Professional school leadership standards or frameworks also need to clarify and highlight the importance of school leadership for evaluation and assessment, in general, and for teacher appraisal and school evaluation, in particular. To give an example, distributed leadership in secondary schools can help provide regular informal feedback to teachers in their subject areas, something an individual school leader might not necessarily be equipped for considering the lack of expertise in different subjects (OECD, 2009). At the same time, distributing leadership in schools does not necessarily decrease a school leader’s workload and may create new challenges for school leaders, who, in turn, require ongoing support.