Reconceptualizing Teacher Performance Evaluation and Professional Growth for Complex Adaptive Systems

• In Event: Reconceptualizing Equity, Voice, and Input in Complex Supervision Contexts

Abstract

In this theoretical paper, we apply McDaniel’s (2007) Complex Adaptive Systems Approach to preservice teacher evaluation and supervision to advocate for alternative models and methods to the current simple-systems approach. We advocate the reconceptualization of Performance Evaluation and Professional Growth models to support the professional agency of teachers and their supervisors as they make sense of context, learn within complex social systems, and engage in the constant improvisation that constitutes the work of teaching. Reconceptualizing education systems as complex and adaptive means policymakers and leaders understand that teachers, students, and leaders can co-evolve and co-create adaptive systems with capacity to “foster equity, disrupt systemic inequality, and deepen learning” (Nasir et al., 2022).

Authors

• Kelley Marie King, University of North Texas

• Noelle A. Paufler, Clemson University

• Ryan M Smits, University of North Texas

• Rachel L. Biritz, Clemson University