Stephan Huber and Nadine Schneider discuss trends in the development of school leadership, as well as the use of self-assessment and feedback as part of the professional development of school leaders and the impact of professional development on leadership practices. They argue in favor of approaches to professional development using multiple learning approaches. They also propose the evaluation of the quality of professional development to take a wide range of didactical aspects and different levels of impact into account, from the increase in competence to the change in performance and its consequences in the school. They also bring attention to the value of an evaluation process that draws on various sources, besides participant perception, and which also includes the views of others including school staff.