Click to edit Master title style Many Faces of Policy Advocacy Reclaiming Teacher Educators' Voice, Knowledge, and Authority in the Struggle for Equity and Justice Twitter, Instagram: @Aydarova #ReclaimTeacherEd #TeacherEdAdvocacy #ATE100 1
Click to edit Master title style “Teacher education is under attack, under assault. And the teacher education community is not at the table to discuss how teacher education should be reformed. We need to do a better job about being involved in policy debates. If we don’t do something and soon, in a few years’ time there will be no university -based teacher education left .” (Goodwin, 2015) 2
Political Theater Click to edit Master title style • Paradox of promising to improve educational quality by deprofessionalizing teaching and eliminating university- based teacher education • Those who conceptualize and oversee reform implementation are not traditional policymakers • Ultimate goal of reform not just changed educational systems but changed societies 3
Intermediary Organizations Click to edit Master title style • Nonprofit organizations • For-profit organizations • Think-tanks • Research institutes • Advocacy groups (Scott & Jabbar, 2014, p. 240) 4
Click to edit Master title style “ Intermediary organizations have become de facto policymakers as “federal, state, and local policymakers are granting them both authority and financial resources to carry out policy agendas” ( Scott et al., 2017, p. 26) 5 5
“Disruptors” Click to edit Master title style • Disruptors “banked on a strategy Disruptors of testing, competition, and punishment, which turned out to be ineffective and harmful.” (Ravitch, 2020) • Disruptors pursued “disruptive entrepreneurial tradition” and Intermediary sought to ““destruct,” so that Organizations new and better teacher preparation can arise from the rubble .” (Wilson, 2014, p. 185) Knowledge Reformers Brokers 6
Disruptors in Teacher Education Click to edit Master title style 7
Disruptors “Winning the War of Ideas” Click to edit Master title style • Alternative routes, residency programs, “grow your own teachers” programs • High stakes accountability for teacher preparation • Increased selectivity for teacher preparation programs • Evaluating teacher preparation programs based on value-added scores of their graduates • Introducing “science of reading” assessments or courses • Performance assessments, such as edTPA 8
Click to edit Master title style Lesson for Example in Disruptors’ Example Teacher Teacher Action Education Education 9 9
Click to edit Master title style 1. Disruptors Pursue a Shared Vision 10 10
Click to edit Master title style Neoliberal technocracy Neoliberalism is an ideology Technocracy is a theory of action based on the premise that based on the premise that • • social problems have technical markets can fix failing social institutions solutions • • experts can provide better problems in public education solutions than professions or the can be solved by applying public techniques from the private sector • policies should meet the needs of individual consumers 11
Click to edit Master title style Technocracy Technical constructions of Depoliticized social problems solutions Value-free Efficiency, Data-driven objective criteria effectiveness, decision-making for making and cost-benefit and overreliance decisions analyses on experts 12 12
“Thin Equity” Click to edit Master title style Inequitable Outcomes “The persistently large “While family and poverty achievement gaps between deeply affect student Asian and white students and students of color, and performance, an effective between our affluent and low- teacher has even greater income students, fuel doubts impact on student about the ability of our nation’s schools and achievement and teachers to ensure that all growth .” (CCSSO, 2012, p. children will acquire the 3) knowledge and skills necessary for full and productive participation in our society” (TPA, 2014, p. 1 ) 13 13
Teacher Preparation Accountability as a Click to edit Master title style Solution “States will hold preparation programs accountable by exercising the state’s authority to determine which programs should operate and recommend candidates for licensure in the state, including establishing a clear and fair performance rating system to guide continuous improvement. States will act to close programs that continually receive the lowest rating and will provide incentives for programs whose ratings indicate exemplary performance .” (CCSSO, 2012, p. 19) 14 14
Click to edit Master title style Ways to Reduce Inequality 15
Click to edit Master title style Let’s Pursue a Shared Vision of Strong Equity and Social Justice #ReclaimTeacherEd #TeacherEdAdvocacy #ATE100 16 16
Click to edit Master title style “A ‘strong equity’ acknowledges the complex and “ intersecting historical, economic, and social systems that create inequalities in access to teacher quality in the first place. A strong equity perspective assumes that equity cannot be achieved by teachers and schools alone. Rather, it requires educators, working with policymakers, activists, families, and communities to challenge the structural and systemic aspects of schools and society that reproduce inequity. The idea of strong equity also acknowledges the racialized nature of teacher education accountability initiatives.” (Cochran-Smith et al., 2018, p. 30) 17
Click to edit Master title style Education Deans for Justice and Equity (EDJE) is a nationwide alliance of education deans that advances equity and justice in education by speaking and acting collectively and in solidarity with communities regarding policies, reform proposals, and public debates. Guiding Principles • We believe public education is a basic human right and an essential cornerstone of a democratic society. • We believe in the importance of taking action to resist policies and practices of discrimination and exclusion. • We believe that the structures of poverty and inequality, which have a profound impact on educational attainment, must be dismantled. 18
Click to edit Master title style 2. Disruptors Enter Policy-Making Processes 19 19
Circulating Policy Scripts Click to edit Master title style Education Playbook: Policies for Transforming State Education Systems • Problem: “weak or outdated teacher education programs” • Solution: alternative routes; professional development offered by non-profit/for- profit organizations; “science of reading” 20 20
“Key Effectiveness Indicators Framework” (TPA, 2014, 2016) Click to edit Master title style 21
Constructing and Circulating Policy Tools CAEP CCSSO TPA “Teacher Preparation TPA – Key Accountability in 50 states” Effectiveness Indicators 2010 2013 2013 2016 2018 Center for American CCSSO CCSSO Progress TPA and TNTP Network for Ed Crowe “Measuring “Measuring What Transforming Educator What Matters” Matters” Preparation
Click to edit Master title style Let’s Look for Ways to Actively Participate in Policy-Making Processes #ReclaimTeacherEd #TeacherEdAdvocacy #ATE100 2323
Enter Policy Conversations Click to edit Master title style 24 24
Circulate Alternative Policy Scripts Click to edit Master title style 25 25
Shed Light on Invisible Activities Click to edit Master title style 26 26
Click to edit Master title style 3. Disruptors Build Networks and Coalitions 27 27
Click to edit Master title style CCSSO Network for Transforming Educator Preparation 28 28
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Policy Innovators in Education (PIE) Network Click to edit Master title style 31 31
Click to edit Master title style PIE Network “ Through the Network, advocates gain relationships, resources, and best practices that they would not have otherwise had. Working as a ready network enables the rapid dissemination of success stories, ideas, and resources and allows for coordinated, rapid responses to crises and opportunities.” (PIE Network, n.d.) “PIE Network is a resource multiplier. Connected by the Network, advocates have access to research, reports, and tools from other state- based leaders, as well as the Network’s many national partners, to accelerate their efforts and sharpen their strategy .” (PIE Network, n.d.) 32 32
Click to edit Master title style Let’s Build Networks, Coalitions, Working Groups, and Collectives #ReclaimTeacherEd #TeacherEdAdvocacy #ATE100 3333
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Teacher Education Collective Click to edit Master title style 35 35
Click to edit Master title style Teacher Education Thought Collective 36 36
Teacher Solidarity Click to edit Master title style https://teachersolidarity.com/blog/ Twitter: @TeachSolidarity Facebook: Teacher Solidarity 37 37
Click to edit Master title style 4. Disruptors Build Relationships with Policymakers 38 38
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