School Workforce Reform Planning Preparation and Assessment (PPA) © 2004 National Remodeling Team

School Workforce Reform

Planning Preparation and Planning Preparation and Assessment (PPA)Assessment (PPA)

© 2004 National Remodeling Team

– 2 –

Welcome

– 3 –

Introductions

– 4 –

The objectives of today are to

• Provide the wider educational context for financial planning, workforce reform and remodelling in schools

• Broaden your understanding of the legislation and what it means in practice

• Offer an insight into a range of strategies for implementing PPA and the benefits of each

• Provide materials and an awareness of the support which you can use to help in the implementation of PPA time

• Provide information, tools and support for financial planning

• Identify the opportunities that remodelling presents to broaden the curriculum, enhance learning and raise standards

• Highlight sources of further remodelling support

• Help you decide whether you would benefit from more in-depth financial planning and support

You will bebetter

equipped to implement

the legislation

when it comes into

force in September

2005

Planning for Workforce Reform and PPA in particular

– 5 –

Tacklingworkload

Employmentlegislation

Budgetconstraints

Pupilassessment

Governmentinitiatives

• 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

Raisingstandards

Technologicalchanges

There are a number of significant pressures that are driving change

Social changes

– 6 –

THE FUTURE AGENDA

The Daugherty advice on Assessment

Continuity and Progression KS2/KS3

New ESTYN Inspection Framework

Partnerships

Modernizing Pubic Services

Development of community

focused schools

14-19 Learning Pathways

County wide changes-

Children’s Services

– 7 –Adnoddau Ailfodelu v6.0 – Adran 3 Y Broses Rheoli Newid – Tudalen 11

“I use not only all the brains I have, but all I can borrow”

Woodrow Wilson.

– 8 –

Agenda for today

• Objectives, agenda and introductions• Educational context and the remodelling agenda• What we have to implement – the regulations• The Challenge – Group discussion on the application of the regulations• Developing PPA strategies• The Challenge – Group discussion on the creation of PPA strategies• Planning your implementation timetable• Using a planning toolkit• Financial Planning• Communicating to your school team• Remodelling• LEA support

10.40am Break12.30pm Lunch

– 9 –

Before we start

• Parking Lot

• Ground Rules

– 10 –

TASK

PPARemodelling

Working individually grade your progress on remodelling on a scale 1-5.

(1 just starting to

5 completing the process.)

Then share that with your colleagues on you table and come to a consensus.

Working individually grade your understanding of PPA on a scale 1-5.

(1 no understanding to5 complete understanding)

Then share that with your colleagues on you table and come to a consensus.

– 11 –

Agenda

Educational context and the remodelling agenda

What we have to implement – the regulations

The Challenge – Group discussion on the application of the regulations

Developing PPA strategies

The Challenge – Group discussion on the creation of PPA strategies

Planning your implementation timetable

Using a planning toolkit

Financial Planning

Communicating to your school team

Remodelling

LEA support

– 12 –

The National Agreement is a direct response to your needs

Climate ofprescription

PricewaterhouseCoopers’ report December 2001

NationalAgreement signed

January 2003

– 13 –

The third phase of the National Agreement includes 10% guaranteed PPA time, which is critical

• 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 (PPA)

• Dedicated headship time

• End to routine invigilation of external examinations by teachers

Implementation of the National Agreement is being overseen by WAMG – the Workforce Agreement Monitoring Group – consisting of representatives of all the signatories

– 14 –

Agenda








Financial Planning


Remodelling

LEA support

– 15 –

What do the regulations say about PPA?

Who All teachers with timetabled teaching commitments

– 16 –

Who is entitled to PPA time?

Floating teacher

TA/HLTA

Non-QTS instructor

Part-time music

teacher

Head

Who

NQT

Teacher

– 17 –

All teachers with timetabled teaching commitments

Floating teacher

Part-time music

teacher

Teacher

“… all teachers at a school (including headteachers) with timetabled teaching commitments, whether employed on permanent, fixed-term, temporary or part-time contracts.”

School Teachers’ Pay and Conditions Document 2003. Section 4.85

Only for teaching commitments that are timetabled (ie not for cover)

Depends on their contract – if LEA or agency

employed, PPA time is not the school’s responsibility

No contractual entitlement, though it is good practice to give them PPA time

Providing they are being employed as a teacher

Minimum of 10% PPA time

Minimum of 10% of teaching time

Min. of 10% in addition to 10% NQT induction time

Non-QTS instructor

Head

TA/HLTA

NQT

– 18 –


Who

What


Minimum 10% timetabled teaching time

– 19 –

PPA time is a minimum of 10% of each teacher’s timetabled teaching time

10%

“a teacher who is timetabled to teach 20 hours out of a 25-hour teaching week must receive at least two hours guaranteed PPA time”

STPCD 2003. Section 4.93

What

If a teacher is teaching the maximum number of lessons, they must have their teaching load reduced by 10%

– 20 –

PPA time is protected by a “no detriment” clause

Minimum

“Any teacher in receipt of more than this amount of time … should not have his/ her existing allocation reduced to 10%.”


What

Schools are also entitled to give teachers more than 10% PPA time if they

deem it appropriate

– 21 –


Who

What

When


From 1 September 2005


– 22 –


Who

What

When

How




Minimum 30 minute blocks in timetabled teaching time

– 23 –

PPA time must be given in meaningful blocks

30 minute blocks

“In order for the time to be put to meaningful use by the teacher, it must be allocated in blocks of no less than 30 minutes.”


How

The total PPA time can be given over a week, fortnight or timetable cycle

– 24 –

When can guaranteed PPA time be allocated?

Session

Assembly and

RegistrationLessons Break LunchLessons Lessons

Timetabled Teaching Time

An example of a school day

School

PPA time can only be allocated during timetabled teaching time

Can’t use for PPA

– 25 –

PPA — whose time is it anyway?

• Planning

• Preparation

• Assessment

• Not cover

• Additionally, it is for the teacher to determine how the time is used

– activities, including collaboration, cannot be mandated

“the time must not be encroached upon, including by

any obligation to cover for absent colleagues.”


“it is for the teacher to determinethe particular PPA priorities for each block

of guaranteed PPA time, although that does not preclude them from choosing to use

some of that time to support collaborative activities.”


– 26 –

Agenda








Financial Planning


Remodelling

LEA support

– 27 –

Applying the legislation is another thing . . .

PPA Challenge

– 28 –

Does this create PPA time?

1. The school administrator offers to type up departmental notes. This will take her around two hours a week and save an average 24 minutes/teacher/week. The teachers were all previously doing the notes in leadership and management time during timetabled teaching time

2. A Teaching Assistant is timetabled to deliver geography curriculum content to a class while the class teacher has PPA time. The Head is satisfied with the competency of the Teaching Assistant

3. A teacher who usually mentors the school’s NQTs for a half hour in her free 2pm period is directed to move this to 4pm. This gives her an extra 0.5 hours PPA time a week

4. One Teaching Assistant and a parent helper escort children to a swimming class at the local pool. The class teacher who usually does this has PPA time

5. The Head decides to move tours of the school for prospective parents from 9am to 4pm. This gives the Deputy (who takes the tours) an hour a fortnight PPA time

6. The Head takes an (hour-long) assembly and award ceremony for the whole school; parents are invited

7. The Head decides that an hour of the Key Stage 1 leader’s leadership and management time can be moved from 11am to 3.30pm; this creates one hour PPA time

NB these scenarios are for discussion purposes only and are not designed as illustrations of recommended PPA strategies

– 29 –

Does this create PPA time?8. Teachers are released from assembly for PPA. In total this amounts to 1 hour 15 minutes each week

9. Lunch is shortened from 75 to 45 minutes and an extra 30 minute period is created/added to the previous session increasing the teaching time in the day to 5.5 hours. The children have additional activities with TAs at various times in the day twice a week for 1.25 hours each session

10. The Head, supported by two TAs, takes a three form year group (80 children) for an hour long session every week on citizenship; this includes external speakers, group discussion and a debate organised by students “for” and “against” various issues

11. Three TAs are employed full-time for a week to undertake external exam invigilation. This creates PPA time

12. The Head decides to make the regular SMT meetings fortnightly instead of weekly. They usually take place at 4pm. This frees the head up for an hour a fortnight PPA time

13. A very talented TA, supported by a pianist, takes a three-form year group (80 children) for one hour a week to prepare them for participation in a choral festival

14. A NQT, who is contracted for 20 hours, has 2 hours NQT time. This counts as their PPA time

15. Lunch is shortened from 75 to 45 minutes and the school day finishes 30 minutes earlier; the teachers use the extra half hour to do PPA


– 30 –

Does this create PPA time?

16. The school has not completed the implementation of the second phase of the National Agreement and six class teachers have non-contact time during the timetabled day, which they are using as both unguaranteed PPA time and for cover. A cover supervisor is appointed to provide 10 hours a week cover. This provides ten hours guaranteed PPA time

17. A new plan is due to be launched in April/May 2005 that will provide 1 day out of every 10 for PPA activities – the so-called nine-day fortnight. On the 10th day, there will be a curriculum enrichment programme involving arts & crafts/ceramics specialist

18. The school has not completed the implementation of the first phase of the National Agreement; Head finds that five teachers are each spending half an hour a week during the timetabled day on a mix of the 24 tasks. Employing an administrative assistant for 2.5 hours/week would create 2.5 hours PPA time

19. A TA offers to use one of their free (40-minute) periods every week to do research for the teacher whose class they support. This research would normally have been done by the teacher in a free period. This creates 40 minutes PPA time a week for the teacher

20. The caretaker, who is not a qualified instructor, but used to play for the county, takes a football lesson a week in the session after lunch for one class

21. The school timetable is 23.5 hours per week. In this school the KS1 teachers are timetabled for 21.5 hours per week


– 31 –

Agenda








Financial Planning


Remodelling

LEA support

– 32 –

• First Stage : Maximising the existing teaching resource

• Second Stage : Timetabling additional resources

Developing your school’s PPA strategies

– 33 –

Non-contact time?

School timetable

• This includes all time during which any child is being taught the curriculum

• It does not include time when the entire school has a break or non-curriculum activity such as assembly

• For full-time teachers the school timetable is the same*

Current timetabled

teaching time

Non-contact time availableLess =

• This is each individual teacher’s timetabled teaching time

* For part-time teachers their school timetable hours are their contracted hours within the school timetable

– 34 –

Audit non-contact time

Discard

Possible Actions

Move

Reallocate

Non-teaching uses of timetabled time

Clerical or administrative tasks

Leadership and management activities

Other eg external meetings, pastoral,

organisational tasks, etcDiscard Move Reallocate

Planning and lesson preparation tasks Ringfence

Move activities from timetabled teaching time

Reallocate tasks to other people

Discard tasks

Ensure that time is ringfenced as PPA time and protected

Some leadership and management activities will need to take place during timetabled teaching time

– 35 –

Examples of PPA time created and not created

DISCARD

REALLOCATE

MOVE

• Providing the tasks took place during the timetabled teaching day

• Providing the tasks were not already PPA-related tasks

Creates PPA time Does not create PPA time

• If tasks took place during non- timetabled teaching time

–eg before school, during registration, assembly, break or lunch, after school

• If tasks were PPA related

–eg research for lesson materials, setting up classroom

Examples

Move leadership time, external meetings, mentoring NQTs, etcto outside of timetabled teaching day

Administrative tasks taken on by admin staff; some pastoral responsibilities could be taken on by others

Reduce school tours for prospective parents from fortnightly to monthly

– 36 –

Developing your school’s PPA strategies

• First Stage : Maximising the existing teaching resource

• Second Stage : Timetabling additional resources

– 37 –

How can the second stage bring benefits to your school?

Second stage is about considering timetabling possible additional resources to release PPA time

• It provides opportunities to carry out:

– an analysis of the strengths of your school and the areas you would like to improve in terms of both the curriculum content and your children’s learning

– an analysis of all the present skills of your staff

– an analysis of community opportunities and resources

– 41 –

PPA time – enhancing learning

Member of Leadership

Team

• Could take larger group if beneficial for curriculum implementation

• Could be supported by HLTA/TA or specialist

• Timetabled delivery of specified work

• Teacher released from cover or other tasks

• The Deputy Head takes a whole year group for a lesson that includes external speakers


Other Teacher

• Could take larger group if beneficial for curriculum implementation. Could be supported by HLTA/TA or specialist

• Teacher released from cover or other tasks

• Part-time

• Floating

• External

• Shared with other school(s)

• Three small primaries co-employ a teacher to take six hrs lessons/week at each school

ActivityOptions

Specialiststaff

• Could be supported by other TA or specialist

Variations

• Works with one or more class teachers and takes some classes

TA/HLTA

Employment type

• Full-time/Part-time

• Shared with other school(s)

• TA/HLTA, in conjunction with a teacher, prepares curriculum content to be delivered by the TA/HLTA

Example

• Could take larger group if beneficial for curriculum implementation.

• Could be supported by HLTA/TA

• Full-time/Part-time • Floating• Internal/External• Shared with other school(s)

• Instructing/ coaching for specialist activities eg sports, music, art, drama

• A range of specialists take an afternoon in which children select from sporting, musical, art or drama-related activities

– 42 –

Likely financial implications of these options

DescriptionOptions Financial Implications

• Instructing/coaching for specialist enrichment activities eg sports,music, art, drama


Specialiststaff

Teacher

Member of Leadership

Team

• Works with one or more class teachers and takes some classesTA/HLTA


• HLTA

• Teacher• Teacher’s PPA time• Backfill of staff to do displaced tasks (not if tasks dropped)

• Member of leadership team• Their PPA time• Backfill of staff to do displaced tasks (not if tasks dropped)

• Specialist staff• Backfill of replacement staff if moved from other class

– 43 –

Alternative staff can take the class providing the following conditions are met

They deliver specified work

The class has an assigned teacher

It is within timetabled time

It is scheduled into the school

timetable

• To maintain the quality of teaching and learning they must deliver specified work to a standard that satisfies the Head

+ ++

• If delivering specified work, the class must be assigned a teacher

– the teacher does not have to be physically present at the time of the lesson

• The lesson must take place within timetabled teaching time

• The lesson and alternative member of staff must be scheduled into the school timetable

“This time must appear on the teacher’s timetable.”

STPCD 2003 Section 4.93

“It should take place during the school timetable.”


“Accountability for the overall learning outcomes of a particular pupil will rest with that pupil’s qualified classroom/ subject teacher.”

Section 133 Regulations

“the headteacher must be satisfied that the support staff member has the skills, expertise and experience required to carry out the specified work”

Section 133 Regulations

– 44 –

What is “specified work”?

What

• Planning and preparing lessons and courses for pupils

• Delivering lessons to pupils. This includes delivery via distance learning or computer aided techniques

• Assessing the development, progress and attainment of pupils

• Reporting on the development, progress and attainment of pupils

Guidance accompanying the Section 133 Regulations. Part I.13

Planning

Reporting

Assessing

Delivering

– 45 –

Who can undertake “specified work”?

Who

Qualified Teachers

Teachers without QTS

Support staff

• Eg trainee teachers, instructors, and overseas trained teachers

• Support staff includes teaching assistants, nursery nurses, librarians and other staff such as technical support staff; also external contributors such as business persons or members of the emergency services

• Providing that they are registered with the General Teaching Council

– 46 –

Support staff can undertake “specified work” subject to three conditions

“Support staff may undertake “specified work” subject to a number of conditions:

…in order to assist or support the work of a teacher in the school

…subject to the direction and supervision of a teacher

…and the headteacher must be satisfied that the support staff member has the skills, expertise and experience to carry out the “specified work”.”

Guidance accompanying Section 133 Regulations. Part I.17

Support staff

In order to assist and support the

teacher

They must be directed and

supervised by a teacher

To the headteacher’s/

Governors’ satisfaction

Conditions

– 47 –

Case study – small, rural primary

PPA Proposed Strategy• The school had good ties with the local sports college where the children had a

weekly swimming lesson. Normally teachers accompany the children with the TAs

• Three of the TAs, together with voluntary parent helpers will take the children to the college for two hours — an hour swimming and an hour of sport.

• The sports college will provide facilities and tuition free of charge

Target Benefits• All teachers will receive their PPA time at the same time;

opportunity for collaborative lesson preparation• This will help prepare the children for the transition to secondary

education as the primary is a feeder for the college

– 48 –

Case study – mid-sized, urban infant and nursery school

PPA Proposed Strategy• Existing non-contact time is provided by an HLTA leading circle time/ story sessions

• Training is to be provided for a further two TAs to enable them to provide cover supervision and thus guarantee the PPA time

• A music teacher is to be employed for three hours a week to lead singing and music lessons for doubled classes

Target Benefits• Regular and internal cover provision, preferable to supply• Specialist music instruction

– 49 –

Case study – mid-sized, urban primary

PPA Proposed Strategy• Enrichment activities on Friday afternoon

– Three Football Association qualified football coaches– Two arts graduates– English Cricket Board approved coach– Qualified music teacher and volunteer music students from the local university– French lessons at the local secondary for 30 Year 6 pupils (tuition is funded by the

secondary)– Supported by TAs, who would have been with each class anyway

Target Benefits• Enhanced school curriculum• Specialist football, arts, cricket, music and French instruction (plus early

introduction to MFL)• All teachers receive PPA time at the same time; opportunity for collaborative

lesson preparation• Education and pastoral benefits to Year 6 pupils moving on to the local

secondary

– 50 –

Case study – mid-sized, inner city secondary

PPA Proposed Strategy• School’s PPA strategy involves guaranteeing non-contact time previously used for

cover supervision

• Trained and deployed cover supervisors

• Deployed TAs to give teachers leadership and management time during registration

• Guaranteed time 10% as PPA time

Target Benefits• Increased staff motivation as no longer asked to give up PPA time for

cover• Improved lesson planning as teachers could count on the time being

available• Teacher absence reduced• Recruitment and retention improved

– 51 –

Agenda








Financial Planning


Remodelling

LEA support

– 52 –

Applying the legislation is another thing . . .

PPA Challenge discussion

– 53 –

Agenda








Financial Planning


Remodelling

LEA support

– 55 –

Develop: Planning your timetable of actions

1 Sept ‘05

• Each team to consider what needs to happen from start to finish to implement guaranteed PPA time

• Adopt suitable headings for the major streams of work

Summer Term 1st half

Spring term 2nd half

Spring term 1st half

Getting started

etc.

- Milestone event - activities

Summer Term 2nd half

Workstream

– 56 –

Agenda








Financial Planning


Remodelling

LEA support

– 57 –

PPA Toolkit overview — Step by step

• This is an electronic or paper based process which will:

– provide you with an overview of the PPA currently received for each teacher and that yet to find

– record the decisions that are made to ensure they receive the minimum level of PPA

– provide you with a financial summary of these decisions

Records the current situation in your school in relation to

PPA teacher by teacher

Records how you reorganise work to

release PPA time

Records any additional resources you have

decided to obtain

Confirms that all teachers are in receipt of their

minimum PPA time

Provides a financial summary

of your decisions

– 63 –

Agenda








Financial Planning


Remodelling

LEA support

Phase III of the National Agreement

Guaranteed PPA Time

Headteacher’s Presentation PackRelease 2

– 65 –

– 4 –


Who

What

When

How

All teachers with timetabled teaching

commitments


Minimum 10% timetabled

teaching time

Minimum 30 minute blocks in

timetabled teaching time

“… all teachers at a school (including headteachers) with timetabled teaching commitments, whether employed on permanent, fixed term, temporary or part time contracts.”

School Teachers’ Pay and Conditions Document (STPCD) 2003 Section 4.85

“a teacher who is timetabled to teach 20 hours out of a 25 hour teaching week must receive at least 2 hours guaranteed PPA time”


“with effect from 1 September 2005”


“[PPA time] should take place during the school timetable (i.e. during the time in which pupils are taught at the school) and must not be bolted on before or after pupil sessions. In order for the time to be put to meaningful use by the teacher, it must be allocated in blocks of no less than 30 minutes.”


These are the key points of the regulations to clarify

The “Who”. - all teachers in maintained schools who are employed under the School Teachers’ Pay and Conditions Document. This includes unqualified teachers and member of the leadership group with a teaching commitment.

The What. - These teachers must be allocated a guaranteed minimum of 10% of their timetabled teaching time as PPA. A no-detriment clause in the National Agreement protects teachers who already receive non-contact time that is used specifically for PPA in excess of 10%

When. - It needs to be in place by 1 September 2005. There is a lot to be done and put in place before 1 September 2005 as mentioned so it is advisable we start considering out PPA strategies now

How. - Guaranteed PPA time must be timetabled and provided in blocks of half an hour or more in order to provide productive use of time.

– 3 –

Schools are already experiencing significant benefits from guaranteed PPA time

“Pupils are experiencing a

greater diversity of

teaching and learning”

“Our curriculum has been enriched

by outside specialists”

“With PPA time I will get a life

next year”

”PPA time is seen as a really positive move forwards that will impact the

quality of teaching”

“I f teachers are well motivated

with time to plan, this has a positive effect

on pupils’ learning and behaviour”

“PPA time drastically

reduced staff sickness

absences”

“I know I have taught better and got very

good SATs and GCSE results as a result of PPA

time”

* Source: early adopter headteachers

Key messages

Some early adopter schools in the Remodelling programme have already implemented in part or full the contractual changes in relation to PPA and are experiencing significant benefits.

– 2 –

Raising Standards and Tackling Workload: a national agreement – Time for Standards

September 2003: Administrative and clerical work – the “24 tasks”Work/ life balanceLeadership and management time

September 2004: Limit on cover for absent teachers (initially 38 hours/ year)

September 2005: 10% guaranteed time for Planning, Preparation and AssessmentDedicated headship timeEnd to routine invigilation of external examinations by teachers

Implementation of the National Agreement is being overseen by WAMG – the Workforce Agreement Monitoring Group – consisting of representatives of all the signatories

The Milestones

As many of you should be aware in January 2003 an historic agreement – the National Agreement (NA) on Raising standards and Tackling Workload - was signed by the Government and professional associations/unions representing the school workforce.It is a unique agreement by a unique social partnership of Government, teaching and support staff and employer unions and associations.It was designed to raise standards in schools by tackling workload and freeing teachers to focus on teaching and learning. Clearly greater capacity to focus on teaching and learning should translate into improved standard being attained by schools. The NA recognised the importance of support staff in tackling these issues.The NA arose largely from a PricewaterhouseCoopers Study looking at the issues in the profession and was based on fieldwork in over 100 schools. It showed that teachers worked an average 52-hour week and that many of their tasks were administrative and clerical. Approx 30% of their time was pent on activities other than teaching. The outcomes of this has been recruitment and retention difficulties.

(Insert status on phases 1 and 2 at your school). Each milestone reached reinforces a teacher's legal entitlementGiving every teacher guaranteed time for 10% planning, preparation and assessment needs to be in place by September 2005. We have to start now in order for this to be implemented successfully and in a sustained way there is a lot to be done: eg.

Communicate to governors and parentsConsidering PPA strategies and agreeing ones to be implementedConsult with unions and all staff prior developing and implementing guaranteed 10% PPA time for teachersTimetable changesBudget changeRecruitment and training of staff as appropriateChange or development of job descriptions as appropriate

The Headteacher’s Presentation Pack supports communication with stakeholders in PPA

Phase I I I of the National Agreement

Guaranteed PPA Time

Headteacher’s Presentation Pack

.

. . . Etc.

– 66 –

Agenda








Financial Planning


Remodelling

LEA support

– 67 –

What is remodelling?

Remodelling is a structured change process which empowers schools to tackle

their key issues in a way that reflects their individual circumstances

– 68 –

Remodelling enables schools to lead the change agenda

• An inclusive School Change Team

• Follow-up Events to share learning and

experiences

• Attention to the rational, political and

emotional aspects of change

• Fostering informed practice and

collaboration between schools

• Support and challenge to schools

Critical elements for success

NationalAgreement

– 69 –

Why remodel? It’s about pupils and staff

• “Remodelling has had a significant impact on both staff and pupils. Staff morale is strong”

• “The remodelling agenda has given us the opportunity to fit the needs of the child to the school”

• “Remodelling has meant working smarter not harder. It has provided benefits for children and staff and impacted positively on the quality of teaching and learning”

• “Our KS3 results have risen dramatically. A significant contributor to this has been our unrelenting pursuit of excellence in teaching and learning facilitated by our remodelling”

• “Teaching and office staff are taking pride in devising new and more efficient ways of working and at the same time the self esteem of teaching assistants is being improved as they embrace greater responsibilities. The whole place is buzzing.”

• Remodelling has really brought all the staff together as a team – it’s about everybody’s work being valued for what they bring to the children’s education

* Source: early adopter headteachers

– 70 –

Mobilise

Start the process

Deliver

Deliver results

Discover

Discover school issues

Develop

Develop a plan

Deepen

Deepen understanding

THE REMODELLING PROCESS

– 71 –

Agenda








Financial Planning


Remodelling

LEA support

– 72 –

LEA Model of Change Management for Workforce Remodelling

Director

Head of Service

Workforce Remodelling Officer

Change Management Trainers &

Consultants

Workforce Remodelling Group

Representatives of Trade Unions Teacher Associations, Headteachers and Governors

School Change Teams

(remodelling)

– 73 –

Capture feedback on today and close

Parking Lot (if any)

Points of Clarification

Evaluation.

Documents

School Workforce Reform Planning Preparation and Assessment (PPA) © 2004 National Remodeling Team