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Abstract
Teacher's work and workload have been major factors in the recruitment, retention and revitalization of the profession. In January 2003 the Department for Education and Skills (DfES) launched a major reform known as remodelling, by which the work–life balance would be improved by freeing teachers up to teach, and using other members of the workforce (teaching and learning support assistants, administrators and bursars, technicians and welfare and counselling staff) to take on work that teachers need no longer do. This reform is in progress, and while there is anecdotal evidence of both the benefits and concerns of remodelling, there is no formal research evidence. However, prior to this initiative the DfES trialled these changes in 32 pilot schools, and a team from the University of Birmingham evaluated it. In this paper we examine this data with regard to the possibilities and opportunities afforded by remodelling and we consider how the pilot data generates important questions and illuminates contradictions in the modernization project.
The authors would like to thank the workforce of the 32 TSW pilot schools for their support and cooperation with the evaluation.
Notes
1. These are tasks that classroom teachers should not routinely do. They were first listed in a DfES Circular in 1998 and then ratified by the School Teacher Review Body. They include: collecting money, chasing absences, bulk photocopying, copy typing, producing standard letters, class lists, record keeping and filing, classroom display, analysing attendance figures, processing exam results, collating student reports, administering work experience, administering examinations, invigilating examinations, administering teacher cover, ICT trouble shooting, commissioning new ICT equipment, ordering supplies and equipment, stocktaking, cataloguing, preparing, issuing and maintaining equipment and materials, minuting meetings, co-coordinating and submitting bids, seeking and giving personnel advice, managing and inputting pupil data (see DFES, Citation2002).
2. The NRT has been located at the National College for School Leadership, but the Times Educational Supplement (21 January 2005) reported that the NRT would be moving to the Teacher Training Agency.
3. Fieldwork was undertaken by Dr Rachel Pilkington, Dr Steve Powers, Dr Desmond Rutherford, Dr Ian Selwood and Dr Chris Szwed. Additional administration was by Liz Potts.
