Teachers As Policy Advocates

Strategies for Collaboration and Change

Häftad, Engelska, 2023

Av May Hara, Annalee G. Good, Annalee G Good

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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.

Produktinformation

Utgivningsdatum2023-04-28
Mått150 x 226 x 9 mm
Vikt272 g
FormatHäftad
SpråkEngelska
Antal sidor160
FörlagTeachers' College Press
ISBN9780807767948

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