πŸ“‘ How school principals respond to govt policies on NAPLAN. (Be surprised how some are resisting)

Bookmarked How school principals respond to govt policies on NAPLAN. (Be surprised how some are resisting) by By Dr Amanda Heffernan (EduResearch Matters)
My study found two main ways that she managed to resist the more performative influences of school improvement policies. Firstly, the school had a collaboratively-developed school vision that focused on valuing individual students and valuing the aspects of education that can’t be easily measured. The power of the vision was that it served as a filter for all policy enactment decisions made at the school. If it didn’t align with their vision, it didn’t happen. There was also agreement in this vision from the staff, students, and community members, who kept that vision at the forefront of their work with the school. The second key aspect was that Anne had developed a strong β€˜track record’ with her supervisors, and this engendered trust in her judgment as a leader. She was given more autonomy to make her policy enactment decisions as a result, because of this sense of trust. It was developed over a long time in the same school and in the same region before that. To develop her track record, Anne worked hard to comply with departmental requirements (deadlines, paperwork, and other basic compliance requirements).
Dr Amanda Heffernan reflects upon a case study investigating ‘policy enactment’.

How principals implement, or carry out, policy in their schools.

An example of this is the focus on growth, testing and NAPLAN results. She highlights two methods used to refocus things. Firstly, have a clear school vision and secondly, build trust with her system supervisors.

This continues some of the discussions had in the collect National Testing in Schools.

Leave a Reply

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed.