As mentioned previously in this chapter, focusing on these raw results is problematic because it ignores the factors affecting student learning that are beyond the teacher’s control and may encourage practices like “teaching to the test” and a narrowing of the curriculum. Appraisal processes that involve classroom observations are associated with better student outcomes, but appraisers need appropriate guidance and instruments in order to conduct them effectively (OECD, 2013b). Since 2013, the Education Council of New Zealand, the professional body for teachers, has delivered a professional learning programme on appraisal practices to appraisers and teachers and has made a range of appraisal resources and guidelines available on its website (Education Council of New Zealand, 2016).