By 1991, the pace of reform had slowed, but high workloads continued. It was now clear that professionals could work well in partnership with parents on the new boards of trustees. Teaching salaries had been kept separate from operational grants, and pay was not performance-based. Teachers continued to work co-operatively and to enjoy good relations with trustees. But there was little sign of innovation in teaching and learning. Increasingly, resourcing depended on the economic circumstances of school communities.
|Impact of Tomorrow's Schools in primary schools and intermediates: 1991 survey report||9.54 MB|