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Can we manage teacher performance?

Recent legislation imposing ‘performance management’ on schools seems to assume that teachers apply learned skills to standard situations in pursuit of their goals. Yet if professional teaching is knowledge-based and value-driven, teachers will not manage their own practices in any straightforward sense. Teaching practices are slow-developing outputs from much thought and experience, not easily changed through direct intervention. It is the circumstances of teaching which are directly managed, allowing teachers to use their expertise freely in service of their pupils.