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Wednesday, November 16 • 3:40pm - 4:45pm
GSS Session 12 - Examining Today's Teachers

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Participants: Leadership, Race and “Property”: An Analysis of the Teacher Tracking Phenomenon Darrius A Stanley, Michigan State University Although numerous scholars have tackled student-tracking issues in schools, considerably less research has been done to examine how faculty could be tracked in similar ways. This conceptual paper expands the Finley (1984) definition of Teacher Tracking by illuminating the historical and racial aspects that were previously ignored. Utilizing Critical Race Theory, this paper seeks to both illuminate this phenomenon and ignite discussion about how school leadership should address it. The Convenient Credential: Pursuing Legitimacy Through TFA Davis Clement, College of William and Mary As we re-envision post-NCLB educational leadership, what is noteworthy in the increasing influence of TFA is not the tide of self-styled hero teachers with simplistic, romantic notions of teaching. It is the legitimation of shallow expertise from the most influential voices in education reform. This study identifies in accepted TFA applicants the idea that classrooms are a testing ground for personal grit and a platform from which to launch policy careers. The Need for a System Observation Tool Whitney Hegseth, University of Michigan School districts across the country have increasingly relied on standards-based teacher evaluation tools. In this paper, I intersect three widespread tools (FFT, CLASS, and PLATO) alongside the Montessori and IB standards for teachers and schools, and argue that the tools fail to capture three central priorities found in these school systems. These priorities concern restraint, integration, and respect. After highlighting how these tools fall short, I propose reasons for, and ways around, this disconnect. A Mixed Methods Study of Teacher Evaluation Reforms and Micropolitics in Illinois David L Conrad, University of Illinois at Urbana-Champaign This mixed methods study will examine the phenomena of teacher evaluation and how micropolitics has influenced the implementation of teacher evaluation policy reforms in Illinois. The study will use an explanatory sequential mixed methods design with the follow-up explanation variant. In phase one, FOIA requests will collect personnel data from Illinois public schools. In phase two, qualified evaluators will be interviewed. The results are important for policymakers to evaluate the effectiveness of policy reforms. Facilitator: Jo Beth Jimerson, Texas Christian University

Wednesday November 16, 2016 3:40pm - 4:45pm
Detroit Marriott at the Renaissance Center: Floor 5 - Duluth A

Attendees (5)