The OECD’s leadership reports (Pont, et al, 2008; OECD, 2009; Schleicher, 2012) note that school leadership has become a priority development area in many of its member countries. As the  reports suggest, the performance management of headteachers (HTPM) plays an important role in identifying areas of needed improvement and support to develop effective leadership. While most European countries have performance appraisal processes, many report concerns about the scarcity of tools and mechanisms to monitor and assess headteachers’ performance (OECD, 2008). Oversight of the performance of school leaders is crucial in the  educational system due to current initiatives promoting school autonomy coupled with centralised accountability. In England, as in other countries, HTPM is the responsibility of governing bodies but concerns have been raised about the capacity of volunteers to take this role (James, et al, 2011). The governor role is significant to leadership and has a key influence on school improvement (James, 2011).

This paper draws on large scale research into headteacher performance mangement in England carried out in 2013. This paper addresses the following questions:

1. How is HTPM used to give a strategic steer to headteacher professional development?

2. What are the training and development needs of school governing bodies in relation to ensuring that HTPM results in an accurate diagnosis of headteachers' professional development needs?

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