Industrial relations in education : transforming the school by Bob Carter; Howard Stevenson; Rowena Passy

By Bob Carter; Howard Stevenson; Rowena Passy

Lecturers' paintings and instructor unions: the worldwide context -- reworking the varsity group in England: the line to remodelling -- examine equipment: tactics, matters and implications -- atmosphere the schedule: the emergence and value of 'social partnership' on the nationwide point -- business family in transition: the altering position of neighborhood professionals -- remodeling the first institution group -- crew remodelling in secondary colleges: in the direction of prolonged, dependable administration -- crew remodelling: remodeling educating? -- commercial kin and exchange union renewal, rapprochement or resistance

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Teacher Unionism Schoolteacher unionism in England exhibits a complex multi-unionism that has been characterised by fragmentation and division. One source of this division is that between employees in different grades. For example, two teacher unions draw their membership from the ‘Leadership Group’ in schools (primarily headteachers and principals and their deputies and assistants, but increasingly senior support staff such as school business managers). The Association of School and College Leaders (ASCL) (formerly the Secondary Heads Association) is one of the two headteacher unions, having 12,000 members (Certification Officer Report 2006) restricted to those working in the State sector.

The most obvious manifestation of the more overt confl ict between teachers and the State was the 1984–1986 pay dispute, the significance of which was overshadowed by the higher profi le miners’ strike. The teachers’ defeat in this dispute then made their unions vulnerable to further attacks. This became most obvious when the Government suspended the Burnham Committee and replaced it in 1987 with a temporary ‘advisory committee’ charged with investigating issues relating to teachers’ pay and making recommendations to the Secretary of State.

The private element was represented by Consulting Strategies Ltd, a company of change management consultants. In contrast to the more national focus of the PwC report, the TSW project aimed to examine the potential of school-based innovation. The leaders of the project had a particular model of change management, focused on shifting organisational cultures, that involved five steps to successful change: Mobilization, Discovery, Deepening, Developing, and Delivery (Spooner 2006: 15), known as the M4Ds.

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