Setting an expectation of continuous improvement through standards of practice for the profession would help put the conditions in place that encourage teachers to reflect on their practice. Strengthening pedagogical leadership in schools, which should include improving school leaders’ skills for classroom observation, feedback and coaching, and encouraging the further distribution of leadership and teacher leadership would also help establish informal feedback in schools, including from teachers’ peers. Considering the small size of the school leadership profession, measures that target this group can, furthermore constitute highly cost-effective measures for improving teaching and learning in schools (Pont etal.,