Abstract
ABSTRACT The introduction of new school inspection procedures is going to place great emphasis on classroom practice at a time when teacher appraisal is returning to the centre stage of the national debate on how to improve quality in education. The Government argues that it is seeking to encourage teacher professional development in the context of the school development plan but teachers fear that it is seeking to use appraisal as a means of ‘weeding out’ weak teachers and rewarding those who are successful by offering performance‐related pay. There are many contentious issues involved in such an appraisal system, which on the one hand encourages teacher professional development and on the other regards schools and teachers as being consumable products. This paper examines some of the issues that divide these two conflicting approaches and then criticises the current legislation‐driven approaches which are legitimately open to various usages. It then explores a new approach which is supportive to the pro...
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