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With increasing school autonomy, often coupled with greater accountability requirements, school leaders are increasingly responsible for new human resource management tasks. Policies to improve the teaching workforce, therefore, cannot do without policies to improve the school leadership profession. Teachers' effectiveness depends, among others, on effective school leaders who shape teachers' working environment and influence their motivations. Furthermore, as recent research indicates, school leaders are the second most important school‐level factor affecting, even if mainly indirectly through their influence on teachers, student learning after classroom instruction. Considering the role school leaders play for the effective school‐level management of teachers and for teaching and learning through their pedagogical leadership, it is essential that school leaders are adequately prepared and supported for their role. As part of their school reform programmes, more and more countries have been introducing a range of evaluation and assessment policies to improve school, school leadership and teaching practices. The individual appraisal of schools leaders and teachers is a key component of evaluation and assessment policies. This article explores if, and how, individual school leader appraisal can develop school leaders' pedagogical leadership, a key element of which is teacher management. It analyses the policy approaches of several European countries and the extent to which formal frameworks in these countries focus on developing pedagogical leadership. The article concludes with ideas for policy to strengthen appraisal as a tool to improve school leaders' practices and behaviours and their competencies for pedagogical leadership and teacher management.

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This work is published on the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries.This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Corrigenda to OECD publications may be found on line at: www.oecd.org/about/publishing/corrigenda.htm. © OECD 2016You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgment of the source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at info@copyright.com or the Centre français d'exploitation du droit de copie (CFC) at contact@cfcopies.com. Nusche, D. et al. (2016) Please cite this publication as: Denmark was one of the countries which opted to participate in the country review strand and host a visit by an external review team. The scope for analysis in this report includes public primary and lower secondary education (Folkeskole). Members of the review team were Deborah Nusche (OECD), Thomas Radinger (OECD), Torberg Falch (Norwegian University of Science and Technology), and Bruce Shaw (Ontario Ministry of Education). Deborah Nusche co-ordinated the review between May 2014 and January 2016 and Thomas Radinger co-ordinated the review between February and October 2016. The biographies of the members of the review team are provided in Annex B. This publication is the report of the review team. It provides, from an international perspective, an independent analysis of major issues facing the use of school resources in Denmark, current policy initiatives, and possible future approaches. The report serves three purposes: i) to provide insights and advice to the Danish education authorities; ii) to help other countries understand the Danish approach to the use of school resources; and iii) to provide input for the thematic comparative reports of the OECD School Resources Review. The involvement of Denmark in the OECD review was co-ordinated by Jon Jespersen, Senior Advisor in the Division for Evidence Informed Policy and Practice in Day Care and Education of the Agency for Education and Quality, in collaboration with Jørn Skovsgaard, Senior Advisor in the Division for International Affairs of the Danish Ministry for Children, Education and Gender Equality. An important part of the involvement of Denmark was the preparation of a comprehensive and informative Country Background Report (CBR) on school resou...