ABSTRACT
Issues surrounding the evaluation of educational personnel have been central in both the study and practice of supervision for a long time (Darling-Hammond, Wise and Pease, 1983). In the United Kingdom, there is considerable discussion and activity on matters relating to appraisal (Department of Education and Science, 1986). At the same time a vast amount of literature has accumulated about staff development. Staff development, with its accompanying sets of concepts and language such as mentoring, coaching, peer assistance and the like, seems to be riding a crest of popularity among educators interested in school improvement and the improvement of teaching.
