There should also be strong links with the public technical-pedagogical support services (ATP) and their new school improvement framework as well as private technical-pedagogical consultancies (ATE). Second, concerning the school evaluation process itself, the Agency should continue to focus on the formative dimension of school evaluations that leads to lasting changes to practice. School evaluation that is meaningful should involve: an accurate assessment of the effectiveness of schools, an assessment of strengths and areas for development, followed by feedback, coaching, support and opportunities for development, an opportunity to celebrate, recognise and reward the work of schools and to identify best practice, and an opportunity to identify underperforming schools. Third, school self-evaluation should be central in any national approach to school improvement and as school systems mature schools should take on a greater role for driving their own improvement.