1. Taking on the identity of an inclusive practitioner
Janet Goepel
Sheila Sharpe 1

2. Becoming a SENCO Becoming a teacher is:
Complex process – influenced by personal attributes, values and beliefs & influences of external training
Becoming a SENCO involves:
Transition from established teacher identity to becoming specialised teacher
This paper is informed by theory, research and empirical evidence 2

3. Professional identity
Goes beyond a set of prescribed behaviours – is more a way of becoming (Cruess et al 2014)
Is a process – a person with their pre-existing identities develops a new identity congruent with the profession they wish to belong to
An emergent feature of social interaction (West and Fenstermaker 1993)
The notion of 'true self' is discursively managed (Wooffitt 2005)
Is not fixed, but shifting ambiguous, the result of culturally available meanings.... (Kondo 1990) 3

4. Identity formation – how?
Communities of Practice
5 dimensions of professional identity acquisition (Wenger 1998)
Identity Tensions/Identity dissonance
Learning moments (Pillen et al 2013)
Can oppose teacher's feeling, values, beliefs, perceptions – identity dissonance (Monrouxe 2010)
Centrally held sub-cultures costly to lose (Beijaard 2004)
Cyclical process of managing challenges leading to greater competence leading to greater confidence
'Talk the work' (Jarvis-Sellinger et al 2001) 4

5. Identity formation – how?
Who you are now and who you will become through the process of socialisation (Steinert et al 2014)
Socialisation
Socialising agents include peers, family, colleagues, formal teaching, learning environment, mentors & tutors
'the melding of knowledge and skills with an altered sense of self' (Hafferty 2009)
'Learning to be an insider' (Hafferty 2009) 5

6. Model of SENCo socialisation

7. Discourse and Socialisation
Mills (1997:15) suggests that ‘discourses structure both our sense of reality and our notion of our own identity’.
Helpful in explaining how the SENCos assimilate the discourses emanating from their community of learning where discourses arise out of processes and relationships.
Foucault (1980) argues that discourses influence how ideas are talked about, put into practice and used to regulate the conduct of others.
SENCos need to decide whether they are accepting of the current discourse or challenging of it. 7

8. Developing professional identity:. Tensions
Developing professional identity: Tensions (Adapted from Pillen et al 2013)
Teacher or SENCO?
Caring or being tough?
Feeling incompetent but seen as expert?
Understanding of SEND as teacher and understanding as SENCO - discrepancy
Discourse conflict
Contradictory institutional attitudes
Career perspectives?
Time spent teaching or non-teaching tasks?
Tensions regarding respect of students integrity or not?
Loyalty conflict - parents, pupils, staff?
Pupils as whole people or learners?
Emotional distance?
Differences over approaches to teaching 8

9. Negotiating identity – conflicting discourses
the contradictory and paradoxical nature of special needs discourse as against the discourse of inclusion, creates tensions in the role of the SENCo.
there are dilemmas for SENCos who find that they have a label of ‘special professional’ and a required qualification for the role, but they have to operate within an arena conflicting political agendas of raising standards and performativity, inclusive education and equality of opportunity
labels such as ‘special educational needs’ are incompatible with inclusion 9

10. Taking on SENCO identity
Leader
Teacher or SENCO?
Feeling incompetent but seen as expert?
Understanding of SEND as teacher and understanding as SENCO - discrepancy
Discourse conflict
Carer
Caring or being tough?
Time spent teaching or non-teaching tasks?
Tensions regarding respect of students integrity or not?
Loyalty conflict - parents, pupils, staff?
Pupils as whole people or learners?
Administrator
Manager
Contradictory institutional attitudes
Differences over approaches to teaching 10

11. What the SENCOs say SENCO as leader
Other teachers saw Felicity as being an expert: 'I quickly gained the knowledge and expertise in working with children with a wide range of needs'
Karen felt empowered to make 'informed decisions through enhanced understanding' even if decision was unpopular. She was viewed 'as having a much more authoritative role in school' 11

12. What the SENCOs say SENCO as Manager
Felicity is not a member of the Senior Leadership team – manager, but feels she would like to be involved in decision making processes around the needs of children with SEND
Karen saw her role as manager as integral to her role as leader – manages resources, TAs. Where conflicts over provision occurs,she uses her skills as a leader to justify choices of resourcing 12

13. What the SENCOs say SENCO as Carer
Dilemmas relate to values, beliefs, relationships, being passionate, communication, personal and professional ethics
'When I truly believed in an issue, I could apply a more authoritative approach to greater effect' Felicity
'a more human and sensitive approach' – 'emotionally draining' 'overwhelming' Karen 13

14. What the SENCOs say SENCO as Administrator
'operational nature of the role' Karen
Tensions of non teaching aspects of the role – limited support, funding, time
'Very frustrating – time constraints and limited budgets can have a damning effect on the development of my visions and ideas for implementing provision for children' Karen
'robust monitoring systems in place' led to Laura being seen as a leader in her school 14

15. Conclusion SENCOS develop their specialist identity through:
Resolving tensions or dilemmas within the process of socialisation
Moving from full participant as teacher, but peripheral role as SENCO, to full participant as SENCO within a new community of practice 15