ABSTRACT
There is almost universal agreement that the most important resource in securing success for all students in every setting is the knowledge and skill of teachers and others who support them. This refers to the intellectual capital (Caldwell and Harris, 2008) or the professional capital (A. Hargreaves and Fullan, 2012) of the school. Financial capital (Chapters 10 and 11) is important, but whether or not it makes a difference depends on how much money is provided and how it is deployed. Social and spiritual capital (Chapter 12) is important, but the support of the community must add value to what the school is endeavouring to achieve. The good news from these previous chapters is that outstanding models for allocating funds to schools have been developed and there is strong evidence that self-transforming schools know how to target their use, especially in helping to close the gap in achievement between low- and high-performing students. There are outstanding models of how funds and other support from the philanthropic, not-for-profit and corporate sectors can make a contribution. Learning how to utilise these models is part of ‘the knowledge’ for those who lead and support the self-transforming school.
