Navigating Mandates and Working Toward Coherence: Our Journey With a High-Stakes Teacher Performance Assessment
This article details the experiences of four teacher education faculty members as we navigated the consequential implementation of a state-mandated high stakes teacher performance assessment in our educator preparation program. By shifting our perspective from simply complying with an assessment mandate to considering how we can leverage implementation of high stakes performance assessment as a vehicle for program inquiry, we were able to gain significant insight into our practice.
Warner, Connor K.; Bell, Clare V.; Alvarez McHatton, Patricia; and Atiles, Julia. 2020. Navigating Mandates and Working Toward Coherence: Our Journey With a High-Stakes Teacher Performance Assessment. Educational Forum. Vol.84(3). 226-239. https://doi.org/10.1080/00131725.2020.1739182 ISSN: 0013-1725