Passion is not enough: Preparing middle level preservice teachers to be advocates for change

Abstract

This article illustrates the critical need for middle level preservice teachers to be explicitly prepared to engage in reform-oriented advocacy. To illustrate this point, we present the experiences of four reform-minded student teachers who attempted to enact developmentally responsive curriculum, as defined in This We Believe (National Middle School Association [NMSA], 2010) during their student teaching semester. Their experiences underscore the challenges student teachers face in attempting to advocate for middle school best practices. After providing an overview of these challenges, we use the insights of the participants to propose the following set of advocacy skills: (1) building rapport; (2) educating, not intimidating; (3) anticipating concerns; (4) reflecting before reacting; and (5) establishing communication norms. We then present several concrete implications for middle level teacher preparation programs that aim to prepare preservice teachers to be advocates for change in their future schools.