Implementing Performance Management: A Handbook for Schools

Implementing Performance Management: A Handbook for Schools

Implementing Performance Management: A Handbook for Schools

Implementing Performance Management: A Handbook for Schools


This book is for headteachers, senior and middle managers in both primary and secondary schools, and all teachers involved in the performance management process. It sets out the aims and objectives of the system, and offers sensible, practical advice to help make performance management work effectively in schools. Case studies are used to illustrate the processes involved in performance management, and each chapter ends with suggestions for staff discussions, looking at the common concerns and issues that arise. Joan Dean has taught in primary, secondary and further education, and has held two headships. She has also been a primary schools adviser and a chief inspector, and has published more than thirty books on education. In 1980, she was awarded the OBE for services to education.


In recent years schools have been under pressure to achieve improvements in pupil performance year on year and it is much to the credit of the teaching profession that in most schools performance has been improved. The evidence from much of the research into improving effectiveness is that schools need support, encouragement and recognition of achievement in addition to pressure if they are to be more effective, and this is what good performance management sets out to achieve.

The performance management initiative follows a number of years in which schools were expected to appraise teachers on a regular basis. Studies of appraisal concluded that few schools had an effective appraisal system. Research suggests that in most primary schools appraisal did nothing to improve the quality of teaching and that a number of both primary and secondary schools were not fulfilling the statutory requirements. In some cases the arrangements for appraisal were not sufficiently linked to the school development plan and the need for professional development.

Performance management has some of the same problems as statutory appraisal. It has to be fitted into a programme which is already over full and it makes demands upon teachers in middle management roles which some may not be ready to meet. It is a more comprehensive approach and places much more stress on raising standards. Headteachers and teachers are currently doing their best to implement the performance management system which will need to be incorporated into the culture of the school.

Tomlinson (1993:65) describes performance management as 'the process that links people and jobs to the strategy and objectives of the organisation'. The DfEE (2000a:1) in their performance management framework suggest that 'performance management demonstrates school's commitment to develop all teachers effectively and to ensure job satisfaction, high levels of expertise and progression of staff in their chosen profession'. Good performance management leaves all staff, teaching and non-teaching, feeling supported in their work, encouraged by recognition of their achievement, helped to overcome problems they may encounter, and happy in feeling part of a team in which people care for each other.

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