Page 9 - EdViewptsSpring2020

Rethinking Teacher Learning

and Evaluation by Developing

Reflective Practitioners

By Douglas Walker, Assistant Principal, Chatham High School

The term “common” is The idea of the teacher as a profes- a shift in thinking and practice. The
pervasive in our current sional has been memorialized by the result of this era of “common” has
professionalization agenda (Labaree,
been a reimaging of the definition of
education culture, poli- 2016). Proponents of the profession- professional. This new professionalism
alization agenda in education argue demands and recognizes conformity
cies, and programs. With the that inequalities and injustices exist and “performativity” (Ball, 2016).
establishment of the Common Core in public education. These proposed Ball (2016) argues performativity is
Standards and common standardized problems can be remedied by raising represented as productivity requiring
assessments aligned to such stan- standards for teaching and teacher constant auditing and realignment in
dards, our educational system seeks education (Zeichner, 1992). The order to be enhanced.
to homogenize the knowledge and reforms proposed by the profession- “Indeed within the rigors and disci-
skills that students must demonstrate in alization agenda for teaching include plines of performativity we are re-
order to be deemed college and career the adoption of rigorous K-12 teach- quired to spend increasing amounts of
ready. Emerging from this movement ing standards, performance-based time in making ourselves accountable,
is the belief that the most significant assessments of teacher performance reporting on what we do, rather than
factor influencing students’ attainment aligned to these standards, examina- doing it.” (Ball, 2016, p. 1053). The
of these standards is teacher quality tions of teachers’ content knowledge, shift toward measured accountability
(Darling-Hammond, 2000). Therefore, and improved induction and mentoring and common practice challenges our
considerable research and reforms have programs (Darling-Hammond & Sykes, teachers’ efficacy to recognize and
been positioned and executed in order 2003) act on what they see as necessary,
to elevate the teacher as a professional Preparing high-quality teachers favoring what is measured. Profes-
(Darling-Hammond, 1997; Dewey, 1938; in this era of common standards, sional learning, therefore, becomes
Sleeter, 2008; Zeichner, 1992).
assessments, and outcomes requires prescribed and aligned to that which

Educational Viewpoints -7- Spring 2020