Teachers can make use of students’ feedback for their continuous professional development (Wubbels & Brekelmans, 2005; Hattie, 2009). A prototypical cycle for improving aspects of quality of teaching by students’ feedback is typically characterized in five steps (Fraser, 1998). First, aspects of quality of teaching are assessed from different perspectives (e.g. teachers and students). Teachers are then provided with these results (2), reflect on differences between perspectives trying to clarify their source (3), thereby identifying possibilities to plan and implement an appropriate intervention (4), and finally reassessing after sufficient time (5). Before this backdrop, the current talk’s aim is twofold. First, an inventory and online platform designed for teachers’ continuous professional development of classroom leadership by comparing teachers’ to students’ perspective will be presented. Second, the often implicitly assumed measurement assumptions necessary for comparing teachers’ to students’ perspectives are scrutinized in a large scale study. We focus on the continuous professional development of the three categories of classroom leadership assumed by the LKK (“Linzer Konzept der Klassenführung”: Lenske & Mayr, 2015) and assessed by the LDK (“Linzer Diagnosebogen zur Klassenführung”: Mayr et al., 2018): relationship, control and instruction. These three categories are assumed to be prerequisites for students actively engaging themselves in class while keeping disturbance to a minimum (Mayr, 2006). As such, these categories have been linked to student achievement (Wang et al., 1993). The LDK is implemented in an openly accessible online platform –https://ldk.aau.at/– which provides teachers with materials and detailed instructions for self-assessment and student-assessment. The platform provides teachers with norms for comparison, compares the results to samples of best practice teachers, and gives feedback while highlights discrepancies between perspectives. Continuous professional development as described above heavily relies on comparing measurements from teachers’ and students’ perspectives. However, comparing perspectives is only meaningful if the same constructs are being measured. Scholars addressing this measurement assumption have voiced concerns whether these two perspectives tap into the same constructs (Wubbels & Brekelmans, 2005; Kunter & Baumert, 2006). Consequently, the meaningfulness of directly comparing these two perspectives may be questioned. Accordingly, we scrutinized on a sample of 622 teachers and their 12229 students the measurement invariance across teachers’ and students’ perspectives in multilevel structural equation models. Results showed a nonuniform measurement bias for only one item, while measurement was otherwise comparable. We conclude the viability of comparing teachers’ and students’ perspectives of classroom leadership for teachers’ continuous professional development.

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