Our commitment to diversity

At the Sposato Graduate School of Education, we work proactively to attract and retain a diverse student body. We believe that multiple, varied perspectives strengthen our institution and enhance the quality of our teacher training. We especially value the unique assets of students who share background characteristics with the populations they will teach–including but not limited to–ability, ethnicity, language, socioeconomic class, gender, religion, race, and sexuality.

This commitment is reflected in:

  • Aggressively recruiting and retaining a diverse graduate school faculty. We believe the composition of full-time and adjunct faculty should reflect the diverse student body we aim to serve, just as the Sposato student body should reflect the populations of K-12th graders they will be teaching. Sposato faculty engage in ongoing training and discussion to ensure ongoing cultural responsiveness and growth mindsets.
  • Delivering culturally competent curriculum and programming. This includes upholding models of extraordinary teaching with teachers from varied backgrounds. Insofar as a strength of Sposato training is a focus on precise "moves," these moves should not reflect implicit cultural biases. We also believe that Sposato coursework in instructional methods and classroom management must include ongoing reflection on how a student's identity colors the work they are doing with children.
  • Delivering a robust system of mentoring and support. We work aggressively to foster a school community where all students feel a sense of belonging. This includes creating emotionally safe group forums and one-on-one opportunities to reflect, grow, and ensure all viewpoints are heard.
  • Assuming an asset-based approach to coaching and evaluation. We believe that effective teacher training capitalizes on the strengths our students bring–whether acquired through formal education, professional background, or life experience. Some of the assets which authentically impact a teacher's effectiveness are difficult to quantify; this should not prevent us from recognizing and developing them.