ABSTRACT
The moves towards self-evaluation, the school effectiveness research movement and recognising that change is a fact of life, to be planned for not coped with, have moved the focus from the management to the leadership of an organisation. The image of the headteacher, cosily settled for life in a stable school, a pillar of the local community revered by staff, parents and children has long gone. Not only do schools have to plan for change, but part of their curriculum must be to help children and young people learn to live with and use change. Thomas and Webb (1998) describe an effective school as being:
recognised to be one where all members are included and have a stake, not simply one which achieves high scores on academic criteria . . . reducing inequality . . . is about providing the chance to share in the common wealth of the school and its culture.
