Teachers as Policy Advocates

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.

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