Course Details

Leading the high performance school

Until the 1990's, performance in education was largely left to the professional judgement of teachers – it was for teachers and schools to determine how they, and their pupils, were actually doing. In many education systems, there was no definition of performance and there was no agreed means of measuring performance. Of course, judgements were made about schools and teachers but these were often subjective and unsystematic.

Since the early 1990's, many education systems across the world (notably in North America and England) have introduced a much more formal, structural and focused approach to performance based on measurable outcomes and strict accountability. This course is intended to help leaders and managers in schools develop strategies to achieve sustainable high performance, which is focused on educational values as well as the need to revise standards.

This course, designed primarily for school leaders and managers, will help you to:

• develop your own understanding of the nature of high performance in
  schools
• analyse the extent to which your own school is a high performance school
• evaluate alternative approaches to achieving high performance
• develop strategies for use in your own leadership and management

Author Biography

Meet the course author:

Ingrid Bradbury taught for nearly 30 years in special and primary schools, including schools in both urban and rural areas, and now works as an independent consultant and an Ofsted inspector. Her academic qualifications include a MBA in Educational Leadership and a DipSE in special education. During her teaching career, Ingrid worked as part of the senior management teams in both primary and special schools. She is the joint editor, with John West-Burnham and John O'Neill, of the book Performance Management in Schools (2001, Pearson Education, London) and is currently completing a manual on Performance Management with John West-Burnham.

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