Italian teachers’ evaluation is today an emergent issue of debates taking place into the schools and at the level of school policy. In the contexts of a progressive autonomy of schools and of the European processes to improve schools quality, changing teachers’ functions and tasks lead to the need to equip Italian schools and policy makers with tools to evaluate the professionalism of the staff. In this respect Italy is actually at the tail-end of the European countries, in an absolute lack of a teachers’ evaluation system. In this context, the article presents issues of a research carried out to compare international teachers’ evaluation systems and find out pros and cons of each of these, in order to sketch out a project to activate an Italian teachers’ evaluation system. Findings are discussed in light of a pedagogical point of view.
Keywords: Teacher evaluation, teacher portfolio, comparative research, school policy