When reading popular sources on educational change, different approaches can be observed. On the one hand there is a call for educational improvement at the system level. This line of reasoning asserts that the educational system faces challenges that require steering and coordinating at the national level. In that case, reform comes from outside the school, through the leadership of the school to the work floor. The problem of reform is seen as an issue of implementation of the initiatives. The other line of thought on educational reform expects the changes to come from within the school and to be initiated by the teachers. They are seen as professionals who should have professional discretion and are capable of realizing improvement. From this perspective, the teachers should be the main motor for educational change.