Centralized reform in English schools is based on a form of transformational change
that we argue is unable to deliver in the ways demanded by reformers. Drawing on a
government-based study of the school workforce and workload in English schools the
article argues that the form of transformation evident in policy documents, training
and reform strategies is based on a highly normative and noneducational form of
change which is about securing reform. The emphasis is on a form of elitist
leadership which remains so even though hybrids such as distributed leadership are
being popularized. An alternative discourse and approach is in play, and the article
examines a socially critical form of transformation which needs to be taken into
account when changing professional practice, because working for change is longer
term, inclusive, open ended yet more substantially transformative. Here leadership
is educational, communal and socially relevant to learners learning with teachers.
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