Teacher performance appraisal in Portugal : the (im)possibilities of a contested model

Abstract

This paper analyses the process of implementation of a new policy on teacher performance appraisal in Portugal. It addresses issues related to its purposes and underpinning assumptions, and the ways in which it has been put into place in schools. Data are drawn from a review of existing literature on the topic both nationally and internationally, from official documents and from current research in which the author is involved. By and large, the system is rather summative and bureaucratic which can be seen in the amount of regulations, grids, and documents and the ways in which the outcomes of the appraisal system are to be achieved and used. Among the most critical issues are the existence of a quota system, the lack of recognition of the appraisers, existing bureaucracy, which represents a burden for most schools and teachers, etc. The paper concludes with some recommendations and ways of looking forward.