NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED473415
Record Type: Non-Journal
Publication Date: 2002
Pages: 210
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-7619-7172-6
ISSN: N/A
Performance Management in Education: Improving Practice. British Educational Management Series.
Reeves, Jenny; Forde, Christine; O'Brien, Jim; Smith, Pauline; Tomlinson, Harry
This book explores managing the performance of education staff in England and Wales and in Scotland. It compares the different policies of performance management as practiced in England and Wales and in Scotland. (The Scottish system of education is independent of that of England and Wales.) Chapter 1 provides an introduction to performance management and improving practice. Chapter 2 investigates the emphasis on performance management in policy terms and what that means for schools, teachers, and local governments. Chapter 3 discusses the debate surrounding performance-based pay. Chapter 4 proposes a model for improving practice. Chapter 5 examines work-based learning (WBL) and the main forms of structured intervention aimed at improving performance in school settings. Chapter 6 examines Scottish Qualification for Headship (SQH), a program of staff development designed to enhance the individuals performance. Chapter 7 explores what it means to undertake a program of WBL by looking at the experiences of participants in the SQH program. Chapter 8 considers how to design and implement an assessment process for a WBL program. Chapter 9 discusses developing performance-management practice and policy in the schools. (Contains numerous tables and figures, a subject index, and 180 references.) (WFA)
Paul Chapman Publishing, A SAGE Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320 (hardbound: ISBN-0-7619-7171-8 $76; paperbound: ISBN-0-7619-7172-6, $26). Tel: 805-499-9774; Tel: 800-818-7243 (Toll Free); Fax: 800-583-2665 (Toll Free); Web site: http://www.sagepub.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Policymakers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United Kingdom (Scotland); United Kingdom (Wales)