Amplifying teacher voice : veteran high school teachers during CCSS implementation
This dissertation consists of three linked papers that examine and amplify teachers’ voice during Common Core State Standards (CCSS) implementation. Using the framework of narrative inquiry, the first paper explores my own sense of agency and voice over twenty four years of secondary school teaching in private and public schools as linked to different institutional cultures and to large-scale reform. The second paper examines the experiences and perspectives of seven veteran public school teachers in the Sequoia Union High School District on CCSS implementation and professional development. Using narrative-based interviewing and focus group methodology, the findings show three critical frames that the teachers use to interpret their roles and identities in the process of standards-based and accountability reform efforts. The third paper consists of a set of activities and recommendations for professional development utilizing an original film of the focus group, to be offered to the San Mateo County Office of Education as part of a consultancy partnership to help amplify teacher voice during CCSS implementation.