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System redesign is about improving the architecture of schooling. Headteachers and their staff are the architects. They stand between the politicians, who set the framework within which the educational architecture is designed, and the students, whose needs must be met.
In his forthcoming publication, System redesign 1: The road to transformation in education, Professor David Hargreaves argues that innovation in schools is alive and well. Teachers are skilled in improvisation as teaching is constantly modified to fit the needs and moods of every class and every student. To be a successful teacher, one has to learn to be flexible with one’s professional practice.
In schools that strive for improvement, the headteacher turns this routine improvisation into more ambitious and systematic innovation. System redesign has to be built on such practice.
The basic building blocks of system redesign are reconfigurations; elements of conventional schooling, or the relations between two or more such elements, that are first questioned and then configured in a new way to meet the challenges of 21st century schooling.
The reconfigurations (listed on the right hand side of this page) fall into three groups: