Schulaufsicht nach dem New Public Management – Das Schulinspektorat im Kanton Bern zwischen neuer Steuerung und tradierter Aufsicht

Distributed Leadership, Teacher Autonomy, and Power Relations Between Headteachers and Teachers Under Low-Stakes Accountability Conditions: An Ethnographic Account from Switzerland

“…Thereby, with its participatory elaboration, the school programme enacts the objectives and development plans as objectives of the school team. As the development direction is primarily pre-defined by mandatory policies, recommendations or general trends, the school programme is centrally an instrument to transform top-down steering into self-guidance of the school (Hangartner & Svaton, 2020).…”

“…This means that they cannot decide independently on questions of financial resources or the distribution of subject lessons (Hangartner & Svaton, 2016). Instead, municipalities and schools receive room for manoeuvre to adapt given reforms to local conditions (Hangartner & Heinzer, 2016;Hangartner & Svaton, 2020). Nevertheless, headteachers today are a central concern of school governance: far beyond the responsibility for school organisation and management, headteachers are expected to drive school development by implementing reforms, improving teaching-learning conditions and transforming schools into learning organisations.…”

Politik Inklusiver Bildung

“…Neben einer standardisierten Berichterstattung, diversen Unterrichtseinblicken sowie Gesprächen mit Lehrpersonen wird in einer Sitzung zwischen Inspektor und lokaler Schulführung -also sogenannte »operative« Schulleitende und »strategische« Führung durch die Schulkommission -die Zielerreichung der 1 Die vorliegende Ethnographie versteht sich als fortführende Studie eines durch Dr. Judith Hangartner geleiteten Forschungsprojektes mit dem Titel »Schulpraxis unter den Bedingungen ›evaluationsbasierter Steuerung‹« (vgl. Hangartner & Svaton 2013;2015a;20215b;2016c;2020;2022). Das Vorgängerprojekt sowie auch das Dissertationsprojekt »›Integration‹ und ›Differenz‹ in der Umsetzung ›besonderer Massnahmen‹ in der Volksschule des Kantons Bern« (vgl.…”

Platformed professional(itie)s and the ongoing digital transformation of education

“…Yet, we should be mindful that much of this critical research stems from Anglo-American, high-stakes accountability contexts, in which centralized platform systems and data flows between classrooms and supervision have become extremely elaborated (see also Hartong, 2021). Indeed, when looking into other, less accountability-oriented systems, we find a lot more debate around how rising datafication and digitization has caused multiple, oftentimes contradictory professional (self-)understandings, which also includes a substantial amount of professional resistance to reforms (see, e.g., Hangartner & Svaton, 2020, for the Austrian case).…”