Throughout Organisation for Economic Cooperation and Development (OECD) member countries, school systems and individual schools are experimenting with new approaches to management that seek to run schools in ways that are right for the 21st century. Those who manage these schools must take responsibility for an arduous task due to the complexity of the world and a seemingly endless set of pressures. This work looks at how such innovation is working in nine countries: Flanders (Belgium), Greece, Hungary, Japan, Mexico, the Netherlands, Sweden, England (the United Kingdom), and the United States. Some of them are national projects, such as the Hungarian and Mexican case studies, while others are at the local or school levels. Most of the projects are targeted at relatively large urban schools and school systems, except one specifically situated in a rural setting. Twelve are primary schools, 4 lower secondary schools, and 15 upper secondary schools. The report focuses on the management of the school within a broad education framework. The focus is mainly on the role of school principals or, in some cases, on teachers and other stakeholders who are charged with the responsibility of organizing and running schools. (Contains 26 references.) (DFR)