The development of effective appraisal by teachers

Abstract

This paper is based on longitudinal research into the introduction and development of appraisal systems in three comprehensive schools. The preliminary findings indicated how the legal appraisal regulations were compromised by attempting to create a system which developed staff and at the same time monitored their performance. As a result the process was seen by many involved as being of little use. A more detailed analysis of the main findings has illustrated how staff saw appraisal differently depending upon their position in the school hierarchy. It would appear that senior management, those who appraise and those who are appraised perceive appraisal in the light of their own positions. The research goes on to consider how the appraisal process is changing within these schools as a response to the wider circumstances in which each institution exists and the reactions of staff within them. In the light of these events, and also the expressed desires and hopes of many of the staff interviewed, suggestions are made as to how to escape the threatening elements of appraisal. This involves developing a collegiate approach which may begin to help teachers to critically reflect upon their practice