Critical Incidents That Help or Hinder Novice Urban Teachers' Ability to Impact Learning and Development

• In Event: 21.035 - What Is the Impact of Teacher Education? Research on the Effectiveness of Completers During Induction

Abstract

Objectives
• To understand how novice urban teachers, prepared by a program with an emphasis on social justice and advocacy, define student learning and development.
• To explore factors during teacher preparation and induction which help or hinder novice urban teachers’ ability to impact student learning and development.

Perspective
Recent educational reforms emphasize a need for teacher preparation to be accountable for graduates’ ability to positively affect student achievement, learning, and/or development (Cochran-Smith, Piazza, & Power, 2013; Georgia Professional Standard Commission, 2018). Institutions in our state have access to student achievement data from only specific grade levels and subject areas, limiting institutions’ ability to understand graduates’ effectiveness in the classroom. At the same time, accreditation standards mandate that evidence linking the impact of programs to student learning and development must be drawn from multiple measures (GAPSC, 2016; CAEP, 2013). Thus, there is need for institutions to engage in inquiries to supplement state-supported impact measures (GAPSC; CAEP).

Methodology
The context for this study is an urban research institution preparing educators to teach using culturally responsive approaches guided by a conceptual framework emphasizing social justice and equity (Authors, 2016). We used a multiple case study approach (Yin, 2008) with each case bounded by the district in which graduates were hired. Participants (15 in District A and 9 in District B) had completed one to two years of teaching and represented 12 different areas of certification. The primary data source focuses on descriptions of critical incidents gathered through interviews lasting 1 to 1 ½ hours. The interview protocol and data analysis were based on Butterfield, Borgen, Maglio, and Amundson’s (2009) description of the Critical Incident Technique first developed by Flanagan (1954.

Results and Discussion
Interviews revealed graduates defined student learning and development in both academic and nonacademic ways. Academic learning was seldom equated with test scores, but rather with critical thinking and skills associated with a discipline. Non-academic learning and development included engagement in class activities and with peers, self-efficacy and confidence, and gaining independence. Pedagogical or assessment approaches addressed at the university helped these novice teachers impact students’ learning and development. As found in previous research, the importance of role models (university and school-based), reflection, and collaborative learning with peers and cooperating teachers were identified as factors guiding effectiveness (Erickson, 2017; Reinhardt, 2017; Myers, et al, 2017; Olsen & Rao, 2016). Community building using a culturally responsive approach was referred to as helpful factor associated with teacher preparation programs in contrast to classroom management’ which was reported within the context of hindering effectiveness. Overall the critical incidents approach, which has been used effectively in other disciplines (Anderson & Nilsson, 1964; Butterfield, et al, 2009, Flanigan, 1954; Kain, 2004), and which has been found beneficial in identifying positive and negative behaviors of teachers at the college level (Khandelwal, 2009), was found in this multi-case study to be an effective tool for program evaluation in teacher education. 

Authors

• Joyce E. Many, Georgia State University

• Ruchi Bhatnagar, Georgia State University

• Carla Lynn Tanguay, Georgia State University