ABSTRACT
This chapter explores the benefits and challenges of sustainable middle school reform. It develops an appreciation of the roles of teachers and school leaders to ignite, resource and continue to commit to reform in order to achieve cultural change and sustainable practice. The chapter develops an understanding of the Educational Change Model for middle schools. It investigates examples of authentic practice which exemplify the core variables for each of the three stages in the Educational Change Model. The need to continue to reform schools and systems to intentionally employ approaches to middle years teaching and learning remains firmly on the agenda. The concept of a teacher as an active agent of school reform and development has historically been central to educational practices and policies. A middle layer between school delivery and the system plays a critical mediating role. It may take the form of a geographic, school cluster or subject-based mediating layer, among others.
