Thus, the very underorganized nature of schools that prevents change from a structural perspective is the precise condition that makes change possible from a cultural perspective. Under conditions of increased ambiguity and uncertainty, the presuppositions that underwrite the prevailing paradigm are called into question. Change occurs when someone or something introduces new presuppositions that explain the ambiguity and thus reduce the uncertainty (Brown, 1978; Golding, 1980; Rounds, 1981; Weick, 1979). The recognition of an important, enduring ambiguity — an unresolvable anomaly in the prevailing paradigm — is an occasion when an organization may redefine itself. From the cultural perspective, organizations like schools are human constructions grounded in values. Schools change when apparently irresolvable ambiguities are resolved by confident, forceful, persistent people who manage to convince themselves and others to adopt a new set of presuppositions, which introduces innovation because the values embedded in these presuppositions create a new set of contingencies, expectations, and commitments (Weick, 1985).