Journal article
Searching for Equity-Centered Change Agents: An Investigation of Family and Community Engagement in Teacher Evaluation Frameworks
Education policy analysis archives, v 30
01 Jan 2022
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Federal legislation in the United States granted states freedom to alter formerly test based teacher evaluation systems and situate family engagement as a key component in school improvement efforts. Concurrently, theorizing on family engagement has moved away from deficit characterizations and school-based involvement to an asset-based approach focused on equitable stakeholder collaborations committed to driving systemic change. Seeking to understand how states are characterizing exemplary teaching in terms of family and community engagement, the current study uses directed qualitative content analysis to examine 15 teacher evaluation rubrics or standards. The findings indicate that many evaluation systems were narrowly focused on the procedural aspects of teaching and teacher engagement with families was too often viewed merely as a mechanism to yield academic gains and meet legal requirements. The rubrics that explicitly stated that teachers should be culturally responsive provided a semblance of hope for pushing evaluative practices through the engagement barrier and into a space of collaboration that departs from dominant school-based approaches. These results have implications for the design of teacher evaluation policy and the furthering of equity-centered partnerships with families and communities.
Metrics
Details
- Title
- Searching for Equity-Centered Change Agents: An Investigation of Family and Community Engagement in Teacher Evaluation Frameworks
- Creators
- Linda K. Mayger - College of New JerseyKathleen Provinzano - Drexel University
- Publication Details
- Education policy analysis archives, v 30
- Publisher
- Arizona State Univ, Mary Lou Fulton Teachers Coll
- Number of pages
- 27
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Web of Science ID
- WOS:000745094800001
- Scopus ID
- 2-s2.0-85134219090
- Other Identifier
- 991019169604204721
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InCites Highlights
Data related to this publication, from InCites Benchmarking & Analytics tool:
- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education & Educational Research