Teacher appraisal processes: The case for drawing on teachers’ professionalism

The authors draw on research undertaken in a number of independent schools in Victoria, Australia, to explore the nature and perceived effectiveness of teacher appraisal. They note that the extent to which teacher appraisal plays a meaningful and beneficial role in supporting professional learning is currently the responsibility of principals, as leaders of schools, but argue that education systems and school leaders need to work more collaboratively with teachers to determine the most suitable means by which ongoing professional learning and development can occur and be supported, to improve student learning outcomes and experience.