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Performance Assessment, Policy, Privatization, and Professionalization in English Teacher Education

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Book cover Policy, Professionalization, Privatization, and Performance Assessment

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Abstract

This chapter addresses the intersection of professionalization, policy, performance assessment, and privatization in English teacher education, beginning with the development of content area and professional standards in English language arts. Following this historical contextualization, a brief review of performance assessment in English language arts leads into a discussion of the affordances and constraints of performance assessment in English teacher education, highlighting the tensions that arise at the intersection of policy, privatization, and professionalization, as exemplified in the initial efforts to implement the edTPA in response to state mandates. Beyond addressing the impact of mandated performance assessment in English teacher education, the author examines the ways in which expectations of preservice teachers in teacher preparation programs also affect curriculum and pedagogy (and ultimately students) across a wide range of classroom contexts.

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Notes

  1. 1.

    The New York State CCSS document has the following asterisked statement on the first page: “All of the New York State additions to the Common highlighted in yellow under the related strand (reading, writing, speaking and listening, and language) or standard” (https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy).

  2. 2.

    The program is currently developing a more formal exit interview process in order to be able to analyze attrition rates in subsequent years.

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Authors and Affiliations

  1. Queens College, City University of New York, Queens, NY, USA

    Theresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin & Héfer Bembenutty

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  1. Theresa J. Gurl
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  2. Limarys Caraballo
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  3. Leslee Grey
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  6. Héfer Bembenutty
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Correspondence to Theresa J. Gurl .

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Gurl, T.J., Caraballo, L., Grey, L., Gunn, J.H., Gerwin, D., Bembenutty, H. (2016). Performance Assessment, Policy, Privatization, and Professionalization in English Teacher Education. In: Policy, Professionalization, Privatization, and Performance Assessment. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-29146-8_5

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  • DOI: https://doi.org/10.1007/978-3-319-29146-8_5

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