This research explores the responses of eleven teachers, drawn from teaching, managerial, policy, and union levels, to their involvement in the development and implementation of Teacher Review and Development (TRAD) and Individual Development Plans (IDP). Through a case study methodology that uses a phenomenological approach, this research found that TRAD and IDP had little credibility as tools of teacher development or appraisal for teachers because of a range of complexities that included the politicisation of the processes, a lack of financial and resource support, and varied quality control measures. The research elicited a list of criteria for successful design and development of appraisal processes. These are detailed in Chapter Five of the thesis. They are rigorous monitoring and modelling of the processes, clear goals with stated end dates and recognition for involvement, appraisal that is integrated in existing work practices and based on shared understandings of work value, the provision of resources and time targeted at the appraisal process, a commitment to identifying and acting on inefficiencies, appraisal that is focused on teacher development and not directly linked to salary "reward". The research concludes that authentic teacher review and development will not take place until teachers themselves take on the responsibility, as a professional group, external to their employer, for the design of teacher review and development.