But I wanted to say something about school reform and how it is framed
People have been talking about radical school reform for a hundred years (Dewey, Holt, Illich, Papert etc.) but it never happens in a way that scales significantly.
If you're talking about radical reform, well, one reason that hasn't happened in the US is that we don't have a radical society. Radicalism in education, and the culture of schools, has tended to ebb and flow with larger cultural currents.
Now we have a new radical school reform movement (web2.0) with bloggers becoming frustrated that it's not scaling and whinging about it - why don't other teachers follow my example and do what I do?
It is also not clear how "radical" this movement is. Or even real consensus on what it is about. In particular, I think many teachers are confusing something that has genuinely transformed their classroom with something that fundamentally changes schooling or education. You can, for example, integrate lots of international collaborations via the internet into your classroom without threatening or disturbing the overall structure of school in the least.
On TFA: I don't know much about TFA first hand. I don't think it is evil or anything, but it is a pretty small band aid. From what I can tell, it manages to generate a small number of talented teachers who stick with the profession each year. The overwhelming majority don't stay in the classroom; I don't see why the ones who do wouldn't have been better off just getting a proper teaching degree in the first place. My wife sometimes mentors undergraduates in Brown's undergraduate education program, which would be pretty similar to kids doing TFA, and they all need more than a few weeks prep to be effective teachers. See also my friend Bil Johnson on the subject. TFA is no panacea.