We are all well aware that performance management practices in education are changing, not least the terminology that is used to talk about how teaching staff are monitored against school objectives. The annual review is evolving, with many schools adopting a coaching approach that employs more frequent review meetings and ongoing conversations around professional learning goals that are tailored to the individual.
However, there can still be some separation between ‘quality assurance’ and ‘professional development’ practices, and too often these are seen as ‘an extra job’ for teachers and their Reviewer to carry out, in addition to their ever-expanding daily workload. This can lead to a ‘tick-box’ mindset where such practices are performed to meet certain narrow criteria but don’t truly nurture teachers’ capabilities and the quality of teaching.
Considerations for Quality Assurance practices
How can schools maintain the focus on growing, developing and improving teaching proficiency? Consider these five approaches when defining quality assurance practices in your schools.