The article deals with the dysfunction of school inspection in Moldova, which actions are considered to be more of control and sanction than evaluation and support ones. More frequent critics are addressed to inspectors that, most often, do not have special training, and, in many cases, their teacher training is weaker than that of evaluated teachers. In order to identify remedial solutions to the current situation, the author appeals to the experience of European countries, which have effective policies and procedures for recruitment and appointment of inspectors.