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ERIC Number: EJ1087717
Record Type: Journal
Publication Date: 2015-Dec
Pages: 19
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0141-1926
The Visibility and Invisibility of Performance Management in Schools
Page, Damien
British Educational Research Journal, v41 n6 p1031-1049 Dec 2015
This article presents findings from a study of performance management in 10 schools, five primary and five secondary. The aim was to gain a snapshot of how headteachers are interpreting and implementing the reforms to the performance and capability procedures for teachers introduced in September 2013. The findings suggest that the evaluation of teachers is conducted within a context of normalised visibility with evidence of competence collected via observations, learning walks, electronic data, organisational and architectural structures. However, this normalised visibility is contrasted with the normalised invisibility of the actual processes of judgement such as appraisal. Invisibility also frames the management of incompetence, with poorly performing teachers routinely offered "compromise agreements" to avoid the official capability procedures. The article concludes by highlighting the limits of the panoptic metaphor in a consideration of teacher evaluation and discusses an alternative metaphor, that of glass, with which to view the performance management of teachers.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A