From the bottom-up: New York City teacher evaluation and the narration of mediated institutional assault. Issue 1 (2nd January 2019)

• Record Type: Journal Article
• Authors: Head, James Christopher
• Is Part Of: Critical studies in education. Volume 60:Issue 1(2019)
• Page Start: 37
• Page End: 54
• Publication Date: 2019-01-02
• Subjects: Consequential accountability -- educational policy -- evaluation -- narrative methods -- qualitative research methods -- teachers' work and identities; Education -- Periodicals; 370.5
• DOI: 10.1080/17508487.2016.1214159
• Languages: English
• ISSNs: 1750-8487

Abstract

ABSTRACT: Following the trend of consequential accountability in US public education, New York City introduced a teacher evaluation program during the 2013–2014 school year that linked teachers' individual performance ratings with their students' exam scores. As this program systemically alters the nature of teacher–student relationships by transforming students into the means to an end (teachers' professional viability), this study investigated the implementation of this accountability program from the point of view of the teachers – those who were the subject of this new policy. This study of 15 teachers' narratives from 3 distinct schools illuminates a social-organizational process that I refer to as mediated institutional assault – a perceived attack on the teachers' sense of personhood and moral agency perpetrated by mediating figures whose actions were facilitated by bureaucratic policies and institutionally coordinated tools of control. Thus, this study reveals that the consequence of this new mode of accountability is not merely the threat of losing one's job, but also an insidious form of psychological assault, which in its masked delivery violates teachers' sense of relational morality and challenges deeply engrained beliefs about their role as educators.