Who Decides Who Becomes a Teacher?: Schools of Education as Sites of Resistance

Description

Who Decides Who Becomes a Teacher? extends the discussions and critiques of neoliberalism in education by examining the potential for Schools of Teacher Education to contest policies that are typical in K-12 schooling. Drawing on a case study of faculty collaboration, this edited volume reimagines teacher preparation programs as crucial sites of resistance to, and refusal of, unsound education practices and legislation. This volume also reveals by example how education faculty can engage in collaborative scholarly work to investigate the anticipated and unanticipated effects of policy initiatives on teaching and learning. Cover Half Title Title Page Copyright Page Table of Contents List of tables Acknowledgements List of contributors PART 1: Resisting the Power of Policy: The Scoring Consortium 1. Schools of Education as Sites of Resistance Introduction Conflicting Fields Interventions, Interruptions, and Resistance Background Outline Of the Volume Discussion Questions to Prompt Research and Action Note References 2. EdTPA, Settler Colonialism and Antiblackness Policy and the Constructions of Race and Space Education Policy: Instantiating Racist Ordering Settler Colonialism and Indigenous Erasure The Promise of Education Policy Analysis Discussion Questions to Prompt Research and Action Note References 3. The Alternative Scoring Consortium The Meeting at New Paltz What Was Happening in New York The Idea to Create a Consortium Participatory Action Research Building the Collective Determining Our Terms of Engagement Designing Our Study Creating Our Assessment Tool With a Performance Tree Important Differences Between Our Tool and edTPA Sections of Our Tool Practice Using Our Scoring Tool “Validating” Our Scoring Tool and Finalizing the Scoring Protocol The Process of Cross-scoring Students’ Portfolios Valuing Process Limitations of Our Assessment Tool and Approach Discussion Questions to Prompt Research and Action References 4. An Uneasy Relationship: The History of Teacher Education in the University Editors’ Introduction The History Early Forms of Teaching and Teacher Education The Normal School The Evolution of the Normal School into the Regional State University Conclusions Discussion Questions to Prompt Research and Action Notes References 5. Who Decides Who Becomes a Teacher? Sustained Review of Labaree Teacher Education’s Status Problem (from Labaree) Teacher Education as the Cash Cow of the University Corporate Interests and Investments in Teacher Education Handing Over the Reins to the Cash Cow - Of Course Corporatizing is the Solution in This Frame Reclaiming Teacher Education The Consortium’s Scoring tool: Answerability and Ownership Who Decides Who Becomes a Teacher Educator? Closing: Open Letter to Deans and College/University Presidents Discussion Questions to Prompt Research and Action Note References PART 2: Rights and Responsibilities: Challenges of Resistance 6. Who Has the Right to Decide? Introduction School Reform, Standards, and Standardization Being Introduced to edTPA Preparing an Education Department for edTPA Impact of edTPA on the Teacher Education Program Participating in the Consortium Who Has the Right to Decide? References 7. Collaboration in Isolation: Policy Paradox in edTPA New York edTPA Alternative Scoring Consortium in Digital Context Logistics of Digital Collaboration Method Collaboration in Twenty-first Century Teaching The Paradox of Individuality in edTPA The Individual vs. the Collective Looking Ahead Conclusion Discussion Questions to Prompt Research and Action Notes References 8. Decouple Your Train, or How Schools of Teacher Education Might Yet Resist White Supremacy Can’t be Neutral Certification and Accreditation are Coupled Trains: EdTPA and CAEP Toward an Alternative Teacher Education Accreditation References 9. For Whom Accountability Tolls: (Re)Visioning the Role of Pilots & Research in Teacher Education Policy Interrogating Assumptions about Teacher Education Policy How Did We Get Here? A Historical Perspective on Current Policies (Not) Considering Racism and Other Structures of Oppression Pilots vs. Policies: Participatory and Collaborative Frameworks edTPA Measurement as Accountability Accountable to Whom? The Missing edTPAs Tenuous Liaisons: Working with(in) State and Local Structures Possibilities and Implications: Where Do We Go from Here? References 10. Missing the Mark: Indigenous Teacher Candidates and edTPA Introduction Indigenous Teacher Education Culturally Sustaining/Revitalizing Pedagogies and edTPA Proficiencies Alternative Scoring Tool Notes References 11. If Not Us, Then Who? Silence Will Not Protect Us (adapted from Lorde, 2017) Futurity: Valuing the Struggle Transcending Compliance Considering Change Racism and Policy Critical Policy Analysis Contextualities: Teaching, Learning and Relationships References Appendix Index