ABSTRACT
This chapter explores practical approaches for facilitators, headteachers and others involved in leading projects and programmes incorporating an agentic dimension. Accounts and evidence are authenticated amongst peers in terms of whether they ‘ring true’, how teachers and others can interpret and apply them and their currency in the improvement process. The opportunities for making and sharing stories are often limited to sketches and snapshots that can only whet the appetite, but these are then taken up by teachers to use in their own enquiries, which can prove to be revelatory in terms of understanding and attitudes towards students. The balance shifted noticeably towards greater involvement of children in their learning, as a result of their participation in enquiry. There are many configurations in which these approaches might operate, from in-house developments to school-university partnerships, from multi-school federations, networks and professional learning communities to initiatives funded by governments and agencies within national reform.
