Teaching inside the glass cage

Page, Damien (2016) Teaching inside the glass cage. International Professional Development Association.

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Becoming formalised only in 2000 (Mahoney and Hextall, 2001), the performance management of teachers has intensified dramatically. Where once teacher effectiveness was judged upon classroom observations during internal inspection weeks and exam results, now the means by which teachers are judged have multiplied. But performance management in schools has not developed in isolation, it has become embedded within architecture, culture and organisational design. The contemporary teacher has become perpetually visible, both physically and figuratively, allowing senior leaders to collect evaluative data continually to feed into performance reviews. There are the up-close-and-personal strategies, the scheduled classroom observation and the improvisational learning walk with senior leaders ‘popping in’ to classrooms via the increasingly open (and often doorless) doors. Then there is the growth of open plan teaching spaces and glass-walled rooms rendering lessons observable to managers, peers and even the casual visitor strolling past. There is the increase in small team organisational design, especially the schools-within-schools approach popularised in the US, a means of making individual performance more visible within small teams of subject teachers. There is also the constant collection of data on every aspect of pupil performance that equally reveals teacher performance. Finally there is student-voice, the most hard to place on the official-unofficial continuum, a means of children feeding back on their educational experience that is inseparable from the discussion of individual teacher effectiveness.

Item Type: Article
Depositing User: RED Unit Admin
Date Deposited: 03 Jul 2023 07:18
Last Modified: 03 Jul 2023 07:18
URI: https://bnu.repository.guildhe.ac.uk/id/eprint/18731

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