ABSTRACT
There are two key issues in any discussion of headteacher appraisal: what is to be appraised and how is that appraisal to be conducted? To these central concerns have to be added a number of subsidiary issues: who is to appraise; what are the outcomes of the process; who owns the process; and when is it to be conducted? To these concerns must be added a number of fundamental conceptual issues: • Is the process to be formative or summative? • Should it include rewards and sanctions? • What aspect of the work of the headteacher should it focus on? • Who guarantees the integrity of the process? • What is the status of evidence in harmonising any judgements to be made? • What are the implications in terms of resources-notably time? • How is the process related to professional development and learning? The issue of headteacher appraisal has been a constant theme in the growth of management perspectives in the organisation of schools. As professional development grew in status and significance in schools so did the issue of appraisal, notably as the diagnostic component of any effective developmental strategy. In this context appraisal was perceived as being almost entirely formative in nature and this was reflected in the provisions for headteacher appraisal contained in the Education (School Teacher Appraisal) Regulations 1991. These Regulations required headteachers to engage in an appraisal process which largely replicated the provisions for teachers with appropriate recognition of the distinctive (and hierarchical) role of the headteacher.
