Suggesting that there is a clear scientific or evidence-based approach that can overcome Australia’s vast geographic separations, considerable inequality and conflicting system stances on the purpose of education, is troubling. That is not to say that evidence cannot tell us useful things. Creating a sense of how we can move to overcome these burdens, achieve purposeful outcomes for students and create the conditions to support effective teacher working, requires consensus. The book notes a desire for coalition and networked knowledge sharing to achieve these things, but also solidarity with solidity, a commitment to overcome political and ideological motivations that hinder progress. Clarity and coherence sit at the core of this. When we are divided on key matters, it can create opportunities for constructive debate, but debate must lead somewhere.