In various states and territories in Australia, Belgium (French Community), in various provinces and territories in Canada, Chile (Performance Appraisal) and New Zealand, for example, it is at the discretion of school leaders and evaluators to select instruments and tools to gather information depending on the chosen appraisal aspects and criteria and/or individually defined performance objectives. The instruments and sources of information used to gather evidence about a school leader’s performance may also differ between leadership positions, school principals and deputy school principals. While the costs and efforts required need to be weighed with the benefits of using multiple sources of information, it is essential to gather a feasible amount of accurate, valid, reliable and useful information (Glasman and Glasman, 2010). Such meetings between appraiser and appraisee may simply rely on a checklist that examines whether an appraisal aspect has been demonstrated (Lashway, 2003).