Overview

This book argues that teachers' active participation in policy advocacy is crucial to creating a K–12 educational system that honors the needs of students, families, and communities. The authors examine obstacles to teacher involvement in policy, analyze preservice and practicing teachers' experiences, and present a model for collaborative professional development for teacher policy advocacy. Case studies are used to explore four contemporary policy areas—school safety, student assessment, public health, and digital learning—to identify what teachers know about policy, how they view their relationships to advocacy, and the impact of collaborative professional development on their beliefs and practices. This text offers pragmatic strategies for increasing teacher policy capacity and advocacy agency while simultaneously calling for systemic change at school, district, state, and national levels of policymaking. Teachers, teacher educators, researchers, and administrators can use this resource for reflection, discussion, and action with the goal of creating more effective and responsive educational policy. Book Features: Offers recommendations for how to engage and empower teachers based on original research conducted with student teachers and practicing teachers in two states. Explores how policy affects teachers and students in areas such as school safety, standardized assessments, the COVID crisis, and using digital tools in schools. Helps school administrators identify supports and challenges for incoming teachers.

Full Product Details

Author:   May Hara ,  Annalee G. Good
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 15.20cm , Height: 1.10cm , Length: 22.90cm
Weight:   0.272kg
ISBN:  

9780807767955

ISBN 10:   0807767956
Pages:   160
Publication Date:   28 April 2023
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Out of stock  
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Table of Contents

ContentsAcknowledgments  xi Introduction: Teachers as Policy Advocates  1 Objectives  3 Conceptual Background  6 National and State Policy Contexts  9 Methods  13 How to Use This Book  151.  School Safety and Discipline Policies  19 Teachers Frame the Policy Contexts  21 Teacher Sensemaking Around Safety and Discipline Policies  27 Barriers to Advocacy: The Preservice Teacher Perspective  34 High-Leverage Strategy: EdCamps as Teacher-Led Professional Development  36 Conclusion  38 Discussion Questions  392.  Assessment Policy  41 Standardized Assessments and Education Policy  43 Teachers and Assessment Policy Before COVID-19  44 Teachers and Assessment Policy During COVID-19  52 High-Leverage Strategy: Collaborative Mentorship  58 Conclusion  62 Discussion Questions  633.  Public Health and COVID-19 Policy  65 Impact of Policies on Teachers  67 Student Well-Being  72 COVID-19 as Catalyst  74 Advocacy Beyond the School Building  77 High-Leverage Strategy: Coalition Building  79 Conclusion  85 Discussion Questions  874.  Digital Learning Policy  89 Teachers and Digital Learning Policy Before COVID-19  91 Digital Learning Policy During COVID-19  93 High-Leverage Strategy: Mapping Concepts and Power Networks  102 Conclusion  107 Discussion Questions  1085.  A Collaborative Model for Teacher Policy Advocacy  111 A Note on Systemic and Individual Action for Change  113 A Proposed Model for Collaborative Professional Learning and Advocacy  114 Loci of Influence and Strategies for Action  115 Collective Action for Change  125References  127 Index  135 About the Authors  141

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Author Information

May Hara is an associate professor at Framingham State University and has taught middle school English and English as a second language in the New York City public school system. Annalee G. Good is an evaluator and researcher at the Wisconsin Center for Education Research at University of Wisconsin–Madison and has taught middle school social studies.

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