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The article presents some of the author’s key concepts regarding changes in schools and their implication upon requirements for teacher education. Firstly, tri-level reform (state-district–school/community) and a redefinition of some polarities; namely, centralization/decentralization, top down/bottom up and prescription/ autonomy. With respect to reform strategies, the England case and its literacy and numeracy campaigns are used as an example. Secondly, capacity building and the knowledge-skills requirements, resources and motivations to be articulated, with the Ontario example as a referent with its current improvement strategy. Thirdly, learning community and the new teacher professionalism which defines the teacher’s job not only by teaching inside the classroom but also contributing towards other teachers’ learning. Fourthly, principalship or principals’ leadership with both the need and intrinsic difficulty due to their double role; i.e., school managers and leaders. Fifthly, assessment for learning. When approaching teacher education, the author refers to the change strategy implemented when he was Dean of the Faculty of Education (1988-2003), at the University of Toronto (OISE), aimed at strengthening three weak aspects in the institution’s curriculum; assessment for learning, collaborative work with other teachers and parent engagement. Besides, two changes in the manner of organizing work with students were introduced; team teaching with 60-90 student groups, who in turn would be trained in creating teams, networks and collaboration, together with a new relationship with schools where students are performing their initial teaching. The underlying principle being that not only is the Faculty responsible for initial teacher education but for school change as well. The latter, in turn, is responsible for both its students and initial teacher education.
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