ABSTRACT
Like all other aspects of the project of schooling writ large, teacher education is fraught with the sociopolitical conflicts of power, agency, and bureaucracy that complicate public institutions. As researchers and scholars have noted, education is a field that most people feel they know something about (Ingersoll, 2004). Due to its indebtedness to constituents, public education is inevitably influenced by concerns and issues that are pressing to different social and economic groups. Yet too often, the voices and concerns of the most disenfranchised are obscured by the interests and agendas of the more powerful. In this volume, Gorlewski, Tuck, and some of their research collaborators take up the complex issue of edTPA performance assessment as a mandate for certification. Following the theoretical framing of critical policy analysis and critical race theory for their participatory research project, the Alternative Scoring Consortium, they explored the possibilities of developing a scoring tool that could interrupt inequities and support liberatory critical pedagogies, while also grappling with the challenges of using rubrics to measure the complex work of teaching.
