Impact Journal Logo

The cultural shift from performativity to Aspirations’ professional growth: A case study

Written by: Jan Hetherington
7 min read
Dr Jan Hetherington, Deputy Director, Aspirations Learning Institute, UK The purpose of this case study is to outline the initial steps taken by Aspirations (a multi-academy trust) to rupture the prevalent culture of professional development and to privilege radical changes in practice over process (Lofthouse, 2018). In this practice development-led model (Lofthouse, 2018), individual professional learning is privileged through a growth framework – not ‘one meeting and a yearly review’ to secure performative-based appraisal objectives. Appraisal has been replaced by continuous coaching to secure individual-centred goals and impact via a professional growth conversation. The problem  For too long, the professional development of those who teach and lead in education has been subject to a culture of performativity, whereby the focus of professional development has been the development of an organisation-led process (Lofthouse, 2018), reducible to data, making organisations amen

Join us or sign in now to view the rest of this page

You're viewing this site as a guest, which only allows you to view a limited amount of content.

To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for NQTs) or log in if you're already a member.

References
  • Baxter J (2020) Distrusting cultures and contexts and capacities. In: Ehren M and Baxter J (eds) Trust, Accountability, and Capacity in Education System Reform. Oxford: Routledge, pp. 78–101.
  • Bratton J and Gold J (2012) Human Resource Management: Theory and Practice, 5th ed. Basingstoke: MacMillan.
  • Bush T and Middlewood D (2013) Leading and Managing People in Education, 3rd ed. Los Angeles: SAGE.
  • Lewin K (2011) Taking Targets to Task Revisited: How Indicators of Progress on Access to Education Can Mislead. CREATE Pathways to Access, Research Monograph No. 54. Brighton: University of Sussex.
  • Lewis S and Hardy I (2015) Funding, reputation and targets: The discursive logics of high-stakes testing. Cambridge Journal of Education 45(2): 245–264.
  • Lofthouse RM (2018) Changing the landscape through professional learning. In: Netolicky D, Andrews J and Paterson C (eds) Flip the System Australia: What Matters in Education. Australia: Routledge, pp. 172–181.
  • Poole R (2022a) Perceptions of performativity in English further education. Research in Post-Compulsory Education 27(1): 148–172.
  • Poole R (2022b) Perceptions of performativity. In: BELMAS annual conference, Liverpool, UK, 8–10 July 2022.
  • Rycroft-Smith L and Dutaut JL (2018) Flip the System UK: A Teachers’ Manifesto. Oxon: Routledge.
  • Wenger E (1999) Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.
  • Wilkins A (2019) Technologies in rational self-management: Interventions in the ‘responsibilisation’ of school governors. In: Allan J, Harwood V and Jørgensen CR (eds) World Yearbook of Education 2020: Schooling, Governance, and Inequalities. London and New York: Routledge, pp .99–112.
0 0 votes
Please Rate this content
0 Comments
Inline Feedbacks
View all comments

From this issue

Impact Articles on the same themes

Author(s): Beng Huat See