Developing Effective Teacher Performance

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SAGE, Jul 10, 2006 - Education - 176 pages
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Improving and maintaining staff performance is an important and often difficult responsibility for school leaders and senior teachers. Offering guidance on diagnosing ineffectiveness, supporting ineffective teachers, and procedures when support isn't enough, this practical book is designed to help those teachers who manage others.

It will help the reader to understand what under-performance is, and to develop a whole school approach to monitoring, supporting and restoring teacher performance. There is also advice on self-help and development for the teachers themselves.

This is an essential one-stop reference text for every senior teacher in primary and secondary schools.

 

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Contents

Chapter 1 The challenge to schools posed by underperforming teachers
1
Chapter 2 Recognising teacher underperformance
11
Chapter 3 Supporting teachers to become more effective
26
Chapter 4 Maintaining teacher performance through selfreflection
45
Chapter 5 Using performance reviews to develop teacher performance
75
Chapter 6 Promoting teacher development a wholeschool approach to CPD
98
Chapter 7 Recruiting and selecting effective teachers
116
learning through reflection and action
144
Bibliography
159
Index
161
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Page 1 - As a teacher I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized, (pp.
Page 3 - Kane (1996) argues that performance 'is something that the person leaves behind and that exists apart from the purpose'. Bernadin et al (1995) are concerned that 'performance should be defined as the outcomes of work because they provide the strongest linkage to the strategic goals of the organization, customer satisfaction, and economic contributions'.
Page 2 - Dealing with an ineffective teacher is the hardest thing a head ever does. You have to make yourself unpopular and you face the danger that the teacher will enlist support from other colleagues and you end up with a split within the school. Inadequate or unsuitable classroom discipline, an issue which was mentioned by virtually every constituency of people interviewed later, recurred frequently. The emphasis on it became even more marked when heads were asked to talk about actual examples of incompetent...

About the author (2006)

Dr Jeff Jones has been a senior consultant and head of training and consultancy unit at the Centre for British Teachers CfBT in Reading since 1998, and is the well known author of such books as Monitoring and Evaluation for School Improvement, (2000), and Performance Management for School Improvement (2001)

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