Teacher appraisal varies across states and territories but typically occurs in three specific instances: (i) To gain registration to teach within the state or territory; (ii) As part of the employer’s performance management processes; and (iii) To gain promotion positions in schools in recognition of quality teaching performance (Advanced Skills Teaching positions). Particularly positive features of teacher appraisal include the existence of teaching standards; registration processes which are consolidated; performance management processes which provide a good basis for developmental teacher appraisal; and Advanced Skills Teaching positions which grant opportunities for recognition of skills and competencies. Priorities for future policy development include aligning teaching standards with a competency-based career structure for teachers; conceiving teacher registration as career-progression evaluation; performing developmental evaluation through teacher appraisal as part of performance management processes; reinforcing linkages between teacher appraisal, professional development and school development; and strengthening competencies for teacher appraisal. These policies seek to render teacher appraisal more systematic and meaningful across the system; provide teachers with more opportunities for feedback; better address cases of underperformance; better align competencies at different stages of the career and the roles and responsibilities of teachers in schools; and improve the recognition of teachers’ work.