The Professional Development and Accountability of Teacher Appraisal in England. : An analysis on the 12 LEA's Appraisal Schemes

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Other Title
  • イギリスの教員評価における職能成長とアカウンタビリティ : 地方教育当局の実施要領の比較検討を中心に
  • イギリス ノ キョウイン ヒョウカ ニ オケル ショクノウ セイチョウ ト ア

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Abstract

This paper focuses upon the National Scheme for School Teacher Appraisal in England which was introduced in September 1991. Teacher Appraisal is a major subject of controversy which has caused considerable apprehension throughout the professional development and the accountability. Usually, the purposes of Teacher Appraisal can be grouped into two broad categories: first improving teacher professional development and second undertaking the accountability. However, it is unclear as yet whether these two sets of purposes can be reconciled. In the 1991 Regulations, the government wants Appraisal to fulfill a wide range of purposes. However, the term of "accountability" has never used in the 1991 Regulations. On this study, the author took up 12 LEA's Appraisal Schemes (Cambridgeshire County Council, City of Coventry, Devon County Council, Essex County Council, Leeds City Council, City of Liverpool, Norfork County Council, Oxfordshire County Council, City of Salford, Somerset County Council, Suffork County Council, Surry County Council) and examined the contents of each Scheme. In particular, the author noticed the term of "accountability". At the result, these Schemes could be categorized into two large groups: first the type of following up 1991 Regulations and second the type of invention by LEA. And the latter could be categorized into three small groups.

Journal

  • Journal of JASEA

    Journal of JASEA 37 (0), 129-142, 1995

    The Japanese Association for the Study of Educational Administration

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