Shifting Teacher Evaluation Policies in Pennsylvania: Implications for Culturally Relevant Practice

• In Event: 33.062 - Culturally Relevant Leadership for Instruction, Equity, and Improvement

Abstract

This paper presents a study of school leaders and the intersection of the new teacher evaluation system in Pennsylvania and culturally relevant pedagogy. Historically, teacher effectiveness has not been assessed in terms of knowledge of culturally relevant pedagogy (CRP), yet this is changing with references to student culture in the rubric for use by school leaders in teacher observation, which accounts for 50% of the evaluation and is the focus of this inquiry.

Authors

• Tiffany Wright, Millersville University of Pennsylvania

• Judith Toure, Carlow University