Advertisement

‘Performing’ Leadership: Professional Responsibility in a Climate of Accountability

  • Ciaran Sugrue
Chapter
Part of the Studies in Educational Leadership book series (SIEL, volume 20)

Abstract

In some jurisdictions, external accountability mandates have been blowing consistently at gale force, while they have been more like a persistent Westerly in the Irish context. This chapter begins by positioning external and internal evaluation policies in Ireland within international policy trends. It then documents the impact of more recent policy shifts regarding Whole School Evaluation, promotion by the Inspectorate of school self-evaluation (SSE). School leaders are increasingly expected to comply with externally determined standards, to be accountable, while leading innovation within the school community. An accelerating pace of change, and a more general NPM climate that clamoured for public sector reform, coalesced into a set of demands on school leaders. Thus the sense of ‘performativity’ became more characteristic of education reform efforts nationally. Externally driven reforms increase in-school pressures to perform to pre-determined standards, thus potentially disrupting carefully calibrated trade-offs intended to maintain an even keel in the delicate and fragile ecology of school communities. In such circumstances it is often the moral compass of school leaders that sets the climate for how professional responsibility is continuously re-negotiated, with compliance frequently competing with collaborative collegiality as discretion and professional judgement are exercised in everyday practices. When the web of relationships becomes tauter due to external (performativity) demands, commitments are rendered more fragile, professional relationships more frazzled, while sometimes also sponsoring collective cohesion. This chapter charts the evolution of this process over time and how school leaders have coped with increasing performativity; its consequences for roles and responsibilities.

Keywords

School Leader School Community Professional Responsibility Shared Leadership School Inspection 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Ball, S. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228.CrossRefGoogle Scholar
  2. Ball, S. (2008). Performativity, privatisation, professionals and the state. In B. Cunningham (Ed.), Exploring professionalism (pp. 50–72). London: Institute of Education.Google Scholar
  3. Barnett, R. (1997). Higher education: A critical business. Buckingham: SRHE/Open University Press.Google Scholar
  4. Bauman, Z. (2000/2006). Liquid modernity. Cambridge: Polity Press.Google Scholar
  5. Benson, P. (2000). Feeling Crazy self-worth and the social character of responsibility. In C. Mackenzie & N. Stoljar (Eds.), Relational autonomy feminist perspectives on autonomy, agency and the social self (pp. 72–93). New York/Oxford: Oxford University Press.Google Scholar
  6. Bryk, A., & Schneider, B. (2002). Trust in schools a core resource for improvement. New York: Russell Sage Foundation.Google Scholar
  7. Catholic Primary School Managers Association (CPSMA). (2007). Management board members’ handbook (Rev. 2007) (pp. 1–405). Dublin: Veritas.Google Scholar
  8. Coghlan, M., & Desurmont, A. (2007). School autonomy in Europe policies and measures. Brussels: Eurydice.Google Scholar
  9. Coolahan, J., & O’ Donnovan, P. F. (2009). A history of Ireland’s school inspectorate 1831–2008. Dublin: Four Courts Press.Google Scholar
  10. Day, C., & Gu, Q. (2010). The new lives of teachers. London/New York: Routledge.Google Scholar
  11. Day, C., Sammons, P., Stobart, G., Kingston, A., & Gu, Q. (2007). Teachers matter connecting lives, work and effectiveness. New York: McGraw Hill/Open University Press.Google Scholar
  12. DES. (1996). Whole School Inspection (WSI) consultative conference (13/03/’96) report. Dublin: DES.Google Scholar
  13. DES. (2003). Looking at our schools an aid to self-evaluation in primary schools. Dublin: Government Publications.Google Scholar
  14. DES. (2006a). A guide to whole school evaluation in primary schools. Dublin: Government Publications.Google Scholar
  15. DES. (2006b). A guide to whole school evaluation in post-primary schools. Dublin: Government Publications.Google Scholar
  16. DES. (2011). Literacy and numeracy for life and learning. The national strategy to improve literacy and numeracy among children and young people 2011–2020. Dublin: Department of Education and Skills.Google Scholar
  17. Durkheim, E. (2001). Professional ethics and civic morals. London: Routledge.Google Scholar
  18. Englund, T., & Solbrekke, T. D. (2011). Professional responsibility under pressure? In C. Sugrue & T. Dyrdal Solbrekke (Eds.), Professional responsibility: New horizons of praxis (pp. 59–73). London/New York: Routledge.Google Scholar
  19. Gardner, H., Csikszentmihalyi, M., & Damon, W. (2001). Good work when excellence and ethics meet. New York: Basic Books.Google Scholar
  20. Gerhardt, S. (2011). The selfish society: How we all forgot to love one another and made money instead. London/New York: Simon & Schuster.Google Scholar
  21. Giddens, A. (2002). Runaway world how globalization is reshaping our lives. London: Profile Books.Google Scholar
  22. Goodson, I. F. (2004). Change processes and historical periods: An international perspective. In C. Sugrue (Ed.), Curriculum and ideology: Irish experiences, international perspectives (pp. 19–34). Dublin: The Liffey Press.Google Scholar
  23. Green, J. (2011). Education, professionalism and the quest for accountability hitting the target by missing the point. London: Routledge.Google Scholar
  24. Gronn, P. (2010). Leadership: Its genealogy, configuration and trajectory. Journal of Educational Administration and History, 42(3), 405–435.CrossRefGoogle Scholar
  25. Gronn, P. (2011). Risk, trust and leadership. In C. Sugrue & T. Dyrdal Solbrekke (Eds.), Professional responsibility: New horizons of praxis (pp. 89–101). London/New York: Routledge.Google Scholar
  26. Gross Stein, J. (2001). The cult of efficiency. Toronto: Anansi Press.Google Scholar
  27. Habermas, J. (1987). The theory of communicative action (Lifeworld and system: A critique of functionalist reason, Vol. 2). Uckfield: Beacon.Google Scholar
  28. Hargreaves, A., & Fullan, M. (2012). Professional capital transforming teaching in every school. New York/London: Teachers College Press.Google Scholar
  29. Hargreaves, A., & Shirley, D. (2009). The fourth way the inspiring future for educational change. Thousand Oaks: Corwin.Google Scholar
  30. Hargreaves, A., & Shirley, D. (2012). The global fourth way the quest for educational excellence. Thousand Oaks: Corwin and Ontario Principals’ Council.Google Scholar
  31. Harris, A. (2008). Distributed school leadership developing tomorrow’s leaders. London/New York: Routledge.Google Scholar
  32. Harvey, D. (2003). The new imperialism. Oxford: Oxford University Press.Google Scholar
  33. Harvey, D. (2011). The enigma of capital and the crises of capitalism. London: Profile Books.Google Scholar
  34. Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations software of the mind. Intercultural cooperation and its importance for survival. New York/London: McGraw Hill.Google Scholar
  35. Kelchtermans, G. (2011). Professional responsibility persistent commitment perpetual vulnerability. In C. Sugrue & T. Dyrdal Solbrekke (Eds.), Professional responsibility: New horizons of praxis (pp. 113–126). London/New York: Routledge.Google Scholar
  36. Lawn, M., & Grek, S. (2012). Europeanizing education governing a new policy space. Oxford: Symposium Books.Google Scholar
  37. Layard, R., Dunn, J., (and the Panel of the Good Childhood Inquiry). (2009). A good childhood searching for values in a competitive age. London: Penguin Books.Google Scholar
  38. Leithwood, K., Mascall, B., & Strauss, T. (Eds.). (2009). Distributed leadership according to the evidence. London/New York: Routledge.Google Scholar
  39. Lieberman, A., & Miller, L. (2004). Teacher leadership. San Francisco: Jossey-Bass.Google Scholar
  40. Lingard, B., Hayes, D., Mills, M., & Christie, P. (2003). Leading learning making hope practical in schools. Maidenhead/Philadelphia: Open University Press.Google Scholar
  41. McNamara, G., & O’ Hara, J. (2008). The importance of the concept of self-evaluation in the changing landscape of education policy. Studies in Educational Evaluation, 34, 171–179.CrossRefGoogle Scholar
  42. Ní Bhroin, O. (2011). Whither inclusion: Pedagogy, policy and practice? Unpublished Doctoral thesis, University Dublin, Dublin City.Google Scholar
  43. Nye, J. S. (2008). The power to lead. Oxford/New York: Oxford University Press.Google Scholar
  44. OECD. (1991). Reviews of national education policies for education: Ireland. Paris: OECD.Google Scholar
  45. OECD. (2008). Ireland towards an integrated public service. Paris: OECD.Google Scholar
  46. OECD. (2010). PISA 2009 results: What students know and can do – Student performance in reading, mathematics and science. Paris: OECD.Google Scholar
  47. Power, M. (1999). The audity society rituals of verification. Oxford: Oxford University Press.Google Scholar
  48. Robinson, V. M. J. (2010). From instructional leadership to leadership capabilities: Empirical findings and methodological challenges. Leadership and Policy in Schools, 9(1), 1–26.CrossRefGoogle Scholar
  49. Sergiovanni, T. (2000). The lifeworld of leadership: Creating culture, community, and personal meaning in our schools. San Francisco: Jossey Bass & Co.Google Scholar
  50. Solbrekke, T. D., & Englund, T. (2011). Bringing professional responsibility back in? Studies in Higher Education, 36(7), 847–861.CrossRefGoogle Scholar
  51. Solbrekke, T. D., & Sugrue, C. (2011). Professional responsibility- Back to the future. In T. Dyrdal Solbrekke & C. Sugrue (Eds.), Professional responsibility: New horizons of praxis (pp. 10–28). London/New York: Routledge.Google Scholar
  52. Spillane, J. (2006). Distributed leadership. San Francisco: Jossey Bass.Google Scholar
  53. Spillane, J., & Diamond, J. B. (Eds.). (2007). Distributed leadership in practice. San Francisco: Jossey Bass.Google Scholar
  54. Sugrue, C. (1999). Primary principals’ perspectives on whole-school evaluation. Irish Journal of Education, xxx, 39–76.Google Scholar
  55. Sugrue, C. (2006). A critical appraisal of the impact of international agencies on educational reforms and teachers’ lives and work: The case of Ireland? European Educational Research Journal, 5(3 & 4), 181–195.CrossRefGoogle Scholar
  56. Sugrue, C. (2011a). Autonomy and accountability. In H. O’ Sullivan & J. West-Burnham (Eds.), Leading and manging schools (pp. 59–74). London/Thousand Oaks: Sage.CrossRefGoogle Scholar
  57. Sugrue, C. (2011b). Irish teachers’ experience of professional development: Performative or transformative learning? Professional Development in Education, 37(5), 793–815.CrossRefGoogle Scholar
  58. Sugrue, C. (2011c). Leadership: Professional responsible rule bending and breaking? In C. Sugrue & T. Dyrdal Solbrekke (Eds.), Professional responsibility: New horizons of praxis (pp. 127–143). London/New York: Routledge.Google Scholar
  59. Sugrue, C. (2011d). Professional responsibility: New horizons of praxis. In C. Sugrue & T. Dyrdal Solbrekke (Eds.), Professional responsibility: New horizons of praxis (pp. 177–196). London/New York: Routledge.Google Scholar
  60. Sugrue, C. (2012). The personal in the professional lives of school leaders: Relating stories within stories. In I. F. Goodson, A. M. Loveless, & D. Stephens (Eds.), Explorations in narrative research (pp. 83–90). Rotterdam: Sense Publishers.Google Scholar
  61. Sullivan, W. M. (2005). Work and integrity. The crisis and promise of professionalism in America. New York: HarperCollins.Google Scholar
  62. Wenger, E. (1998). Communities of practice. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  63. Whitty, G. (2008). Twenty years of progress? English education policy 1988 to the present. Educational Management Administration & Leadership, 36(2), 165–184.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2015

Authors and Affiliations

  • Ciaran Sugrue
    • 1
  1. 1.School of EducationUniversity College DublinBelfield, DublinIreland

Personalised recommendations