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