Many teachers view "teacher evaluation" or "teacher appraisal" as a means of effecting bureaucratic organisational change in schools. In essence, this change is attributed to "political reconstruction" and the "disciplining" of teachers. As a result, some common phrases associated with this ideological phenomenon of "accountability" are: "quality control", "performance indicators", "calculable teachers", "describable teachers", "comparable teachers", "evaluatory eye", "disciplinary power" and the issue of "professionality" (Smyth, 2001a, p. 117). The writer is of the opinion that teachers are the potential agents of change and not the policy makers situated in their ivory towers. But how can teachers change the world when they are daily subjected to bureaucratic processes designed to control and manipulate their work? For example, even the issue of professionality in teaching has not escaped the gaze of surveillance.