Shifting Teacher Evaluation Systems to Community Answerability Systems: (Re)Imagining How We Assess Black Women Teachers

Abstract

Using a chronicle, this paper examines teacher evaluation systems to highlight how neoliberal reforms produce unjust conditions for both teachers and students of color. I specifically center Black women and their ways of knowing to provide a (re)imagining around what is possible when educational leaders move beyond reforms to create a system that holds teachers answerable to students and is rooted in love.

Keywords:

• Teacher evaluation system
• Black women educators
• education policy
• neoliberal reform
• chronicles

Acknowledgements

Special thanks to Drs. Simona Goldin, Qiana Cutts, Elizabeth Mendoza, Kari Kokka, and Esohe Osai for critically listening, offering constructive feedback, and laughing with me through the writing journey. Your support stretched my personhood and strengthened the paper.