Schools need sustainable reform to meet the challenges of rapid and constant change and higher community expectations. Sustainable school reform is best achieved when teachers and school leaders: (1) understand what is happening in the broader community and the implications this has for schools (being contextually literate); (2) run their schools in ways that respond positively to their community (being organisationally savvy); and (3) act with others, pursue a consistent vision over time, focus on areas they can influence, use evidence to support change and use a range of leadership styles (being leadership smart). Educational initiatives that consider context, its implications for the organisation of schools, and the implications of both for teachers and school leaders are critical. Failure to link all three of these elements can mean that initiatives are not implemented or, if implemented, do not meet the original intent (for example, Mulford & Edmunds 2010). Other negative consequences can include feelings of confusion, overload, stress and low morale on the part of school staff (Bishop & Mulford 1999; Mulford & Edmunds 2010). This resource sheet examines the evidence on what works for teachers and school leaders, using the three elements of success, being: contextually literate; organisationally savvy; and leadership smart. Summary "flow" for teacher and school leader quality and sustainability is appended. [This paper was produced for the Closing the Gap Clearinghouse.]