This paper offers a traditional but often neglected view of schools as places of work. It argues that schools are best understood as places where people work and face problems similar to those encountered in other work organizations. Good schools are places where the quality and quantity of work are greater and the work is integrated more effectively. Since learning is the joint product of the work of staff and students, increasing learning requires more or better work by one or both groups. The productivity of workers is affected by the characteristics of work tasks and the work setting. Effective schools share with productive organizations the following characteristics--clear goals, a high task orientation, feedback on performance, high levels of employee discretion, adequate resources, and effective leadership. Achievement, recognition, professional autonomy, and participative decision making also affect employee productivity. In conclusion, understanding how more and better work can be done in the schools is essential to successful reform. (LMI)