Interrogating Teacher Evaluation: Unveiling Whiteness as the Normative Center and Moving the Margins

Abstract

This article frames teacher evaluation from a critical race theory (CRT) perspective to unveil whiteness as the normative center of frameworks for teaching, and the marginalization of Communities of Color. The author places CRT on the ground by proposing a culturally responsive alternative, the Framework for Equitable and Excellent Teaching (FEET). The FEET is strategically designed to position the resources of historically marginalized Communities of Color at the center of teacher evaluation. This article describes the development of the FEET through three phases of mixed-methods research. The findings of the research were used to develop and improve the FEET to increase its measurement quality and potential in capturing culturally responsive practice. This article concludes by interrogating the role of teacher evaluation in disrupting or reproducing inequity, and proposing future research opportunities.

A Nation at Risk or a Nation in Progress? Naming the Way Forward Through Research in Teacher Education

“…Providing such opportunities is a particular challenge for more "generalist" programs, and it requires that programs not only focus on excellence in the sense of preparing teachers to recognize and implement instructional practices demanded by recent standards and related reform documents, but at the same time focus on matters of equity so that all students have access to the resources they need to learn. Excellence and equity are inextricably intertwined (Salazar, 2018); both are necessary to prepare educators and students alike for our global world.…”

Assessment and the Future of Teacher Education

“…In reality, "Most of the protocols for measuring performance give inadequate attention to teaching practices, generally called, 'culturally responsive pedagogy' or CRP, any high-stakes teaching evaluation is likely−unintentionally and ironically−to fail the very students most in need of highly effective teaching" (Hawley & Irvine, 2011, p. 1). Such practice situates the dominant culture at the center of assessment; this results in the systemic marginalization of those who are "othered" (Salazar, 2018).…”

“…In addition, there are those who are suspicious that there can ever be assessment tools developed which are independent enough from specific contextual variables that they can be implemented meaningfully at sufficient scale and thus provide guidance which diverse stakeholders can trust and implement confidently. Then, there are those who challenge assessments that are purportedly objective and neutral and thus perceived as scalable (Salazar, 2018). Critics argue that assessments are value statements that are based on the perspectives of the developers of such assessments (Flynn, 2015;Salazar, 2018).…”

“…Then, there are those who challenge assessments that are purportedly objective and neutral and thus perceived as scalable (Salazar, 2018). Critics argue that assessments are value statements that are based on the perspectives of the developers of such assessments (Flynn, 2015;Salazar, 2018). When accreditation agencies prioritize certain indices of teacher quality (e.g., dispositions, core practices) and issues of scalability and value-neutrality are ignored, those playing leadership roles in teacher preparation programs may find themselves without the necessary time, resources, and expertise to respond thoughtfully to external demands.…”

Decentering Whiteness in Teacher Education: Addressing the Questions of Who, With Whom, and How

“…While the field of teacher education has made strides in efforts to be more social justice focused and responsive to persistent challenges facing teachers, schools, and families, there is still much work to do to eliminate the presence and use of White supremacist logics in teacher education programs, policy development and implementation, research, and practice. As scholars continue to call for decentering Whiteness in teacher education (e.g., Matias et al, 2018;Salazar, 2018;Sleeter, 2001Sleeter, , 2017 we urge the field to remain focused on and responsive to long-standing questions that require sustained and persistent attention: (a) Who is conducting research in teacher education? (b) With whom is the research being done?…”