ABSTRACT
Reform of the Spanish Educational Inspectorate in advance of the implementation of LOGSE has been a particularly tortuous process. Inspection was once controlled by three different, powerful and autocratic bodies whose responsibilities had more to do with control than with advice and which ranged across a very wide range of matters. This situation has been transformed into one in which the inspectors form an integrated component of the established educational administrations, operating very much as teams, and whose responsibilities are focused on monitoring, advice, information and the assessment of teaching, learning and reform.
