Is the process of special measures an effective tool for bringing about authentic school improvement?

Abstract

Managing change in education is a complex process, but to do so under the pressure of a punishment-based measurement system (Fullan, 2008) makes sustainable and meaningful change increasingly difficult. Systems which produce high stakes accountability measures, which bring with it sanctions that create a greater sense of distrust, demoralization and anxiety (Myers and Goldstein, 1998), may be popular with policy makers influenced by the wider, global agendas (Bottery, 2001), but do little to support schools in challenging circumstances trying to bring about meaningful change. This article explores the wider issues surrounding the policy makers’ decisions to create more centrally controlled monitoring systems through considering the experiences of three primary school Head teachers who have endured the ‘pain’ of special measures. The article considers the best way forward for the future of authentic school improvement.

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