Worrell, Patricia2011-01-102011-01-102003-05https://hdl.handle.net/2139/8531This article reflects on the difficulties experienced by many educators who would like to embrace change, and advocates the development of schools as learning communities to respond to inevitable changes in the environment. It concludes that until we establish communities where people will feel supported in their efforts to learn and grow, but will also expect that those efforts will be subjected to analysis, without any derogatory implications for themselves, educators will be reluctant to risk changeenEducational reformChange managementLearning communitiesTrinidad and TobagoArticle