Building a dangerous outpost in the Green Mountain State: A case study of educator preparation policymaking

David J. McGough, Claudine Bedell, Barri Tinkler

Abstract


Poised at a bifurcation, the educator preparation community in Vermont faced either the adoption of a generic product for the assessment of initial educator licensure candidates or the comprehensive revision of a longstanding state-based assessment portfolio. Using a case study approach and narrative methods, specifically the Narrative Policy Framework (McBeth, Jones, & Shanahan, 2014), the authors analyze a project in which teacher educators intervened to shape the direction of educator preparation policymaking by designing an innovative assessment portfolio and a collaborative calibration system. The analysis reveals insights about the policymaking arena and demonstrates the value of education-related policymaking that includes teacher educators as active agents in collaboration with state personnel and policymakers. The case contributes to the notion of policymaking as a narrative process. In this case, a narrative of hope emerged as a guiding storyline.


Keywords


teacher education; performance assessment; policy analysis; licensure candidate portfolios; case study; narrative methods; Vermont

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DOI: http://dx.doi.org/10.14507/epaa.26.2848

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