Performance management : a connected professional learning model
Date of Award
Doctor of Education
Faculty of Community Services, Education and Social Sciences
Increasingly school principals are more accountable for the performance of both their staff and students. In Australia and most OECD countries, the performance management process is identified as a mandatory vehicle for accountability and improving teacher professional development to advance student achievements. Yet, professional development is identified as a secondary discourse in performance management models, while accountability is arguably the dominant discourse. The purpose of this portfolio is the development of a blended performance management model that meets teachers' needs. The model seeks to shift the emphasis from accountability to professional development and bring the two discourses into a more compatible relationship.
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Roberts, I. (2006). Performance management : a connected professional learning model. Retrieved from http://ro.ecu.edu.au/theses/324
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