Creating Jaw-Droppingly Effective Rookie Teachers: Teacher Preparation at Sposato Graduate School of Education (Match Education)

• In Event: Teacher Preparation at New Graduate Schools of Education: Studying a Controversial Innovation

Abstract

Data Sources/Analysis
Among nGSEs, there is a sub-set of programs connected to “No Excuses” schools created to prepare teachers to close achievement gaps in these schools (Gastic, 2014; McCue & Gutlerner, 2016). Leaders of these “No Excuses” nGSEs claim their unique teacher education practices are more successful than traditional schools of education at preparing teachers for urban contexts (Relay GSE, 2015; SGSE, 2017). Based on a qualitative case study of the Sposato Graduate School of Education, this paper analyzes how teacher preparation at one “No Excuses” nGSE was organized by focusing on knowledge sources, visions of practice, and teacher education pedagogy. Data sources included 27 interviews with program leaders and candidates, 18 observations of program experiences, and document analysis of over 60 proprietary documents including course guidebooks and vision statements. Data were collected from March to September 2016. Three rounds of coding were used during data analysis to generate and assess the validity of the findings described below.

Findings/Interpretations
This analysis reveals the mission of teacher preparation at Sposato was to create “jaw-droppingly effective rookie” teachers. Sposato leaders created an internally coherent program in order to achieve this mission. The vision of teaching practice leaders promoted was consistently implemented in candidates’ coursework and practicum, but was limited: it focused almost entirely on the technical “moves” program leaders assumed teachers needed to generate student learning gains. Similarly, the sources of knowledge for this vision were limited to program leaders’ knowledge of practices used at “No Excuses” schools. Finally, faculty members at Sposato employed a transmission-oriented pedagogy in which candidates were explicitly taught a prescribed curriculum comprised only of the practical knowledge described above. Overall, Sposato leaders and candidates equated becoming effective with acquiring moves assumed to raise student achievement.

Significance
The importance of this case study is that it clearly demonstrates the recent shift away from the language of high quality teachers to that of effective teachers (Hess and McShane, 2014). This study shows it is possible to create a program that emphasizes effectiveness, but the cost of this emphasis is the exclusion of more complex views about student learning, teacher learning, and social justice from the program. This emphasis on effectiveness means that “No Excuses” nGSEs can create technically proficient implementers but lack the ability to produce critically reflective practitioners.

Authors

• Andrew Frederic Miller, Archdiocese of Boston Catholic Schools Office

• Elizabeth Stringer Keefe, Lesley University