The relevance of research to the role of teachers in classroom observation and appraisal is discussed. Focus is on: (1) the validity of classroom research literature and the credibility of classroom researchers, centering on content, methodology, and audience; (2) the role of research in teacher professionalism and empowerment; and (3) teacher learning and change. Most classroom research is difficult to access, has limited applicability to teaching effectiveness, comes from often unexplained methodological bases, and is not always explicitly conceptualized. Classroom observation will only become useful when educational researchers increase the relevance of research to practice and develop theories unique to what they see, couched in a "language of criticism" that is acceptable to teachers. Professional development will be hindered if classroom observation systems: (1) are imposed rather than negotiated; (2) address only administrative needs; (3) imply an unpleasant action with unrewarding consequences; (4) ignore moral and ethical issues of autonomy; (5) fail to consider the need for time for reflection during the school day; and (6) fail to support learning after appraisal. Appraisal processes should assist teachers in building their repertoires of observational studies. (SLD)