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For many years, education reform has been imposed on teachers in many parts of the world. Overload, burnout, demoralization, poor implementation and a rush for early retirement has been the result. This text discusses the need for positive educational change, with teachers in the vanguard of it, rather than making them its marginalized victims. The authors interpretation of positive educational change means strong emphases on professional development, ensuring that every school and department becomes a strong professional community; valuing, not vilifying educational research; putting teachers in charge of standards and change; giving schools more flexibility over curriculum and assessment, not less; and regarding our educational past as something to be built upon, not castigated and forgotten. The writers identify new doctrines for implementation in England, Australia, North America and Japan.