Large Scale Reorganisation: A Route to School Improvement?

Abstract

A conceptual issue is raised about the limits of what may legitimately be counted as school improvement. The extent to which large scale reorganisation initiatives in two LEAs embody elements of a school improvement intervention is critically assessed. While several areas of activity promoted improvement in conditions surrounding teaching and learning, they were each subject to constraints and did not impact directly on the teaching and learning process. It is argued that policymakers and practitioners could maximise the potential of such initiatives to promote school improvement by incorporating a school improvement focus into their reorganisation strategy. The notion of school improvement could valuably be conceived more broadly to encompass an initiative like reorganisation where a concerted attempt is made to realise its potential for promoting improvement.

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