This paper discusses the proposal by the United Kingdom government to introduce a performance management policy as the basis for organizing management and remuneration of teachers. The performance management model is firmly embedded within the dominant managerialist ideology which sets the context for restructured levels of the teaching force and redesigned patterns of progression. Standards form an essential element of the technology of performance management in specifying skills defined as valuable and amenable to measurement. No amount of performance management would be adequate if it did not clarify the value assumptions which underpin it nor grapple with its implications for patterns of social justice and differentiation. The paper explores these two dimensions. It also illustrates the contours of proposals contained in the United Kingdom's Green Paper in relation to the reactions of teachers, unions, governing bodies, local education authorities, and others. Section 1 presents "Background to the Green Paper, Performativity in Practice." Section 2 discusses "The Roots of Performance Management." Section 3 highlights "Nature and Definitions of Performance Management." Section 4 examines "Further Concerns Surrounding Performance Management" (e.g. defining values, principles, and criteria; equity issues; and a changing configuration of professionalism). (Contains 49 references.) (SM)