ABSTRACT
The model we set out in The Self-Managing School has been the starting point for our work in schools and school systems in Australia, Britain and New Zealand and has attracted interest in other places. Our own involvement in many projects and ongoing developmental work at Rosebery District High School in Tasmania, which furnished the model in its original form, have resulted in refinements and new insights as to how schools can develop their own approaches to self-management and how they may be supported in their efforts.
