Teacher Appraisal: Training and Implementation

Teacher Appraisal: Training and Implementation

Teacher Appraisal: Training and Implementation

Teacher Appraisal: Training and Implementation

Synopsis

This second edition of the Posters' highly successful guide to teacher appraisal has been substantially updated to include the definitive Department For Education (DFE) regulations and guidelines which have appeared since the publication of the first edition. The book includes two completely new chapters, on the new regulations as they affect grant-maintained schools and on developments in Northern Ireland and Scotland. The authors have orientated their work much more to schools, providing updated versions of their valuable training materials for school-based INSET, group work and self-study. This second edition also includes research evidence from trials of headteachers' appraisal.

Excerpt

The second edition of Teacher Appraisal: a Guide to Training is radically different from the first edition, for a number of reasons. Its predecessor was completed in the late summer of 1990 and published in March 1991, before the publication of the Department for Education (DFE) regulations and guidelines. While these had been fairly accurately forecast in the National Steering Group (NSG) report of 1989, and even more accurately by the draft regulations of the following year, we had been unable to deal in fine detail, as we now have done, with the regulations and, more importantly, their implications. Much that previously appeared in the chapters that followed, both training material and commentary, has had to be updated and modified. There are also two completely new chapters, one on the regulations as they affect grant-maintained schools, the other on developments in the two countries of the United Kingdom, Northern Ireland and Scotland, not subject to the education act that introduced appraisal into England and Wales.

There are other, even more cogent reasons for a second edition. We know that the first was widely used for local education authority (LEA) training in the hectic days that followed the announcement of 1 September 1992 as the date on which appraisal would be introduced nationally. We ourselves have been involved in running as many appraisal workshops since the publication of our book as in the four years preceding it. Although there will still need to be central training as new headteachers and senior staff are appointed, we believe that the emphasis has now shifted to consortium- and school-based training, and even to self-study. The training material in the book has been much revised and extended to reflect this. We wish here to reaffirm our determination to avoid sexist language at all times. We dislike the use of he/she, and prefer instead sometimes to use the masculine form and sometimes the feminine form for the senior post in any given situation. For most case studies we have chosen forenames which can be either male or female; and Vicky Hoyle and Andrea Bull can easily become Victor and Andrew if the reader wishes.

We like to think that we too have learnt during the two years since the first edition was published. One innovation that has met with widespread approbation on workshops has been that we have taken two case studies, one

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.