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Paper 4: Evaluation of Teacher Leader Candidates: Evaluation Practice Conceived as an Educative Experience Making Teacher Leader Candidates Morally Answerable Rather than Technically Accountable

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Abstract:

The Teacher Leader Endorsement Program (TLEP) has the overall goal of preparing experienced teachers to work as professional leaders who can thoughtfully address the challenges of facilitating twenty-first century student learning. Teacher leader candidates learn ways to work with school principals in developing and supporting a shared educational vision and clear curriculum goals that result in appropriate curriculum leadership, instructional leadership, action research, staff development, peer mentoring and peer coaching practices that support professional peers at all stages of their careers.

Ohio requires performance-based programs and program reports that must include candidate performance assessments based on Ohio’s Teacher Leader (OTL) standards. The designers of the TLEP were required to include a description of the assessments used for candidate preparation. Yet, conceptually speaking, in the “practical-hermeneutic tradition” (Schwandt, 2008), both the practice of evaluation as well as the practices of teaching, administering, caring and so forth are served by evaluation reframed as dialogical interpretive encounters. The goal of this kind of “practical philosophy” is to raise the level of reflective awareness that arises from practice and related back to practice (Gadamer, 1981). These activities include “practical deliberations, producing agreement through persuasive speech, and achieving understanding through language” (pg. 48). These activities are open, reflective and complex forms of human action that cannot be regulated or “redeemed by the provision of expert knowledge (whether of product/fact or procedure). The lived reality of evaluations (the struggle to determine the merit, worth, or significance of our human actions) reveals it to be an ethical and, hence a self-constitutive activity” (Schwandt, 2002, pg 23). Hence, Teacher Leader Candidates are “using their knowledge while doubting what they know ((Pfeffer & Sutton, 2008).

The evaluation practice includes the development of a portfolio in which artifacts and evidence of candidates’ leadership engagement in a complicated inquiry-based curriculum conversation that inspires a way of being and a way of acting will be gathered. The seven inquiry prompts are based on specific interpretations of critiquing, envisioning, deliberating, negotiating, self-examining, collegial learning and public inspiring and the evaluation of these “outcomes” will manifest and be monitored through artifacts gathered throughout the four-course sequence.
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Association:
Name: UCEA Annual Convention
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http://www.ucea.org


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URL: http://citation.allacademic.com/meta/p523485_index.html
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MLA Citation:

Gornik, Rosie. "Paper 4: Evaluation of Teacher Leader Candidates: Evaluation Practice Conceived as an Educative Experience Making Teacher Leader Candidates Morally Answerable Rather than Technically Accountable" Paper presented at the annual meeting of the UCEA Annual Convention, Westin Pittsburgh, Pittsburgh, PA, <Not Available>. 2014-11-25 <http://citation.allacademic.com/meta/p523485_index.html>

APA Citation:

Gornik, R. "Paper 4: Evaluation of Teacher Leader Candidates: Evaluation Practice Conceived as an Educative Experience Making Teacher Leader Candidates Morally Answerable Rather than Technically Accountable" Paper presented at the annual meeting of the UCEA Annual Convention, Westin Pittsburgh, Pittsburgh, PA <Not Available>. 2014-11-25 from http://citation.allacademic.com/meta/p523485_index.html

Publication Type: Symposium Paper
Abstract: The Teacher Leader Endorsement Program (TLEP) has the overall goal of preparing experienced teachers to work as professional leaders who can thoughtfully address the challenges of facilitating twenty-first century student learning. Teacher leader candidates learn ways to work with school principals in developing and supporting a shared educational vision and clear curriculum goals that result in appropriate curriculum leadership, instructional leadership, action research, staff development, peer mentoring and peer coaching practices that support professional peers at all stages of their careers.

Ohio requires performance-based programs and program reports that must include candidate performance assessments based on Ohio’s Teacher Leader (OTL) standards. The designers of the TLEP were required to include a description of the assessments used for candidate preparation. Yet, conceptually speaking, in the “practical-hermeneutic tradition” (Schwandt, 2008), both the practice of evaluation as well as the practices of teaching, administering, caring and so forth are served by evaluation reframed as dialogical interpretive encounters. The goal of this kind of “practical philosophy” is to raise the level of reflective awareness that arises from practice and related back to practice (Gadamer, 1981). These activities include “practical deliberations, producing agreement through persuasive speech, and achieving understanding through language” (pg. 48). These activities are open, reflective and complex forms of human action that cannot be regulated or “redeemed by the provision of expert knowledge (whether of product/fact or procedure). The lived reality of evaluations (the struggle to determine the merit, worth, or significance of our human actions) reveals it to be an ethical and, hence a self-constitutive activity” (Schwandt, 2002, pg 23). Hence, Teacher Leader Candidates are “using their knowledge while doubting what they know ((Pfeffer & Sutton, 2008).

The evaluation practice includes the development of a portfolio in which artifacts and evidence of candidates’ leadership engagement in a complicated inquiry-based curriculum conversation that inspires a way of being and a way of acting will be gathered. The seven inquiry prompts are based on specific interpretations of critiquing, envisioning, deliberating, negotiating, self-examining, collegial learning and public inspiring and the evaluation of these “outcomes” will manifest and be monitored through artifacts gathered throughout the four-course sequence.


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