`This book makes an important contribution to the debate on how school and individual performance may be enhanced. It would be of value to any teachers, education manager or academic who is interested in the issues of improvement in school performance′-
Scottish Educational Review
`….there is much to commend this book. The diagrams are very clear and `lift′ the text so that creative thought, rather than mere comprehension, becomes possible′ – Nurturing Potential
Managing the performance of staff has become a key concern in education. It is a controversial area with a number of approaches based on very different assumptions. This book provides an overview of some of the key issues in developing professional performance and examines critically some of the strategies that can be used to enhance it.
– The first section of the book sets out the development of performance management.
– The second section deals with theoretical issues.
– The third section adopts a case study approach mapping out and critiquing a range of strategies that can be used to improve performance.
– Current issues such as work-based learning, performance related pay, the assessment of performance and the use of standards are examined.
Performance Management in Education is a valuable resource for practitioners, those involved in professional development, and academics in the field of school leadership and administration.
Table des matières
An Introduction to Performance Management and Improving Practice
The Concern with Performance and Continuing Professional Development (CPD)
Changing Rewards: Performance-related Pay
Changing Professional Practice
Work-based Learning
Building Capability for Work-based Learning
Improving Performance: The Learner′s View
Assessing Performance
Achieving Improvement: Developing Policy and Practice in Schools
A propos de l’auteur
Jim O′Brien was a secondary school teacher of history and a Principal Teacher (Guidance), teaching in comprehensive schools in the west of Scotland, before taking up a career in higher education. He then worked in St Andrew′s College of Education, Glasgow as lecturer, Director of In-Service, and Assistant Principal (Educational Development). Appointed to Moray House Institute of Education in 1993 as Vice Principal, he became the permanent Vice Dean of the Moray House Faculty/School of Education in 1998 when the Institute merged with the University of Edinburgh. He was also Director of the Centre for Educational Leadership (CEL) and Head of School from 2007 in The Moray House School of Education, The University of Edinburgh. He held a personal Chair in Leadership and Professional Learning until 30th September 2009 when he retired. He continues to research, write, lecture and offer consultancy in an Emeritus capacity.
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