Beyond workforce reform a different kind of workforce for the 21st Century

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Beyond workforce reform -a different kind of
workforce for the 21st Century

• TOM CLARK - ASSOCIATE DIRECTOR
• SPECIALIST SCHOOLS TRUST

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Beyond Workforce Reform

• At the heart of this work is transforming
  learning and transforming the schools agenda. At
  one level this is about enabling all schools to
  do what the best do now but it is also about
  doing things differently too.
• The SSAT has always been noted for fostering
  innovation. We are committed to a both and
  approach - delivering in the short term and
  seeding longer term transformation
• David Crossley Director Achievement, SSAT

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The Future

• Future and nostalgia
• Status quo never a long-term option
• Help describe a new imaginary

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Major trends that are shaping the 21st Century
a new paradigm

• Instant communications
• A one-world economy
• Internet commerce and learning
• The new service/ full service society
• The changing shape of work global/flat

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(No Transcript)
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The future is not what it used to be some
imaginaries (Charles Taylor)

• Hedley Beare -
• (How we envisage schooling in the 21st
  Century)
• Medieval Imaginary - agrarian
• Factory 19th Century Imaginary - industrial
• Knowledge 21st Century Imaginary global
• information

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• BEYOND
• Workforce for its own sake

• TO
• Joined-up vision for school design and
  organisation, new technologies, (personalised)
  learning and BSF

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• BEYOND
• School as a place

• TO
• Education unconstrained by time and place

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• BEYOND
• Workload, tasks, contracts, who does what,
  cheap solutions, hierarchies

• TO
• Concept of multi-professional educators in
  learning teams

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• BEYOND
• Teachers and 30 learners in a room

• TO
• Where learners learn is not necessarily where
  teachers teach, 7/24 anywhere/anytime

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• BEYOND
• The omni-capable teacher

• TO
• Specialists in pedagogy, specialists in subject
  content, specialists in student support -not all
  of whom are necessarily qualified teachers

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• BEYOND
• Teachers working in one school

• TO
• Self-employed teachers working in many schools

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• BEYOND
• Tightly defined, segregated roles

• TO
• Overlapping roles

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• BEYOND
• One-size fits all

• TO
• No new orthodoxy

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The booklet

• beyond
• the 24 tasks
• (Token?) re-structuring, TLRs, and protection
• to
• identifying things abandoned not just adding
  more staff and increasing the salary bill
• celebrating the contributions of support-staff
  and the vitality, flexibilities and skills they
  bring
• showing the multi-tasking in practice that often
  characterises a variety of contributions

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• showing that support staff can and do exercise
  real accountability and responsibility in schools
• showing that the intelligent use of support staff
  raises standards
• embracing whole-school, institutional, cultural
  changes which drive these developments
• drawing parallels outside education
• testing links between reform and achievement
• joining up BSfF,CPD, and 21st century imaginary

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• Does it sell more beer?