The use and misuse of teacher appraisal - Education International

T H E U S E A N D M I S U S E O F T E A C H E R A P P R A I S A L
DENMARK
According to the latest OECD review (OECD, 2011b), there is no formal evaluation
of teachers once they have passed a two-year probation period (with the exception
of Folkeskole teachers).
However, according to replies given by GL and DLF, permanent teachers undergo a
personal interview for appraisal every year and before any decision on their career
advancement. Appraisal is also carried out through a continuous dialogue between
school leaders and teachers. Formal appraisal is a local responsibility. Devised by the
school leadership, it is usually carried out with reference to the personal development
plan of the individual teacher, through personal interviews, classroom observation, and
students’ results. Through these instruments, appraisal covers instruction, planning and
preparation, classroom environment, completion of professional development, and
contribution to school development. Appraisal informs teachers’ professional
development activities, but it does not impact on teachers’ career advancement or salary.
For most teachers, it involves further opportunities for development when needed, and
changes in responsibilities, for example through temporary allocation of special duties.
FINLAND
Teachers are not formally evaluated, a fact confirmed by OAJ. However, most schools
have quality systems that include annual development discussion and appraisals.
FRANCE
National inspectors have primary responsibility for the evaluation of teacher performance.
The inspector gives every teacher a mark, based on educational and administrative criteria.
Teachers are assessed approximately once every four years (OECD, 2011/4).
SNES-FSU and SNUipp-FSU provided a comprehensive picture of teacher appraisal within
the country. All teachers are appraised and the evaluation is usually carried out using
a scale with 100 as the maximum grade. The administrative grade is given each year
to the teacher by the school leader (the school head, chef d’établissement). The pedagogical
grade (la notation pédagogique) involves an assessment through a personal interview
(and sometimes on the basis of documents attesting teacher work in the class) by a
school inspector who evaluates the curriculum and pedagogical methods being used
against centrally developed standards and each teacher’s responsibilities and tasks. This
grade has an impact both on teachers’ careers and salary development. While the
pedagogical element of the overall grade determines a teacher’s career progression,
it is reported that there are not enough pedagogical inspectors. According to the OECD
(2011/4), at the primary level, there is approximately one inspector per 350 teachers;
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