© 2006 tda development remodelling the school workforce: an english perspective pat collarbone...

© 2006 TDA Development

Remodelling the School Workforce: an English perspective

Pat Collarbone

Futures Thinking for Education Conference, OECD

Hiroshima University, November 6th and 7th 2006


2

The agenda

The current context

The standards agenda

Remodelling

The future


3

The cultural shift

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.


4

The national context

NationalPrescription

Schools leading reform

Dependency

2020

• Leading and managing change• Breaking down barriers• Maximising capacity• Increasing capability

The 1990s Now

Inter-dependency


5

Healthy schools

Performance development

Building schools of the future

Extended schools

Remodelling the workforcePersonalised learning

Emerging technologies for learning

Inclusion

Multi-agency teamworking

Collaboration

The School

National priorities

Key focus: raising standards and securing life chances


6

School workforce

FTE maintained school workforce in England, 1997-2006

350

400

450

500

550

600

650

700

750

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

Th

ou

san

ds

Teachers Teaching assistants

Administrative staff Technicians

Other

Source: Annual Survey of Workforce Numbers, Annual School Census


7

The agenda

The current context


Remodelling

The future


8

What we know from research: start early

Source: Feinstein, Economica (2003)

High SES; low early rank

Low SES;low early rank

High SES;high early rank

Low SES; high early rank

0

10

20

30

40

50

60

70

80

90

100

22 28 34 40 46 52 58 64 70 76 82 88 94 100 106 112 118

Age in months

Average p

ositio

n in the d

istr

ibution


9

Attainment (GCSE) and levels of deprivation (2006)

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

9 34 17 4 69 33 13 47 18 48 NA 77 106 73 148 105 147 121 67 142 124

Secondary FSM rank (/148)

Pe

rce

nta

ge

5+ A*-Cinc E+M

FSM

Natio

nal A

verage


10

Raising standards and making a difference to the life chances of every child

Extendedservicesin and aroundschools

ECMChildren’s services

Healthservices

Private and vol.

orgsYouthjustice

Youthservices

The Children

Act2004


11

The agenda

The current context


Remodelling

The future


12

Remodelling offers a platform for developing school processes …

… by creating capacity and capability to

extend community resources

promote teamwork in schools

enhance professionalism

leverage and build on existing networks

collaborate beyond school boundaries

personalise the offer and improve pupil outcomes

lead reform

develop social partnerships

use independent change agents

increase capacity for future change


13

System-wide change requires a significant investment to build relationships and connections

“Whole Child” responsibility

– all agencies

Information sharing across

agencies

Common Assessment Framework

Integrated inspection of

Children’s Services

Local Safeguarding

Children’s Board

Local Strategic

Partnership

Connexions

Children’s Trust

Police and Youth

Justice

Multi-disciplinary

project teams

Children’s Centres

Healtheg Primary Care Trust

Parent Groups

Faith Groups

Business Partnerships

Sports/Arts Groups

Voluntary Organisations

Other Schools

Social Services

Local Authority

Pupil Representation

Children

Schools

Statutory Duty for multi-agency

co-operation

Specified accountability

eg “Lead Professional”


14

During the change process we experience the emotional curve . . .

+ve

-ve

Surprise – “Gosh this remodelling stuff is really interesting.”

Em

otio

na

l Sta

te

Discover Deepen Develop Deliver Sustain

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”

Optimism, enthusiasm – “Hey this remodelling stuff is actually working!”

Hope, exploration – “Now it’s all beginning to make sense.”

Commitment – “This is the way it’s got to be.”

Mobilise


15

When change doesn’t work – it’s rarely for rational reasons

rational political

emotional

2+2 = 4

Uncertainty?

relieffear

anger

confidenceexcitement

sadness


16

Leading change

building

trust

redesigning

jobs

changing

organisational

structures

developing

learning

cultures

Take

risks

Share

leadership

Inspire

others

Coach

others


17

Take hold of the future

• Prepare for the unexpected

• Acquire faster reaction times

• Identify teams and partners

• Implement flatter structures

• Recognise the global village

• Develop cultural sensitivity

• Invest in technology

• Create “family”

• Instil purpose and meaning

• Recognise that leadership will be everything

Adapted from Dixon, 2002


18

The agenda

The current context


Remodelling

The future


19

International perspectives on workforce remodelling

Transformed

Reforming

Repairing

Static

Pulled by schools Pushed on schools

‘Reform ceiling’

UK

USA*

Australia*

Norway

Germany*

Japan

HayGroup, 2005

* Federal system


20

HayGroup conclusions

• 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

• 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


21

2020: What this might mean for learning in schools …

Greater use of multiple information sources; multi-layered use of

human reference points

There will be more family learning taking place

Older young people are more likely to be less subject focused

There will be a greater use of ongoing learning profiles and

assessment for learning

6

7

8

9Learners will include the staff of the schools

Greater differentiation of content, delivery style and pace

Schools will also have provision for adult learners

2

3

Pupils and their parents will be more directly involved in the design

and delivery of the curriculum

4

1

Teachers will continue to lead educational input

There will be more flexibility with regard to attendance and learning

methodologies

5 10


22

2020: What this might mean for schools …

Schools will work as global villages with networks operating worldwide

Schools will have higher adult / pupil ratios than currently exist

Specialist subject teaching will be common from age 8 to 14

Many school sites will be centres of multi-agency working

6

7

8

9Schools will operate more openly within formal collaborative networks

Most will offer a 24/7/365 service for learners

Many will operate a 2 shift system with a range of staff available

2

3

Schools will be community learning centres

4

1

There is likely to be greater private / community investment in schooling

Principals/headteachers may no longer run schools

5 10


23

2020: Need to know, understand and be able to do …

Entry qualifications to the profession will be more rigorous

than they currently are

Teachers will be required to demonstrate high levels of

emotional intelligence particularly if they teach the 3 to 14 age groups

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 have a better understanding of pedagogy,

learning styles and brain development

Performance development will be a key part of ongoing professionalism

Teachers will lead and manage teams of assistants


24

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

© 2006 tda development remodelling the school workforce: an english perspective pat collarbone...

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