Who (Else) Is the Teacher? Cautionary Notes on Teacher Accountability Systems

Valli, Linda; Croninger, Robert G.; Walters, Kate

doi:10.1086/518492

Cited by 39 publications

(29 citation statements)

References 25 publications

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“…Most school accountability research has focused on teachers' role in school accountability-delivering programs, collecting student data, interpreting standardized test results to improve instructional practices, and being evaluated themselves through teacher appraisal processes (Wiliam 2010;Christophersen et al 2010;Valli et al 2007;Lauen 2013). Scholars have also concentrated on student accountability (Harris and Herrington 2006), school accountability (Hanushek and Raymond 2005), and school district accountability (Campbell and Levin 2009;Firestone and Shipps 2007).…”

mentioning

confidence: 99%

Juggling multiple accountability systems: how three principals manage these tensions in Ontario, Canada

Pollock

Winton

2015

Educ Asse Eval Acc

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Accountability in education is not new. Schools have always been accountable in one way or another to the communities they serve, regardless of the policy environment of the time (Elmore, The Educational Forum, 69:134-142, 2005). This article explores how three principals from Ontario, Canada manage the tensions of multiple accountability systems in their work. Findings indicate that the principals were able to find ways to be accountable to a variety of communities and ideals by prioritizing and honoring local needs and beliefs within the larger provincial mandate. Principals could not ignore the various accountability pressures; indeed, their success hinged on the ability to negotiate them. This delicate balancing act requires school principals to develop skills necessary to successfully juggle these competing demands.The work of school principals can be challenging. Some of their work is driven by legislation, other aspects by moral purpose. Whatever the influence, principals' work is multifaceted and complex. In Ontario, Canada, principals are not only responsible for a multitude of activities and duties, from maintaining a visitor's book to developing a school vision. They perform these tasks at a time of significant change in education. Principals currently carry out this complicated work within a context of increased awareness of student diversity, an accelerated utilization of information and communication technology, a push for increased parent and community engagement, and changes in educational agenda, professional discourses, labor relations, and perhaps most acutely for many, school accountability (Belfield 2005; Court and O'

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confidence: 99%

Juggling multiple accountability systems: how three principals manage these tensions in Ontario, Canada

Pollock

Winton

2015

Educ Asse Eval Acc

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“…Marginalization occurs not only within the school, but is also embedded within the discourse of public policy documents, such as 'No Child Left Behind' (US Department of Education, 2002) in the USA, which cast PE as less important than other school subjects. Conceptualizing PE as peripheral to the central mission of schooling may shield PE teachers from some of the stress associated with standardized testing and teacher accountability programmes (Valli et al, 2007). However, these policies are also likely to have negative implications for the work of PE teachers that need to be explored more completely in future research.…”

Section: Discussionmentioning

confidence: 99%

Role socialization theory

Richards

2015

European Physical Education Review

100

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Much has been learned about the socialization of physical education (PE) teachers using occupational socialization theory (OST). However, important to understanding any socialization process is explaining how the roles that individuals play are socially constructed and contextually bound. OST falls short of providing a comprehensive overview of how the role of the PE teacher is defined and negotiated within schools. The purpose of this paper is to present role socialization theory as a new approach to understanding teacher socialization that integrates elements of OST and role theory. Role socialization seeks to explore: (a) the ways in which the occupational role of the PE teacher is socially constructed and contextually bound in a school setting; (b) how individuals are attracted to, prepared for, and socialized into PE teaching and coaching roles; and (c) how socialization influences the ways in which role-sets view the role of the PE teacher as a member of the school community.

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“…As we watched students and adults move in and out of classrooms, we began to categorize the different ways in which multiple adults shared responsibility for teaching reading (Valli et al, 2007). We first divided these patterns broadly into two categories: unintentional and intentional shared instructional designs.…”

Section: Unintentional Shared Designsmentioning

confidence: 99%

“…Moreover, we suspect that determining the sources of reading instruction has become increasingly difficult in the current highstakes accountability environment, where teachers and principals look for ways to meet accelerating expectations for student achievement. The main reasons given by principals for using these more complex instructional designs were to provide extra support to both students and teachers, particularly in classes where numerous students were below grade level in reading, and to maximize the distribution of the staff 's reading expertise in ways that would improve student test scores (Valli et al, 2007). As a result, in an era of high-stakes accountability, we should anticipate more rather than less sharing of responsibility for teaching in tested subject areas.…”

Section: Sequential Shared Instructionmentioning

confidence: 99%

See 1 more Smart Citation

“Where Is the Action?” Challenges to Studying the Teaching of Reading in Elementary Classrooms

Croninger¹,

Valli²

2009

Educational Researcher

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The authors argue that part of the difficulty in studying the teaching of reading in elementary classrooms is determining where "the action" occurs in reading instruction. Based on their 5-year longitudinal study of fourth-and fifth-grade teachers in moderate-and highpoverty elementary schools, they describe three challenges:(a) determining key factors in the complex instructional environment that should be the focus of study, (b) determining who teaches reading to specific students, and (c) determining the boundaries of reading instruction or when it occurs during the school day and year. The authors argue that these challenges, although not insurmountable, are difficult to resolve and that they are becoming more pervasive because of current policies that promote high-stakes accountability.

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Who (Else) Is the Teacher? Cautionary Notes on Teacher Accountability Systems

Cited by 39 publications

References 25 publications

Juggling multiple accountability systems: how three principals manage these tensions in Ontario, Canada

Juggling multiple accountability systems: how three principals manage these tensions in Ontario, Canada

Role socialization theory

“Where Is the Action?” Challenges to Studying the Teaching of Reading in Elementary Classrooms

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