The evaluation model of Portuguese public school teachers has, since 2007, undergone deep changes. The modifications that have occurred were the reflex of a political logic of strengthening of the evaluation procedures - seen as strategic elements for the implementation of quality in public administration, in general, and, in public educational systems, in particular. These changes were the subject of much dispute on the part of the Portuguese teachers. This contestation has led to the introduction of several changes in the model of teacher performance evaluation as it was initially proposed. In this article we intend to describe the broad features that characterize this model, taking into account the modifications that have been introduced in the last four years, as well as some reflections on the development of the process of implementation of this model of teacher evaluation.
Teacher evaluation; Public school; Portugal
