WORKFORCE REMODELLING

1
WORKFORCE REMODELLING

• SCHOOL CHANGE TEAM

2
Context for change
Government initiatives
Pupil assessment
Tackling workload
Raising standards
Technological changes
Social changes

• Responding to curriculum changes
• Increased need to cater for individual learning
  styles
• Effective use of ICT

• Reducing hours worked
• Improving work/life balance
• Freeing teachers to teach
• Developing the role of
• support staff

School
Employment legislation
Budget constraints
3
Impact of changes

• Retention issues workload is the major reason
  cited for leaving
• Recruitment issues hard to make the profession
  attractive
• Over 30 of teachers working week spent on
  non-teaching activities
• Teachers are retiring faster nearly 50 will
  reach 60 over the next 15 years
• Need for development of professional support
  staff

4
What is Workforce Remodelling?
Remodelling is a structured change process which
empowers schools to tackle their key issues in a
way that reflects their individual circumstances
5
The National Agreement is part of a much wider
change

• A wider culture change
• Inclusive
• Flexible
• Focused
• Collaborative

6
What are the key elements of the National
Agreement?

• September 2003
• Not routinely undertake administrative and
  clerical work
• Reasonable Work/life balance
• Reasonable leadership and management time
• September 2004
• Limit on cover for absent teachers (initially 38
  hours/year)
• September 2005
• 10 guaranteed time for Planning, Preparation and
  Assessment (PPA)
• Dedicated headship time
• Exam invigilation

7
Form your school change team (SCT)

• dont invite the usual suspects
• dont always assume its your senior management
  team
• dont make it an elite team
• look for diversity of contribution
• look for balance in peoples attitude towards
  change
• think about development opportunities for people
• think about team membership that looks like a
  diagonal slice through your organisation

8
The role of SCT members is to

• Reflect the views of other members of the school
  workforce who are not in the SCT
• Be prepared to bring along their own, and
  others, workload issues and views on workload
• Actively involve others who are not in the SCT as
  appropriate, for example, professional
  association or union representatives where
  contractual changes are being explored the SCT
  should not expect to have all the answers
• Act as the communications channel back to the
  school workforce
• Contribute on a constructive basis
• Be prepared to oversee, and where appropriate, be
  part of the change initiatives

9
Complete Remodelling Initiation Document