Evaluating teachers' professional development initiatives (PDI) is one of the main challenges for the teacher professionalisation field. Although different studies have focused on the effectiveness of PDI, the obtained effects and evaluative methods have been found to be widely divergent. By means of a narrative review, this study provides an extended framework to guide the evaluation of (the effectiveness of) PDI. Furthermore, and in accordance with this framework, an overview of measurement instruments that are currently in use is provided. The study concludes with implications for educational research and developers of PDI.

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characteristics of the teacher performance appraisal system and the school leader for procedural justice and perceived feedback utility by teachers. Methodology: Both interviews with school leaders and a questionnaire for teachers were used to collect our data in 32 schools. Path analyses (n=298) were used to test our research model. Findings: The results indicate that teacher participation in the teacher performance appraisal system significantly influences the perceived procedural justice by teachers which in its turn significantly influences the perceived feedback utility. The role of the school leaders is found to be extremely important. Charismatic leadership influences both directly and indirectly (through procedural justice) the perceived feedback utility by teachers. Originality: Our study contributes to the research field of (teacher) performance appraisal by studying empirically appraisal system characteristics and leadership characteristics that effect appraisal reactions. In this regard, this study responds to the need for more empirical research to uncover the social context of performance appraisal, especially in the field of education where there is a general skepticism towards teacher appraisal and its possible positive outcomes.System and leadership in performance appraisal 3

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There is a general doubt on whether teacher evaluation can contribute to teachers' professional development. Recently, standards-based teacher evaluation has been introduced in many countries to improve teaching practice. This study wants to investigate which teacher evaluation procedural, leadership, and teacher characteristics can stimulate teachers' feedback utility perceptions and professional learning activities in the context of teacher evaluation. Data were collected in 32 secondary schools from 298 teachers and 32 school leaders, both quantitatively and qualitatively. We put forward a research model which is investigated through path analysis. Results nurture optimism about teacher evaluation indicating that teacher evaluation can stimulate teachers to undertake professional learning activities when they perceive feedback as useful. The important role of the school leader (through both instructional and transformational leadership) is stressed. Teacher participation and teacher collaboration also have a positive influence on teacher evaluation and its outcomes

The understanding of teachers" perception of new educational policy is crucial since this perception shapes the policy"s implementation. However, quantitative research in this area is scarce. This article draws on empirical data to investigate whether the school leader might influence his teachers" policy perception of new teacher evaluation policy. The conceptualization of teachers" perception consists of three policy characteristics: practicality, need and clarifying function. Our results indicate that school leadership influences teachers" perception of new teacher evaluation policy. More specifically, the structure a school leader provides in a school and the amount of trust teachers have in the school leader, have a significant impact on teachers" perception of the practicality of the new teacher evaluation policy.