Abstract
ABSTRACT This paper describes a series of events observed in an English primary school over the period 1991‐1994. The events are taken as typical examples of school response to an externally1 imposed innovation, namely, the assessment of pupils against the progressive learning scale in the national curriculum.2 The patterns of events occurring in the school are tabulated together with the responses of teaching staff to the change events. The purpose is to inform teacher understanding of the significance of some events in the school's response to change. The claim is that focused reflective practice through reference to change events and types of teacher response are an important contribution to teacher understanding of the meaning of their ‘learning organization’. This practice heightens teachers’ collective awareness of the foci for change within their organization and establishes a vehicle for empowered teacher voice. * This paper was first presented at the 8th International Congress for School Effectiveness and Improvement, Leeuwarden, the Netherlands.
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