This book is divided into three sections. In the First Section, entitled "Wellbeing and Workload", the authors examine teacher workload and how teachers spend their time. Chapter 1 focuses on what the causes and effects of excessive workload are, especially in relation to wellbeing, stress and, crucially, recruitment and retention? Chapter 2 asks what is happening to help address workload and wellbeing, and gives consideration to the plans for the remodelling of the school workforce with reference to, for example, the DfES's Transforming School Workforce Pathfinder Project, the National Remodelling Team (NRT), higher level teaching assistants (HLTAs), bureaucratic burdens, the Well-Being Programme and issues surrounding staff recruitment and retention. The Second Section is entitled "How do you change it?" and consists of three chapters, the first of which covers the crucial area of managing change. It asks why is change necessary and why managing it is so complex, particularly dealing with resistance and conflict. Models for changing workload and wellbeing are examined, including the approaches of the National Remodelling Team and the Well-Being Programme. Chapter 4 is about auditing how teachers spend their worktime and it is here we introduce the ATL worktime audit. Chapter 5 continues this theme by providing advice and guidance on taking care of staff. The authors look at work-life balance, time and stress management and, generally, how to make schools better places in which to work. The Third and final Section, entitled "Individual and School Strategies", provides ideas for the different groups working in schools--teachers, support staff and school leaders (heads, deputies, middle managers). Chapter 6 examines how teachers can save time by looking at the big time-consumers such as planning. It also considers marking, report writing, display and working with teaching assistants. The latter topic is given further consideration in the next chapter, which discusses how support staff can be effectively deployed in schools. Paraprofessionals who teach and cover, including teaching assistants and HLTAs, are discussed along with staff in pastoral and administrative roles. In the final chapter consideration is given to school leaders who play a crucial role in staff wellbeing and workload--including their own! The authors focus on what is known about effective leadership and management in this area, and highlight some of the key skills, which may need developing, such as meetings management, delegation and communication skills. School leaders and managers through their actions can help ensure the school as a workplace is relatively "stress free" and that the workload and wellbeing of others is given the importance it deserves. A section of websites is appended. (Contains 11 figures and 25 tables.).