Accountability and responsibility: ‘rogue’ school leaders and the induction of new teachers in England

Bubb, Sara; Earley, Peter; Totterdell, Michael

doi:10.1080/03054980500117884

Cited by 11 publications

(11 citation statements)

References 9 publications

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“…The findings are largely in keeping with earlier research (Bubb & Earley, 2006;Bubb, Earley & Totterdell, 2005;Ganser, 2002;McCormack, Gore & Thomas, 2004;Wong, Britton & Ganser, 2005) that suggests that a range of strategies, or components of induction, should be implemented for PRTs over time.…”

Section: Resultssupporting

confidence: 75%

“…However, in the primary and secondary sectors, it would seem that the use of the original or interpreted Dimensions as a set of criteria for assessment in NZ might overcome a limitation referred to by Bubb, Earley and Totterdell (2005) in the induction context in England, where the guidelines were not always well disseminated or understood. The findings in the success case studies in the ECE and Māori contexts in NZ, however, would appear to support their research findings in England.…”

Section: Guidelines For Induction Assessmentmentioning

confidence: 99%

“…Previous research (Bubb & Earley, 2006;Bubb, Earley & Totterdell, 2005;Cameron, Baker & Lovett, 2006;Education Review Office, 2004Feiman-Nemser, 2001;Heilbronn et al, 2002;Ingersoll, 2001;Kane & Russell, 2003;McCormack, Gore & Thomas, 2004;OECD, 2005;Renwick, 2001;Wong & Wong, 1998) indicates that the nature of induction plays a significant role in the future success and retention of newly qualified teachers. There is also indication of the features associated with effectiveness.…”

Section: Background Literaturementioning

confidence: 99%

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Induction of newly qualified teachers in New Zealand

Piggot-Irvine

Aitken

Ritchie

et al. 2009

Asia-Pacific Journal of Teacher Education

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In this research, commissioned by the New Zealand Teachers Council, the quality of induction of provisionally registered teachers (PRT) (newly qualified) was examined utilising qualitative 'success case studies' within early childhood, primary, secondary, and indigenous Māori medium settings. The establishment of criteria for effective induction (from the literature and previous research) guided the identification of 20 'success' sites across the sectors. In-depth data collection of each case was conducted via focus groups, one-to-one interviews and documentary analysis. The findings of the research highlighted exemplary induction practices across the sectors, with the most important associated with PRTs having access to a community, or 'family', of support during their induction. An interesting finding, which contrasted with previous research, was that PRTs in the secondary sector had levels of satisfaction with their role that were as high as those in other sectors. The key limitation to effectiveness was linked to lack of time for discussions and observations of the PRT's practice. Keywords: induction; New Zealand; teachers IntroductionThe 'success case studies ' (Brinkerhoff, 2005) on New Zealand (NZ) induction reported upon in this paper clarify a wide range of factors associated with effectiveness, including: good systems of support for induction; appropriate allocation, support and training of mentors; sufficient time for induction; quality feedback and Provisionally Registered Teachers' (PRT) openness to feedback; participation in professional development for PRTs and mentors; effective observation; good ratios of PRTs to mentors; resolving time constraint issues constructively via sharing of expertise and resources, as well as allocating sufficient time for induction meetings and reducing responsibilities for PRTs; reassurance of security for PRTs in limited contractual employment arrangements; shared understandings (locally and nationally) about good teaching and learning; ensuring good accountability processes (reviewing, checking and reporting); and having clear criteria for performance. The overwhelming feature of effectiveness, however, was linked to PRTs having a wide support network -a 'family' of support. This finding is of considerable importance to societies, such as that of the indigenous NZ Māori community, where connectedness and support of whānau (extensive family unit that often refers all individuals associated with a person) are highly valued.The paper begins by describing the approach to induction in NZ and the rationale and research questions guiding the research. Background literature (particularly that from the NZ context) associated with the development of criteria for effective induction then follows. The criteria guided the identification of 20 'success' sites across the sectors that were considered to demonstrate effectiveness. The methods/tools for in-depth data collection of each case are described in the methodology section. In the results and discussion section, findings are...

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Section: Resultssupporting

confidence: 75%

Section: Guidelines For Induction Assessmentmentioning

confidence: 99%

Section: Background Literaturementioning

confidence: 99%

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Induction of newly qualified teachers in New Zealand

Piggot-Irvine

Aitken

Ritchie

et al. 2009

Asia-Pacific Journal of Teacher Education

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“…This is a primary (elementary) that has a policy of employing large numbers of NQTs (over a third of the staff in any year) in order to keep class sizes low (Bubb et al, 2005). The school gives NQTs a 5% reduced timetable rather than the 10% reduction that is the legal requirement.…”

Section: Vandalism At School Levelmentioning

confidence: 98%

Induction rites and wrongs: the ‘educational vandalism’ of new teachers’ professional development

Bubb

Earley

2006

Journal of In-Service Education

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The central theme of this article is that teachers' professional development in England is not being taken as seriously as it needs to be. With reference to the induction of newly-qualified teachers and the early professional development pilot schemes, it draws on data from several related pieces of research, to argue that cases of 'educational vandalism' exist. These are identified at three levelsthe school, the individual and the current funding policy of the government. It is argued that the short-term gain of money and time saved by non-existent, inadequate or inappropriate continuing professional development has a number of significant effects. Teachers work below their potential, get stale, leave the profession-all of which result in generations of children not learning as well as they might have been. This paper argues that 'educational vandalism' needs to be eliminated. Investing in people's development costs money but the alternative is more expensive.

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“…The concept of a fully integrated system is one that is presently missing in international induction: often, countries focus on one or two components while disregarding the other components (e.g. Bubb, Earley, & Totterdell, 2005;Darling-Hammond & Baratz-Snowden, 2005;Quartz, 2003). The data gathered and their classification into the Hauora framework from Aotearoa New Zealand schoolteachers may help international understanding of the integrated model of induction: all components are necessary, and the absence of any is a critical deficiency.…”

Section: S Mainmentioning

confidence: 99%

Balanced development: a Mäori model for beginning teacher support

Main

2009

Asia Pacific Journal of Education

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This article discusses how the traditional Mäori concept of Hauora (balanced development) can be applied to beginning teacher induction programmes. To develop this idea, several steps were taken. From a nationwide survey, five primary schools were chosen with exemplary induction programmes. Data from interviews and observations indicated that these schools had successfully integrated practices in four domains: socio-emotional, personal growth, pedagogical, and physical. During the final series of interviews, a beginning teacher suggested that effective induction could comprise the four components of the Hauora model. The traditional Mäori concept of Hauora incorporates physical, spiritual, pedagogical, and socio-emotional dimensions of support. Selective coding of the data indicated that the Hauora model indeed fit the data. The result is a contextually derived, culturally relevant definition of effective induction in Aotearoa, New Zealand. Further expansion and investigation of this model may be of interest to the educational community, particularly in light of the Kaupapa Mäori theory.

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Accountability and responsibility: ‘rogue’ school leaders and the induction of new teachers in England

Cited by 11 publications

References 9 publications

Induction of newly qualified teachers in New Zealand

Induction of newly qualified teachers in New Zealand

Induction rites and wrongs: the ‘educational vandalism’ of new teachers’ professional development

Balanced development: a Mäori model for beginning teacher support

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