Remodelling the Whole Workforce

1
Remodelling the Whole Workforce

• Irene Dalton
• SHA MAPS

2
Issues

• Treat remodelling as a whole
• DfES expects fewer allowances
• Blank sheet how manage the school?
• Applies in principle to Leadership Spine posts
• Pastoral roles
• 3 year strategy and budgets

3
The National Agreement - Background
BACKGROUND School of the future Recruitment and
retention Raising standards individualised
learning The role of the teacher (increased
productivity) and school leader Reducing workload
(Circular 2/98) Enhanced and extended role of
support staff proper career structure National
Remodelling Team (NRT) going to TTA
4
The National Agreement - 2003

• Deadlines
• 21 Tasks
• Leadership and management time can cover but
  replace
• No detriment
• Work/life balance

5
The National Agreement - 2004

• Cover
• 38 hour annual limit - no detriment
• Teachers with fewer periods less flexibility
• Residential trips/educational visits/compassionate
  
• Gained time
• Development work
• Planning with colleagues
• Withdrawal groups/booster classes
• Coursework support
• Team teach/double staff classes

6
The National Agreement - 2005

• Planning, preparation and assessment time (PPA)
• At least 10 of time-tabled teaching time
• No detriment
• Dedicated headship time
• Invigilation
• Orals and practicals
• Internal exams/tests (not in hall)
• Professional input

7
Remodelling issues

• Changing roles of senior/middle managers
• Clarity about management/administration/leadership
  
• Growth in staff numbers
• Changes in staffroom ethos
• Accommodation issues
• Do middle managers manage support staff or just
  give them jobs?
• Respect professionalism of support staff
• Priorities may be different

8
How do you assess and cost the relative
contribution of these staff ?

• ICT managers
• Multi-function staff
• Behaviour managers
• Attendance officers
• Librarians
• Administrators
• Cover supervisors
• Data managers
• Department support

• Financial
• Clerical
• Premises
• Classroom assistants
• SEN
• Technicians
• Learning mentors
• HTLAs
• Catering

9
Structures

• Does management structure include all staff?
• What about middle management for associate staff?
• New leadership roles for associate staff?
• What needs to be done to keep a happy and stable
  workforce?
• CPD implications
• Performance management implications
• Career paths
• Succession planning

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Performance Management

• Equity for all staff
• Career development
• Role of teachers/admin managers
• What targets?
• Establish basic skills level
• Customer satisfaction
• Contribution to SIP / Teaching and Learning
• Careers progress for some

11
TLRs

• For weighty responsibilities
• The emphasis in the criterion and factors for
  awarding TLRs for significant, weighty
  responsibilities focused on teaching and learning
  is clear and far more detailed than the current
  guidance on MAs. This, together with the
  requirement to publish the schools staffing
  structure, should constrain the inappropriate use
  of TLRs.

12
Background

• PwC report found
• School policy open and transparent
• But little consistency in application
• Some paid for admin not management
• Recruitment and retention
• Historic hard for HT to change

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Guidance By May 2005

• Managing costs in transition
• Reviewing whole staffing structure
• Flexibility within STPCD
• Remodelling the workforce
• Timing and implementation
• Consultation with staff and unions
• Safeguarding
• Equal Opportunities

14
Cash values - clear break with MAs

• Spot payments minimum gap of 1500
• Clear, published criteria for cash values
• No automatic read-across from MAs
• TLR 1
• Meet all 4 factors
• Range 6500 - 11000
• TLR 2
• Meet factors a c
• Range 2250 - 5500

15
Cash Values for MAs Sept 2005

• NS M1 19,161 M6 28,005
• UPS 1 30,339
• UPS 2 31,464
• UPS 3 32,628
• MA 1 1,638
• MA 2 3,312
• MA 3 5,688
• MA 4 7,833
• MA5 10,572

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Criteria

• Post-based permanent post in structure
• Paid to a teacher accountable for a significant,
  specified responsibility focused on teaching and
  learning that was not required of all classroom
  teachers, clearly defined in the job description
  and required teachers professional skills and
  judgement
• Sustained responsibility needed to ensure
  delivery of high quality teaching and learning

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Factors

• For TLR 2
• a) Impact on educational progress beyond the
  teachers assigned pupils
• b) Leading, developing and enhancing the teaching
  practice of others
• c) Having accountability for leading, managing
  and developing a curriculum or subject area or
  pupil development across the curriculum
• Additional for TLR 1
• d) Having line management responsibility for a
  significant number of people

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ASTs

• Expensive
• Standards fund will no longer support them
• Encourage government to get more accredited
  (Maths and Science shortage)
• Encourage schools to make greater use of
  flexibility in setting ASTs pay, particularly in
  Maths and science posts

19
Excellent teacher scheme

• From September 2006
• Post in structure
• Gold standard for practitioners - title!
• Focus on
• Pedagogic excellence
• Coaching and mentoring
• Salary 35,000 Inner London 41,475

20
Excellent teacher

• UPS3 2 years
• Rigorous process for application and assessment
• Endorsed by HT
• Element of external assessment
• Principal Teacher?
• Cant have TLR
• Programme of study qualification

21
Current status

• Consultation with minister ended on March 18th
• Pay order May 6th dont consult before
• Order to restructure will be separate legislation
  under section 21

22
Implementation dates

• TLRs awarded from January 1st 2006
• MAs frozen until schools in position to implement
  new structure
• Transition period from date of publication of
  structure end on 31st December 2008
• Revised structures by 31st December 2005 with
  timetable for implementation and rationale e.g.
  ring fenced/new posts/when/why

23
Consultation

• Draft to governors
• Out for consultation
• Specify time for consultation
• Amendments
• Consult again if necessary
• To governors
• Annex to governors pay policy

24
Safeguarding principles

• Protect from sudden drops in salary
• Mandatory
• Cash basis
• Teacher must know set out in salary statement
• 3 years maximum safeguarding
• From date of new structure
• Treating teachers like other professions
• Applies to current and future safeguarding
• Includes long term safeguarding

25
Safeguarding will operate

• Where
• Item removed from pay system
• ISR reduced
• LEA reorganisation, school closure
• Internal reorganisation

26
Safeguarding will cease

• Where the teacher
• Moves school voluntarily
• Unreasonably refuses to carry out duties
  commensurate with salary
• Set period of time elapses (3 years)
• Accepts new level of payment
• Moves post
• Salary (through annual increment, higher salary
  scale or higher level of TLR) becomes higher than
  total of salary including MA

27
Need for high quality PM

• Should be rigorous
• All heads should have training
• Link pay and performance