Abstract
ABSTRACTImages of teacher evaluation (and teacher value) represented through scores, which are plotted on charts and widely reported, have had a profound impact on how society views teachers’ contributions, capacities, and worth and have, in turn, influenced school policies and practices. Drawing on a broader multimodal study, this article opens up a conversation about teachers’ caring labor in dialogue with contemporary policies and controlling images (Collins, P. H. 1991. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. New York: Routledge.) of neoliberal accountability. Working with a group of New York City public school teacher/activists, my research explores teachers’ experiences of value-added assessment policies and the substantial work they do that remains invisible to evaluation metrics, policies, and wider publics.
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