“…3 It was intended that the learning from the TSW Pathfinder schools would be used to support a national roll out from January 2004, but in the event, the National Agreement was signed and remodelling began before the end of the Project and the publication of the TSW Project evaluation findings. The detail of the evaluation can be found in the final report (Thomas et al, 2004) where the outcomes regarding the link between interventions into practice and changes in workload are analysed. All teachers and support staff in the 32 schools (4 special, 16 primary, 12 secondary) were asked to complete a substantial questionnaire at the beginning and end of the Project.…”
Section: Transforming the School Workforce Pathfinder Evaluation Projectmentioning
“…3 It was intended that the learning from the TSW Pathfinder schools would be used to support a national roll out from January 2004, but in the event, the National Agreement was signed and remodelling began before the end of the Project and the publication of the TSW Project evaluation findings. The detail of the evaluation can be found in the final report (Thomas et al, 2004) where the outcomes regarding the link between interventions into practice and changes in workload are analysed. All teachers and support staff in the 32 schools (4 special, 16 primary, 12 secondary) were asked to complete a substantial questionnaire at the beginning and end of the Project.…”
Section: Transforming the School Workforce Pathfinder Evaluation Projectmentioning
“…These produced 4 A full account of the methodology and methods is in Thomas et al (2004) and Butt and Gunter (2005). 5 For the purposes of analysis and reporting (1) teaching staff were categorised as, Senior Managers: Headteacher and Deputies; Middle Managers: heads of subject/curriculum area and student services; teachers: those who are primarily classroom teachers; (2) support staff were categorised as: Support Staff 1: teaching and in class support assistants for teachers and/or individual children; Support Staff 2: technical support, e.g.…”
This paper describes the experience of change management observed as part of an evaluation of the Transforming School Workforce Pathfinder Project commissioned by the UK Government for the English education system. The 32 Pilot Schools made interventions in organisational practice in ways that required them to think differently about work. Changes in the number, type and deployment of the school workforce combined with thinking about the nature of work have challenged existing practices. In particular, a focus on change management teams drawn from the whole school workforce, supported by an external school workforce advisor, has required schools to examine the nature of decision-making and participation. We intend to draw on evidence from eight case study schools and through this examine the implications for how change is understood and practiced. We critically engage with the government's preference for a particular model of change
“…The evaluation of this Project (Thomas et al, 2004b) provided a 'unique opportunity to witness intensive change in a sample of schools, and to begin to understand what it means to embrace and experience what became known as remodelling' (Gunter 2004: 2). One of the key 2.…”
Workforce Remodelling in England implemented between 2003 and 2005 has been presented by the `New Labour' government as a means of enhancing the development of teachers and promoting rising educational attainments. While the processes that schools were to follow to achieve the desired `fundamental alteration in mindset' were prescribed, the outcomes of this process were less so. Conceptually therefore this initiative could potentially be viewed as having more in common with policies seeking to empower schools, rather than the performance management ethos of the dominant market-based approach to reforming English state schooling. This tension created within national policy is reflected in the research reported below which demonstrates that while in some schools Workforce Remodelling has largely taken the form of a centralized reallocation of tasks along lines favoured by the government, in others a more delegated style of leadership has encouraged and enabled redefinitions of roles and opened up fundamental debates about current practice. We find that both intended and unintended outcomes were shaped by the processes adopted in schools to respond to the remodelling agenda.
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