Change management and the SENCo role: developing key performance indicators of inclusivity

Elizabeth Done; Mike Murphy; Clare Bedford

doi:10.1111/1467-9604.12111

Change management and the SENCo role: developing key performance indicators of inclusivity

Elizabeth Done^*, Mike Murphy, Clare Bedford

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

Abstract

This article highlights the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. A school‐based evaluative study undertaken by a teacher who is studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) for SENCos is featured within the article to illustrate the principles and techniques associated with strategic change management. The study is framed by a commentary that also includes references to more critical treatments of the shift towards quantified performance assessment, monitoring and management (of pupils, teachers and schools) which has been read as a displacement of professional judgement‐based teaching practice.

Original language	English
Pages (from-to)	13-26
Journal	Support for Learning
Volume	31
Issue number	1
DOIs	https://doi.org/10.1111/1467-9604.12111
Publication status	Published - Feb 2016

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1111/1467-9604.12111

Cite this

@article{3e88012e37fd493093ee6baca08c0a2d,

title = "Change management and the SENCo role: developing key performance indicators of inclusivity",

abstract = "This article highlights the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. A school‐based evaluative study undertaken by a teacher who is studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) for SENCos is featured within the article to illustrate the principles and techniques associated with strategic change management. The study is framed by a commentary that also includes references to more critical treatments of the shift towards quantified performance assessment, monitoring and management (of pupils, teachers and schools) which has been read as a displacement of professional judgement‐based teaching practice.",

author = "Elizabeth Done and Mike Murphy and Clare Bedford",

year = "2016",

month = feb,

doi = "10.1111/1467-9604.12111",

language = "English",

volume = "31",

pages = "13--26",

journal = "Support for Learning",

issn = "0268-2141",

publisher = "Wiley-Blackwell",

number = "1",

}

TY - JOUR

T1 - Change management and the SENCo role: developing key performance indicators of inclusivity

AU - Done, Elizabeth

AU - Murphy, Mike

AU - Bedford, Clare

PY - 2016/2

Y1 - 2016/2

N2 - This article highlights the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. A school‐based evaluative study undertaken by a teacher who is studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) for SENCos is featured within the article to illustrate the principles and techniques associated with strategic change management. The study is framed by a commentary that also includes references to more critical treatments of the shift towards quantified performance assessment, monitoring and management (of pupils, teachers and schools) which has been read as a displacement of professional judgement‐based teaching practice.

AB - This article highlights the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. A school‐based evaluative study undertaken by a teacher who is studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) for SENCos is featured within the article to illustrate the principles and techniques associated with strategic change management. The study is framed by a commentary that also includes references to more critical treatments of the shift towards quantified performance assessment, monitoring and management (of pupils, teachers and schools) which has been read as a displacement of professional judgement‐based teaching practice.

U2 - 10.1111/1467-9604.12111

DO - 10.1111/1467-9604.12111

M3 - Article

SN - 0268-2141

VL - 31

SP - 13

EP - 26

JO - Support for Learning

JF - Support for Learning

IS - 1

ER -

Change management and the SENCo role: developing key performance indicators of inclusivity

Abstract

UN SDGs

Access to Document

Fingerprint

Cite this