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WASC Accreditation HOW to CHANGE - Coggle Diagram

- - - - Reform demands sidelined during COVID - consequences
        S&D, 2005 - Teachers who have limited involvement with the reform are prone to define it in very limited ways pg. 957
      - Teach Now expectation
        Le Fevre, 2010 - For change to be integral to improving schools, it is helpful to have clear and explicit expectations that leaders and teachers can and will change their teaching practices.p. 78
  - - - Moral purpose
        
        Ball, 2003 - The ethics of competition and performance are very different from the older ethics of professional judgement and co-operation. A new basis for ethical decision-making and moral judgement is erected by the ‘incentives’ of performance. p. 218
        
        S&D, 2005 - In cases where teachers could not define the reform at all, it was not surprising that they were unable to see connections to their classroom practice. p. 960
        
        In general, at this closer level of context (the teacher’s classroom), more emotions are expressed, both positive and negative. p. 961
        
        reforms loosely defined at the school level, meaningful inside the classroom
        
        teachers’ emotions were more acute and prominent as either positive or negative. p. 961
- - - - Ball, 2003 - Performativity is a form of regulation used to make judgments and comparisons to incentivise, control, or change. It is a measure of productivity, output, or quality. It represents the value of an individual or an organization
      - It is the data-base, the appraisal meeting, the annual review, report writing, the regular publication of results and promotion applications, inspections and peer reviews that are mechanics of performativity. The teacher, researcher, academic are subject to a myriad of judgements, measures, comparisons and targets. p. 220
      - There are indications here of the particular performativity - the management of
        performance p. 222
      - Biesta, 2009 - must paraphrase - The rise of a culture of performativity in education – a culture in which means become ends in themselves so that targets and indicators of quality become mistaken for quality itself
    - - these struggles are currently highly individualized as teachers, as ethical subjects, find their values challenged or displaced by the terrors of performativity. p. 218
      - What it means to teach and what it means to be a teacher (a researcher, an academic) are subtly but decisively changed in the processes of reform. p. 218
      - There is a flow of changing demands, expectations and indicators that makes one continually accountable and constantly recorded. We become ontologically insecure: unsure whether we are doing enough, doing the right thing, doing as much as others, or as well as others, constantly looking to improve, to be better, to be excellent. p. 220
      - Emotional aspect - It follows then that these technologies have an emotional status dimension, as well as the appearance of rationality and objectivity. Thus, responses to the flow of performance information can engender individual feelings of pride, guilt, shame and envy. p. 221
      - Performativity demands more front end work with students, which in turn requires more back end work to assess this output, creating an endless feedback loop of increasing workload
      - A kind of values schizophrenia is experienced by individual teachers where commitment, judgement and authenticity within practice are sacrificed for impression and performance. Here there is a potential ‘splitting’ between the teachers own judgements about ‘good practice’ and students ‘needs’ and the rigours of performance p. 221
      - Sense-making - 'Enacted fantasy' - inauthentic - playing the game, a mirage, can effect identity
      - Alienation of identity due to goal displacement - Again, the alienation of self is linked to the displacement of individual qualities, mechanisms of introjection, by responsiveness, external contingencies, the requirements of performativity. The result, inauthentic practice and relationships. Teachers are no longer encouraged to have a rationale for practice, account of themselves in terms of a relationship to the meaningfulness of what they do, but are required to produce measurable and ‘improving’ outputs and performances, what is important is what works. p. 222
      - Beliefs are no longer important - it is output that counts. p. 223
      - the truth is concealed to project the commitment to ‘best practices,’ and always looking to improve
    - - Reasons for loss of commitment
        time-related imposed innovation and the steep learning curves involved; department initiatives that increase bureaucratic tasks; p. 573
- - - - Useful description of building identity
      - Mention that it is non-linear (cyclical)
- - - - Good linking statement to IDENTITY or COLLABORATION
      - Adapting the reform to suit personal needs
        Teachers embrace or reject reform for quite different reasons; they bring to the reform efforts certain commitments and have particular emotional responses that effectively undermine or support the proposed changes (Schmidt & Datnow, 2005). On the one hand, teachers, who are against the reform effort, may find ways to “adjust” the reform to their own needs and beliefs; on the other hand, others who embrace the reform efforts, value time and space opportunities so that they can be more successful in implementing the reform (see Zembylas & Barker, 2007). As it is shown through existing research, teachers who are in an environment of uncertainty use time and space in their own ways to create practices of coping with the reform efforts. p. 227