The ways and conditions are analyzed so that the evaluation of the educational practice can promote the improvement and, above all, its role to assure the equity of all the students in its right to the education. The teacher evaluation and performance they should be directed to qualify to schools and professors to obtain the standards desired and to increase quality. Teacher evaluation should make possible change capacity building of the schools and count on an external supporting context, and also the pressure to change.

The paper review the situation of the teacher evaluation in Spain, as well as the new routes that the new Education Act opens. If the policymakers want to increase quality and performance, they have to invest in the knowledge and skill necessary to produce it. This requires a new model of accountability, as says Elmore. As regards this, internal accountability precedes external accountability and should be presently combined with an authentic and intelligent accountability, contributing to push (top-up strategy) and stimulate improvement.

Teacher evaluation, accountability, improvement capacity, Spain.