ABSTRACT
The concentration on classroom observation in the two previous chapters and in the regulations and guidelines should not lead us to forget that the observation of tasks is also part of the appraisal process for all. Schools, governing bodies, LEAs and government are at one in wanting to see higher standards of performance by the pupils of our schools. There is less unity of understanding that pupil performance is dependent on many factors in addition to good standards of teaching. Over many of these the school has little or no control: social factors that affect the ability to learn and the behaviour of children; poor school facilities and a lack of adequate resources; insufficient teachers and support staff. Yet there is one factor to which much lip service is paid but which is far too little appreciated: that good management at every level from the classroom to the governing body is a key factor in school improvement. The tasks which lie behind the actual classroom performance as well as those which determine the framing and execution of the policy of the school must be part of the appraisal process. Many of these tasks can be observed and their effectiveness evaluated with the appraisee as part of the process for improving performance.
