While earlier chapters in this book have focused on the more technical aspects of school design involving precepts, principles, approaches, methods, practices and skills, it is a truism that all of these are fundamentally dependent on the qualities of teachers and administrators for their successful delivery. Re-designing schools is thus an integration of the two: a combination of the technical, methodological and practical with human endeavour. Both need to be integrated and mutually reinforcing. Even the most carefully conceived models of practice come to nought if personnel do not have the knowledge, skills and disposition to implement them. On the other hand, without well conceived curriculum, teaching and learning models, even the most able and energetic staff is likely to be misguided and ineffectual.