ABSTRACT

In this chapter we will look at how the differentiated model of teacher effectiveness we have developed could be used to generate performance management and self-appraisal instruments that are linked to professional development and school improvement rather than just accountability as is currently too often the case. As well as mechanisms that more adequately encompass the full complexity of the teachers' work, this kind of instrument should provide useful feedback that can lead to enhanced teacher and school effectiveness. We will attempt to imagine an effective and flexible form of appraisal and performance management. This exercise, by its very nature, has to be a tentative one. One reason for this is that accountability and appraisal policies differ from country to country. More importantly, a complex differentiated effectiveness model might easily lead to complex, hardto-implement instruments, which would easily become a bureaucratic rather than a developmental exercise. For this reason (and because of the evidence on effective appraisal we will discuss below), the model we are tentatively proposing focuses on self-evaluation of separate aspects of the differential model, i.e. teachers (or teams) would focus on one aspect and develop self-evaluation methods for developmental self-appraisal. Lest this seems overly vague and loose, we must stress the use of specific criteria to look at each domain.