At a time of increasing global uncertainty, it is critical that school systems succeed at transforming their educational aims and practices. This article focuses on the Chilean System of Educational Quality Assurance as a policy case aimed at expanding the purpose of education by incorporating indicators of social and personal development (ISPD) within performance-based accountability (PBA) policy. The article analyses this phenomenon at organisational level, charting the emergence of organisational routines focusing on 'if' and 'how' professional conversations that engender a more holistic educational approach are allowed. Data comes from four school cases, each representing a different achievement combination (high-low) of learning standards and ISPD indicators. Results show that all cases develop new professional meetings believing in their capacity to facilitate teachers' professional conversations. However, three of the four schools deviate from that pathway focusing on practice repetition and increased control to attain academic results, while all schools neglected the policy's holistic goals. In the context of this disconnection, schools lack operational tools for building an existing language that enhances professional conversations related to broad education. Consequently, the reform does not motivate transformative learning but a reproductive type, hindering teachers' practice possibilities for adjustments compatible with global challenges.