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Issue 4.05

Leadership

Aspects of School Workforce Remodelling

This DCSF research was designed to explore in detail the strategies schools used to implement school workforce remodelling: the introduction of guaranteed time for PPA; limits on the amount of cover that teachers may carry out for absent colleagues; the introduction of LMT; and the removal of the requirement to routinely invigilate external examinations. It also aimed to explore other contractual changes which related to work/life balance; the transfer of administrative tasks to support staff; and the introduction of DHT. The report also focused on the impacts on those support staff most affected by the changes: teaching and learning support staff who regularly took responsibility for whole classes, and administrative staff who had taken on roles formerly carried out by teachers. Leadership Briefings Issue 4.05 (41)

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Leadership

Deployment and Impact of Support Staff in Schools

Pupils who receive help from teaching assistants make less progress than classmates of similar ability, according to this government-funded study by the Institute of Education. The report notes that teaching assistants tended to look after the pupils most in need, reducing their contact with the qualified teacher. Support staff tend to have less training and a lower level of education than teachers. About two-thirds of the support staff had not been educated beyond GCSE level. Leadership Briefings Issue 4.05 (41)

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Leadership

The Good Teacher Training Guide 2009

This report by Professor Alan Smithers and Dr Pamela Robinson of Buckingham University reveals that twice as many teachers are trained as schools actually need because thousands with poor academic qualifications drop out before making it to the classroom. Four out of 10 trainees in 2007/08 were not teaching in state schools six months after leaving university. Drop-out rates were highest among teachers who began training with poor A-level or degree qualifications. The report also raised concerns over the wastage rate from teaching courses, likely to be costing taxpayers tens of millions of pounds a year in wasted tuition and student support costs. Leadership Briefings Issue 4.05 (41)

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