ABSTRACT
This chapter examines how the culture of the school was built around the practices of urgency and directness borrowed from corporate culture. It shows how the model constructs effective teaching as measurable and how staff are trained to recognize effectiveness as well. The chapter describes the mechanisms by which teachers were held to certain professional standards and the strategies deployed to constantly monitor and maintain these standards. It explores how the "value" of the staff becomes rooted in their acceptance of the unique blend which structures a certain logic in the institution. To understand the experience of the teacher, Achievement Academy models themselves on what they perceive as the professionalism apparent in corporate culture and lacking from regular public schools. In terms of monitoring teacher progress, the rubric was used by coaches several times a day so teachers gained multiple rounds of intensive feedback.
