ABSTRACT
For reasons described in the previous chapter, schools that are data-driven – in other words, schools where its collection, analysis, interpretation, use and storage are not exceptional, but are accepted parts of daily practice – should have extensive and fair responsibility structures, which in today’s performance-related environment has implications for how teachers and managers are compensated for (and what they think about) doing their jobs. How onerous a task is the analysis (say) of whole-school value-added data, who should do it and what time-in-lieu or financial allowance should be made as a result? To answers questions like these, we need to define some common terms in new ways.
