Culturally Responsive Performance Management

How do we make principal and teacher appraisal and performance management as culturally relevant as we say culturally responsive practice is in the classroom - or don't principals' and teachers' cultures count?

I'm thoroughly enjoying exploring that question, and developing appraisal processes that fit the EDUCANZ requirements, but also align with the culturally responsive goals of a group of wonderful and innovative principals and senior leadership teams, who are determined to embed counter-hegemonic practice in every aspect of their schools