Target setting in schools LO17961

Lilly Evans (
Sun, 3 May 1998 20:08:38 -0400

Replying to LO17896 --

David, you ask:

"How do I introduce the concept of targets (which are completely alien to
Scottish education) in a way in which teachers can feel in control and not
react to them in a negative manner which might then necessitate an
imposition from us, as managers?"

My suggestion is to try and reframe what you are talking the issue.

For instance, we are all (well most) used to having limits of speed on
various roads. They are established for our benefit and wider safety. It
is true that some people find it difficult to stick to these rules. Yet,
great majority does not see it as "being out of control". And, for the
rest, managers in the guise of police or cameras and courts get it

In the world of work, this reminds me of the Bank One slogan: "Uncommon
Partnership" and what existed behind it. Namely, control of data (your
targets) and strategy were central, but people (teachers and pupils) and
implementation (how you teach, assess progress or get the school oganised)
were local. This allowed for open "sharing and comparing". No "big
brother" was necessary to tell those who got bad results that they were
not doing well. Excuses were not acceptable. Asking for help was highly
praised and people were ready to jump when called.

Hope this gives you some new ideas.

Kind regards



Lilly Evans, Connections Illuminator Strategic Learning Web "Tomorrow's Leaders Today" Affiliated with Global Consulting Group Alheri, Woodlands Road West, Virginia Water, Surrey, U.K.

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