The impact of educational policy
Which offered the possibility of generating additional benefits. The reorganized structure was also successful in distributing this leadership role beyond headteachers and engaging others in shaping Zone policy. Many interviewees spoke positively about how they were involved in shaping key Zone decisions or how Zone- supported professional development had allowed them to take on a more significant role within their institutions(Harris 2003). It was also important to recognize that this participation extended beyond teachers and included those working with teachers. The Zone therefore appeared to create a space in which fundamental questions could be asked :