Very little of what a student does nowadays in school is left untracked and unanalysed.
Accountability has been one factor behind this assessment revolution. Ofsted demands an increasingly sophisticated picture of student progress so that any gap in pupil attainment can be pinpointed and addressed quickly.
Surprisingly, the “backroom” processes that support staff performance, such as performance management, school development planning, self-evaluation and CPD, are often not given the same level of scrutiny in schools.
We know these processes have a big impact on pupil performance. The Teacher Development Trust, for example, points to a New Zealand study showing that classes whose teachers had taken part in high-quality CPD improve twice as fast as.
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