Monday, April 30, 2007

Imposed teacher assessment reforms do not make sense

A little common sense please.
Current legislation imposes untested, invalid teacher performance assessments in California as of 2008. All future teachers will be required to pass these assessments.
It would make a lot more sense to develop the assessments. Then have 2-3 campuses test them.
After 2-3 campuses tested them, we should have a real, authentic, analysis of the value and validity of these assessments.
Then, if the assessments are valid, and they add value; then they should be implemented state wide.
We need to stop writing law by ideology and then imposing it blindly.

Duane Campbell
for more see:

CFA Resolution

As part of a massive movement by the State Commission on Teacher Credentialing to reform credential programs in California (SB2042, 2000), new accountability measures have been implemented, some without financial funding. As part of these mandates, the State of California’s Commission on Teacher Credentialing has mandated that all teacher education programs implement Teacher Performance Assessments for credentialing candidates (TPA) by July, 2008.
The TPA as an assessment tool is based on reductive, corporate-driven teacher performance expectations (TPEs). As an assessment tool, it is even more simplistic and rigid than these expectations, requiring the development of lower-level teaching skills needed to teach the scripted curriculum regulated by the high stakes tests required under No Child Left Behind. It may be inferred from the content of the TPA that programs employing this tool will lose quality in terms of equity and social justice as well as critical thinking, creativity, and the holistic growth of all participants: faculty, student teachers and teachers. These requirements imposed upon teacher education are only the beginning of state and national efforts that are currently referred to as student learning outcomes, assessment and accountability. These efforts are directed towards corporate control and standardization of all disciplines of higher education.
Whereas, the CFA values the development of complex processes of accountability for teaching and learning if these processes are not framed in terms of reductive standards;
Whereas, the current move towards accountability contributes to the standardization of higher education from the ‘top down”;
Whereas, this standardization has serious implications for the academic freedom of all CSU faculty;
Whereas, the development and implementation of assessment tools are unfunded mandates that have serious workload implications, as well as implications for faculty, students, student teachers and teachers in terms of educational goals, practices and experiences.

Be it resolved, that CFA encourage faculty to become involved in a dialogue with others on campuses to learn more about these unfunded mandates, and
And be it further resolved that the CFA encourage faculty to decline to participate in the development and implementation of unfunded, reductionist assessment tools.

October 21, 2006

Unanimous support from Teacher Education Caucus , CFA
Majority support from the Peace and Justice Caucus
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