Remodelling the School Workforce:
an English perspective
Pat Collarbone
Futures Thinking for Education Conference, OECD
Hiroshima University, November 6th and 7th 2006
© 2006 TDA Development
The agenda
© 2006 TDA Development
The current context
The standards agenda
Remodelling
The future
2
The cultural shift
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Short term
Reaction
Compliance
Autocratic
Competition
Independence
Stress
Universal learning
Long term
Initiative
Creativity
Distributed
Collaborative
Inter-dependence
Fulfilment
Personalised learning
The system is moving toward a new order of school that is networked, collaborative
and with leadership shared within and between schools and other agencies.
3
The national context
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Dependency
Inter-dependency
National
Prescription
•
•
•
•
Leading and managing change
Breaking down barriers
Maximising capacity
Increasing capability
Schools
leading reform
The 1990s
4
Now
2020
National priorities
Emerging technologies
for learning
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Remodelling the
workforce
Personalised learning
Inclusion
Extended schools
The
School
Building schools of the
future
Multi-agency teamworking
Performance development
Collaboration
Healthy schools
Key focus: raising standards and securing life chances
5
School workforce
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FTE maintained school workforce in England, 1997-2006
750
700
Thousands
650
Teachers
Teaching assistants
Administrative staff
Technicians
Other
600
550
500
450
400
350
1997
1998
1999
2000
2001
2002
Source: Annual Survey of Workforce Numbers, Annual School Census
6
2003
2004
2005
2006
The agenda
© 2006 TDA Development
The current context
The standards agenda
Remodelling
The future
7
What we know from research: start early
© 2006 TDA Development
100
Average position in the distribution
90
80
70
High SES;
high early rank
60
High SES;
low early rank
50
Low SES;
high early rank
40
Low SES;
low early rank
30
20
10
0
22
28
34
40
46
52
58
64
70
76
82
Age in months
Source: Feinstein, Economica (2003)
8
88
94 100 106 112 118
Attainment (GCSE) and levels of deprivation (2006)
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70.0
National Average
60.0
Percentage
50.0
40.0
5+ A*-C
inc E+M
FSM
30.0
20.0
10.0
0.0
9
34
17
4
69
33
13
47
18
48
NA
77
106
73
Secondary FSM rank (/148)
9
148
105
147
121
67
142
124
Raising standards and making a difference to the life
chances of every child
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ECM
The
Children
Act
2004
Children’s
services
Health
services
Private
and vol.
orgs
Youth
justice
Youth
services
Extended
services
in and
around
schools
10
The agenda
© 2006 TDA Development
The current context
The standards agenda
Remodelling
The future
11
Remodelling offers a platform for developing school
processes …
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… by creating capacity and capability to
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personalise the offer and
improve pupil outcomes
enhance
professionalism
lead reform
extend community
resources
develop social
partnerships
leverage and build on
existing networks
use independent
change agents
collaborate beyond
school boundaries
increase capacity for
future change
promote teamwork in
schools
System-wide change requires a significant investment to
build relationships and connections
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Integrated
inspection of
Children’s
Services
Local
Strategic
Partnership
Health
eg Primary
Care Trust
Parent
Groups
Business
Partnerships
Children’s
Centres
Information
sharing
across
agencies
Social
Services
Children
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Police and
Youth
Justice
“Whole Child”
responsibility
– all agencies
Local
Authority
Other
Schools
Faith
Groups
Pupil
Representation
Common
Assessment
Framework
Connexions
Schools
Sports/Arts
Groups
Multidisciplinary
project
teams
Local
Safeguarding
Children’s
Board
Voluntary
Organisations
Statutory Duty
for multiagency
co-operation
Children’s
Trust
Specified
accountability
eg “Lead
Professional”
During the change process we experience the emotional
curve . . .
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Mobilise
Emotional State
+ve
-ve
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Discover
Surprise – “Gosh
this remodelling
stuff is really
interesting.”
Deepen
Develop
Deliver
Sustain
Commitment –
“This is the way
it’s got to be.”
Optimism, enthusiasm –
“Hey this remodelling stuff
is actually working!”
Frustration –
“There’s so much
to do - I don’t know
where to start!”
Despair – “I can’t see a
clear way forward with this”
Hope, exploration –
“Now it’s all
beginning to make
sense.”
When change doesn’t work – it’s rarely for rational reasons
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2+2 = 4
political
rational
emotional
anger
Uncertainty?
sadness
relief
fear
confidence
excitement
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Leading change
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Take
risks
Share
leader
ship
building
trust
developing
redesigning
learning
jobs
cultures
changing
Inspire
others
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organisational
structures
Coach
others
Take hold of the future
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•
Prepare for the unexpected
•
Develop cultural sensitivity
•
Acquire faster reaction times
•
Invest in technology
•
Implement flatter structures
•
Create “family”
•
Identify teams and partners
•
Instil purpose and meaning
•
Recognise the global village
•
Recognise that leadership will
be everything
Adapted from Dixon, 2002
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The agenda
© 2006 TDA Development
The current context
The standards agenda
Remodelling
The future
18
International perspectives on workforce remodelling
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‘Reform ceiling’
Transformed
UK
Reforming
Australia*
USA*
Norway
Repairing
Germany*
Japan
Static
* Federal system
HayGroup, 2005
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Pulled by schools
Pushed on schools
HayGroup conclusions
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•
workforce modernisation is a potentially powerful lever for raising
standards
•
developing staff skills, managing performance and targeting scarce
expertise can improve the quality of teaching and learning
•
these reforms can improve morale and equity within the profession itself
BUT
20
•
no government can change the workforce unless it believes, and the
workforce itself believes, that it is something which can be changed
•
to manage workforce reform successfully we also need to manage
performance and progression among the multitude of new careers and
roles that come into existence
HayGroup, 2005
2020: What this might mean for learning in schools …
© 2006 TDA Development
1
21
Pupils and their parents will be
more directly involved in the design
and delivery of the curriculum
6 Greater use of multiple information
sources; multi-layered use of
human reference points
2 Greater differentiation of content,
delivery style and pace
7 There will be more family learning
taking place
3
Schools will also have provision
for adult learners
8
Older young people are more
likely to be less subject focused
4
Learners will include the staff
of the schools
9
There will be a greater use of
ongoing learning profiles and
assessment for learning
5
Teachers will continue to lead
educational input
1
0
There will be more flexibility with
regard to attendance and learning
methodologies
2020: What this might mean for schools …
© 2006 TDA Development
1
2
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Schools will be community
learning centres
Most will offer a 24/7/365 service
for learners
6 Schools will work as global villages
with networks operating worldwide
7
Schools will have higher adult /
pupil ratios than currently exist
3 Many will operate a 2 shift system
with a range of staff available
8 Specialist subject teaching will be
common from age 8 to 14
4 Schools will operate more openly
within formal collaborative networks
9 Many school sites will be centres
of multi-agency working
5 There is likely to be greater private /
community investment in schooling
1
0
Principals/headteachers may no
longer run schools
2020: Need to know, understand and be able to do …
© 2006 TDA Development
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Performance development will be a
key part of ongoing professionalism
Entry qualifications to the
profession will be more rigorous
than they currently are
Teachers will specialise in the
pedagogy and brain development of
differentiated age groups – e.g. 3 to
8, 8 to 14, 14 to adulthood
Teachers will be required to
demonstrate high levels of
emotional intelligence particularly if
they teach the 3 to 14 age groups
Teachers will have a better
understanding of pedagogy,
learning styles and brain
development
Teachers will lead and manage
teams of assistants
© 2006 TDA Development
The future is not a result of choices among
alternative paths offered by the present, but a
place that is created--created first in the mind
and will, created next in activity.
The future is not some place we are going to,
but one we are creating. The paths are not to
be found, but made, and the activity of
making them, changes both the maker and
the destination.
John Schaar
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