ABSTRACT

For a non-teacher, the opportunity of introducing change into schools is a rare one. During 1985/86 and January and February of this year (1987), I was privileged to work with three groups of teachers in developing appraisal processes for their respective schools. One was very conscious of the fact that the time of these activities was a difficult one for teachers. In 1985 and 1986 the dispute with Government was at its height, and there was still a patina of concern and resentment among teachers earlier this year which could colour receptivity and cooperation. With the very area of proposed change linking directly to some of the issues of the dispute, it was therefore heartening to receive such high levels of support and cooperation which produced workable and acceptable appraisal processes.