Description
Book SynopsisArgues that teachers' active participation in policy advocacy is crucial to creating a K-12 educational system that honours the needs of students, families, and communities. The authors examine obstacles to teacher involvement, analyse teachers' experiences, and present a model for collaborative professional development for teacher policy advocacy.
Table of Contents
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Contents
Acknowledgments 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 15
1. 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 39
2. 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 63
3. 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 87
4. 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 108
5. 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 125
References 127
Index 135
About the Authors 141
