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This article addresses the issue of how to monitor and develop the quality of teaching in schools by identifying the international lessons of teacher appraisal, monitoring and support systems and by interrogating the recently introduced South African Integrated Quality Management System (IQMS). The aim is to show why teacher monitoring and appraisal systems work differently, depending on their purposes, forms and conceptual framework about how they contribute to teacher development. The article argues that the educator component of the IQMS makes problematic assumptions about educator quality and improvement in South African schools. It is not aligned with the status and work of most educators, and over-estimates the implementation readiness of the majority of schools as well as the appraisal and support capacity of senior school and district management. The challenge is to make educators behave and be treated as professionals, as well as to manage the inevitable tensions of appraisal systems. It concludes that a systemic approach to teacher monitoring and development is not sufficient because it also requires changes in the beliefs and attitudes of educators and appraisers alike. A more realistic system of educator appraisal is needed. Education departments should fund and implement a professional development plan, which involves educators and is supported by a high quality professional development staff.
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