Chapter 1- due by Feb. 12
Chapter 2- outline of headings and subheadings due by email Jan. 26
Chapter 1
Full chapter 1 due in 30 days.
national, state focus on eval, teacher reform.
Problem is that teachers are evaluated on is not the same as the professional standards for art educators. Therefore, people are being evaluated under one methodology and are being asked to practice under another methodology. (Or maybe, set of "best practices" instead of the word "methodology" here?) So the voice of teachers in this situation not part of the overall conversation. This is useful for field of instructional practices to hear from these teachers. (Maybe I'm doing critical discourse analysis?)
Look for in the literature "one-size-fits-all" instruments. What do policymakers say about using OSFA rubrics for evaluating teachers? (Something like- we can't make lots of different rubrics nor train evaluators how to use them.) What does ROL say about using OSFA? (For example- the article about music teacher evaluations.) Specifically, do these journal articles say that there is a need for future research about OSFA instruments? Showing both sides of this OSFA debate is part of the statement of the problem.
The FA Portfolio is an attempt to address the needs of art educators in the evaluation process, but it does not address 50% of the teachers summative score (which is observation based.) This also leads to the statement of the problem.
Intro of Chapter 1- background, what is evaluation? what is effective art teacher? Build the case for the problem. keep it simple.
Question- what is effective art teaching?
Chapter 2
Make a list of headings and sub-headings as an outline and email.
Main parts of ROL
I. evaluation
A. supervision vs. evaluation (not a lot about supervision, just what is important to this situation- for example, TEAM is an evaluation model, but has all the parts of supervision. not a lot about supervision here.)
II. one-size-fits-all instruments
A. effective teaching
B. effective art teaching (similarities and differences- focus on differences)
a. unique art education pedagogy/best practices/methods (how is art different than regular classes. example- visual literacy. help readers understand art education so they understand what teachers say in the data.)
III. Framework
A. discursive psychology (definition) (If I reference discourse analysis, refer readers to Chapter 3.)
Chapter 3
methodology- include info on DA. use what I have in Chapter 2 right now, but pare it down. Use enough to understand the methodology, but don't go into lots of details.
Use the two new books (below) to help with Chapter 3. Work on Chapter 3 while waiting on feedback from Chapter 1).
Other Notes
Ordered two books today to help with Chapter 3.
- Focus Group Practice by Puchta and Potter
- Discourse as Data: A Guide for Analysis by Wetherall, Taylor, and Yates
