School improvement has moved between a bureaucratic logic of control and professional of commitment. New ways of post‑bureaucratic regulation, while higher levels of autonomy delegated, the control is increased by means of accountability. Described, in first place, two policy or alternate waves of improvement: control versus commitment that, in the current post-bureaucratic regulation, are reconfigured in new ways. Is a review of the literature on the teacher commitment (concept, dimensions, factors that impact, its role in the improvement). Thirdly, what a responsible school is: one that ensures the indispensable learnings to all.