To whom is the head accountable? Eric Meadows examines a book that addresses the problem. * The Experience of Headteacher Appraisal By Maura Healy. Kogan Page, Pounds 16.95. The literature on teacher appraisal is already plentiful. But Maura Healy’s book differs from most. It deals solely with the more problematical appraisal of headteachers and is written from the point of view of those involved.
Teacher appraisal by a senior member of staff, or by peers, has a common accountability to the head. All appraisers will have some experience of the appraisee’s job and a knowledge of the school .
But to whom is the headteacher accountable? As the 1990 report of the School Management Task Force admits, there is no line manager. Headteacher appraisal raises problems, chiefly “Who is to appraise?” Circular 1291 and Regulations recommend two external appraisers, one with relevant headship experience and a professional officer of the LEA. Which is easier said than done.
Power has shifted from LEAs to headteachers and governors. Governors are a lay body. Many headteachers are becoming increasingly autonomous. All are increasingly burdened. Advisers or inspectors, due to the demands of OFSTED inspections, are unlikely to know headteacher or school well, and may not have recent relevant experience. LEA officers are reduced in number and often without relevant experience. Nobody has the time to appraise the head.
Maura Healy, admitting the problems, argues for joint peer and LEA appraisal - the only model offering school and LEA focus, vision and professional support. She believes that headteachers need appraisal without the public pressure and “snapshot” limitations of OFSTED. She has been deputy head in secondary schools and lecturer in educational management. Her book is based on research carried out in Wakefield and a further 53 authorities.
A case study approach is used to “open the door” upon the real-life appriasal of nine headteachers, in a range of schools from infant to secondary. We follow their experiences, eavesdrop on discussions, and share expectations and concerns. We observe the whole process: from initial meeting, through negotiation, appraisers’ meetings, interview, to agreeing final statements.
The case studies are complemented by personal accounts, from a head, an adviser, an LEA co-ordinator. These alone make the book worth reading. They take us into three minds united in one concern: because of the potential for good for both head and school, appraisal must be honest, challenging and successful.
Maura Healy knows that the peer and LEA model may be unsustainable. It is costly. In Wakefield, each appraisal required 8 hours from the heads being appraised, 14 from the head doing the appraisal and 13 from the LEA appraiser. The assumption is that appraisers are involved in more than one appraisal. Peer appraisal can be “too gentle” and certainly requires trust and openness, somewhat difficult in the today’s competitive ethos.
Nevertheless, her book provides excellent insight into the workings and reflections connected with this model from which she feels there is much to be gained, if only the resources can be found. I agree.
Eric Meadows is head of Westdene primary school, Brighton, and a course tutor in educational management with the Open University.
