Titlebook: Metrics, Standards and Alignment in Teacher Policy; Critiquing Fundament Jessica Holloway Book 2021 The Editor(s) (if applicable) and The A

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The Onto-Epistemic Regime of Metrics, Data and Standards,s of teacher accountability and related policy. It shows how these intersecting domains of teachers’ work and lives are developing a rigid framework that makes adaptability and professional discretion difficult, if not impossible, for teachers to practice. With this rigidity comes a danger that scho

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Prepping for Accountability: Metrics and Standards in Teacher Education,ogics of teacher evaluation and accountability. In the last two chapters, I have shown how teacher subjectivity can be shaped by these tools and conditions. One area that deserves attention in this conversation is initial teacher education (ITE). While much of the policy literature has treated these

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Distributing Leadership: Sharing Responsibility and Maintaining Accountability,actors are contributing to our understanding of teaching, teachers and education more broadly. Specifically, I look at the global trend of distributed leadership that has been touted by the Organisation for Economic Co-operation and Development (OECD) as a means for accommodating the increased tasks

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New Possibilities for Imagining Pluralism in Teacher Policy: A Contrast-Model,d by an increasingly narrow discourse of evaluation and datafication. In doing so, we lose important opportunities to think about what else might be possible for teachers, but also for education more broadly. In other words, what we have come to accept as ‘normal’ and ‘necessary’ in education has be

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Democracy and Education: Why Pluralism Matters,current political and social climate that I introduced in the first chapter. In doing so, I aim to connect the book to broader themes associated with democracy and pluralism and the need for democratic institutions to operate in critically responsive ways. It draws on recent political and social eve

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and teaching policy.Provides a range of data that enables anThis book looks at the narrowing effects of contemporary modes of teacher and teaching policy and governance. It draws on political theory to provide new ways of conceptualising the effects of teacher and teaching policies and practices. It

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Book 2021new ways of conceptualising the effects of teacher and teaching policies and practices. It adds a new dimension to the robust body of literature related to teacher policy by looking at three interrelated domains: (1) teacher preparation and development, (2) teacher evaluation and (3) teacher leaders

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The Stories of TAP-Y Teachers,ce, while rebuking teachers who have chosen to behave otherwise. This justification rests on a binary that the teachers have constructed about what it means to be an acceptable versus an unacceptable teacher (described further in Chapter .).

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Prepping for Accountability: Metrics and Standards in Teacher Education,es and policies (as shown in Chapter .). This might be due to the fact that, even though accrediting bodies have maintained a significant level of authority over ITE for decades, it wasn’t until more recently that such bodies became strategically aligned with the federal policies that have such great influence over K-12 education (see Chapter .).