The Slovak Republic has a clearly defined career structure for teachers with the following career steps: beginning teacher, independent teacher, teacher with first certification level, and teacher with second certification level. Currently, about 40% of teachers have reached the second certification level. A clear strength of the Slovak approach is that school-based regular teacher appraisal includes the observation of classroom practices. However, external teacher appraisal is disconnected from classroom teaching and is based on professional development credits and qualifications. There is room to improve the status of the teaching profession and the quality and quantity of the professional development offer. The development of a single, authoritative set of teaching standards is expected to promote a shared understanding of accomplished teaching.1