This paper presents a review of recent literature in the field of
teacher evaluation or appraisal. It considers the problems commonly
associated with more traditional methods of teacher evaluation and
synthesises these with the author's own professional experience as an
international school Principal, to offer a six-point summary of the main
criticisms. Based on the inverse of these criticisms, the paper then
proposes six general principles for an improved, evidence-based approach
to teacher evaluation.