This review assesses an international body of educational literature on teacher evaluation and draws on this to make recommendations for the evaluation of teachers in English language teaching.

The report discusses components of effective teacher evaluation systems generally, followed by a detailed examination of a range of strategies which can be used in collecting information about how effective teachers are.

Effective teacher evaluation emerges here as a multi-dimensional process that draws on several sources of robust evidence. It generates results that are used to support the professional development of teachers and, consequently, to improve student learning.

The analysis also shows that the effective implementation of teacher evaluation can be hindered by a range of technical, financial, human resource, political, professional and social factors and that it is essential that these are given due attention when decisions about teacher evaluation are being made.

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