Remodelling the School Workforce: an English perspective

Remodelling the School Workforce: an English perspective Pat Collarbone Futures Thinking for Education Conference, OECD Hiroshima University, November 6th and 7th 2006

The agenda The current context The standards agenda Remodelling The future

Short term Reaction Compliance Autocratic Competition Independence Stress Universal learning Long term Initiative Creativity Distributed Collaborative Inter-dependence Fulfilment Personalised learning The cultural shift The system is moving toward a new order of school that is networked, collaborative and with leadership shared within and between schools and other agencies.

The national context Dependency Inter-dependency National Prescription • Leading and managing change • Breaking down barriers • Maximising capacity • Increasing capability Schools leading reform 2020 Now The 1990s

National priorities Emerging technologies for learning Personalised learning Remodelling the workforce Inclusion Extended schools The School Multi-agency teamworking Building schools of the future Collaboration Performance development Healthy schools Key focus: raising standards and securing life chances

School workforce Source: Annual Survey of Workforce Numbers, Annual School Census

What we know from research: start early

National Average Attainment (GCSE) and levels of deprivation (2006)

Raising standards and making a difference to the life chances of every child Health services Children’s services The Children Act 2004 ECM Private and vol. orgs Youth justice Youth services Extended services in and around schools

enhance professionalism personalise the offer and improve pupil outcomes lead reform develop social partnerships Remodelling offers a platform for developing school processes … … by creating capacity and capability to extend community resources leverage and build on existing networks use independent change agents collaborate beyond school boundaries increase capacity for future change promote teamwork in schools

System-wide change requires a significant investment to build relationships and connections Integrated inspection of Children’s Services Local Strategic Partnership Statutory Duty for multi-agencyco-operation Health eg Primary Care Trust Local Safeguarding Children’s Board Parent Groups Connexions Children’s Centres Business Partnerships Social Services “Whole Child” responsibility – all agencies Schools Information sharing across agencies Sports/Arts Groups Local Authority Children Faith Groups Other Schools Multi-disciplinary project teams Children’s Trust Specified accountability eg “Lead Professional” Voluntary Organisations Pupil Representation Common Assessment Framework Police and Youth Justice

During the change process we experience the emotional curve . . . Mobilise Discover Deepen Develop Deliver Sustain Commitment – “This is the way it’s got to be.” Surprise– “Gosh this remodelling stuff is really interesting.” +ve Optimism, enthusiasm– “Hey this remodelling stuff is actually working!” Emotional State Frustration – “There’s so much to do - I don’t know where to start!” Hope, exploration– “Now it’s all beginning to make sense.” Despair – “I can’t see a clear way forward with this” -ve

When change doesn’t work – it’s rarely for rational reasons political rational 2+2 = 4 emotional Uncertainty? anger sadness fear confidence relief excitement

Leading change Share leadership Take risks building trust developing learning cultures redesigning jobs changing organisational structures Coach others Inspire others

Take hold of the future • Prepare for the unexpected • Develop cultural sensitivity • Invest in technology • Acquire faster reaction times • Implement flatter structures • Create “family” • Instil purpose and meaning • Identify teams and partners • Recognise that leadership will be everything • Recognise the global village Adapted from Dixon, 2002

International perspectives on workforce remodelling ‘Reform ceiling’ Transformed UK Reforming Australia* USA* Norway Repairing Germany* Japan Static * Federal system Pulled by schools Pushed on schools HayGroup, 2005

HayGroup conclusions • workforce modernisation is a potentially powerful lever for raising • standards • developing staff skills, managing performance and targeting scarce • expertise can improve the quality of teaching and learning • these reforms can improve morale and equity within the profession itself • BUT • no government can change the workforce unless it believes, and the • workforce itself believes, that it is something which can be changed • to manage workforce reform successfully we also need to manage • performance and progression among the multitude of new careers and • roles that come into existence HayGroup, 2005

2020: What this might mean for learning in schools … Pupils and their parents will be more directly involved in the design and delivery of the curriculum Greater use of multiple information sources;multi-layered use of human reference points 1 6 Greater differentiation of content, delivery style and pace There will be more family learning taking place 2 7 Schools will also have provision for adult learners Older young people are more likely to be less subject focused 3 8 Learners will include the staff of the schools There will be a greater use of ongoing learning profiles and assessment for learning 4 9 Teachers will continue to lead educational input There will be more flexibility with regard to attendance and learning methodologies 5 10

2020: What this might mean for schools … Schools will be community learning centres Schools will work as global villages with networks operating worldwide 1 6 Most will offer a 24/7/365 service for learners Schools will have higher adult / pupil ratios than currently exist 2 7 Many will operate a 2 shift system with a range of staff available Specialist subject teaching will be common from age 8 to 14 3 8 Schools will operate more openly within formal collaborative networks Many school sites will be centres of multi-agency working 4 9 There is likely to be greater private / community investment in schooling Principals/headteachers may no longer run schools 5 10

2020: Need to know, understand and be able to do … Performance development will be a key part of ongoing professionalism Entry qualifications to the profession will be more rigorous than they currently are Teachers will specialise in the pedagogy and brain development of differentiated age groups – e.g. 3 to 8, 8 to 14, 14 to adulthood Teachers will be required to demonstrate high levels of emotional intelligence particularly if they teach the 3 to 14 age groups • Teachers will lead and manage teams of assistants Teachers will have a better understanding of pedagogy, learning styles and brain development

The future is not a result of choices among alternative paths offered by the present, but a place that is created--created first in the mind and will, created next in activity. 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

Remodelling the School Workforce: an English perspective