It is my con­tention that any per­son who is a can­di­date for prin­ci­pal of a school MUST ... be ... pre­pared to take the school from where it is to a higher level of per­for­mance.

Jamaica Gleaner - - SOMETHING EXTRA -

tar­gets are met or ex­ceeded) or im­po­si­tion of sanc­tions when tar­gets are not met.


The fac­tors that de­ter­mine the per­for­mance of schools are many and var­ied and re­late not only to teach­ers and the qual­ity of lead­er­ship, but in­clude fac­tors such as re­sources, the sup­port and in­flu­ence of the com­mu­nity and past stu­dents, etc. In con­sid­er­ing the me­chan­ics of im­ple­ment­ing a per­for­mance-based eval­u­a­tion and com­pen­sa­tion sys­tem, some teach­ers are un­der­stand­ably scep­ti­cal and in­deed fear­ful as they are of the view that an un­fair board could cre­ate the means to dis­miss them with­out jus­ti­fi­ca­tion and place on them the bur­den of hav­ing to fight for their rights. Th­ese con­cerns can­not be dis­missed as be­ing with­out foun­da­tion but the prob­a­bil­ity of that hap­pen­ing can­not be used to al­low the sta­tus quo to re­main.

What is be­yond dis­pute, how­ever, con­cern­ing the per­for­mance of schools is that the top two fac­tors that de­ter­mine the out­comes of schools are (a) the qual­ity of teach­ing and learn­ing, and (b) the qual­ity of lead­er­ship (Lei­th­wood, 2004). Against that back­ground, there is an ur­gent call for there to be re­forms to the sys­tem of teacher eval­u­a­tion in Ja­maica to place the ac­count­abil­ity where it truly be­longs – teacher qual­ity, and teach­ing and lead­er­ship.


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