1. Workforce modernisation – the experience in England Dame Professor Pat Collarbone Victoria, Australia 2009

2. Policy context UK Workforce Modernisation Every Child Matters Train to Gain GLOBAL Workforce Development Raising Educational Attainment People equipped to work in C21 AUSTRALIA Teachers for 21 st Century: making the difference National Goals for Schooling in 21 st Century Backing Australia’s ability March 20091

3. The Allen report Teaching service age profile Mismatch of teacher supply The quality of teacher training courses Mismatch of who is being trained Insufficient career development and leadership opportunities Major societal and population changes Status of the teaching profession Shortfall in services staff supply The Allen Report, December 2008 March 20092

4. The England context Central control Local ownership Lack of knowledge Greater understanding 1976 Ruskin speech 1997 Excellence in Schools Adapted from Michael Barber March 20093 2002 Time for standards 1988 Education Reform Act

5. Cultural change Co-dependenceDependenceIndependenceInterdependence Wrong solutionsSupply ledDemand ledPersonalisation Remedial actionInspectionSelf evaluationPeer review ConflictConsultationNegotiationSocial partnership DenialComplianceDevelopmentProfessionalism Maturity of the individual, team, organisation and sector March 20094

6. Major workforce issues in England An ageing workforce Shortage of teachers in certain subjects Poor behaviour of a few children Insufficient graduate teachers Raising the profile and status of teaching Teachers doing routine admin Inadequate leadership skills … and PwC found that teachers were facing dramatic workload increases that were taking them away from a focus on teaching and learning … March 20095

7. Pathfinder aspirations The government looked to the “Transforming the school workforce pathfinder” to find ways to create: A highly motivated teaching profession Headteachers and schools committed to moving to new, more flexible ways of working Increased status of the teaching profession, with improved recruitment and retention levels Greater collaboration and team working within and between schools A culture where schools were able to handle change effectively March 20096

8. Pathfinder outcome … but it is also clear that substantial challenges lay ahead if a national extension of the Pathfinder programme was to be a success March 20097

9. What the schools said... It raised morale Gave us fresh, creative ideas Created a common agenda Was a catalyst for whole school change We started to really “let go” and delegate There was more communication/negotiation A growth of commitment/trust/respect We took control Staff were rejuvenation/transformed There is a “can do” philosophy Staff confidence grew There is now an “open door” mindset “We have started a journey and don’t want to stop” March 20098

10. National Agreement September 2003: Administrative and clerical work – the “24 tasks” Work/life balance 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 Dedicated headship time No exam invigilation March 20099

11. Local social partnerships 2003 Some LAs start Local WAMGs 2004 WAMG note 8 promotes LWAMGs 2005 NRT ‘Effective Teams’ training to 90% of LWAMGs 2006 128 Working LWAMGs 2007 145 Working LSPs with new responsibilities for monitoring March 200910

12. The National Remodelling Team Established to facilitate and track National Agreement implementation The NRT Central team School change teams Local authority role Monitoring and evaluation Regional advisers Training events / networks Roll out design Process of change March 200911

13. DCSF WAMG NRT LA clients NCSL RELATIONSHIP ASponsors BNCSL leads & chairs CNCSL sets up and manages DOwns the strategy, supports and challenges, receives reports from EDelivers change programme FGives feedback A D C B E/F F CSL The National Remodelling Team Schools March 200912

14. School workforce Source: Annual Survey of Workforce Numbers, School Census FTE Maintained and Academy school workforce* in England, 1997 to 2008 * Does not include site staff, catering staff, cleaners or supervisors 0.0 March 200913

15. The School Workforce Pupil Welfare Pastoral manager Connexions advisor Education welfare Home liaison Learning mentor Nurse Welfare assistant TA Equivalent Higher Level TA LSA (SEN pupils) Nursery nurse Therapist TA – primary TA – secondary TA – special Technicians ICT manager ICT technician Librarian Science technician Technology tech. Media technician Other pupil support Bilingual support Cover supervisor Escort Exam invigilator Language assistant Midday assistant Midday supervisor Facilities/site Cleaner Cook Other catering Caretaker Grounds staff Premises manager Administrative Administrator SBM (Bursar) Finance officer Office manager Personnel manager Attendance office Data manager Exams officer PA to Head Teachers Teacher Excellent teacher AST Assistant head teacher Deputy headteacher Headteacher Extended schools Cluster manager ES Co-ordinator Parent Support Advisers March 200914

16. The 21 st Century school Teachers Leadership/ governors Pupils Cluster manager Cluster school Cluster school Cluster school Voluntary organs. Faith organs. LA SIPs Parents Childcare provision Nursery Children’s centre Youth justice Social care Health LA coordinator e.g. ESRA Police 14 to 19 strategy Further education Employers Cluster partner 3 rd sector Support staff March 200915

17. Mobilise (the organisation) Discover (what works and the challenges) Deepen (the challenges) Develop (Vision and Plan) Deliver (The results) Results … and challenges keep happening School Challenges A change process that works March 200916

18. The emotional curve Prepare the way Create the team Survey the landscape Dig deeper Develop solutions Finalise the plans Build and maintain We are going to tackle this We have a great team This isn’t easy There’s an awful lot to do We know we have options We have plans This is really challenging We can involve others and build success ‘The main change has been in staff behaviour and the belief that they can bring about change’. South Thames College March 200917

19. Past, present, future Schools The National Agreement Extended Schools Parent Support Advisers School Improvement Planning Local Authorities Every Child Matters Targeted Youth Support Further Education Pathfinder Where next – FE, HE, NHS, Police …. ? March 200918

20. Alignment & coherence Policy Practice People PolicyPracticePeople Process ‘Remodelling has allowed us to do in three months what previously would have taken three years’ Mariane Cavalli, Principal of Croydon College. March 200919

21. Ofsted said… The reforms have resulted in a revolutionary shift in workforce culture, with clear benefits for many schools The substantial expansion of the wider workforce at all levels is allowing … schools to extend the curriculum, provide more care, guidance and support for pupils, and use data more effectively to monitor pupils’ progress Ofsted survey of schools, 2007 March 200920

22. Impact on the ground The whole process led to a massive raising of morale among the support staff. Secondary head teacher The most impressive aspect of the TYS change process has been the power of the process itself. …. An LA officer My message to other schools is that it really is working and although it is a challenge, it is doable. The headteacher of a joint primary / special school ‘We felt, and still feel, that remodelling is the best way to instigate, drive and sustain change on this scale and to really change the culture of an organisation’ – FE Principal March 200921

23. Success factors Appropriate governance and accountability Clear objectives and measures set by the senior leadership team Applicability of national policies to the local context Pace and rigour, by using a structured change process Empowered and energised cross functional change teams Transfer of skills - change tools and techniques Support and challenge at all stages Clear communications Working on current challenges collaboratively developing and implementing sustainable solutions March 200922

24. Key learning Each organisation is different – one size does not fit all Requires capacity and capability building at individual, team, organisation and system level A deep pool of expertise and commitment exists in most organisations and this needs to be harnessed and released There is a need for coherence in the face of multiple initiatives It is possible by working with the staff to have a significant impact on modernising the workforce in a short space of time A high quality ‘process consultancy’ approach delivers sustainable cultural change Support and challenge is required for leaders during the process Remodelling helps organisations engender change in a whole-organisation way The process can help identify and develop potential leaders March 200923

25. The challenge The challenge we all face is to ensure we have: the right people with the right skills and attitude, doing the right tasks in the right structure In order to educate our children successfully for the 21 st century March 200924

26. “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 - political theorist ≈≈≈≈ March 200925

27. www.creatingtomorrow.org.uk “An outstanding book…. A fascinating account of how to implement reform.” Sir Michael Barber March 200926