Ben van der Hilst

351 team-centered labor organization (TAO 14 ) than just the team-centered organization structure (TOS). Another addition concerns the inclusion of the professional actions of teachers (divided into type 1 and type 2) in the description of the organizational model. This professional behavior is promoted by introducing the TAO, but conversely this professional acting also furthers the functioning of the TAO. In fact, it is one of the pillars on which the team-centered work organization functions. The other pillar is formed by the notion that the profession of teacher is performed by a collective (the education team) because the responsibility for the comprehensive development of the student can only be realized when supported by this collective. With an edu- cational program team, the focus is on shaping education together wheras with an education team the focus is on the development of students. In an education team, each member is accountable for all aspects of the development of the student, this is a consequence of the collective responsibility of the education team, which is defined in the TAO. The shift in focus from responsibility for merely providing education to- wards responsibility for the student ‘s development, as well as the change in definition of the educational team as an agent to fulfill this (collective) responsibility, imply two paradigm changes for teachers and school leaders. Another addition of the organizational model concerns the role of the school leader. The results of the research indicate that the introduction of the TAO requires a paradigm change for school leaders. The school leader plays an important role not only in designing and in implementing the TAO, but with his/her acting within the new structure, he/she also becomes a part of the TAO. This action can be identified as involved leadership: the school leader supports the teams and the team structure and has a continued focus on ways in which to improve the functioning of the teams. Improving quality, agility and job satisfaction implies optimizing the team structure and functioning of the teams. That is a different leadership role than leading change and focusing on the individual teacher. This means a change from the dominant control paradigm rooted in new public management. The three explicated paradigm changes are inherent to the introduction of the TAO. The ambition of this research is to provide a validated tool for school leaders in managing quality, agility and job satisfaction. The research shows that, partly due to the above-mentioned paradigm changes, there needs to be a layered approach to the organization model. This in turn requires that the organizational model is presented in an appropriate manner. The study concludes by presenting the improved and ex- tensive organization model (the TAO) in a specific didactic model, so that not only the technical design, but also the underlying principles are clear. The core of the design is formed by the education team: a small group of teachers that collectively assumes responsibility for the entire development of a pupil based on a broad mandate. This 14 In Dutch: teamgecentreerde arbeidsorganisatie, TAO) Summary Teamgericht organiseren