In other contexts, school principals carry responsibility for appraising their deputy school leaders (e.g. various states and territories in Australia, including Victoria, various provinces and territories in Canada, Chile [Performance Appraisal], and Israel [ISCED level 1 and partially ISCED level 2]). On the one hand, evaluators from local education authorities often bring in-depth knowledge of the particular circumstances of a certain school and a school leader’s work, something particularly important considering the role of context for successful school leadership. Thanks to evaluators’ insights into local contexts, scope for the local implementation of appraisal also constitutes an opportunity to create trust, commitment and ownership. As the professional organisation for school principals in New Zealand pointed out the quality of school leader appraisal in New Zealand differs greatly depending on the capacity of the responsible school board of trustees.