PODCASTS: Legal Implications
RESOURCES ON THE
LEGAL IMPLICATIONS OF PERFORMANCE ASSESSMENTS
Performance, Value, and Accountability:
Public Policy Goals and Legal Implications of the Use of Performance Assessments in the Preparation and Licensing of Educators
This resource addresses legal issues in the use of educator performance assessments as evidence for initial state licensure and for program approval and accountability in educator preparation programs. It describes individual, institutional, and governmental interests in the use of performance assessments and discusses associated legal issues. It considers traditional types of legal claims and also anticipates new types of potential legal challenges.
Throughout the paper, practitioners are offered checklists of considerations for creating and implementing policies arising from the legal issues discussed.
Diana Pullin's speech on the topic is provided below for members-only as a full 56-minute podcast with slides, as well as sectioned into shorter bites between 4-10 minutes in length each.
LISTEN TO THE PODCAST & READ THE PAPER
Click the "podcast" icon to the left to listen to Diana Pullin's full 56-minute presentation at the May 2014 SCEE Summit. In the Shorter Bites below, the presentation is broken down into several shorter segments, running 4-12 minutes in length each. Click the cover above to read Diana's full paper.
2. Click to watch the 4-minute section on "The value of setting clear goals and a well-grounded theory of action." Refer to pages 1-2 in the paper.
3. Click to watch the 10-minute section on "Constitutional Issues." Refer to pages 2-7 in the paper.
4.Click to watch the 4-minute section on "Federal Statutory Issues." Refer to pages 7-11 in the paper.
5.Click to watch the 5 1/2-minute section on "Legal Issues Concerning the Quality of the Assessments." Refer to pages 11-14 in the paper.
6.Click to watch the 11 1/2-minute section on "Next Generation Issues" related to "Privacy Laws." Refer to pages 14-213 in the paper.
7.Click to watch the 8 1/2-minute section on "Next Generation Issues" related to "The Business Context." Refer to pages 23-26 in the paper.
8.Click to watch the 2-minute "Conclusion." Refer to pages 26-27 in the paper.
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This paper was jointly commissioned by the Stanford Center for Assessment, Learning, and Equity (SCALE) at Stanford University and the Council of Chief State School Officers (CCSSO).
The Stanford Center for Assessment, Learning, and Equity (SCALE), formerly associated with the School Redesign Network at Stanford University, provides technical consulting and support to schools and districts that have committed to adopting performance-based assessment as part of a multiple-measures system for evaluating student learning and measuring school performance. SCALE's mission is to improve instruction and learning through the design and development of innovative, educative, state-of-the-art performance assessments and by building the capacity of schools to use these assessments in thoughtful ways, to promote student, teacher, and organizational learning. See https://scale.stanford.edu/ for more information.
The Council of Chief State School Officers (CCSSO) is a nonpartisan, nationwide, membership organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies,Congress, and the public. See www.ccsso.org for more information.
ABOUT THE AUTHOR
Diana C. Pullin, J.D., Ph.D., is Professor of Education Law and Public Policy in the Lynch School of Education and the School of Law at Boston College. The focus of her work is the impact of law on education practice and the impact of social science on the law. She can be reached at email@example.com.
Photo by Gary Gilbert