Tackling the Top 5 Excuses to Avoid Team Evaluation

Leadership Contingency 4 – The Faculty Inspector

While Faculty Leaders are tasked with monitoring and evaluating (M&E) team performance, they often feel this is an intrusion of their colleagues' professional space.  In other words, they must take on the responsibility of Faculty Inspector.  It’s natural to feel awkward about this aspect of the role, with various rationale offered for avoiding it.

In the previous three articles, we have discussed crucial behaviours or actions for Faculty Leaders - what I’m labelling as Leadership Contingencies. Having explored the challenges of being the Sandwiched Negotiator, the importance of a Mediated Vision, and essential steps towards Uncontrived Collegiality, we’ll now delve into Leadership Contingency 4: The Faculty Inspector.

Accepting the Faculty Leader role means embracing the necessary task of occasional intrusion. Yes, you'll need to dive into colleagues' planning, delivery, and assessment of students at both individual and faculty level to review performance and drive the team forward. The how-to of M&E has been written about extensively, but it’s the mindset required by Faculty Leaders that needs more discussion. In particular, tackling the Top 5 Excuses Faculty Leaders use to avoid M&E.

1.     I trust my teachers

"I trust my teachers, so I don't need this type of surveillance." This mindset makes it difficult for the Faculty Leader to influence the team directly, a vital aspect of their role. Instead of seeing M&E as a trust-breaker, view it as a trust-builder. Honest feedback establishes transparency and lets team members know where they stand in terms of their performance.

2.     This will impact our relationship

Engaging in appraisal or evaluation will compromise our relationship. What about the repercussions?" Balancing personal and professional relationships can be challenging, but it's a crucial part of the Faculty Leader role. Viewing M&E as a tool to establish appropriate professional boundaries with your team can aid this process. Remember, the journey of Faculty Leadership tends to be lonelier than that found in other leadership roles - a topic I plan to cover in a future article. Often, the repercussions we fear stem from our own resistance to accepting this reality.

3.     They are better teachers than me

"How can I evaluate someone who is a better teacher than me?" Faculty Leaders often grapple with this inferiority complex, but it can be overcome. Instead of acting as an expert, position yourself as a learner eager to explore the expert's thought process. You may gain invaluable insights to share with other team members, improving both your team's and your own performance.  M&E doesn’t always have to be discovering faults, it’s as much about finding the best practice within your team and sharing it.

4.     I don’t have time

"I'm too busy with writing assessments, marking etc. ... I just don't have time." It's common to retreat into administrative tasks to avoid M&E, but you must prioritise your time putting this front and centre. If you are truly under time pressure, classify your tasks using the LNO Framework.  This means prioritising tasks depending on if they are leverage tasks, neutral tasks, or overhead tasks.

5.     It’s just plain awkward

"Evaluating my colleagues' work is awkward, so I just tend to say - great!" Remember, awkwardness is a function of mindset. Treat evaluation as a routine, not an awkward, interaction. If you are relaxed about it, so will the other person be. Don’t offer feedback as a judgement, offer it as your perception and encourage dialogue.

Concluding Thoughts

Avoidance of rigorous M&E can limit a school's quality of provision. It's crucial to acknowledge and resolve this tension between M&E and feelings of professional intrusion as a Faculty Leader. If left unchecked, this could lead to teachers perceiving the department head as having little impact on classroom practice.

If you identify with any of the above excuses, consider the steps outlined or devise your own strategy to overcome these roadblocks. Taking an active role in M&E is an essential aspect of Faculty Leadership. So, push past the excuses and take the plunge - with the utmost diplomacy, of course.

References / Further Reading

Bennett, N.  Newton, W.  Wise, C.  Woods, P.  (2007).  Understandings of middle leadership in secondary schools: a review of empirical research.  School Leadership & Management. 27:5, 453-470.

Gleeson, D.  Glover, D.  Gough, G.  Johnson, G. (1998).  The Meaning of Management: The Development Needs of Middle Managers. Educational Management and Administration, 26:3, 279-292. .

Glover, D.  Miller, D.  Gambling, M.  Gough, G.  Johnson, M. (1999). As Others See Us: Senior management and subject staff perceptions of the work effectiveness of subject leaders in secondary schools. School Leadership & Management. 19:3. 

Jarvis, A. (2008). Leadership lost: A case study in three selective secondary schools. Management in Education, 22:1, 24-30.

Turner, C. (2003). A Critical Review of Research on Subject Leaders in Secondary Schools. School Leadership & Management.  23:2, 209-227.