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.

• 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

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.

• 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

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.

• 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