trying to help our kids with school from home this year. Yes. Um I count myself among those and I know you've got for children yourself. Um, what advice do you have? For parents who are trying to make virtual learning work. For their kids.

Well, there's nothing easy about this, as you said. We had to do that in the spring, and thankfully my kids have been back in school physically since September. One of the things that I think has been really great is that parents are really getting proximate to what it means to be a teacher. And so the level of just empathy and compassion to what it takes to to do this well is a topic of conversation. So we're literally having this conversation all across the country, which I think should then help us lead to questions of, you know, The role of the teacher and, you know, what is required of them and all the policies that might become discussable around what it takes to ensure that we are, you know, fielding great teachers, supporting them, ensuring that they are retained. But as for the parent

I think it just depends on the situation, you know, my husband and I are both former educators. Um, and it was very hard for us to meet the needs of our kids given the roles that we also have. And so I just think parents need to really be asking kids more than anything, how are they doing, and getting them access to content that is relevant that gets them excited about learning that gets them curious. And so that's what we were focused on. And um there are so many great programs out there right now, Khan Academy, all I mean there's access to tutoring programs that are rigorous. They're accessible, they're easy to to get access to. And so, you know, try to lower the pressure for everybody a bit and just focus on the things that matter the most. And more than anything, um, we're watching our most effective educators just are approaching all of this with a very humanistic orientation first and um meeting our kids where they are to figure out how to get into the learning and and the academics of this all.

That's an excerpt from my live conversation with Elisa Villanueva Beard, CEO of Teach for America. on our How I Built This Resilience series. To see our full live interview, you can go to Facebook.com slash how I built this, and if you want to see all of our past live resilience interviews, you can find them there or at YouTube.com slash NPR. And don't forget, you can join our live conversations every Thursday at 9 a.m. Pacific Noon Eastern. And if you want to find out more about the series or other virtual NPR events, you can go to NPR presents. dot org. This episode was produced by Liz Metzger, with help from Faris Safari, J C Howard, Bruce Grant, El Manion, Gianna Capadona, John Isabella, Juliet Carney, Diva Grant.

And Jeff Rogers. Our intern is Janet Lee. I'm Guy Raz, and you've been listening to How I Built This Resilience Edition. From NPR.