Tackling under Performance in Teachers

Tackling under Performance in Teachers

Tackling under Performance in Teachers

Tackling under Performance in Teachers


All headteachers will be faced with a member of staff who is under performing at some stage in their career, but knowing how to deal with the problem to everyone's benefit is not always easy. Through the use of case studies the expert authors examine ways under-performance can be handled in a range of circumstances. Clear guidance is given on procedures that should be followed to ensure actions are within a legal framework and within current directives on performance management. Key sections include: * how to handle capability issues * ill health and capability * procedures and the legal framework * performance management. Tackling Under-performance in Teachers will be a valuable resource for headteachers, school governors and LEA officers involved in school management.


In 2000 an advertising campaign to recruit trainee teachers used the method of film clips showing well-known people recalling the name of their most memorable teacher. All the celebrities responded with a warm smile of fond recollection, which was followed by the voice-over, 'Everyone remembers a good teacher.' Most of us can remember really bad teachers as well, although there are very few. Between those extremes are those who are competent but not spectacular and those who need to improve. This book uses recent research on capability procedures as a way to review how poor teacher performance can be improved.

The current context of teacher effectiveness

Through most of the twentieth century teaching was growing into a profession. The level of required qualification to practise steadily rose and a school teacher in the last quarter of the century had a significant degree of independence and self-government, as well as great security of employment. The stereotype was of the teacher who went into the classroom, put a poster over the glass panel in the door to ensure privacy and was then totally in command of everything that happened inside the classroom. There was no outside interference, nor much outside support. The authority of the head teacher was acknowledged, but would rarely be exercised inside the teacher's room. How widespread this stereotype was is hard to tell, although teachers with long experience speak warmly of this golden age. What is certain is that things have changed radically and the changes have implications for teacher capability.

The 1988 Education Reform Act was the watershed, although things had started changing before that. The Act brought together a

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