ABSTRACT
In the current environment, school improvement discussions and, indeed, educational improvement programmes and whole-school reform designs, are all emerging within individual countries and travelling internationally at unprecedented levels and speeds. The ability of a school to engage with a design team in co-constructing school reform and thereby achieving reasonably strong implementation of most design components within a specific context implies a school that either possessed a substantially healthy or ‘effective’ school culture prior to engaging in a specific reform, or developed such a local environment as a result of the reform. This chapter reports on the first five years of an ongoing effort to work on improving reliability with four clusters of secondary schools in Great Britain. The objective of the effort has not been the installation of any specific curricular package or set of reform characteristics, but rather to work with the clusters in co-constructing higher reliability in all schools’ core activities.
