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This is an important statement. Schools evolve in a manner based on a perception - Teacher roles, student roles and societal roles. There is no revolution brought about by the collective. For structures - funding, management, assessment/benchmarks etc. - time is required for the evolution. Fashion has its purpose as it allows innovators to display, group and promote. Fashion is also recyclable - 'yes been through that 20 years ago'. The bulk of teachers and students are not innovators. They will choose the status quo and remain faithful to the functions prescribed by their perceptions. From this basis change is a series of small steps (incremental). To a certain extent this bulk of consciousness self protects and provide certainty of place. Change has to occur within the scope of recognition and purpose. It is important that teachers and students have clarity of purpose. However teachers cannot be recalcitrant - they must be progressive. The bulk of teachers will be progressive when support structures are explicit and clear in purpose. Innovation requires support. Innovation without support remains bound within a quagmire of fashion cycles. National and State visions of education reflect the quagmire of cycles and almost static based change occurring in most schools.