Searching for Equity-Centered Change Agents: An Investigation of Family and Community Engagement in Teacher Evaluation Frameworks.
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| Title: | Searching for Equity-Centered Change Agents: An Investigation of Family and Community Engagement in Teacher Evaluation Frameworks. |
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| Alternate Title: | Búsqueda de agentes de cambio con enfoque en la equidad: Una investigación sobre la participación de la familia y la comunidad en los marcos de evaluación de los docentes. Em busca de agentes de mudança com foco na equidade: Uma investigação do envolvimento da família e da comunidade em estruturas de avaliação de professores. |
| Authors: | Mayger, Linda K.1 maygerL@tcnj.edu, Provinzano, Kathleen2 Ktp37@drexel.edu |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 1/18/2022, Vol. 30 Issue 1-3, p1-27. 27p. |
| Subject Terms: | *Teacher evaluation, *Change agents, *Federal legislation, *Educational equalization, *Families, Government aid |
| Geographic Terms: | United States |
| Abstract (English): | 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. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La legislación federal en los Estados Unidos otorgó a los estados la libertad de alterar los sistemas de evaluación de maestros que antes se basaban en pruebas y situar la participación familiar como un componente clave en los esfuerzos de mejora escolar. Al mismo tiempo, la teorización sobre la participación familiar se ha alejado de las caracterizaciones de déficit y la participación basada en la escuela a un enfoque basado en activos centrado en colaboraciones equitativas de las partes interesadas comprometidas con impulsar el cambio sistémico. Con el fin de comprender cómo los estados están caracterizando la enseñanza ejemplar en términos de participación familiar y comunitaria, el estudio actual utiliza análisis de contenido cualitativo dirigido para examinar 15 rúbricas o estándares de evaluación de maestros. Los hallazgos indican que muchos sistemas de evaluación se centraron estrictamente en los aspectos procedimentales de la enseñanza y que, con demasiada frecuencia, la participación de los docentes con las familias se veía simplemente como un mecanismo para generar ganancias académicas y cumplir con los requisitos legales. Las rúbricas que establecían explícitamente que los maestros deberían ser culturalmente receptivos proporcionaron una apariencia de esperanza para impulsar las prácticas evaluativas a través de la barrera del compromiso y en un espacio de colaboración que se aparta de los enfoques dominantes basados en la escuela. Estos resultados tienen implicaciones para el diseño de la política de evaluación docente y la promoción de alianzas centradas en la equidad con familias y comunidades. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | A legislação federal dos Estados Unidos concedeu aos estados liberdade para alterar os sistemas de avaliação de professores anteriormente baseados em testes e situar o envolvimento da família como um componente-chave nos esforços de melhoria escolar. Ao mesmo tempo, teorizar sobre o envolvimento da família mudou de caracterizações de déficit e envolvimento com base na escola para uma abordagem baseada em ativos focada em colaborações eqüitativas das partes interessadas comprometidas em impulsionar a mudança sistêmica. Buscando entender como os estados estão caracterizando o ensino exemplar em termos de envolvimento da família e da comunidade, o presente estudo usa análise de conteúdo qualitativa dirigida para examinar 15 rubricas ou padrões de avaliação de professores. Os resultados indicam que muitos sistemas de avaliação estavam estritamente focados nos aspectos processuais do ensino e o envolvimento do professor com as famílias era muitas vezes visto apenas como um mecanismo para gerar ganhos acadêmicos e atender aos requisitos legais. As rubricas que declararam explicitamente que os professores devem ser culturalmente responsivos forneceram uma aparência de esperança para empurrar as práticas avaliativas através da barreira do engajamento e para um espaço de colaboração que se afasta das abordagens baseadas na escola dominantes. Esses resultados têm implicações para o desenho de uma política de avaliação de professores e para a promoção de parcerias centradas na equidade com famílias e comunidades. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.30.6983 |
