Bubb, Sara and Earley, Peter and Totterdell, Michael (2005) Accountability and responsibility: 'Rogue' school leaders and the induction of new teachers in England. Oxford Review of Education, 31 (2). pp. 251-268. ISSN Print: 0305-4985 Online: 1465-3915
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Abstract
This paper considers the professional responsibility of schools in England to provide effective induction practices in the context of a central government mandated policy. It looks at individual schools as ‘habitats’ for induction and the role of school leaders and LEAs as facilitators or inhibitors. Notions of professional responsibility and public accountability are used to analyse the small number of ‘rogue’ school leaders who, within the new legislative framework, treat new teachers unprofessionally and waste public resources. A typology of ‘rogue’ schools that are in some way deviant in transgressing induction requirements is developed and the various sanctions that can be deployed against such schools are examined. How LEAs handle their monitoring and accountability role and manage deviant schools is considered. Finally, suggestions are made for improvements, such as the need to clarify professional responsibility and refine systems of professional accountability.
| Item Type: | Article |
|---|---|
| Additional Information: | This is an electronic version of an article published in Bubb, Sara and Earley, Peter and Totterdell, Michael (2005) Accountability and responsibility: 'Rogue' school leaders and the induction of new teachers in England. Oxford Review of Education, 31 (2). pp. 251-268. Oxford Review of Education is available online at: http://dx.doi.org/10.1080/03054980500117884 |
| Subjects: | Departments > London Centre for Leadership in Learning Departments > Early Childhood and Primary Education |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 01 Apr 2010 11:01 |
| Last Modified: | 26 Jun 2012 22:30 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/2844 |
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