The first widespread incentive pay scheme was initiated in UK schools in 2000. This book is the result of monitoring the whole process from its inception. The authors visited schools, observed lessons, and solicited the views and experiences of a large collection of teachers and headteachers. Their discoveries are presented in this lively book. They include the views of teachers who were successful in crossing the threshold, those who weren't and those who chose not to apply, and headteachers who had to make the decisions. The book focuses on the following schemes: * headteachers' experiences of training * the outcomes in their own school * their relationship with external assessors * their hopes and fears for the future * their assessment of the influence on classroom practice * what did teachers change and not change in their teaching as a result of performance management * what means they employed to further their own professional development. This timely book is a useful resource for anyone involved in education, whether it be a classroom teacher, headteacher, administrator or policy-maker.

The first widespread incentive pay scheme was initiated in UK schools in 2000. This book is the result of monitoring the whole process from its inception. The authors visited schools, observed lessons, and solicited the views and experiences of a large collection of teachers and headteachers. Their discoveries are presented in this lively book. They include the views of teachers who were successful in crossing the threshold, those who weren't and those who chose not to apply, and headteachers who had to make the decisions. The book focuses on the following schemes: * headteachers' experiences of training * the outcomes in their own school * their relationship with external assessors * their hopes and fears for the future * their assessment of the influence on classroom practice * what did teachers change and not change in their teaching as a result of performance management * what means they employed to further their own professional development. This timely book is a useful resource for anyone involved in education, whether it be a classroom teacher, headteacher, administrator or policy-maker.

This book describes research undertaken during the Teaching Competence project, a two-year research project which looked at five main areas surrounding this subject.

This book describes research undertaken during the Teaching Competence project, a two-year research project which looked at five main areas surrounding this subject.

One of the most important challenges teachers face is making sure children can read. It is an absolutely crucial skill, and current educational policy is giving it a very high priority. Based on one of the largest studies ever undertaken of what primary schools do to improve literacy, this book reports what Professor Ted Wragg and his research team found. The importance placed on literacy has never been greater. When children learn to read, they are laying the foundations for their entire educational future. Effective teachers can make a huge difference, as a poor start can hinder children throughout their schooling and beyond. By looking at what actually goes on in classrooms, this volume provides an invaluable insight into what happens to children and how their reading progresses. It shows how particular teachers manage the improvement of their pupils' reading levels, and also follows individual pupils through a school year. This is a very readbale account of a fascinating and crucial area of research that is highly topical. Every class teacher should read it.

Systems for the appraisal of teachers have been in place since 1992, bringing with them considerable controversy. How effective are they? What does this mean for the classroom teacher? This study, led by Ted Wragg, tackles these and many other questions. It uses as its basis information gathered from all 109 Local Education authorities, 658 primary and secondary teachers and 479 appraisers. Teacher appraisal is examined from the perspectives of all those concerned and at all levels. The main focus of the study is on teacher competence in the classroom, which lies at the heart of school effectiveness and improving pupils' achievement. Through the use of a variety of methods, including intensive case studies, the book provides an insight into the quality of classroom practice and teacher appraisal today, what it means for those involved and how to use this knowledge to move on from this point.

One of the most important challenges teachers face is making sure children can read. It is an absolutely crucial skill, and current educational policy is giving it a very high priority. Based on one of the largest studies ever undertaken of what primary schools do to improve literacy, this book reports what Professor Ted Wragg and his research team found. The importance placed on literacy has never been greater. When children learn to read, they are laying the foundations for their entire educational future. Effective teachers can make a huge difference, as a poor start can hinder children throughout their schooling and beyond. By looking at what actually goes on in classrooms, this volume provides an invaluable insight into what happens to children and how their reading progresses. It shows how particular teachers manage the improvement of their pupils' reading levels, and also follows individual pupils through a school year. This is a very readbale account of a fascinating and crucial area of research that is highly topical. Every class teacher should read it.

The Soul's Time Machine Your astrological chart maps your life's adventure. It is your Soul's Time Machine. Astrologer Dana Haynes takes you into the world of astrology, and lets you see how and why the ancient science can make a difference to your adventure this lifetime. What do planetary cycles have to do with mankind's decision making in today's world. What does the future hold in our fast paced, internet driven, Armageddon journey. As a modern-day Nostradamus, Dana looks into crime stories, politics and earth changes. Dana Haynes takes you through the ages, forecasts, and reflects on her life's quest and your Soul's journey on planet Earth.

Historians have largely agreed that Pemberton should shoulder the blame for the poor Confederate performance during the Vicksburg campaign. General consensus exists among American Civil War historians that Pemberton proved a confused, indecisive, and incompetent commander and his poor leadership led to the Confederate defeat. However, an examination of the Vicksburg campaign conducted at the operational level of war shows that throughout the campaign, Pemberton led a capable and competent defense not just of Vicksburg, but of the Mississippi Department he commanded. He relied on an operational approach that involved fighting from prepared defensive positions in favorable terrain deep in his own territory and anchored by natural obstacles. To attack such a position, Pemberton knew an opponent would need a large force operating over an extended line of communications (LOC). Pemberton intended to interdict his opponent's LOC using a strong cavalry force, thus preventing the enemy from achieving the offensive momentum necessary to break through Vicksburg's defenses. This was a sound operational approach. However, it failed because of an ineffective Confederate command structure that, among other failures, denied Pemberton the resources, particularly adequate cavalry forces, required to implement his operational approach.

Operations Desert Storm and Iraqi Freedom arguably demonstrated that the US Army dominates conventional conflict. This lethal capability of US forces was forged against a Cold War threat focusing on combined fires, swift military defeat of the enemy, and restaging forces to home stations. This model, rehearsed to perfection at the Combat Training Centers, developed highly capable warfighters. This did little to prepare the Army or its leadership for the decidedly non-conventional environments as presented in current operations. The convergence of Full Spectrum Operations, Network Centric Warfare, and Krulak's "Three Block War" have facilitated an urgent need for junior leaders that are more capable, adaptive, and mature in their abilities to lead in a fluid environment. Unlike previous conflicts, inexperienced junior leaders make daily tactical decisions that can have an impact on the success and direction of national and operational strategy. Junior officer education continues to focus almost exclusively on warfighting and branch specialization. It is imperative that the Army begins a generational transformation of the junior officer educational system that empowers the newest leaders to think creatively, in context with national strategy, possess adaptability, and effectively deal with ambiguity.