Procedures and rationales for teacher appraisal are examined. The target-output model calls for agreed-upon objectives to be compared with professional work. The performance criteria model compares professional work to agreed criteria of competencies. A diagnostic model of appraisal of teacher needs and potentials is joined with the others in a "product" model of appraisal of the result generated. A "process model" has more relevance for professional work as it views professional development in the process of teaching, in stimulating learning by the teacher. In approaching the problem of government appraisal of a profession, an "action-research" model is proposed to deal with enhancement of teachers' professionalism, leaving aspects of promotion and response to incompetence to separate initiatives. (SLD)