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Changes in teachers’ work, designed to modernise the teaching profession, and derived from the Agreement reached following the ‘McCrone Report, A Teaching Profession for the 21st Century’ in 2000, began to be introduced in Scotland in 2001. The spirit of the original report emphasised change of several types and recommended moves to enhance professional autonomy.  This paper offers an initial analysis of the impact of these changes on teachers’ work, continuing professional development (CPD), careers and autonomy. The findings reported are drawn from 128 teachers in their fifteenth year of teaching, who have taken part since 1988 in a longitudinal study which has explored teachers’ work, careers and development. Data were collected by questionnaire from the full sample and by interview from a sub-set.  The analysis is shaped by Kelly’s GLAD model for reviewing change and concludes that the initial impact of the changes on teachers and their views of the changes are not uniform.

Continuity or Change? The Initial Impact of the Post-McCrone Agreement