The learning organization learns continually and has the capacity to transform itself. This article presents a model addressing three levels of interrelated learning (individual, team, and organizational) and discusses seven action imperatives. Creating continuous learning opportunities, promoting dialog and inquiry, and building teams are vital…

A study of five Vermont high schools suggests that change must grow from seeds already planted in different schools, fed by a constant flow of human energy interacting across all school organizational levels. Certain patterns, such as top-down or bottom-up change, are not as interactive as systemic efforts. (MLH)

For schools that are too large to give individualized attention to student problems, the house system's team approach to problem-solving responsibility may be the answer. One house organization plan is explained in detail here. (Editor)

Paper attempts to show how students can be given the opportunity to select their instructors for valid educational reasons; provides a model showing how students can select the way they will be taught; and how teachers can still do what they feel is necessary to accomplish their teaching objectives. (Author/CB)

If education is to be reformed to meet the challenges of the twenty-first century, a new decentralized model based on colleagueship must be developed. Principals must share their vision of the school's purpose with teachers and set aside the "creaking norms" of an earlier day. All school professionals must be empowered. (MLH)