Last week I joined students from Dr. Aurora Chang’s education reform class at Loyola University to discuss hot issues in the national conversation about education policy. We started with a few questions submitted by her doctoral students. Here is what we addressed:
1.When addressing inequity with policy makers, are there different strategies whether they are neoliberal or conservative?
2. In what ways can we do a better job of demonstrating that stigmatizing schools for performance leads to 1) greater marginalization for those who have traditionally had less access to high-quality schools and, in the long run, 2) provides a less effective and engaging educational experience? How can we make the arguments more compelling so to have broader acceptance?
3. What does Teach for America considers the “official knowledge” their teachers need to know before they go to the teaching field?
4. “PAR challenges most people’s expectations about what teachers and principals should do. It requires unusual collaboration between the union and administration. It must be grounded in a systematic approach to teacher evaluation… Increasingly, policymakers, district officials, and union leaders have pointed to PAR as a promising component of an effective human capital strategy, thus fueling interest and initiatives across the country.” (See the post Can we Evaluate #Teachers Without Using High-Stakes #Testing?) Can you please expand on this? Has this method been used widely-what are some of the difficulties with using this method of evaluation. How do you define ‘veteran’ teachers and those that are deemed ‘established’ enough to help evaluate colleagues?
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