The OECD is a unique forum where governments work together to address the economic, social and environmental challenges of globalization. The abbreviation OECD stands for Organization for Economic Co-operation and Development. It is an intergovernmental economic organization with 38-member countries, founded in 1961 to stimulate economic progress and world trade. The OECD is also at the forefront of efforts to understand and to help governments respond to new developments and concerns, such as corporate governance, the information economy and the challenges of an aging population. The organization provides a setting where governments can compare policy experiences, seek answers to common problems, identify good practice and work to co-ordinate domestic and international policies. In early 2013, OECD held International Summit in Paris, Unites State of America on the Teaching Profession to developed Evaluation system to improve teaching for the students of 21^st century. For the reason that, the future of any nation looks on how to alleviate poverty to its people by providing quality education which will be the panacea for archiving national development, to accomplish this objective the preparation of quality teachers is inevitable. However, in developing that evaluation system they come across many questions including to what criteria? Who decides? and what should the results of teacher appraisals be used for? As a result, education stakeholders are beginning to find some agreement in the idea that teacher appraisal can be a key lever for increasing the focus on teaching quality and continuous professional development for teachers, in keeping with the growing recognition that the quality of teaching affects student learning outcomes.

Also, it has been observed that, effective teacher appraisal can also help schools to prepare individual talent, improve performance and motivation by allowing teachers to progress in their career and take on new roles and responsibilities based on evaluations of their performance. As more and more parents demand quality education for their children, teacher appraisals provide a way for schools to be accountable for the quality of education in their classrooms and to address under performance among teachers. OECD, [1] supported by arguing that, highly visible teacher appraisal provides opportunities to incentive, recognize and reward teaching competence and high performance.

The report identified the large variations in approaches to teacher appraisal, ranging from highly sophisticated national systems to informal approaches left entirely to the discretion of individual schools. Evidence from the OECD Teaching and Learning International Survey (TALIS) indicates that teachers who received appraisal and feedback generally had positive views of these processes. Overall, a large majority of teachers (83.2% on average across TALIS countries) who had received appraisal and feedback considered them to be fair assessments of their work, and most of them (78.6%) found that they were helpful in developing their work as teachers.

However, it has been shown that, many developing countries find some difficulties to introduce teacher appraisals into a system or school where no regular appraisals existed previously. There may be resistance to teacher appraisal among certain groups in the school system borne of a lack of evaluation, feedback and sharing of practices among teachers. There can be significant organizational and capacity challenges to implementation, including limited professional expertise among evaluators; schools that are unprepared to conduct appraisals; limited understanding among teachersof the purposes and uses of appraisals; a sense of unfairness by those teachers being appraised; an excessive workload; and a reluctance among teachers to accept the legitimacy of the evaluators. schools or jurisdictions may also lack the resources needed for quality teacher-appraisal procedures, particularly the time needed for developmental work, observational evaluation and feedback.

In fact, data from TALIS show that several countries find it difficult to ensure that all teachers systematically receive effective appraisal and feedback from their employers. Just over half of the teachers in TALIS countries had never received any appraisal or feedback from an external source, such as an inspector, which limits these teachers’ possibilities to receive validation of their work by an external entity. Although internal appraisal was more frequent across countries, 22% of teachers indicated that they had never received any appraisal or feedback from their principal, and 28.6% had never received feedback from other teachers or members of the school management team. Overall, 13.4% of teachers had never received any feedback or appraisal of their work in the school from any source. These teachers are missing out on an opportunity to receive professional advice from their colleagues and supervisors, and may be less likely than others to engage in focused professional learning and continuously improve their practice [1].

Although, developing teacher-appraisal systems may be costly and challenging to implement, but it is critical to reconcile the demands for educational quality, the enhancement of teaching practices through professional development, and the recognition of teacher knowledge, skills and competencies. The expectation is that engaging in reflective practice, studying his or her own teaching methods, and sharing experience with peers in schools become a routine part of a teacher’s professional life.

Report highlighted the importance of systematic approaches to teacher appraisal that support continuous learning for individual teachers throughout a career and for the profession as a whole. Such appraisal needs to be based on a shared understanding of good teaching and be part of well- aligned procedures for teacher preparation, registration or certification, induction and mentoring, support structures and professional learning opportunities. It needs to be based on designs that are already proven effective, draw on multiple instruments of evaluation, be conducted by well- trained evaluators, offer differentiated appraisal approaches for teachers at various stages of their careers, provide for teachers’ active participation in the process, and be followed up by suggestions for improvement and continuous learning opportunities.

However, it is also important to consider that a high-quality teaching profession needs to be built around a wide range of inter-related and mutually reinforcing policies. These broader policies will not result in sustainable change without effective teacher-appraisal systems; but without a comprehensive and shared view on teacher professionalism, appraisal systems will not succeed either.

Similarly, Tanzania teacher appraisal plays as essential way to motivate teachers to work efficiency and effectively. OPRAS which stands for Open Performance Review and Appraisal System was introduced in Tanzania in 2004. OPRAS aimed at improving service delivery and effectiveness and efficiency in the public sector [2]. In this system, public officials are accountable for their performance based on indicators of performance and resources. The OPRAS agreement is the basis for employee-performance appraisal at the end of the year. The employee has to be assured of the availability of resources to facilitate his/her performance. At the end of the year, the worker is to be evaluated/measured using performance indicators for the agreed terms of reference as criteria for her/his promotion or demotion. The assumption was that this new management system would enhance partnerships in the organization and hence results-based performance and improved accountability in the public sector.

Teachers, for example, are to sign the OPRAS contract with their school heads. The school headteachers are to sign a contract with the Ward Education Coordinator (WEC), who should sign the contract with the District Education Officer (DEO). The DEO has to sign a contract with the city/district director, who also signs the contract with the mayor of the city or the chairperson of the council (as representatives of the city or district council). The council members are elected from the different wards as a way of increasing the accountability of school operations and other functions of the district councils.

This is quietly difference from OECD countries where the countries sit together to find some agreements in the idea that teacher appraisal can be a key lever for increasing the focus on teaching quality and continuous professional development for teachers, in keeping with the growing recognition that the quality of teaching affects student learning outcomes. The authority is decentralized from the central government to the city/district director, and the city/district director is accountable to the city mayor/district chairperson. The District Education Officer (DEO) is answerable to the city/district director, although the process does not follow the same line of command of authority. All other decentralized offices function according to an upwards or bottom-up accountability line that may respond more to different types of delegation of authority. A teacher is accountable to the hierarchy (upwards) and also to the school committee (community) through the headteacher and sometimes indirectly to the parents and pupils through meeting their learning needs. The mutual interaction between the council and school committee members is important for improving the conditions in schools.

In summary, evaluation system should be given highly priority to improve teaching and learning for the students of 21^st century. The results of evaluation system have been reviled by the TALIS countries through having good education system and preparing students who fit this century. But the same system in Tanzania context, it has been characterized with many challenges since the OPRAS contract has been received by teachers with diverse perspectives. There are teachers who see that OPRAS can help them perform based on their own planned specific objectives and those teachers who see that OPRAS will work at the detriment of their rights. Teachers have to understand that most governments in the world in this postmodern era are highly concerned about the education of their citizens. There has been also an increased pressure and attention from many different groups in society and parents to ensure that their children receive quality education that will enable them to compete in the labor market economy.

1. OECD. Creating effective teaching and learning environments: First results from TALIS. OECD Publishing, 2009. www.doi.org/10.1787/9789264072992-en.

2. Issa, F. “Policy and methodologies for evaluating performance of the public service in Tanzania.” Paper presented at the Expert Group on Human Resources Management Policy in the Public Sector in Africa, Durban, South Africa, 2010.