Session topics are:
A Panel Discussion and Updates on the New System of Teacher Evaluation
Join other teachers for a briefing and discussion on the current state of the teacher evaluation process, including an update on the State’s request for a waiver to postpone the Race to the Top requirement to tie teacher evaluations to student test scores; a panel of school leaders discussing the implementation of the new system of teacher evaluation (including several charter school leaders’ perspective on their freedom to modify parts of the evaluation system); and a discussion of teacher experiences within the system.
Examining the Intersections of
Race and Class in the Classroom
This session will invite participants to investigate how race and class impact the classroom environment. In what ways do students present their race and class-based identities? How can teachers address comments about race and class? What if the teacher feels unsure of how to respond because they identify with a different race/class than the student? Please join us to learn strategies to navigate difficult discussions of race and class in the classroom.
This Teacher Inquiry Group invites participants to explore how race matters in classroom practice. Through the use of selected readings, personal narratives, group discussions, and critical questions group members will generate ideas to move beyond a general understanding and celebration of diversity and multiculturalism to a more nuanced understanding of race. During this process, we will explore our individual racial identity and investigate race in our own practices, particularly in the classroom, and beyond.
This Teacher Inquiry Group (TIG) will investigate issues surrounding the implementation of new teacher evaluation systems. How do we identify a good teacher? How do teachers experience systemic attempts to balance formative feedback for improvement and summative decisions about their job status?
Additional discussion topics may be:
- Details of the new teacher evaluation system being implemented in Baltimore City
- A review of the existent research about teacher evaluation
- Formative v. summative evaluation
- The range of possibilities for data sources that can be included in evaluation
- The actual impact of the rollout of the new evaluation on City Schools (this would require the creation of a data collection protocol, followed by actually collecting and analyzing some data from participants’ schools)
For more information, contact Shawntay Stocks at: firstname.lastname@example.org
Through our Web site BTN provides a catalyst for well-informed, thoughtful, praxis-oriented conversations surrounding issues of teacher professionalism and teacher voice in classroom practice and education policy. Our focus is on participatory action research and publication. Our Committee for Teacher Voice members and at-large members produce a variety of online publications that connect Baltimore area teachers with each other, with the local education research community, and with community activists. The participatory action research projects are guided by a commitment to power-sharing principles; they are located in teachers' classrooms, in schools, and in the larger community. The on-going research results are shared through regular and featured blog entries, periodic symposia, conferences and are informed by links to academic research articles of relevance to our members.
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The University of Maryland Baltimore County (UMBC) has recently rolled out a project called BreakingGround. This is a campus-wide conversation around civic engagement. BTN has partnered with UMBC and BreakingGround to provide Baltimore teachers and education activists with an opportunity to connect to faculty and graduate students for the development of action research projects around encouraging and supporting teacher voice. On September 25th, we presented as part of a BreakingGround seminar at a service learning conference called Connected Knowing, describing a class offered in the summer 2012 through the UMBC Language, Literacy, and Culture doctoral program: LLC 750 Critical Education, Race, and Culture, was taught by the Executive Director of BTN, Dr. Helen Atkinson, and attended by graduate students who are either Baltimore area teachers or conducting research surrounding the larger issues of teacher professionalism, teacher voice, and social justice. With this model, we plan to establish further links between various Baltimore area universities and the Baltimore teaching community.more info