Involving a peer school leader in the appraisal process also corresponds to the development of school leadership models in which school leaders assume responsibilities beyond their own school and engage in the improvement of the wider education system (e.g. through school partnerships and networks and as critical friends). To provide two examples, Ireland has introduced a Leadership Development for Schools (LDS) programme that provides professional development opportunities with a focus on improving teaching and learning for all students for emerging and established school leaders on an annual basis through a variety of formats (e.g. interactive seminars, active learning networks and virtual learning environment).32 Norway has implemented a National Training Programme for Principals in 2009 that aims to support school principals to become pedagogical leaders that work towards improving teaching in learning in schools. Initially targeted at new school principals, 621 participants took part in the programme that can be taken part-time over one-and-a-half to two years between 2009 and 2011 (Norwegian Directorate for Education and Training, 2011).