Poorly Performing Staff in Schools and How to Manage Them: Capability, competence and motivation

Book Cover......Page 1
Half-Title......Page 2
Title......Page 3
Copyright......Page 4
Contents......Page 5
Illustrations......Page 6
Notes on the authors......Page 7
Preface......Page 8
Definition......Page 10
Recency of effect......Page 11
Recent changes......Page 12
Determination and open-mindedness......Page 13
The structure of the book......Page 14
Part I......Page 15
Approaches to staff management......Page 16
Staff selection......Page 17
Induction......Page 18
Motivation and monitoring......Page 20
Examples of an organisational structure for a primary school and one for a secondary school......Page 21
Staff appraisal......Page 23
Staff development......Page 24
Investors in People......Page 25
What is poor performance?......Page 26
OFSTED school inspections......Page 27
Performance gap......Page 28
Does it have to be tackled?......Page 29
Who should notice it and take action?......Page 30
Temporary, recently discovered and long-standing poor performance......Page 31
Attribution theory......Page 32
Job and its context......Page 34
Management......Page 35
Long-standing effects......Page 36
Difficult people......Page 37
Introduction......Page 38
Who is responsible?......Page 39
What sources of evidence?......Page 40
Management......Page 41
The job......Page 43
The person......Page 46
Counselling interview......Page 50
For teachers......Page 51
Dealing with difficult people......Page 52
Summary and conclusions......Page 53
Incompetence as a reason for termination......Page 55
Theory, reality and mythology......Page 56
Management power and legal balance......Page 57
Judgement of teachers......Page 58
Dealing with the situation......Page 59
Origins and theories of LMS......Page 60
Evolution of employment powers......Page 61
The employment powers of governors of community schools......Page 62
Distinct roles and functions......Page 64
Promises......Page 65
Introduction......Page 68
Specific requirements of LEA school governing bodies: community schools after 1999......Page 69
Policy on poor performance......Page 70
Dealing with poor performance......Page 71
Concluding comment......Page 73
What is poor performance by a headteacher?......Page 74
Does poor school performance mean poor performance by the headteacher?......Page 75
Areas of competence of headteachers......Page 77
Educator......Page 78
Leadership......Page 79
Reaction to temporary poor performance......Page 80
Case study: LEA intervention......Page 81
Case study: proactivity following an OFSTED report......Page 82
Others who may become involved......Page 83
Concluding comment......Page 85
Part II......Page 86
Introduction......Page 87
Change in the requirements of the job......Page 88
Doreen......Page 89
The job has not changed but the people have......Page 90
Roberta......Page 91
Martin......Page 92
New staff......Page 94
Wayne......Page 95
Lorraine......Page 96
Experienced staff moving to different schools......Page 97
Alice......Page 98
Rob......Page 99
Demands of the job have changed but the member of staff has not kept up with these changes......Page 100
Olwen......Page 101
Erica......Page 102
Physics teacher......Page 104
History department......Page 105
Neville......Page 106
Introduction......Page 109
Taken on for a short fixed period which gets extended and extended......Page 110
Lack of training for support staff......Page 111
Poor performance......Page 112
Case study: Differences of view about performance......Page 113
Case study: recognising limitations......Page 114
Part III......Page 116
CASE STUDIES......Page 117
Jim, school caretaker......Page 118
October 1994: first formal hearing......Page 120
February 1996: final hearing......Page 121
Philippa, head of art......Page 122
Max......Page 125
Graham......Page 127
George......Page 130
Wynn......Page 131
A modern languages department in a middle school......Page 134
Jane, a year co-ordinator in a primary school......Page 136
Marcus......Page 138
Steve......Page 139
Head of department within a large faculty......Page 141
Maureen, receptionist......Page 144
Part IV......Page 146
Prevention......Page 147
Determination to succeed......Page 148
Dealing with suspected poor performance......Page 149
Dealing with confirmed poor performance......Page 150
Professional advice and guidance......Page 151
Alternative solutions......Page 152
Flowchart FC1: A flowchart for suspected poor performance......Page 153
Flowchart FC2: discipline problem arising from suspected poor performance (FCI steps 4, 6 or 15)......Page 154
Flowchart FC3: problem with headteacher arising from poor performance (FC1 step 1)......Page 155
Further reading by chapter......Page 156
A book emphasising the legal aspects of staff management......Page 158
Index......Page 159