Will appraisal cycles and performance management lead to improvements in teaching?

Data for this study came from policy documents developed in Victoria and Western Australia and from interviews with 21 staff in 4 Melbourne government high schools. The findings show that performance management lacks the capacity to provide teachers with an idea of what to get better at, is seen by teachers as an ineffectual form of professional development, does not validly assess the quality of teacher's work, and falls short of offering teachers adequate incentives to improve their performance. The authors propose the career development model of is a far more effective form of teacher evaluation.