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Designing Performance Assessment Systems for Urban Teacher
Preparation presents an argument for, and invites, critical
examination of teacher preparation and assessment practices--in
light of both the complexity and demands of urban settings and the
theories of learning and learning to teach that guide teacher
education practices. This dynamic approach distinguishes the
authors' stance on urban teacher assessment as one that can help
address social justice issues related to gender, race,
socioeconomic class, and other differences, and at the same time
promote the professional development of all educators engaged in
the process of learning to teach. The contextually bound,
sociocultural stance that informs this book promises greater
teacher and student achievement. Culminating six years of vital
dialogue and focused, local activity among teachers and teacher
educators from institutions in the Urban Network to Improve Teacher
Education, Designing Performance Assessment Systems for Urban
Teacher Preparation presents: *the historical context that was
examined for this work, a theoretical framework to undergrad
teacher preparation assessment, and design principles to guide the
development of assessment systems; *four case studies of
participants' struggles and successes in designing and implementing
these systems; and *a discussion of the importance of context and
current trends in assessment practices in urban teaching. This
volume is particularly relevant for university and school-based
teacher educators who help prepare teachers to work in urban
schools, and for personnel in state departments of education and
other agencies who are responsible for certification and beginning
teacher support. While the focus is on preparing teachers for urban
settings, the theoretical and practical foundations and the case
studies have broad implications and provide useful insights for
anyone involved in developing and using performance assessment
systems--teacher educators, university and school administrators,
classroom teachers, and educational researchers.
This book attempts to present both theoretical and practical
perspectives on school and university partnerships that focus on
the preparation and retention of urban teachers. In particular, the
book focuses on (a) theoretical and historical underpinnings of
partnering to prepare urban teachers as social activists; (b)
stories from the field, explored through the voices and actions of
students, families, teacher educators, and preservice and
in-service teachers; and (c) a critical analysis of this work. The
research presented is situated in urban settings that mirror those
across the United States and represents partnerships in Boston,
Chicago, Cleveland, Los Angeles, and Wilmington, where school,
city, and teacher education communities collaborate to prepare and
keep teachers in hard-to-staff, high-needs schools. Case studies
included in the text explore multiple perspectives on partnering to
prepare urban teachers - including those of urban schoolchildren
and their teachers, teacher educators and teachers becoming teacher
educators, and parents. Combined, the chapters theoretically and
practically detail the layers and conundrums, tribulations and
triumphs, contexts and voices of the challenges facing urban
teachers, teacher educators, community members, and administrators
who work collaboratively to prepare and support teachers as social
activists.
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