School Development for Teacher Learning and Change

Abstract

Literature about school improvement and educational change includes both inside and outside views. Focusing on the capacity of schools to transform themselves into supportive environments for teacher learning and change, the inside view is represented in this article by concepts and theories about organizational learning. The outside view, concerned with the implementation of innovations or new practices developed by reformers and policymakers, is illustrated in this article by the comprehensive school reform (CSR) movement. While literature associated with both inside and outside views of change often inform each other, they look at change through opposite ends of the telescope. This article offers a synthesis of these views.