REMODELLING AND WORKFORCE REFORM IN SCHOOLS

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REMODELLING AND WORKFORCE REFORMIN SCHOOLS
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REMODELLING IN SCHOOLS A DEFINITION

• Remodelling is a structured change process which
  empowers schools to tackle their key issues in a
  way that reflects their individual circumstances.

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Main Components of Remodelling

• Workforce Reform.
• Extended Schools (providing a range of services
  and activities, often beyond the school day, to
  help meet the needs of its students, their
  families and the wider community, usually with a
  multi-agency approach).
• Every Child Matters (Be Healthy Stay Safe Enjoy
  Achieve Make a Positive Contribution Achieve
  Economic Well-Being).

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Governments 5-Year Strategy

• Five key principles of reform will underpin our
  drive for a step change in childrens services,
  education and training

• Greater personalisation and choice with the
  wishes and needs of children, parents and
  learners centre-stage
• Opening up services to new and different
  providers and ways of delivering services
• Freedom and independence for frontline
  headteachers, governors and managers with clear
  simple accountabilities and more secure
  streamlined funding arrangements
• A major commitment to staff development with high
  quality support and training to improve
  assessment, care and teaching
• Partnerships with parents, employers, volunteers
  and voluntary organisations to maximise the life
  chances of children, young people and adults.

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JANUARY 2003
Raising Standards Tackling Workload A
National Agreement

• Signatories
• School Staff Trade Unions (but not NUT NAHT
  later withdrew)
• Government
• Employers Association

To bring in significant changes to teachers
conditions of service.
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Phase One (September 2003)

• No teacher required routinely to undertake
  clerical and administrative tasks.
• Provision made for teachers and headteachers to
  enjoy a reasonable work/life balance.
• Teachers with management and leadership
  responsibility entitled to a reasonable
  allocation of time within school sessions to
  support the discharge of their responsibilities.

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Phase Two (September 2004)

• Introduce an initial limit on cover for absent
  teachers with the objective of reaching the point
  where teachers at a school rarely cover at all.

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Phase Three (September 2005)

• Introduce guaranteed professional time for
  planning, preparation and assessment.
• Introduce new invigilation arrangements.

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Examples of the 25 Tasks teachers should not
routinely do

• Collect money.
• Chase absences.
• Bulk photocopying.
• Classroom Display.
• Analyse attendance figures.
• Administer teacher cover.
• Administer Examinations.
• Managing and inputting student data.

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Every Teacher to be a Leader of Learning in the
Classroom

• Planning and preparing lessons and courses for
  individual students as well as groups and whole
  classes.
• Delivering lessons to individual students as well
  as groups and whole classes, including delivery
  via distance learning or computer-aided
  techniques.
• Assessing the development, progress and
  attainment of individual students.
• Reporting on the development, progress and
  attainment of individual students.

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Work / Life Balance

• Governing bodies have duty to ensure the
  headteacher has a suitable work / life balance,
  having regard for their health and welfare.
• Headteachers have a duty to ensure that their
  staff have appropriate workloads, in support of a
  reasonable work / life balance, having regard to
  their health and welfare.

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Management Leadership Time

• Heads of Faculty relieved of Form Tutor
  responsibilities.
• Associate Staff appointed, trained and given
  additional pay to become Form Tutors to
  accommodate this.
• Additional 1 hour 40 minutes per week released.

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Reduction of Cover

• Initial maximum of 38 hours p/a.
• Progressive movements towards a position where
  teachers only rarely asked to cover for absent
  teachers

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How Have Schools Implemented Reduction of Cover?

• Appointment of Additional Teaching Staff.
• Appointment of Non-teaching Cover / Study
  Supervisors.
• Supply Teachers.
• Higher Level Teaching Assistants.

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PPA (Planning, Preparation Assessment Time)

• Equivalent of at least 10 of a teachers normal
  timetabled teaching time.
• Must not be encroached upon, including for cover.
• In timetabled blocks of no less than 30 minutes
  duration teachers must know when they receive
  their guaranteed time.
• In case of NQTs PPA would be 10 of an already
  reduced timetable, equivalent to 90 of a
  main-grade teachers timetable.

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Invigilation

• Teachers should not routinely be required to
  invigilate external examinations.
• Teachers should usually continue to conduct
  practical and oral examinations.
• Teachers may be required to supervise internal
  examinations and tests, where these take place
  during their normal timetabled teaching time.
• Many schools have a trained bank of
  invigilators.

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Reform in Practice

• Calder High School
• Workforce 166
• Teaching 91
• Associate 75

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The Roles no longer the Remit of Teachers

• Attendance Administrator
• Data Administrator
• Examinations Manager
• Examinations Administrator
• Work Experience Administrator
• Cover Management now Remit of Headteachers PA /
  Head of Personnel (Associate Member of Leadership
  Team)
• School Business Operations Manager (Associate
  Member of Leadership Team)
• Premises Manager
• Huge increase in use of ICT

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Cover / Invigilation

• 4 full-time Study Supervisors.
• Bank of lay invigilators, trained, retained and
  deployed by non-teaching Examinations Manager.

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Other New Posts

• Non-Teaching Year 7 Transition Manager.
• Non-Teaching Manager of Inclusion Unit, supported
  by two specialist behaviour workers.

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Teaching Staff Restructuring

• All schools required to publish new structure by
  31 December 2005.
• All changes to have been implemented by 31
  December 2008.
• Management Allowances Abolished.
• Replaced by Teaching Learning Responsibility
  Allowances (TLRs)

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Teaching Learning Responsibility (TLR)

• For significant, specified responsibility
  focused on teaching and learning, that is not
  required of all classroom teachers.

• Factors
• Impact on educational progress beyond the
  teachers assigned students
• Leading, developing and enhancing the teaching
  practice of others
• Having accountability for leading, managing and
  developing a subject or curriculum area of
  student development across the curriculum
• Having line management responsibility for a
  significant number of people (for TLR1)

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Payments

• Two payments (dependent on factors and relative
  weight of responsibilities)
• TLR 1 within 6,829 - 11,557
• TLR 2 within 2,364 - 5,778

• A minimum of at least 1,500 differential between
  posts within each of the ranges.

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Excellent Teacher Scheme

• ETS to start as from 01 September 2006.
• ETS should have a role / post focused on NQT
  induction, mentoring, demonstration lessons, role
  model, classroom observation, help other teachers
  to evaluate impact of teaching on students and an
  emphasis on general pedagogy.
• Like ASTs, but no outreach function.

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Some Casualties of TLRs in Schools
Teaching Staff with Management Allowances for

• Cover
• Examinations
• Work Experience
• Exchange Visits
• Heads of Year

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Gains for Wider Workforce

• Career Paths.
• Improved opportunities, pay and status.
• Structured Performance Review.
• Improved Continuing Professional Development
  (CPD) including Accreditation Opportunities.
• Gains in Job Satisfaction.

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Check out

• www.teachernet.gov.uk