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Teacher Control (Education Evolving (A high culture performance (Accept…

- - - - “A governing board, consisting of a council that represents parents, faculty, students and other community members, oversees the school to ensure the teacher team continues to meet the needs of students effectively but delegates decision-making authority to the teacher team” (Education Evolving, 2014, p. 9).
    - - “The school design process took more than a year of planning by the teachers, and the approval process was often less than easy. District and union leadership were essential in ensuring the school proposal was ultimately approved” (Education Evolving, 2014, p. 9).
    - - “Despite the obstacles over the years, such as transitioning to a new building and significant budget cuts, the school continues to implement its self-directed, project-based learning model to inspire students” (Education Evolving, 2014, p. 8).
    - - “The collective leadership — made up of seven founding partner teachers and six full partner teachers chooses and designs their own curriculum based on math and reading” (Education Evolving, 2014, p. 8).
  - - - Plausibility- I believe the teachers should be able to run their classrooms the way they feel they should. They are the only one who know what their class is like.
- - - - “It will be interesting to see if this professional passion and commitment are present in other change efforts and how teachers learn to assume responsibility for finding, enacting, or adapting appropriate policy changes, whether they are imposed on programs or internally initiated” (Cameron,2016, pg.53).
  - - - “Teacher 2: I think that we spent more time in the planning process which is interesting because we’re both established teachers with 10 years of experience" (Cameron 46).
        
        “Even with a statewide assessment tool guiding the change, it appears to only work when teachers are genuinely concerned with student learning and have a passion or professional commitment to their work” (Cameron 47).
    - - • “Teacher 1: This is also why we do the surveys at the end (of the school year)—which helps. You have to keep things current and interesting. It motivates. The change is up to the educators and with the help of the kids, because they give us the feedback” (Cameron 45).
    - - “Teacher 1: I think it was more of a change for us and I think it was more labor intensive because it wasn’t what we always do. It was a nice change, but it was definitely more labor intensive” (Cameron 43).
    - - “Teacher 1: . . . administrative support, teacher willingness to put in the time to assess and get feedback. To me the number one reason to assess is to give yourself feedback on whether or not you’re getting through to the kids and to me that’s the number one thing. . . . So that’s a feedback I learned from my assessing and now going back to what I said, that’s a feedback that helps change; assessing helps change” (Cameron 42).
      - “Teacher 4: If you focus on it and show the benefits of physical education that is when change will happen” (Cameron 46).
      - • “Teacher 2: We were able to watch the kids in a 4v4 situation and see what types of things they didn’t do well. I think my previous experiences and from watching a pre-assessment, showed that there were very few occurrences where students demonstrated any level of strategy. It was really just try to hit the ball back over the net using either a legal or illegal hit. So I think that was really something that guided our instruction and our planning” (Cameron 43).
        
        “The previous quote supports that teachers found the assessments useful in planning instruction, but that this usefulness was based on the process" (Cameron 43).
    - - Plausibility- I believe this can be a benefit in the classroom. Students can research anything they need to. It will help them succeed in the long run.
- - - - Fruitful- I like this because I have always found parent participation is an important key. The more parents are involved, I believe the students will find schooling more important.
- - - - To understand how No Child Left Behind and the expanded federal role in education came to pass and the political dynamics that continue to shape federal education policy, this article places the evolution of the federal role in schools within the context of broader institutional, ideational, and political changes in American politics between 1965 and 2002. (McGuinn, 2005, p. 44)
      - States are free to develop and use their own standards and tests, but every school, school district, and state will have to make student test results publicly available and disaggregated for certain groups of students, including major racial and ethnic groups, major income groups, students with a disability, students with limited English proficiency, and migrant students. (McGuinn, 2005, p. 42)
        
        Fruitfulness- I do not think the different schools should have different standards. It makes it hard for students who are forced to move with their families.
    - - “In the wake of A Nation at Risk, education gained greater national visibility, and an alternative reform vision, which called for national leadership and reforms centered on academic standards and assessments, began to develop.” (McGuinn, 2005, p.50)
    - - “Many commentators expressed shock at the GOP's support of NCLB because of the party's perceived abandonment of its longstanding support for states’ rights.” (McGuinn, 2005, p.45)
    - - • “For most of the nation's history the federal government had little role in elementary and secondary education and confined itself to supporting state efforts to create public schools and to collecting statistical information about them. The policy regime in education during the eighteenth and nineteenth centuries and the first half of the twentieth was based on a view of public schools as performing adequately and as best controlled by state and local governments” (McGuinn, 2005, p.48).
    - - • “The political future of NCLB and the new, more assertive federal role in education will likely be determined by the extent and pace of school improvement, whether the public continues to support federal activism in schools, and the degree to which the bipartisan consensus behind the law can continue to be sustained” (McGuinn, 2005, p.63).
    - - The fundamental politics of federalism that Conlan identified in the 1990s thus seem to remain in place today, and despite the myriad implementation challenges and robust disagreements over the funding of the law, it seems unlikely that the federal role in education.” (McGainn 2005, p67)
      - “The U.S. Department of Education now functions as a national schoolmarm, hovering over state school reform efforts and whacking those states that fail to record satisfactory and timely progress toward federal education goals with financial penalties and mandatory corrective actions.” (McGainn 2005, p68)
      - “The passage of the No Child Left Behind Act signaled the beginning of a new era of federal education policy and a significantly transformed and expanded national role in our country's schools. The original federal role outlined in the 1965 Elementary and Secondary Act.” (McGainn 2005, p67
    - - The passage of No Child Left Behind fundamentally changed the ends and means of federal education policy from those put forward in the original ESEA legislation, and in so doing created a new policy regime. (McGuinn, 2005, p. 57)
        
        “By the end of the decade, both the liberal and conservative approaches to federal education policy had been discredited and there was growing consensus around a grand bargain of greater federal investment in education in exchange for increased accountability.” (McGuinn, P. 2005, p.55)
    - - As a result, however, even as states struggle to continue developing the standards and testing frameworks mandated by NCLB, they are also being forced to apply corrective measures to failing Title I schools (such as providing technical assistance and allowing students to choose a better school.) (McGainn 2005, p59)
        
        “The past three years have been eventful ones for federalism and education as states have worked to implement No Child Left Behind and strong opposition to the law has been voiced from many different quarters.” (McGainn 2005, p57)
    - - “These proposals made progress in the House but were ultimately defeated by a coalition of Democrats and Republican moderates in the Senate backed by the threat of presidential voters.” (McGuinn 2005, p53)
      - This confluence of political developments ended the debate over whether there should be a federal role in education and created an opening-a "policy window" in John Kindgon's terms28-for bipartisan discussions about a centrist compromise that would establish a new reform-oriented federal education policy regime.” (McGainn 2005, p54)
- - - - “Policy making that does not account for powerful contextual differences across more and less privileged districts leaves urban school boards disproportionately vulnerable to reduced democratic control and participation” (Trujillo, 2012, p. 354).
        
        "This case also complements the literature on high-stakes accountability by detailing the ways in which urban board members under heavy pressure to demonstrate test-based effectiveness possessed individualized goals for student achievement and teaching, rather than more communal ones.” ( Trujillo, T. M. ,2013, p. 353)