Victoria, Australia, for example, requires annual review meetings within the timeframe that school leaders and evaluators select for appraisal. In Ontario, Canada, school leaders and evaluators must meet at least three times within the evaluation year designated as part of the five-year evaluation cycle to facilitate professional dialogue between appraiser and the teaching professional being appraised. A continuous appraisal process communicates a more formative image based on the idea that a school leader’s performance can be improved.