Metrics, Standards and Alignment in Teacher Policy: Critiquing Fundamentalism and Imagining Pluralism

Dr. Jessica Holloway is an Australian Research Council DECRA Fellow within the Research for Educational Impact (REDI) Centre at Deakin University (Melbourne, Australia). Her DECRA project, entitled ‘The Role of Teacher Expertise, Authority and Professionalism in Education’ investigates the role of education in modern democratic societies, with a particular focus on teachers and teacher expertise. Prior to earning her PhD in Educational Policy and Evaluation at Arizona State University in 2014, Jessica was a middle grades and high-school English teacher for six years in the USA. She has spent the past eight years studying and writing extensively about teacher accountability and evaluation in the USA and Australia. Her work has appeared in journals such as the Journal of Educational Policy, Discourse: Studies in the Cultural Politics of Education, and Critical Studies in Education. Preface Chapter 1: Teaching in Times of Turbulence Chapter 2: The Economic Discourse of Education: A Poststructural Perspective Chapter 3: Performativity, Datafication and the Techniques of Teacher Evaluation Chapter 4: Teacher Evaluation and the Control of Risky Teachers Chapter 5: Aligning Teacher Preparation, Professional Development and Evaluation: The Case of the TAP System Chapter 6: The Stories of TAP-y Teachers Chapter 7: The Onto-Epistemic Regime of Metrics, Data and Standards Chapter 8: Prepping for Accountability: Metrics and Standards in Teacher Education Chapter 9: Distributing Leadership: Sharing Responsibility and Maintaining Accountability Chapter 10: New Possibilities for Imagining Pluralism in Teacher Policy: A Contrast-Model Chapter 11: Democracy and Education: Why Pluralism Matters