Policy, Professionalization, Privatization, and Performance Assessment

Gurl, Theresa J.; Caraballo, Limarys; Grey, Leslee; Gunn, John H.; Gerwin, David; Bembenutty, Héfer

doi:10.1007/978-3-319-29146-8

Cited by 16 publications

(7 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Second, scholars continue to examine what effective teachers do as one aspect of teacher evaluation (Berliner, 1996;Gage & Needels, 1989;Schulman, 1986). In the United States teachers are frequently evaluated through the use of observation instruments that aim to capture effective teacher practices (Darling-Hammond, 2013;Whitehurst, Chingos, & Lindquist, 2014) as one component of overall teacher evaluation (Gurl et al, 2016;Kane, Taylor, Tyler, & Wooten, 2011;Pianta & Hamre, 2009). For instance, Anderson, Butler, Palmiter, and Arcaira (2016) examined eight teacher evaluation systems across different U.S. states.…”

mentioning

confidence: 99%

Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching

et al. 2019

View full text Add to dashboard Cite

Across the United States, school districts have adopted various methods to capture what effective teachers do to facilitate student learning. Some of these methods include peer lesson studies where teachers co‐plan and co‐evaluate their work, examining student standardized tests scores to align teachers with student learning outcomes, and using a teacher observation protocol to examine in‐class instructional practices and evaluate teachers. These methods have been used across the teaching profession with generalized student populations. The Danielson Group Framework for Teaching (FFT) is one observation protocol that has been used throughout the United States as a tool to examine teacher effectiveness in the context of teacher evaluations (Campbell & Ronfeldt, 2018, American Educational Research Journal, 55, 1233). In its traditional form, the FFT protocol does not capture the specialized work of teachers of English learner (EL) students in mainstream inclusive classrooms. This article examines the modification and validation of an EL‐modified FFT observation protocol across two of the four domains of the FFT. Findings demonstrate that the EL‐modified FFT instrument is both valid and reliable as an observation tool for teachers of EL students in mainstream inclusive classrooms.

show abstract

mentioning

confidence: 99%

Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching

et al. 2019

View full text Add to dashboard Cite

show abstract

“…Engel (2000) speaks of a struggle for the control of public education, and the clash between market ideology and democratic values. As mentioned earlier, the US equivalent of the TPA, the edTPA, is administered by a commercial entity, Pearson (Gurl et al, 2016), which further removes it from the context of the teaching being assessed. Numerous other criticisms of the edTPA have been raised, including a narrowing of teaching approaches, corporate interference, and a loss of academic freedom (Madeloni & Gorlewski, 2013).…”

Section: Resultsmentioning

confidence: 99%

Implementing a Teaching Performance Assessment: An Australian Case Study

Buchanan¹,

Harb²,

Fitzgerald³

2020

AJTE

View full text Add to dashboard Cite

This paper reports on the implementation of a Teaching Performance Assessment (TPA), a component of graduation recently introduced into the teaching workforce in Australia. The TPA typically requires graduates to demonstrate that they can plan, implement, assess and reflect on a series of lessons given to school students. This case study used grounded theory to analyse the initial implementation of a TPA at an Australian university, based on interviews, student focus groups, and a classroom readiness survey. We investigated the TPA's contribution to final-year pre-service teachers' learning and professional readiness. We conclude that the TPA, as a threshold task, is broadly beneficial to the profession and graduating teachers, and may strengthen professional bonds between schools and universities. We also warn of TPA-related fragilities and its potential to reinforce populist notions of 'teaching as telling' and to test surface-level quizknowledge to the exclusion of deeper, attitudinal learning outcomes.

show abstract

“…Once formalized through the corporatization and standardization, the normative discourse is fossilized, unable to be re-examined or reinterpreted, thus, making democratic participation improbable. Although a major goal of the edTPA was to professionalize teaching (Gurl et al, 2016;Sato, 2014), the outcome of this technocratic policymaking process seems to accomplish the opposite, deprofessionalization. The corporation becomes the new expert.…”

Section: Resultsmentioning

confidence: 99%

Bending or Breaking: Appropriating edTPA Policy in Special Education Teacher Education

Bartlett

Otis‐Wilborn

Peters

2017

Teacher Education and Special Education

View full text Add to dashboard Cite

The Teacher Performance Assessment (edTPA) has been widely adopted in schools of higher education across the United States. Different state education departments have set policies, to varying degrees, that determine the outcomes for passing the edTPA, with some requiring a passing score to obtain licensure. As a result of the high-stakes nature of the edTPA, teacher education programs are taking steps to support teacher candidates as they navigate this process. The adoption of edTPA, however, is not without obstacles and has become complicated in the process of implementation. The purpose of this study is to report on a policy analysis of the edTPA in special education using a Critical Practice Approach. Researchers sought to find answers to the following questions: (a) What were the negotiations, decisions, and actions taken by special education teacher education programs in their efforts to appropriate the edTPA policy? and (b) To what extent did the appropriation process foster or empower “participation agency in the democratic production of policy?” Data were collected through in-depth phenomenological interviews with special education teacher educators in three different institutions. Findings suggest that teacher educators at each institution engaged in three general types of appropriation activities that were central to their efforts; embedding, co-opting, and reifying. This critical practical policy analysis helped to identify ways in which the edTPA policy appropriation process was and was not democratic and participatory; a process that recognizes contributions, expertise, and experience of local appropriators as well as factors that characterize the local context.

show abstract

Policy, Professionalization, Privatization, and Performance Assessment

Cited by 16 publications

References 0 publications

Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching

Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching

Implementing a Teaching Performance Assessment: An Australian Case Study

Bending or Breaking: Appropriating edTPA Policy in Special Education Teacher Education

Contact Info

Product

Resources

About