Practices related to monitoring, evaluation and appraisal (e.g. supporting and observing teachers, and observing students and classrooms), furthermore, constitute fundamental elements of pedagogical leadership focussing school leaders’ attention towards teaching and learning. School leaders’ essential role in internal teacher appraisal processes should be reflected in the appraisal of school leaders (e.g. through evaluating school leaders’ competencies to manage staff, to authentically evaluate teaching and learning, to understand, observe and recognise good teaching, and to give developmental feedback to teachers). School leaders should equally be held directly accountable for and receive feedback on their ability to lead their school’s self-evaluation processes, for their school’s collaboration during external evaluations, and for the communication of external evaluation results to their school community.