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First, vision conceptualisation, transmission and evolution forms an ongoing act of ‘deliberate choice’ by stakeholders in response to macro and micro cultural values and contextual need. In this school, the vision is articulated as ‘striving to be the best in promoting student learning’. It is supported by four tenets of student centred learning, improvement mindset, empowerment and community. Adherence 21 CHAPTER 2 to the four tenets ensures vision provides a platform for meeting school stakeholders’ need in building capacity for school improvement.

West et al. (2000), in Moving Schools Project, note that “The evolution of vision becomes a stage which makes meaning of the improvement journey as it evolves” (p. 39). Fullan (1993) notes that vision emerges from more than it precedes action and shared vision resulting from the dynamic interaction of organisational members and leaders is vital for improvement. All this takes time and will not succeed unless the vision building process is somewhat open-ended and pursued authentically while avoiding premature formalisation.

Coming from a position of distributed practice and division of labour, this chapter considers the work of stakeholders as change agents and the impact this has on capacity building for improvement. For this study, stakeholders involved included the principal, deputy and assistant principals, teachers, auxiliary staff and parents. As core players in activities that build capacity for improvement they uphold the view that managing challenges of site for improvement proves effective when distributed across groups.

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