ABSTRACT
This chapter describes the work of school leaders, teachers and students at Stoneleigh State Primary School as they designed strategies to bring about whole-school change by implementing new models of pedagogy and professional development. It draws on experiences at Stoneleigh State Primary School to share their approaches to sustainable, whole-school development. It illustrates strategies that were used to develop relationships and engage multiple levels of leaders, as well as teachers, students and the wider community, to alter practice. The chapter examines the experiences and practices of teachers and leaders and also looks to understand how a broad range of evidence was used throughout the process. Changes in school literacy tasks in the transitional period between the early years and the later years of primary schooling can have significant effects on students' literacy achievement. Inquiry can result in destabilising current practices and beliefs, which is a confronting thought for many.
