Pashiardis and Brauckman (2008) argued that due consideration to a school leader’s experience can significantly improve the usefulness of the appraisal process since the needs of school leaders change markedly as they progress through their career. Pashiardis and Brauckman, therefore, suggested adjusting the feedback provisions for school leaders to the stages of pre-leadership, initial, experienced and exiting leadership. For summative uses, evaluators equally need to take into account specific school and individual contexts and a school leader’s experience to ensure a fair appraisal process.