This chapter focuses on school reform and sustainable practices in middle years education. The author explores the concepts of innovative disruption and transformation as they apply to educational change. Three key aspects to sustaining educational change are identified (establishing collaborative practices, developing a mediating layer between schools and policy makers, and building future leadership teams) and three practices necessary for a rigorous paradigm shift in middle years education are explained (adaptive leadership, responsive teaching and generative assessment). Provocations presented in the chapter share insights into these three practices. The Educational Change Model (ECM) is introduced and its value in guiding middle years transformation in schools is explained. The core components of the three phases of the ECM are discussed and examples of the components in action in middle years education are provided. The author demonstrates that teachers and school leaders have a significant role to play in the transformation and sustainability of reform processes in middle years education. School reform is a long-term sustainability project that requires ongoing commitment from all stakeholders.