The Pressures Of Performativity And The Responses Of Leadership

The way in which we reflect upon a situation, shaped by the interpretation of a significant event is defined as a critical incident (Tripp, 2011). Reflecting has been crucial within my first two phases of PGCE as I have been able to value experiences and make judgements to improve further. My home school practice was graded an ‘outstanding’ mainstream primary school (Ofstead, 2015), working 19 percentage points above their local authority in reading, writing and maths (School performance tables, 2017). The school’s numbers are below average for free school meals in the area and they have an average percentage of special educational needs children. Pupil premium percentages are currently at 15 percent out of the 218 children on roll.

Finally I ensured that pupils trusted that I would be there to help them at all times by reminding them both frequently that if they needed any support or assistance that they just needed to ask. This also meant that pupils worked independently until they required support which is an important part of learning. I also praised pupils regularly for how well they were behaving and carrying out their work which enabled them to feel respected and

In this essay I want to address the issue of leadership identity within the early years setting. Additionally, I want to discuss the misconceptions and negative responses to these changes, as this appears to have a direct affect upon effective leadership. I will be looking at what literature identifies as the key areas of effective leadership, as well as reflect upon the statements from critics about the graduate leader and their interpretation of what effective leadership is. I aim to assess how these statements compare and how this relates to Ofsted View on effective leadership. Additionally, I aim to assess how strong leadership identity will benefit children and their

I started each conferring by going over the evaluation criteria used to assess their level of performance on the assessment. I started each e conferring with each students by giving them positive feedback on the areas they did an excellent job on the assessment then I went over their assessment pointing out areas they needed to make improvement and the areas they did well on. As stated before the students in this group did not have a problem with the use of the essential literacy strategy and its application, but with other factors such as not reading direction and taking time to look over their work. Most of the errors the students made were simple mistake that could have been corrected if they took the time to go over there work. For example student B my average student did not take the time to check her work to make sure all parts of the written response questions were completed. She omitted a part of the answer for question 2 and did not use complete sentence to answer question 4, which caused her not to earn full point. I pointed out to her that she needed to read the directions carefully as I had underlined those on her

Differences in Education. In order to make the society even more secure the leaders opened the doors of universities to the best and brightest that were decanted. I found that the top schools, like Eton (Huxley, 1932, p. 148), in the book were only made available to the most formidable thinkers. Such a system confirms my hypothesis that there was a vast difference in just what chances different groups had at getting an education. Simply the fact that these discrepancies exist demonstrates the power of social class in education.

This paper explores numerous published articles discussing research on implications of different leadership techniques and effective school systems. Discussions of various leadership strategies and their real-world applications within school systems are implemented throughout this paper along with considerations of teacher retention and multiculturalism. Personal experience is also a key element of discussion in this paper. With all faculty and staff of school systems considered and being represented.

School is a place you go every day for thirteen-plus years of your life, to learn things you are told you will need in life. A place where you experiment with the world and find out who you are. You never stop to think why your school is how it is. It is something just accepted by students, thinking the adults know what they are doing, and that it is in their best interest. Since starting public school in kindergarten through now, the rules and way things are done have changed very little. In stepping back and looking at the school system with a critical, but fresh view, the way the school systems are structured does not benefit students in the best way they could.

We have tackled endless assessments and struggled through sleepless nights as we hurriedly revise for tests the night before. It’s been a year of new experiences, with mock exams, *ahem* “school exams” at the top of the list. There have been adjustments from 50 minute periods to 100 minute sessions, which at times has been difficult … particularly on

My first question was how do I cater for Student A’s needs? How do I involve student A in group work when no one else wants to work with her? What support is there for to assist in changing her behaviour? The warning left me feeling overwhelmed as I didn’t know how I was going to support her. I also began to question if my own expectations of what is acceptable behaviour was too high. I assumed student A may have had some sort of disability that may have been undiagnosed. I was informed that student A was a single child and had poor social skills when student A started school. I couldn’t understand why student A hadn’t learn what was socially acceptable behaviour after almost 4 years of school. I began to realise student A didn’t

Nowadays, it is impractical to think of an organization without an effective leader, as well as an active manager. The two are much in common as they are essential in the organizational hierarchy, and they are crucial elements in running any business enterprise. However, there are several differences between the two terms.

As I entered my Anthropology and Sociology of the School class, three days after walking in my master’s graduation ceremony, I was filled with accomplishment, satisfaction, and knowledge. I was ready to take on the world of teaching, armed with my soon to be diploma. I just had to complete two remaining classes. “I got this”, I thought. Abruptly, I was faced with the realization of what I did not know about the education world I was entering. I was hit with one thought-provoking concept after another. The culture of schooling institutions directly reflecting the power of culture. Education and society viewed as meritocracy structures rooted in a system of performance and punishment directly linked to power and resources. These structures are self-reproducing due to a consenting society unaware of the hierarchy and hegemony of which they function. (Refer to Class 1 notes) My brain hurt. My mind was spinning in a multitude of directions. How did I function in this system? How did I not see this before? How was I going to navigate these issues as a new teacher? These are the questions I needed to answer.

The education system in the UK has many influences and consequences which are brought about by the Sociology of education. The Sociology of education focuses on a pupil’s personal experiences and closely examines the different ways in which a pupil’s personal experiences impacts their education. Education is a social practise where different links are made between practise and context within social situations. Both the influences and consequences of Sociology in schooling in the UK results in different experiences for the pupil. Throughout this essay I will deeply analyse and discuss factors such as structure and agency as well as social class. This essay will examine different theories such as Bourdieu’s theory and Marxist’s theory to conclude how Sociology affects schooling in the UK.

Learners participating in the assessment process must be in an environment which will not disadvantage them in succeeding. An assessor has a duty of care to ensure there is no risk, therefore health safety and welfare of

Ball (2003) described performativity as a new mode of state regulation which made it possible to govern in an ‘advanced liberal’ way. He also maintained that performativity requires individual practitioners to organise themselves as a response to targets, indicators and evaluations setting aside personal beliefs and commitments. I am clear it was due to performativity that I felt bullied to react in a particular way due to educational reforms through the NC. Bernstein (1996: 73) said that educational reforms change one’s ‘social identity’. This argument, put forward a year prior to my decision to take the plunge into headship, may also explain the motives of my head teacher with his unswerving focus on league tables. Smith (1995) said that a performance measurement system would provide an imperfect picture of a complex process leaving scope for the performance measure to be ‘gamed’. In other words it leaves scope for unintended responses such as the intense focus on borderline ‘C’ grade students rather than underperformance per se.

Educational administration is unique, the study of leadership and education first originated in the USA, and since then has had numerous and varied orientations and ideas. In the past educational administration was assumed to be just another type of administration (Bates, 2008). It was often thought that if someone were a good administrator in one field or setting, then this would be translatable to another setting like education. This theory is based on the assumption that there is a science behind administration that has universal principles and techniques that can be widely applied, this theory movement dominated over three decades of education administration (Starratt 2003, p5). During this period abstract theory developed independently of changes in the world, which were occurring socially and in classrooms. It also moved educational administration away from education concepts like curriculum, assessment and pedagogy. Challenges to this thinking occurred; new and emerging perspectives lead to a focus on individual approaches and a reconnection with educational concerns and the work of learning (Bates, 2008). Resources, class sizes, funding, standardisation of curriculum and leadership are some examples of these changes and reforms. Modern contemporary work in the field of education administration takes a range of different approaches including a large focus on culture, accountability, leading for learning and teacher leaders (Starratt 2003). This essay will historically