This text makes a significant contribution to existing teachers competence in the area of quality enhancement and present reflections on practice distilled over a lifetime of work in education towards developing teachers and enhancing the effectiveness of learning. Methods by which this can be done are discussed and strategies for unlocking the potential within an organization are explored. The role of a critical friend is outlined, and the potential power of somebody who is trusted probing an action plan in order to clarify ideas is suggested. A model of validated self review is put forward, and a case study from one LEA is used to provide evidence of the theory in practice.

'This book is a useful addition to the body of literature that informs teachers and policy makers in the ever increasing, but so often misunderstood area of quality in education.' - M. Waring, British Journal of Educational Studies

'What Hoy et al. do is make a convincing case that issues around change and development in education are complex and highly political. Furthermore, the drive to control human relations through the mistrust of teachers is detrimental to pupil learning, and so what is important about this book is not only the critique of officially approved systems but also the presentation of an alternative approach.' - Helen Gunter, Educational Review