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School district superintendents in the United States and other nations have long faced conflicting pressures and priorities (Björk et al., 2018; Cuban, 1988). In recent years, the image of the “instructional supervisor” has guided their work, focusing their efforts on improving classroom instruction. At the same time, the metaphor of administrative chief has driven their decisions, demanding their attention to efficiency, control, and compliance.
By Morgaen L. Donaldson and Susan Moore Johnson, Phi Delta Kappan Few observers doubt that Teach For America (TFA) has high aspirations. Established in 1990, TFA strives to close persistent racial and socioeconomic achievement gaps in U.S. public education by recruiting high-achieving college graduates to teach for two years in low-income urban and rural schools. In recent years, applications to TFA have soared, especially at highly selective colleges.
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