Given that “teacher appraisal can be a key lever for increasing the focus on teaching quality” (OECD, 2013b, p.9) and that many reforms in the past have failed (Kleinhenz & Ingvarson, 2004), an understanding of the various aspects of successful performance appraisal is essential. The literature has begun to refer to a number of factors that support the development of an effective performance and development system. This paper discusses some of the key research connected with teacher performance appraisal, including aspects and outcomes and points to the need for a better understanding of how they are connected to bigger ideas. Highlighting the importance of an enhanced understanding of performance appraisal as a discursive approach to building teaching quality, this paper identifies elements that need further research if we are to grasp the implications of performance appraisal.
"Teacher Performance Appraisal: More about Performance or Development?,"
Australian Journal of Teacher Education: Vol. 40
, Article 6.
Available at: https://ro.ecu.edu.au/ajte/vol40/iss9/6