Effective School Management

Types of development need
The purposes of staff development may vary, and Figure 6.3 provides a useful
clarification. Some needs will be specific to the individual, though two or
more individuals may have a similar need; others – usually those related to
change  – will concern groups of people or even the total organization.
Organizational change programmes are dealt with at some length in Part III.
In the remainder of this chapter we shall be concerned with the development
of individuals and groups.
APPRAISAL AND PERFORMANCE MANAGEMENT
Although appraisal is now mandatory in maintained schools, it is not always
effective; indeed in some schools the process has been undermined.
However, a survey (Barber et al., 1995) shows that appraisal has made a
major contribution to identifying staff development needs and targeting
resources effectively, leading to better focused INSET, in 70 per cent of
schools. It has contributed to improved school management and the

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RECRUITING, EMPLOYING, APPRAISING, DEVELOPING & DISMISSING STAFF
8 7
development of a positive climate, with 70 per cent of teachers regarding it in
a very positive light. At least 90 per cent found their appraisal interview to be
fair, balanced and effective, but more needs to be done to link appraisal to the
school development plan, and to set time-bounded action plans.
Performance management is, or should be, an opportunity for the individual
to meet with his or her manager in order to take stock of their individual and
joint achievements. As a result of the discussion, there should be agreement
on action needed to
(1) improve the performance of the individual;
(2) improve working relationships; and
(3) develop the individual’s career.
Well developed performance management systems are of considerable benefit
to both the individual and the organization and, indeed, industrial staff will
complain if their appraisal interview is overdue. At their best such systems
are highly motivational to employees since they
(1) enable them to measure their achievement;
(2) recognize their achievement;
(3) prepare them for advancement;
(4) open up opportunities for personal growth; and
(5) ‘clear the air’ of problems and build their relationship with their
manager.
This has been shown to be true of teachers no less than of employees elsewhere.
However, because of the suspicion that appraisal has aroused, it is more than
ever necessary in schools to prepare thoroughly for the process of appraisal,
especially for classroom observation, the prospect of which is often experienced
as threatening.
A new or badly conceived performance management system can be
distrusted for many reasons. The appraisal can, for example, be – or be seen
as  – a judgement on the individual rather than a means to future
improvement. Or both parties may be afraid that criticism or differences of
view will lead to conflict (see Chapter 7). Or the normal resistance-to-change
phenomenon may come into play. For example, arbitrary ground rules may
be applied which limit discussion to trivia.
Induction
Improve performance in current job
Individual
Prepare for future job
Requirement for new skills and attitudes
Group
Introduction of new method and approaches
School/college
Organization
Figure 6.3
Type of development need

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EFFECTIVE SCHOOL MANAGEMENT