ABSTRACT
During the 1980's, in particular, issues related to the appraisal of schools and teachers have become dominant themes. A number of matters require clarification if the mode of appraisal developed is to provide a framework for staff development. Schools introducing appraisal schemes report many practical difficulties making the process extremely time consuming. The centrality of learning in staff development raises many issues, more so for teachers than members of other occupations. Interactions among teachers are hurried and usually unplanned. Even with team-teaching—in open plan primary schools for example—the energy and time demands made by the pupils are so great that communication between teachers is 'fleeting' and 'spasmodic'. Within the area of permissive activities lies the whole range of developmental possibilities available to the school or sub-unit, but the extent to which they are taken up depends largely on the capacity and willingness of the organisation to learn.
