ABSTRACT
This chapter provides an overview of accumulation of works and developments based on that assumption ranging from school-based management to the development planning for school change. Policymakers and researchers have now convinced themselves that the school is the unit of change. The literature appears quite slim when it comes to dealing with what the school should look like were it to provide an appropriate setting for teacher development and/or educational change. The literature has pointed up the weaknesses of the typical isolated classroom as providing a good setting for change and professional development. The experience at Lakeview suggests that while the school may provide the necessary ethos to support and encourage a change, the group itself within that school offers a more viable and productive notion to account for that change. The illustrations of Lakeview School and the continuum of school organizations just described illustrate several things about school change.
