ABSTRACT
Teaching is an isolating profession, especially in the primary sector and until recently it was possible to spend one's whole career in the classroom yet never be observed teaching. The good old days some might say, but the downside of this is the lack of recognition and the lack of development. Consider the nursery teacher, 25 years in the classroom, who broke down in tears when she was — finally — told that she was an excellent teacher, with a stunning range of classroom skills. Being told that what you are doing is worthwhile can be validating and empowering. Equally, insensitive handling of situations where teachers need to change or develop their skills can be devastating. A new job in a new school, children from a different type of catchment area, different behavioural and academic expectations can challenge even very confident and experienced teachers: they may need to develop aspects of their professional expertise which they have not used before. Equally, the problem may lie in leadership and management skills at a level above the class teacher. Does the subject coordinator have the appropriate leadership skills to secure improvement in the subject? Does the senior management team have a sure grasp of the issues at a strategic level, so that resources are targeted correctly. Teachers need to be very aware of these potential tensions and associated sensitivities. Used intelligently and creatively, performance management can be the key which unlocks these difficult situations.
