Systems for the appraisal of teachers have been in place since 1992, bringing with them considerable controversy. How effective are they? What does this mean for the classroom teacher?
    This major new study, led by Ted Wragg, uses as its basis information gathered from all 109 Local Education authorities, 658 primary and secondary teachers and 479 appraisers.
    Teacher appraisal is examined from the perspectives of all those concerned and at all levels. The main focus of the study is on teacher competence in the classroom, which lies at the heart of school effectiveness and improving pupils' achievement. Through the use of a variety of methods including intensive case studies, the book provides a unique insight into the quality of classroom practice and teacher appraisal today, what it means for those involved and how to use this knowledge to move on from this point.

    1 The appraisal of teaching 2 Classroom observation 3 The role of the local education authority 4 The national perspective 5 Appraisal in Casewell School 6 Teachers’ views of appraisal 7 Preparing for observation 8 The implementation of lesson observation 9 Improving appraisal—learning from experience


    Ted Wragg is Professor of Education at the University of Exeter and will be familiar to readers from his widespread writing on education, including his regular column in the Times Educational Supplement. Felicity Wikeley is an experienced teacher and has worked for several years in community education. She is currently Research Officer at the Centre for School Improvement, University of Bath. Caroline Wragg is a research fellow in the School of Education at the University of Exeter. Her research interests include classroom management, nursery education and school improvement. Gill Haynes is an educational researcher at the University of Exeter, and also lectures in research methodology. She has a particular interest in the teaching of literacy in primary schools.

    'A very readable, academic book ... it ought to be widely read.' - British Educational Research Journal