Crown Employees (Teachers in Schools and Related
Employees) Salaries and Conditions Award 2014
INDUSTRIAL RELATIONS
COMMISSION OF NEW SOUTH WALES
Review of Award pursuant to Section 19 of the Industrial
Relations Act 1996.
(No. IRC 727 of 2015)
|
Before Commissioner Stanton
|
24 November 2015
|
REVIEWED
AWARD
1. Arrangement
Clause No. Subject Matter
1. Arrangement
2. Dictionary
3. Salaries
3A. Salaries - Provisions - 2014 and 2015
3B. Salaries - Provisions to commence - 2016
4. Deduction of Union Membership Fees
5. Allowances
6. Salary Progression and Maintenance
7. Performance and Development Processes
for Teachers
8. Salary Packaging
9. Initial Appointments
10. Teaching in More Than One Location
11. Deferred Salary Scheme
12. Compensation for Travel on Department
Business
13. Assessment and Reporting and Quality of
Educational Outcomes
14. Teacher Efficiency Process
15. Teaching Hours for Years 11 and 12
16. Allocation of Duties in High Schools
17. Teaching Outside Normal School Hours
18. Alternative Work Organisation
19. Teachers Appointed to More than One
School
20. Qualifications, Recruitment and Training
21. Calculation of Service
22. Temporary Teachers
23. Casual Teachers
24. Relief in PP6 or Principal -
Environmental Education Centre or Hospital School Grade
25. Training and Development
26. Multi-skilling
27. Duties as Directed
28. Other Part Time Rates of Pay
29. Home School Liaison Officers and Aboriginal
Student Liaison Officers - Special Conditions
30. Teachers in Residential Agricultural High
Schools -Special Conditions
31. Dispute Resolution Procedures
32. No Further Claims
33. Anti-discrimination
34. Work Health & Safety
35. Saturday School of Community Languages
36. Educational Paraprofessionals
37 National Professional Standards for
Teachers
38. Area, Incidence and Duration
SCHEDULES
Schedule 1A -
Salaries - Common Incremental Salary Scale 2014 to 2016
Schedule 1B -
Teachers Salaries - National Professional
Teaching Standards - 2016
Schedule 2A -
Salaries - Principals - Existing Classification Structure - 2014 to 2016
Schedule 2B -
Salaries - Principals - New Classification Structure 2016
Schedule 3 - Salaries
- Other Promotion Classifications in the Teaching Service
Schedule 4A -
Rates of Pay - Casual Teachers - 2014 to 2015
Schedule 4B -
Rates of Pay - Casual Teachers - 2016
Schedule 5 -
Other Rates of Pay - 2014 to 2016
Schedule 6 -
Rates of Pay - Educational Paraprofessionals
Schedule 7 -
Allowances
Schedule 8 -
Locality Allowances
Schedule 9 -
Excess Travel and Compensation for Travel on Official Business
Schedule 10 -
Special Conditions Covering Home School Liaison Officers and Aboriginal Student
Liaison Officers
Schedule 11 -
Special Conditions Covering Teachers at Residential Agricultural High Schools
Schedule 12 -
Saturday School of Community Languages
Schedule 13 -
National Professional Standards for Teachers
2. Dictionary
2.1 "Aboriginal
Student Liaison Officer" means a person or teacher who has been
temporarily appointed to the position of Aboriginal student liaison officer.
2.2 "Accredited"
means a teacher who has demonstrated the Professional Teaching Standards at the
level of Proficient, Highly Accomplished or Lead and has been accredited as
such by a Teacher Accreditation Authority.
2.3 "Alternate
Mode Course" means a course of teacher training other than a course
completed by full time study with a higher education institution.
2.4 "Alternate
Period" means a period taught by a teacher being a period other than a
period which the teacher is normally timetabled to teach and where the need for
the period to be taught arises from the absence from duty on leave of another
teacher.
2.5 "Assistant
Principal" means a teacher who is appointed as such to assist a principal
of a school in the management of the school.
2.6 "Associate
Principal" means a teacher appointed as such to be responsible for the
management, organisation, administration, supervision and efficiency of a
school, other than P1-P5, where the school has been linked to a larger school
in reasonable proximity and the administrative workload of the Associate
Principal has been reduced.
2.7 "Band 1 salary" means the salary
which applies to teachers who have undertaken an approved initial teacher
education program and met the National Professional Teaching Standards at the
Graduate level. It is mandatory for new teachers to be provisionally or
conditionally accredited at Graduate teacher level to be approved for teaching
in NSW.
2.8 "Band 2
salary" means the salaries which apply to teachers who are accredited at
the level of Proficient. A Band 2 teacher has demonstrated the National
Professional Teaching Standards at the Proficient level and has been accredited
as such by a Teacher Accreditation Authority.
2.9 "Band 3
salary" means the salary which applies to teachers who are accredited at
the level of Highly Accomplished. A Band 3 teacher has demonstrated the
National Professional Teaching Standards at the Highly Accomplished level and
has been accredited as such by a Teacher Accreditation Authority.
2.10 "Board"
means the Board of Studies, Teaching and Educational Standards (BOSTES) which
includes the functions of the former Institute of Teachers to oversee
accreditation and recognition of teachers’ professional capacity against
professional standards under the Teacher Accreditation Act.
2.11 “Branch Secretary” means the Branch
Secretary of the Australian Education Union NSW Teachers Federation Branch.
2.12 "Casual
Teacher" means a teacher engaged on an hourly or daily rate of pay in the
Teaching Service.
2.13 "Conditionally
accredited" means a teacher who has been conditionally accredited at the
Graduate level who may have a degree, or is in the process of obtaining further
education or subject qualifications.
2.14 "Conditionally
Trained Teacher (C)" means a teacher whose approval to teach is
conditional upon completion of additional educational requirements prescribed by
the Secretary.
2.15 "Core
Hours" means the normal daily hours of operation of a school during which
classes are conducted and in a high or central school includes a daily core
timetable of eight periods, or the time equivalent.
2.16 "Degree"
means a course of study in a higher education institution leading to a degree
as described in the Australian Qualifications Framework as at 1 January 1995.
2.17 "Department"
means the Department of Education.
2.18 "Deputy
Principal" means a teacher appointed as such who is the deputy to the
principal in a school and who acts as substitute in the absence of the
principal, and is required to assist generally in the management of the school
and, as required, in the special duties of the principal.
2.19 "Diploma"
means a course of study in a higher education institution leading to a diploma
as described in the Australian Qualifications Framework as at 1 January 1995.
2.20 "Secretary"
means the Secretary, Department of Education.
2.21 "Distance
Education Centre" means a school established to provide full time or part
time programs of secondary or primary courses to students who cannot normally
attend on a daily basis. Provided that
distance education centres can be either stand alone schools or centres
attached and integrated into an existing school.
2.22 "District
Guidance Officer'' means an officer appointed as such in a group of schools who
is responsible to the Secretary or nominee for the guidance service within that
group of schools.
2.23 "Education
Officer" means an officer appointed as such, provided that for appointment
the officer shall have an appropriate degree from a higher education
institution or other qualifications and experience which the Secretary
determines as satisfying requirements.
2.24 "Educational
Paraprofessional" means a person or officer employed permanently or
temporarily under the provisions of the Teaching Service Act to work under the
guidance of a teacher in the classroom.
2.25 "Employee"
means a person employed in a classification covered by this award by the
Secretary or delegate under the provisions of the Teaching Service Act on a
permanent or temporary basis.
2.26 "Environmental
Education Centre" means a teaching and learning facility operated by the
Department which students attend to participate in educational programs
relevant to all primary and secondary key learning areas and/or to receive
specific instruction in field work, and which provides support to schools in
implementing environmental education.
2.27 "Equivalent"
when referring to qualifications means those qualifications deemed by the
Secretary to be equivalent to specified qualifications.
2.28 "Executive
Principal, Connected Communities" means a person or officer employed
temporarily under the provisions of the Teaching Service Act, 1980 to lead the
schools selected by the Department to participate in the Connected Communities
strategy for the period of the operation of that strategy.
2.29 "Executive
Director Connected Communities" means a person who is responsible for
leadership and implementation of the Connected Communities strategy in the
Department.
2.30 "Federation"
means the Australian Education Union NSW Teachers Federation Branch.
2.31 "Five Year
Trained Teacher (5YT)" means a teacher who has obtained a degree and
teaching qualifications from a higher education institution which together
require a minimum of five years full time study. Any period of training in excess of that
normally required to complete such a course shall not be deemed to be a training
period for the purposes of any other definition.
2.32 "Four Year
Trained Teacher (4YT)" means a teacher who has:
2.32.1 obtained a degree
from a higher education institution and has, in addition, satisfactorily
completed a teacher education qualification of at least one year's duration at
a higher education institution; or
2.32.2 completed a four
year teacher education degree from a higher education institution; or
2.32.3 completed such
other course(s) which the Secretary determines as satisfying requirements for
classification as a teacher.
2.33 "Graduate"
means a person who has obtained a degree from a higher education institution or
possesses qualifications determined by the Secretary to be equivalent to such a
degree.
2.34 "Graduate
Diploma" means a course of study in a higher education institution leading
to a graduate diploma as described in the Australian Qualifications Framework
as at 1 January 1995.
2.35 "Head
Teacher" means a teacher who is appointed as such in a high school,
distance education centre or central school, and is responsible to the
principal for the program of work in a designated subject or learning area and
the coordination of the work of classes in that area. The head teacher also exercises supervision
over and gives advice and direction, when necessary, to other teachers in the
subject or learning area in addition to their teaching duties. Provided that head teachers may be appointed
with specific designated responsibilities, including:
2.35.1 Head teacher
(female students) advises female school students and promotes their interests
in a high school or a secondary department of a central school where the
enrolment of female school students in the school or department exceeds 500.
2.35.2 Head teacher
(welfare) assists the principal and or deputy principal in the area of student
welfare. Head teacher (welfare) includes
head teacher (welfare) - residential agricultural high schools.
2.35.3 Head teacher
(administration) is responsible for assigned duties associated with the general
administration of the school.
2.36 "Higher
Education Institution" means a university or other tertiary institution
recognised by the Secretary which offers degrees, diplomas or teacher education
courses.
2.37 "Highly
Accomplished Teacher (National Partnerships)" means a person or officer
employed temporarily by the Department pursuant to the provisions of the
Teaching Services Act, 1980 under the period of the National Partnerships on
Improving Teacher Quality and Low Socio Economic Status School Communities.
2.38 "Home
School Liaison Officer" means a person or teacher who has been temporarily
appointed to the position of home school liaison officer.
2.39 "Industrial
Relations Commission" means the Industrial Relations Commission of New
South Wales, established by the Industrial Relations Act 1996.
2.40 "In Lieu of
Duties" means duties undertaken by a teacher for a teacher absent from the
classroom on duty elsewhere or performing other duties when that teacher is
relieved of part of their regular face to face teaching load through variations
in school organisation.
2.41 "National
Professional Standards for Teachers" means the seven Standards which
outline what teachers should know and be able to do prescribed by the
Australian Institute for Teaching and School Leadership as attached at Schedule
13.
2.42 "Network"
means a group of principals with a Director Public Schools.
2.43 "Officer"
means and includes all persons permanently employed in the Teaching Service
under the provisions of the Teaching Service Act and who, on the date of
commencement of the award, were occupying one of the positions covered by the
award or who, after that date, are appointed to one of these positions.
2.44 "Parties"
means the Department and the Federation.
2.45 "Performance
and development process" is a process for the continuous development of a
skilled and effective workforce.
2.46 "Period"
means, in a high or central school, a 40 minute teaching period.
2.47 "Principal"
means a teacher appointed as such to be responsible for the management,
organisation, administration, supervision and efficiency of a school and all
departments in a school. A principal
does not include a teacher in charge of a school.
2.48 "Provisionally
accredited" means a teacher who has been provisionally accredited at the
Graduate level who has successfully completed an initial teacher education
program endorsed by the Board.
2.49 "Residential
Agricultural High School" means a school classified as such by the
Secretary.
2.50 "Resource
Allocation Model" (RAM) means the funding model consisting of a base
student allocation, equity loadings and targeted (individual student) funding.
The amount of funding allocated to a school under the RAM determines the level
of school complexity.
2.51 "School"
means a Department school or other centre, where instruction is provided by the
Department, excluding an institute and including any place designated as part
of, or as an annex to, such school.
2.52 "School
Counsellor" means a teacher with an equivalent of four years training and
a major in psychology who has responsibility for providing schools with advice
and support in matters relating to student academic and personal development,
welfare and discipline and provides psychological and other testing as
required.
2.53 "Schools
for Specific Purposes" (SSPs) for the purpose of the award are schools
which are classified as such by the Secretary and are established under the
Education Act 1990 to provide education for students with disabilities as listed
in subclause 2.62.
2.54 "Service"
means continuous service, unless otherwise specified in the award.
2.55 "Supervisor
of Female Students" means a female teacher appointed as such to advise
female students and to promote their interests in a high school or secondary
department of a central school where the school or department does not qualify
for the appointment of a head teacher (female students).
2.56 "Teacher"
means a person or officer employed permanently or temporarily in a full time or
part time teaching position under the provisions of the Teaching Service Act
and appointed to a school. Unless
otherwise specified in the award, a teacher shall include a school teacher in
training.
2.57 "Teacher
Accreditation Act" means the Teacher Accreditation Act 2004.
2.58 "Teacher
Accreditation Authority" means the person or body delegated by the
Secretary of the Department of Education under the Teacher Accreditation Act to
accredit in government schools.
2.59 "Teacher in
Charge (Schools)" means a teacher in charge of a centre not designated as
a school determined by the Secretary where a principal is not appointed.
2.60 "Teacher in
Charge of Residential Supervision of Agricultural High Schools" means a
teacher selected by the principal to be responsible for the supervision and
administration of additional duties relating to school student residence in
residential agricultural high schools.
2.61 "Teacher in
Training (Schools)" means a graduate recruited to train as a teacher
through an alternate mode course.
2.62 "Teachers
of Students with Disabilities" means school teachers appointed to schools
for specific purposes, or support classes in primary or high schools
established to provide education for students with disabilities and including appointments
as itinerant support teacher, as follows:
2.62.1 students with:
mild intellectual disabilities (IM); moderate intellectual disabilities (IO);
severe intellectual disabilities (IS); behaviour disorders (BD); emotional
disabilities (ED); hearing impairments (H); language disabilities (L); physical
disabilities (P); severe reading (R), vision impairments (V); and
2.62.2 students in: an
early childhood intervention program (EC); hospital schools, Royal Far West
School, Stewart House (W); and community care programs (CT).
2.63 "Teaching
Principal" means a teacher appointed as such to be responsible for the
management, organisation, administration, supervision and efficiency of a
school, other than P1-P5, whose duties include classroom teaching.
2.64 "Teaching
Service Act" means the Teaching Service Act 1980.
2.65 "TAFE"
means the New South Wales Technical and Further Education Commission.
2.66 "Temporary
Teacher" means a person employed in one engagement full time for four
weeks or more or in one engagement for one to four days per week for two terms
or more.
2.67 "Temporary
Employee" means and includes all persons employed on a temporary basis,
other than on a casual or part time casual basis under the Teaching Service
Act.
2.68 "Trained
Teacher" means a teacher who has
satisfactorily completed a prescribed course of training at a higher education
institution, or such other course or courses which the Secretary determines as
satisfying requirements for classification as a teacher.
2.69 "Two Year
Trained Teacher (2YT) or Three Year Trained Teacher (3YT)" means a teacher
who has satisfactorily completed a prescribed course of teacher education of
two or three years duration respectively at a higher education institution, or
such other course or courses which the Secretary determines as satisfying
requirements for classification as a school teacher.
2.70 "Year
Adviser" means a teacher appointed to assist Year 7-12 students in every
high school or every central school which has a secondary department.
2.71 "Year 12
Relieving Period" means a relieving period required to be undertaken by a
teacher when that school teacher has been relieved of their timetabled Year 12
face to face teaching duties after Year 12 students leave school to sit for the
Higher School Certificate Examination in Term 4 of each year.
3. Salaries
Teachers
3.1 Salaries and rates of pay for teachers,
education officers, home school liaison officers, Aboriginal student liaison
officers and counsellors shall be paid in accordance with this clause and
Schedules 1A, 1B, 4A, 4B, 5 and 12. These salaries will be increased by:
3.1.1 2.27% from the first pay period commencing
on or after 1 January 2014;
3.1.2 2.27% from the first pay period commencing
on or after 1 January 2015; and
3.1.3 2.5% from the first pay period commencing on
or after 1 January 2016.
Principals
3.2 Salaries and rates of pay for principals
shall be paid in accordance with this clause and Schedules 2A and 2B. These
salaries will be increased by:
3.2.1 2.27% from the first pay period commencing
on or after 1 January 2014;
3.2.2 2.27%% from the first pay period commencing
on or after 1 January 2015; and
3.2.3 2.5% from the first pay period commencing on
or after 1 January 2016.
Other
Promotions Classifications in the Teaching Service
3.3 Salaries and rates of pay for the
officers and temporary employees shall be paid in accordance with this clause
and Schedule 3. These salaries will be increased by:
3.3.1 2.27% from the first pay period commencing on
or after 1 January 2014;
3.3.2 2.27% from the first pay period commencing
on or after 1 January 2015; and
3.3.3 2.5% from the first pay period commencing on
or after 1 January 2016.
Allowances
3.4 Allowances under this award will be
increased by:
3.4.1 2.27% from the first pay period commencing
on or after 1 January 2014;
3.4.2 2.27% from the first pay period commencing
on or after 1 January 2015; and
3.4.3 2.5% from the first pay period commencing on
or after 1 January 2016.
3A. Salaries - 2014 and 2015
3A.1 The rates of pay for all teachers employed
by the Department at the date of the making of this award and until 31 December
2015 will be in accordance with the common incremental salary scale.
3A.2 Except as otherwise provided under the Department’s
salary packaging scheme as set out in clause 8, Salary Packaging, employees in
Schedules 1A, 2A, 3, 4A and 5 must be paid at an annual salary level not less
than that for the appropriate classification.
3A.3 Minimum salaries on commencement of
employment and maximum salaries under the common incremental salary scale in
Schedule 1A are set out in the table below:
|
Classification
|
Minimum starting salary
|
Maximum salary
|
|
(new step)
|
(new step)
|
|
2YT school
teachers
|
Step 2
|
Step 13
|
|
3YT school
teachers
|
Step 3
|
Step 13
|
|
4YT school
teachers
|
Step 5
|
Step 13
|
|
5YT school
teachers
|
Step 6
|
Step 13
|
|
C2YT school
teachers
|
Step 2
|
Step 6
|
|
C3YT school
teachers
|
Step 3
|
Step 6
|
|
C4YT school
teachers
|
Step 5
|
Step 9
|
|
C5YT school
teachers
|
Step 6
|
Step 9
|
|
Education officers
and
|
|
|
|
Aboriginal student
liaison officers:
|
|
|
|
Non graduates
|
Step 3
|
Step 13
|
|
Graduates without
teacher training
|
Step 4
|
Step 13
|
|
Graduates with
teacher training
|
Step 5
|
Step 13
|
|
Graduates with
five years of training
|
Step 6
|
Step 13
|
|
|
|
|
Teachers in
training
|
Step 1
|
Step 1
|
NOTE: Conditionally trained teachers (C) remain on
first step of the appropriate incremental scale for the first two years of service,
before progressing to the appropriate maximum step by annual increments.
3A.4 Subject to clause 6, Salary Progression and
Maintenance, clause 21, Calculation of Service officers and temporary employees
shall progress without change to their incremental date by way of annual
increments to Step 13 on the common incremental salary scale as set out in
Schedule 1A.
3A.5 Two and three year trained school teachers
may vary their incremental date and rate of progression if they satisfy
conditions contained in subclauses 3A.6, 3A.7, 3A.8 and 3A.9 of this clause.
3A.6 A two year trained teacher who successfully
completes studies which satisfy requirements for a three year teacher education
degree or diploma shall progress to that step on the common incremental salary
scale that the teacher could have achieved had the teacher entered the Teaching
Service as a three year trained teacher. Subject to clause 6, Salary
Progression and Maintenance, these teachers shall then progress along the
common incremental salary scale on the anniversary of the first day of the
month following the successful completion of the required study.
3A.7 A two year trained teacher who successfully
completes one year of full time recognised degree level study or its equivalent
shall be paid a double increment with retention of normal incremental date. On
reaching Step 9 of the common incremental salary scale, such a teacher shall be
deemed a three year trained teacher and, subject to clause 6, Salary
Progression and Maintenance may progress by annual increments to the top step
of the common incremental salary scale.
3A.8 A three year trained teacher who
successfully completes one year of full time recognised degree level study or
its equivalent shall progress one increment on the common incremental salary
scale, effective from the first day of the month following the successful
completion of the required study.
3A.9 A three year trained teacher who completes:
3A.9.1 a graduate diploma of at least one year of full
time study or its part time equivalent; or
3A.9.2 part of a degree course or an equivalent course
of study as determined by the Secretary which results in the teacher having
attained an academic standard equivalent to that of a four year trained
teacher, shall progress to the step on the common incremental salary scale that
the teacher could have achieved had the teacher entered the Teaching Service as
a four year trained teacher. The salary progression shall be effective from the
first day of the month following the successful completion of the required
study.
3A.10 The rates of pay for all principals employed
by the Department at the date of the making of this award and until 31 December
2015 will be in accordance with Schedule 2A and clause 3A.11.
3A.11 In relation to promotions classifications in
schools, the following shall apply:
3A.11.1 The position of principal in a
primary school shall be classified as follows:
|
Classification of Principal
|
Student Enrolments
|
|
PP6
|
1 - 25
|
|
PP5
|
26 - 159
|
|
PP4
|
160 - 300
|
|
PP3
|
301 - 450
|
|
PP2
|
451 - 700
|
|
PP1
|
701+
|
3A.11.2 Principals shall only be appointed to
hospital schools when specifically approved by the Secretary.
3A.11.3 Promotions positions in schools for specific
purposes shall receive the same salary as applicable to similar positions in
primary schools. Provided that, in determining the principal's salary, the
school student enrolment numbers shall be notionally determined by multiplying
the permanent full time teaching staff by 30. Teaching staff for this purpose
does not include employees, including the principal, who are not required to
undertake face to face teaching duties.
3A.11.4 The salary payable to principals of
stand alone distance education centres shall be equivalent to those paid to
principals of primary schools. Provided that to determine the student enrolment
numbers for the purpose of determining the classification of a principal of a
stand alone distance education centre, the actual number of each category of
student shall be multiplied by the following factors to determine notional
student numbers:
|
Category of
Student
|
Factor
|
|
Primary students
|
2.14
|
|
Secondary students
- integrated
|
2.46
|
|
Secondary students
- stand alone
|
1.8
|
|
Students at the
Open High School,
|
|
|
each unit of study
per student
|
6 x 1.89
|
|
Pre-school
students
|
1.38
|
|
Students with
disabilities
|
2.7
|
3A.11.5 The position of principal in a
central school shall be classified as follows:
|
Classification of
Principal
|
Student Enrolments
|
|
PC4
|
26 - 159
|
|
PC3
|
160 - 300
|
|
PC2
|
301 - 450
|
|
PC1
|
451+
|
3A.11.6 The position of principal in a high
school shall be classified as follows:
|
Classification of
Principal
|
Student Enrolments
|
|
PH2
|
1 - 900
|
|
PH1
|
More than 900
|
3A.12 Where the actual enrolment used to determine
the classification of a principal's position in subclause 3.11 either increases
or decreases so that the principal's position would be reclassified, then the variation
in the principal's classification shall not be effected until the enrolment is
such that it has fallen within the new student enrolment band for a period of
two consecutive years.
3B. Salaries - Commencing in 2016
Teachers -
Professional Teaching Standards
3B.1 Standards based remuneration will not apply
to School Counsellors and Education Officers. These classifications will
continue to be remunerated on the old incremental salary scale for the life of
this award.
3B.2 The rates of pay of teachers under the
standards based remuneration pay rates will be in accordance with the teacher’s
progression through the various salary Bands as the teacher attains
accreditation at the higher levels of the professional teaching standards. The
standards based remuneration pay rates for teachers will commence from the
first pay period on or after 1 January 2016. The salary bands are as follows.
|
3B.2.1
|
Band 1
|
(Graduate)
|
|
3B.2.2
|
Band 2
|
(Proficient)
|
|
|
Band 2
|
(Proficient) Step 2.1
|
|
|
Band 2
|
(Proficient) Step 2.2
|
|
|
Band 2
|
(Proficient) Step 2.3
|
|
3B.2.3
|
Band 3
|
(Highly Accomplished)
|
3B.3 Salary progression from Band 1 to Band 2
will take effect from the first full pay period after confirmation of proficient
accreditation by the Teacher Accreditation Authority for teachers who have been
employed for a minimum of two years full time. For those teachers who have
confirmation of accreditation at Proficient but do not have two years full time
service, progression from Band 1 to Band 2 will take effect from the first full
pay period after the completion of two years of full time service.
3B.4 Salary progression from Band 2.1 to 2.2 and
from 2.2 to 2.3 will take effect from the first full pay period after the
completion of one year of full time service.
3B.5 Salary progression from Band 2.3 to Band 3
will take effect from the first full pay period after confirmation of Highly
Accomplished accreditation by the Teacher Accreditation Authority for teachers
who have been remunerated at Band 2.3 for a minimum of one year full time. For
those teachers who have confirmation of accreditation at Highly Accomplished
but do not have one year of full time service at Band 2.3, progression from
Band 2.3 to Band 3 will take effect from the first full pay period after the
completion of one year of full time service at Band 2.3.
3B.6 For the purpose of salary progression, one
year of full time service is 203 days.
3B.7 Salaries and rates of pay for teachers under
this clause shall be paid in accordance with this clause and Schedule 1B.
Teachers
commencing employment after 1 January 2014
3B.8 A teacher who commences employment with the
Department after the Award commencement date of 1 January 2014 will in 2016 be
paid under the new salary structure in accordance with their level of
accreditation.
3B.9 A teacher who commences employment with the
Department after 1 January 2016 will be paid at the Band 1 (Graduate) rate:
3B.9.1 on commencement of their employment; and
3B.9.2 for a minimum of two years full time thereafter
from the commencement of their employment while working towards accreditation
at the Proficient level.
3B.10 Following a minimum of two years of pay at the
Band 1 (Graduate) a teacher who meets the requirements of Proficient
accreditation, maintains that accreditation and subject to the satisfactory
performance of their duties will be paid:
3B.10.1 at the Band 2 (Proficient) rate from
the first pay period on or after gaining the Proficiency accreditation; and
thereafter
3B.10.2 at the Band 2 (Proficient) rate for a
minimum of two years full time;
3B.10.3 at the Band 2.1 (Proficient) rate for
one year full time;
3B.10.4 at the Band 2.2 (Proficient) rate for
one year full time; and
3B.10.5 at the Band 2.3 (Proficient) rate for
one year full time.
Teachers
employed with the Department prior to 1 January 2014
Transitional
provisions
3B.11 A
teacher who is already employed with the Department at the commencement of the
award on 1 January 2014 will be paid as follows at the commencement of the
professional standards rates of pay on 1 January 2016.
3B.11.1 A teacher on step 6 of the common
incremental salary scale as at 1 January 2016 shall:
3B.11.1.1 remain on step 6 of the common incremental
salary scale for one year full time;
3B.11.1.2 progress to step 7 of the common
incremental salary scale for one year full time;
3B.11.1.3 progress to step 8 of the common
incremental salary scale for one year full time; and
3B.11.1.4 then be paid on the standards based
remuneration pay scale at the rate of Band 2 (Proficient).
Further pay
increases will be in accordance with subclause 3B.10.
3B.11.2 A teacher on step 7 of the common
incremental salary scale as at 1 January 2016 shall:
3B.11.2.1 remain on step 7 of the common
incremental salary scale for one year full time;
3B.11.2.2 progress to step 8 of the common
incremental salary scale for one year full time; and
3B.11.2.3 then be paid on the standards based
remuneration pay scale at the rate of Band 2 (Proficient).
Further
increases will be in accordance with subclause 3B.10.
3B.11.3 A teacher on step 8 of the common
incremental salary scale as at 1 January 2016 shall:
3B.11.3.1 be paid at the rate of step 8 of the common
incremental scale for one year full time;
3B.11.3.2 progress to Step 9 of the common
incremental salary scale for one year full time;
3B.11.3.3 progress to Step 10 of the common
incremental salary scale for one year full time; and
3B.11.3.4 then be paid on the standards based
remuneration pay scale at the rate of Band 2.1 (Proficient).
Further
increases will be in accordance with subclause 3B.10.
3B.11.4 A teacher on step 9 of the common
incremental salary scale as at 1 January 2016 shall:
3B.11.4.1 be paid at the rate of step 9 of the
common incremental salary scale for one year full time;
3B.11.4.2 progress to step 10 of the common
incremental salary scale for one year full time; and
3B.11.4.3 then be paid on the standards based
remuneration pay scale at the rate of Band 2.1 (Proficient).
Further
increases will be in accordance with subclause 3B.10.
3B.11.5 A teacher on step 10 of the common
incremental salary scale as at 1 January 2016 shall:
3B.11.5.1 be paid at the rate of step 10 of the
common incremental salary scale for one year full time; and
3B.11.5.2 then be paid on the standards based
remuneration pay scale at the rate of Band 2.1 (Proficient).
Further
increases will be in accordance with subclause 3B.10.
3B.11.6 A teacher on step 11 of the common
incremental salary scale as at 1 January 2016 will be paid on the standards
based remuneration pay scale at the rate of Band 2.1 (Proficient).
Further
increases will be in accordance with subclause 3B.10.
3B.11.7 A teacher on step 12 of the common
incremental salary scale as at 1 January 2016 will be paid on the standards
based remuneration pay scale at the rate of Band 2.2 (Proficient).
Further
increases will be in accordance with subclause 3B.10.
3B.11.8 A teacher on step 13 of the common
incremental salary scale as at 1 January 2016 will be paid on the standards
based remuneration pay scale at the rate of Band 2.3 (Proficient).
Further
increases will be in accordance with subclause 3B.10.
3B.12 Teachers as at 1 January 2016 who transition
from steps 11, 12 and 13 on the incremental salary scale to Bands 2.1, 2.2 and
2.3 respectively will have any service under the old steps (11-13) counted
towards the 203 day requirement for progression up to Band 2.3.
3B.13 A teacher will only be eligible to move to the
Band 2 (Proficient) rate, subject to gaining accreditation at that level, after
two years full time at the Band 1 (Graduate) rate.
3B.14 A teacher who does not attain accreditation at
Proficient level will remain at the Band 1 (Graduate) rate.
3B.15 A teacher who is accredited at the Proficient
level:
3B.15.1 will be paid at the Band 2
(Proficient) rate subject to the conditions at clause 3B.3; and
3B.15.2 must maintain their accreditation at
the Proficient level to continue to be paid at the Band 2 (Proficient) rate.
3B.16 The rate of pay for a teacher who does not
maintain their accreditation at Proficient level will revert from the Band 2
(Proficient) rate to the Band 1 (Graduate) rate from the first pay period after
the date of either the lapsing or the revocation of the teacher’s accreditation
at Proficient.
3B.17 A teacher will only be eligible to move to the
Band 3 (Highly Accomplished) rate, subject to gaining accreditation at that
level, after one year full time at the Band 2.3 (Proficient) rate.
3B.18 A teacher who does not attain accreditation at
Highly Accomplished level will remain at the Band 2.3 (Proficient) rate.
3B.19 A teacher who is accredited at the Highly
Accomplished level:
3B.19.1. will be paid at the Band 3 (Highly
Accomplished) subject to the conditions at clause 3B.5 and;
3B.19.2 must maintain their accreditation at
the Highly Accomplished level to continue to be paid at the Band 3 (Highly
Accomplished) rate.
3B.20 The rate of pay for a teacher who does not
maintain their accreditation at Highly Accomplished level will revert from the
Band 3 (Highly Accomplished) rate to the Band 2.3 (Proficient) rate from the
first pay period after the date of either the lapsing or the revocation of the
teacher’s accreditation at Highly Accomplished.
Principals
3B.21 The new principal classification structure
based on complexity of schools will commence on the first day of the
Department’s Term 1, 2016. A new principal who is appointed to a principal
position from the start of Term 1, 2016 will be appointed and paid under the
new structure in accordance with the provisions of Schedule 2B.
Principals will
be classified as follows.
3B.21.1 Teaching Principal (TP1) or Associate
Principal
3B.21.2 Teaching Principal (TP2) or Associate
Principal
3B.21.3 Principal 1 (P1)
3B.21.4 Principal 2 (P2)
3B.21.5 Principal 3 (P3)
3B.21.6 Principal 4 (P4)
3B.21.7 Principal 5 (P5)
3B.21 The rate of pay for a principal under the new
classification structure will provide for a base principal salary and a
complexity loading for principals in the classifications of P2, P3, P4 and P5.
3B.23 Funding thresholds will be adjusted annually
to reflect changes in system allocations through the RAM.
3B.24 Base salaries and complexity loadings will be
adjusted where applicable in accordance with clause 3.2.
Transitional
provisions for principals
3B.25 The transitional provisions will apply to
existing principals including those who are appointed to another school by
transfer.
3B.26 At the commencement of the new principal
classification structure, an existing PP5 or PP6 who is classified under the
new structure below the position of P1, that is as a Teaching Principal 1 (TP1)
or Teaching Principal 2 (TP2) will:
3B.26.1 have their classification changed to
that of a Teaching Principal 1 (TP1) or Teaching Principal 2 (TP2) as
appropriate; and
3B.26.2 be paid at their existing salary
level (adjusted for any salary increases) which is equivalent to that in the
former enrolment based classification structure while they remain at the
current school.
3B.27 At the commencement of the new principal
classification structure, an existing principal who is classified as P1, P2,
P3, P4 and P5 under the new structure and who will remain at their current
school in 2016 will have one opportunity to:
3B.27.1 opt in to the new principal
classification structure; or
3B.27.2 remain on the former classification structure
and salary (adjusted for any salary increases) as provided for under this award
until 2021.
The last day
that the principal can elect to opt in to the new principal classification
structure is 29 February 2016.
3B.28 Principals classified as P1 to P5 inclusive,
who opt in to the new principal classification structure and will be paid in
accordance with Schedule 2B.
3B.29 In circumstances where a principal whose
school is classified as P1 to P5 inclusive who opts in to the new
classification structure, where the application of the Resource Allocation
Model to that school results in a lower principal classification of that school
after the opt in date, the principal will, while they remain at that school,
retain their classification, complexity loading and salary for a period of
three years from the date of the change in the Resource Allocation Model
funding.
At the end of
the three year period, the principal’s classification, complexity loading and
salary will revert to the relevant level in accordance with Schedule 2B.
3B.30 An existing principal who does not elect to
opt in to the new structure will remain on the former principal classification
structure until January 2021 and be paid in accordance with Schedule 2A.
3B.31 On the first day of Term 1, 2021 any existing
principal who did not elect to opt in to the new principal classification
structure who has remained on the former principal structure will be moved to
the new principal classification structure for their school. The relevant funding
threshold for the classification of the principal in the new structure will be
the threshold as at the first day of term 1, 2021.
3B.32 Where the application of the Resource
Allocation Model to that school from the first day of Term 1, 2021 results in a
lower principal classification of that school, the principal will, while they
remain at that school, retain the comparative classification, complexity
loading and salary for a period of three years from the date of the change in
the RAM funding. At the end of the three year period, the principal’s
classification, complexity loading and salary will revert to the relevant level
in accordance with Schedule 2B.
4. Deduction of Union
Membership Fees
4.1 The union shall
provide the employer with a schedule setting out union fortnightly membership
fees payable by members of the union in accordance with the union’s rules.
4.2 The union shall
advise the employer of any change to the amount of fortnightly membership fees
made under its rules. Any variation to
the schedule of union fortnightly membership fees payable shall be provided to
the employer at least one month in advance of the variation taking effect.
4.3 Subject to 4.1
and 4.2 above, the employer shall deduct union fortnightly membership fees from
the pay of any employee who is a member of the union in accordance with the
union’s rules, provided that the employee has authorised the employer to make
such deductions.
4.4 Monies so
deducted from employees’ pay shall be forwarded regularly to the union together
with all necessary information to enable the union to reconcile and credit
subscriptions to employees’ union membership accounts.
4.5 Unless other
arrangements are agreed to by the employer and the union, all union membership
fees shall be deducted on a fortnightly basis.
4.6 Where an
employee has already authorised the deduction of union membership fees from his
or her pay prior to this clause taking effect, nothing in this clause shall be read
as requiring the employee to make a fresh authorisation in order for such
deductions to continue.
5. Allowances
5.1 Allowances
shall be paid in accordance with this clause and Schedules 7 and 8. Allowances
in terms of Schedule 7 shall be paid to officers and or temporary employees in
the circumstances set out in subclauses 5.2 to 5.7 inclusive.
5.2 In lieu of
evening work, weekend work, travel time (where applicable) and all additional
duties and responsibilities involved to:
5.2.1 Home school liaison
officers and Aboriginal student liaison officers.
5.2.2 Teachers in
charge
5.2.3 Year advisers.
5.2.4 Teachers
required by the Secretary to have a Health Education Certificate.
5.2.5 Teachers other
than the principal appointed to teach classes of students with disabilities.
5.2.6 Principals of
schools designated by the Secretary as schools for specific purposes.
5.2.7 The Principal of
Stewart House.
5.2.8 The Assistant
Principal of Stewart House.
5.2.9 The deputy
principal (primary) or assistant principal of a central school.
5.3 In
demonstration schools to:
5.3.1 principals -
class PP1 (for 2014 and 2015 only);
class PP2 (for 2014 and 2015 only);
In 2016, former PP1 and PP2 schools which receive the allowance
under subclause 5.3.1 will continue to be paid this allowance for the duration
of this award.
5.3.2 other promotions
positions; and
5.3.3 trained
teachers.
5.4 In schools
where there is a requirement for demonstration lessons to be taken to:
5.4.1 teachers, for
each demonstration lesson in excess of two in any term actually given by them;
and
5.4.2 teachers at any
other school at which demonstration lessons are given in respect of authorised
demonstration lessons for:
each half hour lesson; or
each 40 minute lesson involving secondary students.
5.4.3 provided that
payments made to teachers under paragraphs 5.4.1 and 5.4.2 of this subclause
are subject to a maximum per annum payment; and for the purpose of this
subclause a demonstration lesson shall mean a lesson authorised by or on behalf
of a university given to student teachers, or a lesson given to another group
approved by the Secretary.
5.5 In residential
agricultural high schools to:
5.5.1 teachers
rostered for out of normal hours student supervision;
5.5.2 head teacher
(welfare) for residential supervision;
5.5.3 a teacher
appointed to be in charge of residential supervision;
5.5.4 principals for
on call and special responsibilities; and
5.5.5 deputy principals
for on call and special responsibilities.
5.6 To supervisors
of female students:
5.6.1 Where the
average attendance of female students does not exceed 200;
5.6.2 Where the
average attendance of female students exceeds 200 but does not exceed 400;
5.6.3 Where the
average attendance of female students exceeds 400.
5.7 Education
officers who have been on top of their appropriate salary scale for a period of
twelve months and have demonstrated to the satisfaction of the Secretary by the
work performed and results achieved, the aptitude, abilities and qualities
warranting such payment shall receive an additional payment as set out in
Schedule 7 and, after a further twelve months, an additional allowance of the
same amount.
5.8 Locality and
related allowances shall be paid as set out in Schedule 8.
5.9 To Executive
Principals, Connected Communities as set out in Schedule 7 subject to the:
5.9.1 completion by
the Executive Principal, Connected Communities of five (5) years of service in
that position; and
5.9.2 satisfactory
performance of the Executive Principal, Connected Communities in that position
at the end of the five year period as determined by the Executive Director,
Connected Communities; and
5.9.3 on completion of
each subsequent five years of service in that position subject to the
provisions of 5.9.2 above.
6. Salary Progression
and Maintenance for 2014 and 2015
6.1 An officer
shall be entitled to progress along or be maintained on the common incremental salary
scale or the salary level for a promotions position after each 12 months of
service subject to the officer demonstrating by means of an annual review,
continuing efficiency in teaching practice, satisfactory performance and
professional growth. Salary progression
may also occur in accordance with the provisions of subclauses 3A.6, 3A.7, 3A.8
and 3A.9 of clause 3A, Salaries- 2014 and 2015.
6.2 A temporary
teacher shall be entitled to progress along or be maintained on the common
incremental salary scale subject to the provisions of subclause 22.4 of clause
22, Temporary Teachers.
6.3 A temporary
teacher relieving in a PP6 or Principal - Environmental Education Centre or
Hospital School or Grade 1 position under clause 24, Relief in PP6 or Principal
- Environmental Education Centre or Hospital School or Grade 1 Positions, shall
be entitled to be maintained at that salary level subject to the provisions of
subclause 22.4 of clause 22, Temporary Teachers.
6.4 The provisions
of subclauses 6.1, 6.2 and 6.3 will apply only in relation to the operation of
Clause 3A . Salaries - Provisions - 2014 and 2015 and will not apply in 2016
after the commencement of the new salaries provisions in accordance with Clause
3B. Salaries - Commencing in 2016.
7. Performance and
Development Processes for Teachers
7.1 The existing
annual review procedures for school based and non school based teaching service
staff, the executive and principal assessment and review procedures which are
provided for in sub clause 7.2 below
will continue in 2014.
7.2 To provide
feedback on an officer or temporary employee’s performance each officer or
temporary employee’s principal, supervisor or nominee shall ensure that the
teacher’s performance is appraised by annual review. This appraisal implemented
from the beginning of term four, 2000 for school teachers and in 2005 for non
school based teaching service staff continues in force as follows:
7.2.1 The officer or
temporary employee’s principal, supervisor or nominee shall be responsible for
annually reviewing the performance and development of the officer or temporary
employee undertaking their work.
7.2.2 For teachers in
schools (including temporary teachers) this annual review shall be supported
by:
(i) conferences
between the school teacher and the principal, or nominee;
(ii) observations
of educational programs;
(iii) review of
documentation such as lesson planning, lesson material and student work, plans,
evaluations and reports, as appropriate;
7.2.3 In implementing
the annual review the principal (or nominee) shall take into account the
following:
(i) the level of
experience of the teacher (so that less experienced teachers are given greater
attention); and
(ii) the
particular circumstances of the school.
7.2.4 For non school
based teaching service staff (including temporary staff) this annual review
shall be supported by:
(i) conferences
between the non school based teaching service officer and the executive
director, state office director or director, public schools (or nominee);
(ii) observations
of work programs;
(iii) review of
documentation, as appropriate.
7.2.5 In implementing
the annual review the executive director, state office director or director,
public school (or nominee) will take into account the following:
(i) the level of
experience of the non school based teaching service officer (so that less
experienced officers are given greater attention); and
(ii) the
particular circumstances of the workplace.
7.2.6 The annual
review for teachers shall be reported by way of the teacher assessment review
schedule implemented under the Crown Employees (Teachers in Schools and Related
Employees) Salaries and Conditions Award published 29 May 2009 (368 I.G.73).
7.2.7 The annual
review for non school based teaching service staff shall be reported by way of
the teacher assessment and review schedule contained in the Department’s
Memorandum DN/11/00040, Non School Based Education Teaching Service Officer
Assessment and Review Schedule.
7.2.8 An Executive Assessment
and Review Schedule will be established to provide for the annual assessment
and review of deputy principals, assistant principals and head teachers for
implementation in 2009.
7.3 The parties
agree that during the 2014 school year they will jointly develop the policy
advice, procedures, support materials and training for the new performance and
development framework for principals, members of the executive and teachers.
7.4 The new
performance and development procedures will be implemented in Semester 1, 2015.
8. Salary Packaging
8.1 For the purposes of this clause
"salary" means the salary or rates of pay prescribed by Schedules 1A,
1B, 2A, 2B, 3, 4A, 4B and 5 of this award and any allowances paid to an
employee which form part of the employee’s salary for superannuation purposes.
8.2 An employee may, by agreement with the
employer, enter into a salary packaging arrangement including salary sacrifice
to superannuation where they may convert up to 100% of their salary to other
benefits.
8.3 Any pre-tax and post-tax payroll
deductions must be taken into account prior to determining the amount of salary
available to be packaged. Such payroll deductions may include but are not
limited to, compulsory superannuation payments, HECS payments, child support
payments, judgment debtor/garnishee orders, union fees, health fund premiums.
8.4 The terms and conditions of the salary
packaging arrangement, including the duration as agreed between the employee
and employer, will be provided in a separate written agreement, in accordance
with the Department’s salary packaging guidelines. Such agreement must be made
prior to the period of service to which the earnings relate.
8.5 Salary packaging must be cost neutral for
the employer. Employees must reimburse the employer in full for the amount of:
8.5.1 any fringe benefits tax liability arising
from a salary packaging arrangement; and
8.5.2 any administrative fees.
8.6 Where the employee makes an election to
salary package the following payments made by the employer in relation to an
employee shall be calculated by reference to the annual salary which the
employee would have been entitled to receive but for the salary packaging
arrangement:
8.6.1 Superannuation Guarantee Contributions;
8.6.2 any salary-related payment including but not
limited to allowances and workers compensation payments; and
8.6.3 payments made in relation to accrued leave
paid on termination of the employee’s employment or on the death of the
employee.
9. Initial
Appointments
9.1 All initial
appointments shall be on the basis of merit.
9.2 In 2014-2015,
the initial appointment of all officers shall be for a minimum probationary
period of one year. Confirmation of an officer’s permanent appointment shall
depend on completion of a satisfactory annual review pursuant to clause 6,
Salary Progression and Maintenance and in the case of teachers, upon
satisfactory completion of teacher training requirements.
9.3 Commencing in 2016,
the initial appointment of all officers shall be for a minimum probationary
period of one year. Confirmation of an officer’s permanent appointment shall
depend on the officer meeting the Department’s requirements for permanent
appointment current at that time.
10. Teaching in More
Than One Location
10.1 Teachers may be
programmed to teach in more than one location including TAFE.
10.1.1 Where this occurs
there shall be full consultation with the affected teacher or teachers,
including sufficient notice and any specific needs of the affected teacher or
teachers shall be taken into account.
10.1.2 A teacher who is appointed to a school and is
programmed to teach in more than one school or at TAFE shall be entitled to the
travel compensation provisions at Part B of Schedule 9, Excess Travel and
Compensation for Travel on Official Business.
10.1.3 If, by agreement,
teachers teach after 5.30pm in a TAFE location they shall receive the monetary
equivalent of the time credit provided for TAFE teachers, that is payment at a
rate of 1.25 times the hourly rate for the teacher so engaged. The formula for calculating the hourly rate
of the teacher shall be:
|
Annual Salary
|
x
|
5
|
x
|
1
|
|
|
|
260.8929
|
|
30
|
11. Deferred Salary
Scheme
11.1 Officers may
seek to join the Department’s deferred salary scheme.
11.2 Successful
applicants may defer twenty per cent of their salary for the first four years
and be paid the deferred salary in the fifth year.
11.3 The deferred
salary scheme does not apply to temporary teachers.
12. Compensation for
Travel on Department Business
12.1 Where an
employee is required and authorised to travel on Department business in the
performance of their duties, compensation for travel shall be determined in
accordance with the provisions of Schedule
9- Excess Travel and Compensation for Travel on Official Business.
13. Assessment and
Reporting and Quality of Educational Outcomes
13.1 The following
shall be implemented:
13.1.1 annual school
reports and associated school self-evaluation and improvement programs;
13.1.2 school development
policy;
13.1.3 the Higher School
Certificate;
13.2 These shall be
subject to the protocols agreed to in 1997 in relation to Annual School
Self-Evaluation, Annual School Reporting and external test data (contained in
Matter No. IRC 3925/97 as tabled in the Industrial Relations Commission).
13.3 The parties
agree to negotiate on variations, if any, to the policies and procedures in
place at the commencement of the award, relevant to annual school reports,
school self-evaluation committees and school reviews.
14. Teacher Efficiency
Process
14.1 The Teacher
Improvement Program procedures in place as at the date of the making of this
award will continue for terms 1 and 2, 2014.
14.2 The parties will
consult on the implementation of the new teacher improvement procedures which
will commence from the start of term 3, 2014.
15. Teaching Hours for
Years 11 and 12
15.1 The purpose of
this clause is to increase the delivery of Vocational Education and Training in
schools and to enhance the curriculum opportunities available for post
compulsory secondary students arising from the new Higher School Certificate.
15.2 A secondary
school shall have core hours sufficient to operate an eight by 40 minute period
timetable per day (or its equivalent).
15.3 A principal
shall arrange for timetabling of classes for the year (or other period over
which a school’s timetable may apply) to maximise the extent to which the
curriculum preferences of Year 11 and 12 students can be satisfied to meet the
purpose expressed in subclause 15.1 above.
15.4 In addition to
the core hours a principal may timetable classes for Years 11 and 12 outside
core timetable hours between 7.30am and 5.30pm Monday to Friday, where not to
do so would unnecessarily restrict Year 11 and 12 student course choice,
provided that:
15.4.1 the principal has
consulted with the school community; and
15.4.2 has taken into
account the issues of course access for Year 11 and 12 students, parental
concerns and practical matters relating to the operation of classes at such
times.
15.5 A teacher shall
not unreasonably refuse to teach classes at this time.
15.6 Provided that
the overall hours of duty of the school teacher shall not be exceeded, a
teacher timetabled in accordance with this clause and working beyond the core
timetable hours shall be entitled to an equivalent period of core timetabled
time off during the week for the time beyond the core time so taught. Wherever possible, the time off should be at
the beginning or end of the core hours of the school day.
15.7 A teacher shall
not be required to be timetabled both before and after the core hours on any
given day.
16. Allocation of
Duties in High Schools
16.1 Teachers (other
than teachers in training), head teachers and deputy principals in high schools
may be required to teach the following periods (or their time equivalent):
|
|
Teaching periods
|
Periods per week,
as determined
|
|
Classification
|
per week
|
by the principal,
for sport
|
|
|
|
(refer to subclause
16.6)
|
|
Teachers in High Schools
|
28
|
up to 3
|
|
Head Teachers in High Schools
|
22
|
up to 3
|
|
Deputy Principals in High Schools
|
14
|
up to 3
|
16.2 A principal may require
a teacher (other than a teacher in training), head teacher or deputy principal
in high schools to relieve an absent colleague by working the following
alternate periods as defined in clause 2.4:
|
Classification
|
Additional Alternate
Periods per term
|
|
Teachers in High Schools
|
Up to 6
|
|
Head Teachers in High Schools
|
Up to 5
|
|
Deputy Principals in High Schools
|
Up to 3
|
16.3 Provided that
such alternate periods shall be allocated:
16.3.1 with due regard to
the non teaching duties required to be performed by the teacher, head teacher
or deputy principal; and
16.3.2 as far as possible
to a teacher, head teacher or deputy principal in the same faculty as that of
the absent teacher.
16.4 Nothing in
subclauses 16.1 to 16.3 shall preclude a teacher from working school generated
or other alternate periods on a voluntary basis where the exigencies of the
work and the welfare of the students so require.
16.5 Teachers may, at
the discretion of the principal, be required to take "in lieu of"
classes as defined in subclause 2.40.
16.6 In lieu of
requiring a teacher to supervise sporting activity in accordance with subclause
16.1 of this clause, a principal of a school, with the agreement of the teacher
or teachers concerned, may make provision for that teacher or teachers to
undertake two periods of alternate face to face teaching duties during weekdays
or to undertake sports supervision on weekends.
16.7 A principal may
require all teachers with Year 12 classes to take, from the time Year 12
students leave to sit for their Higher School Certificate examinations in Term
4 of each year, up to 50 per cent of their timetable load of Year 12 classes as
Year 12 relieving periods. So far as
possible, periods shall be allocated to a teacher in the same faculty as that
of the absent teacher.
17. Teaching Outside
Normal School Hours
17.1 A principal,
with the agreement of the teacher or teachers concerned, may make provision for
timetabling of certain classes other than Years 11 and 12 classes beyond the
core hours of operation of a school and for teachers to work within those
extended hours. Provided that the
overall hours of duty of the teacher shall not be exceeded.
17.2 A teacher
commencing or finishing duty before or after the required attendance for the
core hours at the school, shall be entitled to an equivalent period of time off
during the week. Wherever possible, the
time allocated in lieu of extended duty should be at the beginning or end of
the core hours of the school day.
18. Alternative Work
Organisation
18.1 Except as
provided in clause 10, Teaching in More Than One Location; clause 15, Teaching
Hours for Years 11 and 12; or clause 17, Teaching Outside Normal School Hours:
18.2 The parties agree
to provide options which facilitate alternative work organisations in schools.
18.3 Teaching staff
in a school or other workplace may seek to vary its organisation in order to
improve students' learning conditions and or to improve teachers' working
conditions, provided that:
18.3.1 the proposal can
be implemented within the school's or workplace's current staffing entitlement;
18.3.2 the proposal has
the concurrence of the principal (or other responsible officer) and the
majority of the staff;
18.3.3 the teachers
directly affected by the proposal concur;
18.3.4 consultation with
staff, parents, students and relevant community groups is undertaken where
appropriate;
18.3.5 consideration is
given to equity and gender and family issues involved in the proposal;
18.3.6 proposed
variations in work arrangements are in writing and approved by the Secretary or
nominee and Federation organiser or state office director and senior officer of
the Federation, prior to implementation;
18.3.7 if either party believes
that the proposed variation in work organisation is in conflict with the
provisions of the award, then the proposal shall be forwarded to the
Alternative Work Organisation Committee, consisting of two senior officers of
the Department and of the Federation, or nominees, to review the proposals
developed;
18.3.8 where the
Alternative Work Organisation Committee considers a proposed variation in work
arrangements which complies with 18.3.1 to 18.3.6 above conflicts with the
provisions of the award the parties may apply to the Industrial Relations
Commission to vary the award by consent; and
18.3.9 the parties agree
to continue to trial and review pilots on work organisation in schools arising
from proposals under the National Schools Network.
19. Teachers Appointed
to More Than One School
19.1 Where in any
school a teacher cannot be, or has not been, allocated a complete teaching load
the teacher may be appointed to teach in more than one school. Such teachers
include teacher librarians and teachers of English as a second language.
19.2 A teacher
appointed to two or more schools shall be entitled to the travel compensation
and excess travel provisions of Part A of Schedule 9, Excess Travel and
Compensation for Travel on Official Business.
20. Qualifications,
Recruitment and Training
20.1 The minimum
academic qualifications, vocational experience and or industrial experience and
teacher training requirement for appointment as a teacher or other officer
shall be determined by the Secretary.
20.2 The Secretary
shall determine the procedures and mode of appointment for the recruitment of
teachers from persons with an appropriate mix of academic qualifications,
teacher training and or industry/vocational experience during or prior to the
completion of appropriate academic qualifications or teacher training.
21. Calculation of
Service
21.1 In calculating
the years of service for the purposes of this award, the following shall not be
taken into account:
21.1.1 any time period
during which an employee is not eligible to progress by reason of failure to
satisfy any condition attaching to salary progression under this award;
21.1.2 any leave of
absence without pay exceeding five days in any year of service;
21.1.3 any time period necessary
to give full effect to a reduction in salary imposed by the Secretary under the
provisions of the Teaching Service Act 1980.
22. Temporary Teachers
22.1 From January
2001, temporary teachers were entitled to pro rata salary and conditions of permanent
teachers, other than the provisions at clause 11, Deferred Salary Scheme.
22.2 The Department
will maintain the following practice: when a teacher has occupied a single
substantive part time position for more than two years and it is expected that
the position will continue, the teacher may apply for conversion to permanent
part time status in that position.
22.3 The Department
will seek to maximise the filling of vacancies in schools by the appointment of
permanent teachers, including permanent part time teachers, where reasonably
practical.
22.4 Subject to the
provisions of clause 21, Calculation of Service and the temporary teacher
demonstrating by means of an annual review, continuing efficiency in teaching
practice, satisfactory performance and professional growth, a temporary teacher
shall be entitled to be maintained on the salary level for a promotions
position or to progress to the next step of the common incremental salary scale
in Schedule 1A following the completion of:
22.4.1 203 days of
service as a temporary teacher irrespective of breaks in that service; or
22.4.2 an appointment,
full time, for a full school year.
22.5 The provisions
of subclause 22.4 regarding salary progression will apply in relation to the
operation of Clause 3A. Salaries - current provisions - 2014 to 2015 and will
not apply in 2016 after the commencement of the new salaries provisions in
accordance with Clause 3. Salaries - New provisions - commencing in 2016 other
than to those classifications referred to in Clause 3B.1.
23. Casual Teachers
23.1 The rates of pay
for casual teachers are set out in Schedule 4A, Table 1 and Table 2 and
Schedule 4B.
23.2 The daily hours
of engagement for a casual teacher, which shall be worked continuously, shall
be six and one half hours per day, including a 30 minute break during those
hours.
23.3 The minimum
daily engagement for casual teachers shall be two hours.
23.4 Where a casual
teacher relieves a teacher who has been timetabled to teach as provided in
clause 15, Teaching Hours for Years 11 and 12, then the provisions of subclause
15.6 and 15.7 of that clause shall apply to the casual teacher provided that
the time off can be taken either at the beginning or end of the six and one
half hour period of daily engagement of the casual teacher.
23.5 Where a casual
teacher reports to a school for duty on any day on the basis of a request by an
authorised officer and is then advised that their services are not required, the
casual teacher shall be entitled to receive payment for one half of one day’s
pay at the appropriate rate in Schedule 4A, Table 1 and Table 2 and Schedule
4B.
23.6 The rates of pay
of casual teachers are loaded by 5 per cent to be inclusive of the following
incidents of employment: sick leave, family and community service leave,
special leave and leave loading.
Entitlements under the Long Service Leave Act 1955 and Determination 5
of 2006, Casual School Teachers Adoption, Bereavement, Maternity, Parental and
Personal Carer’s Entitlements or its successor, are not affected.
23.7 On completing
203 days of casual teacher service, irrespective of breaks in that service, a
casual teacher shall progress to the next daily rate of pay pursuant to their
classification contained in Schedule 4A, Table 1 and Table 2.
23.8 The provisions
of subclause 23.7 regarding salary progression will apply for 2014 and 2015
only. These provisions will not apply in
2016 when casual teachers will receive either a Band 1 or Band 2 rate of pay as
provided for in Schedule 4B in accordance with their accreditation.
23.9 Casual teachers
who commence work at the Band 1 rate of pay will be required to work for a
minimum of the full time equivalent of two years before being eligible to
receive the Band 2 rate of pay if they have attained the relevant
accreditation.
24. Relief in PP6 or
Principal - Environmental Education Centre or Hospital School Grade 1
2014 and 2015
24.1 Where the
qualification period for the payment of higher duties is satisfied:
24.1.1 a casual teacher
relieving in a PP6 position or as a Principal - Environmental Education Centre
or Hospital School Grade 1 in excess of ten days shall be paid the daily rate
equivalent as set out in Schedule 4A, Table 3; and
24.1.2 a temporary
teacher relieving in a PP6 position or as a Principal - Environmental Education
Centre or Hospital School Grade 1 shall be paid the salary of the position on a
pro rata basis.
24.2 Where a PP6
position or a position as a Principal - Environmental Education Centre or
Hospital School Grade 1 has been advertised and there are no available officers
in the Teaching Service who apply for the position, then a casual teacher or a
temporary teacher who meets the merit selection criteria may be appointed to
the PP6 or Principal - Environmental Education Centre or Hospital School Grade
1 on a temporary basis for the remainder of the year.
2016
24.3 Where the
qualification period for the payment of higher duties is satisfied:
24.3.1 a casual teacher
relieving in a TP1 or AP1 position or as a Principal - Environmental Education
Centre or Hospital School Grade 1 in excess of ten days shall be paid the daily
rate equivalent as set out in Schedule 4B; and
24.3.2 a temporary teacher
relieving in a TP1 or AP1 position or as a Principal - Environmental Education
Centre or Hospital School Grade 1 shall be paid the salary of the position on a
pro rata basis.
24.4 Where a TP1 or
AP1 position or a position as a Principal - Environmental Education Centre or
Hospital School Grade 1 has been advertised and there are no available officers
in the Teaching Service who apply for the position, then a casual teacher or a
temporary teacher who meets the merit selection criteria may be appointed to
the TP1 or AP1 or Principal - Environmental Education Centre or Hospital School
Grade 1 on a temporary basis for the remainder of the year.
25. Training and
Development
25.1 The Secretary
shall schedule each year two days during school time for the purpose of system
and school training and development.
25.2 The Secretary
shall approve additional periods during school time for training and
development of staff in some system priorities.
25.3 The Secretary
shall also provide a program of training and development opportunities for
staff outside of school hours.
26. Multi Skilling
26.1 Subject to
appropriate qualifications, training and taking into account a teacher’s long
term career path opportunities, the Secretary may make provisions for teachers
to extend or vary classifications on a temporary or permanent basis for:
26.1.1 primary teachers
to teach Years 7 and 8 and secondary teachers to teach Years 5 and 6 classes;
26.1.2 secondary teachers
to teach across subject areas in high schools; and
26.1.3 secondary or
primary teachers to teach in subject areas covered by their qualifications,
notwithstanding faculty organisations.
26.2 The Secretary
shall:
26.2.1 identify such
other long term and short term priority areas for multi skilling to meet the
needs of the Department; and
26.2.2 designate any
appropriate qualifications and training or course accreditation requirements.
26.3 To retrain
teachers for identified priority areas, the Secretary shall establish appropriate
retraining courses of appropriate content and duration.
27. Duties as Directed
27.1 The Secretary or
delegate, nominee or representative may direct an employee to carry out such
duties as are within the limits of the employee’s skill, competence and
training consistent with the classifications covered by the award and provided
that such duties are not designed to promote deskilling.
27.2 The Secretary
may direct an employee to carry out such duties and use such tools, materials
and equipment as may be required, provided that the employee has been properly
trained in the use of such tools, materials and equipment.
27.3 Any directions
issued by the Secretary pursuant to subclauses 27.1 and 27.2 shall be
consistent with the Secretary’s responsibility to provide a safe and healthy
working environment.
28. Other Rates of Pay
28.1 Other rates of pay in schools shall be paid
in terms of Schedule 5.
29. Home School
Liaison Officers and Aboriginal Student Liaison Officers - Special Conditions
29.1 Special
conditions covering home school liaison officers and Aboriginal student liaison
officers are set out in Schedule 10.
30. Teachers in
Residential Agricultural High Schools - Special Conditions
30.1 Special
conditions covering teachers at residential agricultural high schools are set
out in Schedule 11.
31. Dispute Resolution
Procedures
31.1 Subject to the
provisions of the Industrial Relations Act 1996, the following procedures shall
apply:
31.1.1 Should any dispute
(including a question or difficulty) arise as to matters occurring in a
particular workplace, then the employee and or the Federation’s workplace
representative shall raise the matter with the appropriate principal or
supervisor as soon as practicable.
31.1.2 The principal or
supervisor shall discuss the matter with the employee and or the Federation’s
workplace representative within two working days with a view to resolving the
matter or by negotiating an agreed method and time frame for proceeding.
31.1.3 Should the above procedure
be unsuccessful in producing resolution of the dispute or should the matter be
of a nature which involves multiple workplaces, then the employee and or the
Federation may raise the matter with an appropriate officer of the Department,
either the Director, Public Schools
or at the Executive Director level, with
a view to resolving the dispute, or by negotiating an agreed method and time
frame for proceeding.
31.1.4 Where the
procedures in paragraph 31.1.3 do not lead to resolution of the dispute, the
matter shall be referred to the Deputy Secretary, Corporate Services of the
Department and the Branch Secretary of the Federation. They or their nominees shall discuss the
dispute with a view to resolving the matter or by negotiating an agreed method
and time frame for proceeding.
31.2 Should the above
procedures not lead to a resolution, then either party may make application to
the Industrial Relations Commission of New South Wales.
32. No Further Claims
32.1 Except as
provided by the Industrial Relations Act 1996, prior to 31 December 2016, there
shall be no further claims by the parties to this Award for changes to
salaries, rates of pay, allowances, or conditions of employment in relation to
matters expressly contained in this award.
33. Anti-Discrimination
33.1 It is the
intention of the parties bound by this award to seek to achieve the object in
section 3(f) of the Industrial Relations Act 1996 to prevent and eliminate
discrimination in the workplace. This
includes discrimination on the grounds of race, sex, marital status,
disability, homosexuality, transgender identity, age and responsibilities as a
carer.
33.2 It follows that
in fulfilling their obligations under the dispute resolution procedures
prescribed under clause 31, the parties have obligations to take all reasonable
steps to ensure that the operation of the provisions of this award are not
directly or indirectly discriminatory in their effects. It shall be consistent with the fulfilment of
these obligations for the parties to make application to vary any provision of
the award which, by its terms or operation, has a direct or indirect
discriminatory effect.
33.3 Under the
Anti-Discrimination Act 1977, it is unlawful to victimise an employee because
the employee has made or may make or has been involved in a complaint of
unlawful discrimination or harassment.
33.4 Nothing in this
clause is to be taken to affect:
33.4.1 any conduct or act
which is specifically exempted from anti-discrimination legislation;
33.4.2 offering or providing
junior rates of pay to persons under 21 years of age;
33.4.3 any act or
practice of a body established to propagate religion which is exempted under
section 56(d) of the Anti-Discrimination Act 1977; and
33.4.4 a party to this award
from pursuing matters of unlawful discrimination in any state or federal
jurisdiction.
33.5 This clause does
not create legal rights or obligations in addition to those imposed upon the
parties by the legislation referred to in this clause.
34. Work, Health &
Safety
34.1 For the purposes
of this clause, the following definitions shall apply:
34.1.1 A "labour
hire business" is a businesses (whether an organisation, business
enterprise, company, partnership, co-operative, sole trader, family trust or
unit trust, corporation and/or person) which has as its business function, or
one of its business functions, to supply staff employed or engaged by it to
another employer for the purpose of such staff performing work or services for
that other employer
34.1.2 A "contract
business" is a business (whether an organisation, business enterprise,
company, partnership, co-operative, sole trader, family trust or unit trust,
corporation and/or person) which is contracted by another employer to provide a
specified service or services or to produce a specific outcome or result for
that other employer which might otherwise have been carried out by that other
employer’s own employees.
34.2 If the employer
engages a labour hire business and/or a contract business to perform work
wholly or partially on the employer’s premises, the employer shall do the
following (either directly, or through the agency of the labour hire or
contract business):
34.2.1 consult with
employees of the labour hire business and/or contract business regarding the
workplace occupational health and safety consultative arrangements;
34.2.2 provide employees
of the labour hire business and/or contract business with appropriate
occupational health and safety induction training including the appropriate
training required for such employees to perform their jobs safely.
34.2.3 provide employees
of the labour hire business and/or contract business with appropriate personal
protective equipment and/or clothing and all safe work method statements that they
would otherwise supply to their own employees; and
34.2.4 ensure employees
of the labour hire business and/or contract business are made aware of any
risks identified in the workplace and the procedures to control those risks.
34.3 Nothing in this
clause is intended to affect or detract from any obligation or responsibility
upon a labour hire business arising under the Work Health and Safety Act 2011
or the Workplace Injury Management and Workers Compensation Act 1998.
35. Saturday School of
Community Languages
35.1 The conditions
of employment and rates of pay for employees (that term is defined in clause
2.10 of Schedule 12) at the Saturday School of Community Languages as
ministerial employees in the public sector are exclusively as provided for in
Schedule 12 to this award.
35.2 Such employment
under Schedule 12 of this award is separate from any employment addressed
elsewhere in this award under the Teaching Service Act or the Public Sector
Employment and Management Act.
36. Educational Paraprofessionals
36.1 Educational
paraprofessionals shall be remunerated in accordance with Schedule 6 of this
award depending on their qualifications.
36.2 Educational
paraprofessionals are employed in conjunction with National Partnership
programs, as participants in internship and cadetship programs and as required
for other initiatives undertaken in the Department.
37. National
Professional Standards for Teachers
37.1 The parties agree that the standards used
for the determination of teacher salaries under this award will be the seven
standards comprising the Australian Professional Standards for Teachers as at
December 2013 and set out in Schedule 13 to this award.
37.2 Achievement of these standards will be
demonstrated through accreditation and maintenance at the Proficient teacher
level and Highly Accomplished teacher level in line with the requirements of
the BOSTES.
37.3 During 2014 and 2015 the Department and the
Federation will consult on the development and implementation of relevant
teacher accreditation processes as required by BOSTES.
38. Area, Incidence
and Duration
38.1 This award is
made following a review under section 19 of the Industrial Relations Act
1996 and rescinds and replaces the Crown Employees (Teachers in Schools and
Related Employees) Salaries and Conditions Reviewed Award published 4 July
2014 (376 I.G. 421) and all variations
thereof.
38.2 The changes made
to the award pursuant to the Award Review under section 19(6) of the
Industrial Relations Act 1996 and Principle 26 of the Principles for Review
of Awards made by the Industrial Relations Commission of New South Wales on 28
April 1999 (310 IG 359) take effect on and from 24 November 2015.
38.3 This award shall
commence on and from 1 January 2014 and remain in force until 31 December 2016.
Schedule 1A
TEACHER SALARIES - COMMON INCREMENTAL SALARY SCALE - 2014 to 2016
The following salary scale applies to: teachers;
education officers; home school liaison officers; Aboriginal student liaison officers
and counsellors.
|
Current Salary steps
|
Salary from
the first pay
|
Salary from
the first pay
|
Salary from
the first pay
|
|
|
period to
commence on
|
period to
commence on
|
period to
commence on
|
|
|
or after
1.1.2014
|
or after
1.1.2015
|
or after
1.1.2016
|
|
|
$
|
$
|
$
|
|
Increase
|
2.27%
|
2.27%
|
2.5%
|
|
Step 13
|
91,071
|
93,138
|
95,466
|
|
Step 12
|
83,086
|
84,972
|
87,096
|
|
Step 11
|
79,934
|
81,749
|
83,793
|
|
Step 10
|
76,791
|
78,534
|
80,497
|
|
Step 9
|
73,645
|
75,317
|
77,200
|
|
Step 8
|
70,500
|
72,100
|
73,903
|
|
Step 7
|
67,352
|
68,881
|
70,603
|
|
Step 6
|
64,202
|
65,659
|
67,300
|
|
Step 5
|
61,061
|
62,447
|
64,008
|
|
Step 4
|
57,914
|
59,229
|
60,710
|
|
Step 3
|
55,062
|
56,312
|
57,720
|
|
Step 2
|
51,621
|
52,793
|
54,113
|
|
Step 1
|
47,361
|
48,436
|
49,647
|
SCHEDULE 1B
TEACHER SALARIES - PROFESSIONAL TEACHING STANDARDS
The following salary scale applies to teachers.
|
Band/Level
of Accreditation
|
Salary from
the first pay period to
|
|
|
commence on
or after 1.1.2016
|
|
|
$
|
|
Band 1 (Graduate)
|
64,008
|
|
Band 2 (Proficient)
|
77,200
|
|
Band 2.1
|
83,793
|
|
Band 2.2
|
87,096
|
|
Band 2.3
|
95,466
|
|
Band 3 (Highly Accomplished)
|
101,614
|
SCHEDULE 2A
PRINCIPALS - EXISTING CLASSIFICATION STRUCTURE 2014 TO 2016
Table 1
|
Classification
|
Salary from
the first
|
Salary from
the first
|
Salary from
the first
|
|
|
pay period
to
|
pay period
to
|
pay period
to
|
|
|
commence on
or after
|
commence on
or after
|
commence on
or after
|
|
|
1.1.2014
|
1.1.2015
|
1.1.2016
|
|
|
$
|
$
|
$
|
|
Increase
|
2.27%
|
2.27%
|
2.5%
|
|
High School Principal
|
|
|
|
|
Grade 1 (PH1)
|
156,524
|
160,077
|
164,079
|
|
Grade 2 (PH2)
|
149,968
|
153,372
|
157,206
|
|
Central School Principal
|
|
|
|
|
PC1
|
147,808
|
151,163
|
154,942
|
|
PC2
|
136,300
|
139,394
|
142,879
|
|
PC3
|
130,780
|
133,749
|
137,093
|
|
PC4
|
126,390
|
129,259
|
132,490
|
|
Primary School Principal
|
|
|
|
|
PP1
|
146,376
|
149,699
|
153,441
|
|
PP2
|
134,981
|
138,045
|
141,496
|
|
PP3
|
129,511
|
132,451
|
135,762
|
|
PP4
|
125,168
|
128,009
|
131,209
|
|
PP5
|
122,370
|
125,148
|
128,277
|
|
PP6
|
104,808
|
107,187
|
109,867
|
|
Principal -
|
122,370
|
125,148
|
128,277
|
|
Environmental Education
|
|
|
|
|
Centre or Hospital school
|
|
|
|
|
Grade 2
|
|
|
|
|
Principal -
|
104,808
|
107,187
|
109,867
|
|
Environmental Education
|
|
|
|
|
Centre or Hospital school
|
|
|
|
|
Grade 1
|
|
|
|
Table 2
|
Classification
|
Salary from
the first
|
Salary from
the first
|
Salary from
the first
|
|
|
pay period
to
|
pay period
to
|
pay period
to
|
|
|
commence on
or after
|
commence on
or after
|
commence on
or after
|
|
|
1.1.2014
|
1.1.2015
|
1.1.2016
|
|
|
$
|
$
|
$
|
|
Increase
|
2.27%
|
2.27%
|
2.5%
|
|
Executive Principal,
|
172,964
|
176,890
|
181,312
|
|
Connected Communities
|
|
|
|
Note: The new
principal classification structure to commence in 2016 does not apply to the position
of Executive Principal, Connected Communities.
SCHEDULE 2B
PRINCIPALS - CLASSIFICATION STRUCTURE 2016
|
Classification
|
Salary from
the first pay period to commence on
|
|
|
or after
1.1.2016
|
|
|
$
|
|
Teaching Principal 1 (TP1) or Associate Principal
|
109,867
|
|
Teaching Principal 2 (TP2) or Associate Principal
|
128,277
|
|
P1
|
131,797
|
|
|
(Base
level)
|
|
P2
|
141,858
|
|
|
(Base level
+ 10,061 complexity level loading)
|
|
P3
|
157,206
|
|
|
(Base level
+ 25,409 complexity level loading)
|
|
P4
|
164,079
|
|
|
(Base level
+ 32,282 complexity level loading)
|
|
P5
|
169,109
|
|
|
(Base level
+ 37,312 complexity level loading)
|
SCHEDULE 3
OTHER PROMOTIONS CLASSIFICATIONS IN THE TEACHING SERVICE - 2014
to 2016
|
Classification
|
Salary from
the first
|
Salary from
the first
|
Salary from
the first
|
|
|
pay period
to
|
pay period
to
|
pay period
to
|
|
|
commence on
or after
|
commence on
or after
|
commence on
or after
|
|
|
1.1.2014
|
1.1.2015
|
1.1.2016
|
|
|
$
|
$
|
$
|
|
Increase
|
2.27%
|
2.27%
|
2.5%
|
|
School based teaching
|
|
|
|
|
service
|
|
|
|
|
High School Deputy
|
122,370
|
125,148
|
128,277
|
|
Principal
|
|
|
|
|
Deputy Principal
|
122,370
|
125,148
|
128,277
|
|
(Secondary) Central School
|
|
|
|
|
Primary School Deputy
|
122,370
|
125,148
|
128,277
|
|
Principal
|
|
|
|
|
Deputy Principal (Primary)
|
122,370
|
125,148
|
128,277
|
|
Central School
|
|
|
|
|
Assistant Principal Primary
|
104,808
|
107,187
|
109,867
|
|
School
|
|
|
|
|
Assistant Principal Central
|
104,808
|
107,187
|
109,867
|
|
School
|
|
|
|
|
Head Teacher High School
|
104,808
|
107,187
|
109,867
|
|
Head Teacher Central
|
104,808
|
107,187
|
109,867
|
|
School
|
|
|
|
|
Highly Accomplished
|
104,808
|
107,187
|
109,867
|
|
Teacher (National
|
|
|
|
|
Partnerships)
|
|
|
|
|
District Guidance Officer
|
104,808
|
107,187
|
109,867
|
|
Senior Assistant in Schools
|
93,439
|
95,560
|
97,949
|
|
Non School based teaching
|
|
|
|
|
service
|
|
|
|
|
Principal Education Officer
|
136,455
|
139,553
|
143,042
|
|
Senior Education Officer
|
122,982
|
125,774
|
128,918
|
|
Class 2
|
|
|
|
|
Senior Education Officer
|
|
|
|
|
Class 1
|
|
|
|
|
Year 1
|
104,808
|
107,187
|
109,867
|
|
Year 2
|
109,140
|
111,617
|
114,407
|
|
Year 3
|
113,470
|
116,046
|
118,947
|
Schedule 4A
Rates of Pay - Casual Teachers linked to common incremental
salary scale - 2014 AND 2015
Table 1
|
Trained
Teachers
|
Rates from
the first pay period to
|
Rates from
the first pay period to
|
|
|
commence on
or after 1.1.2014
|
commence on
or after 1.1.2015
|
|
|
$
|
$
|
|
Increase
|
2.27%
|
2.27%
|
|
4YT Steps
|
|
|
|
4
|
364.65
|
372.93
|
|
3
|
348.37
|
356.28
|
|
2**
|
332.09
|
339.63
|
|
1
|
315.83
|
323.00
|
|
3YT Steps
|
|
|
|
5
|
348.37
|
356.28
|
|
4
|
332.09
|
339.63
|
|
3
|
315.83
|
323.00
|
|
2
|
299.56
|
306.36
|
|
1
|
284.79
|
291.25
|
|
2YT Steps
|
|
|
|
4
|
315.83
|
323.00
|
|
3
|
299.56
|
306.36
|
|
2
|
284.79
|
291.25
|
|
1
|
266.99
|
273.05
|
** 5YT trained
casual school teachers commence on step 2, 4YT rates of pay
Table 2
|
Conditionally Trained
|
Rates from
the first pay period to
|
Rates from
the first pay period to
|
|
Teachers
|
commence on
or after 1.1.2014
|
commence on
or after 1.1.2015
|
|
|
$
|
$
|
|
Increase
|
2.27%
|
2.27%
|
|
C (5YT) Steps
|
|
|
|
4
|
364.65
|
372.93
|
|
3
|
348.37
|
356.28
|
|
Y1-2
|
332.09
|
339.63
|
|
C (4YT) Steps
|
|
|
|
4
|
348.37
|
356.28
|
|
3
|
332.09
|
339.63
|
|
Y1-2
|
315.83
|
323.00
|
|
C (3YT) Steps
|
|
|
|
4
|
315.83
|
323.00
|
|
3
|
299.56
|
306.36
|
|
Y1-2
|
284.79
|
291.25
|
|
C (2YT) Steps
|
|
|
|
3
|
284.79
|
291.25
|
|
Y1-2
|
266.99
|
273.05
|
Table 3
In the case of casual teachers relieving in positions of
PP6 or as a principal - environmental education centre or hospital school Grade
1, subject to satisfying the requirements, the daily rate of pay shall be as
follows:
|
|
Rates from the first
|
Rates from the first
|
Rates from the first
|
|
|
pay period to
|
pay period to
|
pay period to
|
|
|
commence on or after
|
commence on or after
|
commence on or after
|
|
|
1.1.2014
|
1.1.2015
|
1.1.2016
|
|
|
$
|
$
|
$
|
|
Increase
|
2.27%
|
2.27%
|
2.5%
|
|
Casual PP6
|
542.10
|
554.41
|
568.27
|
|
Principal
Environmental
|
|
|
|
|
Education Centre
or
|
|
|
|
|
Hospital School
Grade 1
|
|
|
|
Schedule 4B
RATES OF PAY - CASUAL TEACHERS
LINKED TO PROFESSIONAL TEACHING STANDARDS - 2016
|
Trained Teachers
|
Rates from the
first pay period to commence on or after 1.1.2016
$
|
|
Band 1
|
331.08
|
|
Band 2
|
399.31
|
Schedule 5
Other Rates of Pay
|
Classification
|
Rates from the first
|
Rates from the first
|
Rates from the first
|
|
|
pay
period to
|
pay
period to
|
pay
period to
|
|
|
commence on or after
|
commence on or after
|
commence on or after
|
|
|
1.1.2014
|
1.1.2015
|
1.1.2016
|
|
|
$
|
$
|
$
|
|
|
Per day
|
Per day
|
Per day
|
|
Increase
|
2.27%
|
2.27%
|
2.5%
|
|
Teacher in Charge
|
23.83
|
24.37
|
24.98
|
|
Demonstration Schools
|
9.88
|
10.10
|
10.35
|
|
Teachers of
classes of
|
13.49
|
13.80
|
14.15
|
|
students with
disabilities
|
|
|
|
|
|
$
|
$
|
$
|
|
|
Per hour
|
Per hour
|
Per hour
|
|
Needlework/Craft teacher
|
42.51
|
43.47
|
44.56
|
SCHEDULE 6
EDUCATIONAL PARAPROFESSIONAL 2014 -2016
|
|
Salary from
the first pay
|
Salary from
the first pay
|
Salary from
the first pay
|
|
|
period to
commence on or
|
period to
commence on or
|
period to
commence on or
|
|
|
after
1.1.2014
|
after
1.1.2015
|
after
1.1.2016
|
|
|
$
|
$
|
$
|
|
Increase
|
2.27%
|
2.27%
|
2.5%
|
|
Step 1
|
51,621
|
52,793
|
54,113
|
|
Step 2
|
55,062
|
56,312
|
57,720
|
|
Step 3
|
57,914
|
59,229
|
60,710
|
Schedule 7
ALLOWANCES
Table 1
|
|
Rates from the first
|
Rates from the first
|
Rates from the first
|
|
|
pay period on or
|
pay period on or
|
pay period on or
|
|
|
after 1.1.2014
|
after 1.1.2015
|
after 1.1.2016
|
|
Increase
|
2.27%
|
2.27%
|
2.5%
|
|
Schools
|
|
|
|
|
Home School
Liaison Officer and
|
2,674
|
2,735
|
2,803
|
|
Aboriginal Student
Liaison Officer
|
|
|
|
|
Teacher in Charge
|
4,142
|
4,236
|
4,342
|
|
Year Adviser
|
3,674
|
3,757
|
3,851
|
|
Teachers with
Health Education
|
1,322
|
1,352
|
1,386
|
|
Certificate
|
|
|
|
|
Teachers other than
the principal
|
2,348
|
2,401
|
2,461
|
|
of classes of
students with
|
|
|
|
|
disabilities
|
|
|
|
|
Principals,
schools for specific
|
3,060
|
3,129
|
3,207
|
|
purposes
|
|
|
|
|
Principal of
Stewart House
|
15,604
|
15,958
|
16,357
|
|
Assistant
Principal of Stewart
|
10,334
|
10,569
|
10,833
|
|
House
|
|
|
|
|
In a central
school - DP (Primary)
|
1,860
|
1,902
|
1,950
|
|
AP
|
|
|
|
|
Demonstration Schools
|
|
|
|
|
Principal
|
|
|
|
|
Class PP1
|
2,701
|
2,762
|
2,831
|
|
Class PP2
|
2,397
|
2,451
|
2,512*
|
|
|
|
|
* See clause 5.3.1
|
|
Other promotion
positions
|
2,100
|
2,148
|
2,202
|
|
Trained teacher
|
1,705
|
1,744
|
1,788
|
|
Demonstration lessons
|
|
|
|
|
Teachers in
schools required to
|
48.07
|
49.16
|
50.39
|
|
take demonstration
lessons:
|
|
|
|
|
per lesson
|
|
|
|
|
In other schools
|
|
|
|
|
Per half hour
lesson
|
58.13
|
59.45
|
60.94
|
|
Per 40 minute
lesson
|
77.47
|
79.23
|
81.21
|
|
Maximum per annum
|
4,376
|
4,475
|
4,587
|
|
Residential Agricultural High
|
|
|
|
|
Schools
|
|
|
|
|
Rostered
supervision teachers
|
10,334
|
10,569
|
10,833
|
|
Head Teacher
(Welfare) residential
|
1,722
|
1,761
|
1,805
|
|
supervision
allowance
|
|
|
|
|
Teacher in charge
of residential
|
1,769
|
1,809
|
1,854
|
|
supervision
|
|
|
|
|
Principal on call
and special
|
15,604
|
15,958
|
16,357
|
|
responsibility
allowance
|
|
|
|
|
Deputy principal
on call and
|
14,099
|
14,419
|
14,779
|
|
special
responsibility allowance
|
|
|
|
|
Supervisor of female students
|
|
|
|
|
Up to 200 students
|
1,843
|
1,885
|
1,932
|
|
201-400 students
|
2,966
|
3,033
|
3,109
|
|
More than 400 students
|
3,674
|
3,757
|
3,851
|
|
Education Officers
|
|
|
|
|
Non Graduate
|
|
|
|
|
Year 2
|
4,744
|
4,852
|
4,973
|
|
Year 1
|
4,744
|
4,852
|
4,973
|
|
Graduate
|
|
|
|
|
Year 2
|
3,705
|
3,789
|
3,884
|
|
Year 1
|
3,705
|
3,789
|
3,884
|
Table 2
|
|
Amount (*)
|
|
Executive Principal, Connected Communities
|
50,000
|
(*) Allowance
payable subject to the Executive Principal, Connected Communities satisfying
the provisions of subclause 5.9.
Schedule 8
Locality
Allowances
1. Definitions
1.1 For the purposes of this schedule:
1.1.1 "Dependent child" means, unless
otherwise defined in the award, a child of which a teacher is a parent and who
is resident with and wholly maintained by such teacher and either is under the
age of sixteen years or is a full time student under the age of eighteen years
or is completing their school studies up to and including Year 12.
1.1.2 "Dependent partner" means a person
who is resident with and substantially reliant upon a teacher for their
financial support, being either the teacher's spouse or a person whom the
Secretary is satisfied is cohabiting otherwise than in marriage with the
teacher in a permanent de facto and bona fide domestic relationship.
1.1.3 "Duly qualified" means a
practitioner practising in Australia who, by training, skill and experience, is
competent to diagnose, advise with regard to, and or treat the condition in
relation to which relevant medical or dental assistance, as the case may be, is
reasonably sought.
1.1.4 "Married couple" means and shall
include a teacher and their spouse or a person whom the Secretary is satisfied
is cohabiting otherwise than in marriage in a permanent de facto and bona fide
domestic relationship.
1.1.5 "Practitioner" means a legally
qualified and lawfully practising medical practitioner or, as appropriate, a
legally qualified and lawfully practising dentist and includes a duly qualified
and lawfully practising physiotherapist to whom a teacher or a dependent
spouse, partner or child of a teacher has been referred for treatment by a
legally qualified medical practitioner.
1.1.6 "Reimbursable expenses" means, for
the purposes of Part E of this schedule:
(i) Actual travel costs in excess of the
amounts specified in subparagraph (iv) of this paragraph in any one instance
reasonably incurred in transporting a teacher and or a dependent partner and or
dependent child of a teacher from his or her place of residence to a place at
which a duly qualified practitioner is consulted.
(ii) Travel charges in excess of the amounts
specified in subparagraph (iv) of this paragraph in any one instance made by a
duly qualified practitioner reasonably summoned to a teacher or a dependent
partner or dependent child of a teacher at or near the place of residence of
the teacher.
(iii) The actual cost of accommodation not
being hospital or nursing accommodation reasonably and necessarily incurred by
a teacher or a dependent partner or dependent child of a teacher in connection
with the attendance of that person away from their place of residence at a
place at which a duly qualified practitioner is consulted.
(iv) For the purposes of subparagraphs (i) and
(ii) of this paragraph, the amounts which travel costs and charges must exceed
are as follows:
|
From the
first pay period to
|
From the
first pay period to
|
From the
first pay period to
|
|
commence on
or after
|
commence on
or after
|
commence on
or after
|
|
1.1.2014
|
1.1.2015
|
1.1.2016
|
|
$
|
$
|
$
|
|
33
|
34
|
35
|
1.1.7 "School" shall include any school,
branch, annex, centre or other establishment to which a teacher is appointed.
1.1.8 "Single teacher" means and shall
include a widow, widower, divorcee or teacher living separately and apart from
their spouse.
1.1.9 "Travel costs" means, for the
purposes of Part E of this schedule, the actual return transport costs payable
in respect of the means of conveyance most appropriate to the circumstances
and, in relation to a motor vehicle owned by a teacher or a dependent partner
of a teacher, an amount calculated for the total distance travelled at the
casual rate determined from time to time
by the Secretary; provided, however, that transport costs shall not in any
circumstances exceed a sum which would be applicable to any return trip over a
distance greater than that to and from the place of residence of the relevant
teacher and the GPO at Sydney.
1.1.10 "Teacher" for the purpose of this
schedule means a permanent or temporary employee covered by this award.
2. Part A - Allowances - Climatic
Disability
2.1 Subject to clause 7 of this schedule, a
teacher appointed to a school located in the Western Division of New South
Wales upon or to the west of a line starting from a point on the right bank of
the Murray River opposite Swan Hill (Victoria), and thence by straight lines
passing through the following towns or localities in the order stated, viz.,
Conargo, Coleambally, Hay, Rankins Springs, Marsden, Condobolin, Peak Hill,
Nevertire, Gulargambone, Coonabarabran, Wee Waa, Moree, Warialda, Ashford and
Bonshaw, shall be paid an allowance at the rates prescribed in subclause 2.4
below.
2.2 Subject to clause 7 of this schedule, a
teacher appointed to a school within a zone of New South Wales established by
the 0 Degrees Celsius July Average Minimum Temperature Isotherm as contained in
the Climatic Atlas of Australia, June 1974 as amended, and published by the
Bureau of Meteorology, shall be paid an allowance at the rates prescribed in
subclause 2.4 below.
2.3 The allowances prescribed in subclauses
2.1 and 2.2 of this Part may be extended, excluded or otherwise varied by the
Secretary to take into account any special circumstances.
2.4 Allowances under subclauses 2.1 and 2.2
are as follows:
|
Subclause
|
Climatic
Allowances
|
Rates from the first
|
Rates from the first
|
Rates from the first
|
|
No.
|
|
pay period to
|
pay period to
|
pay period to
|
|
|
|
commence on or
|
commence on or
|
commence on or
|
|
|
|
after 1.1.2014
|
after 1.1.2015
|
after 1.1.2016
|
|
|
|
$
|
$
|
$
|
|
|
Increase
|
2.27%
|
2.27%
|
2.5%
|
|
2.1
|
Teacher without
|
1,261
|
1,290
|
1,322
|
|
|
dependent partner
|
|
|
|
|
|
Teacher with
|
1,492
|
1,526
|
1,564
|
|
|
dependent partner
|
|
|
|
|
2.2
|
Teacher without
|
638
|
652
|
668
|
|
|
dependent partner
|
|
|
|
|
|
Teacher with
|
851
|
870
|
892
|
|
|
dependent partner
|
|
|
|
* The dependent
partner rate is one third greater than the rate for a teacher without a
dependent partner.
3. Part B - Allowances - Isolation from
Socio Economic Goods and Services
3.1 A teacher appointed to a school included
in Appendix A of this schedule shall be paid the following allowances
|
|
Rates from the first pay
|
Rates from the first pay
|
Rates from the first pay
|
|
|
period to commence
|
period to commence
|
period to commence on
|
|
|
on or after 1.1.2014
|
on or after 1.1.2015
|
or after 1.1.2016
|
|
|
$
|
$
|
$
|
|
Increase
|
2.27%
|
2.27%
|
2.5%
|
|
Group
|
|
|
|
|
1
|
4,144
|
4,238
|
4,344
|
|
2
|
3,729
|
3,814
|
3,909
|
|
3
|
3,313
|
3,388
|
3,473
|
|
4
|
2,901
|
2,967
|
3,041
|
|
5
|
2,485
|
2,541
|
2,605
|
|
6
|
2,074
|
2,121
|
2,174
|
|
7
|
1,660
|
1,698
|
1,740
|
|
8
|
1,246
|
1,274
|
1,306
|
|
9
|
834
|
853
|
874
|
|
10
|
415
|
424
|
435
|
3.2 A teacher with a dependent partner shall
receive double the allowance prescribed in subclause 3.1 of this clause.
3.3 Subject to clause 7 of this schedule, a
teacher entitled to an allowance under subclause 3.1 of this clause and with a
dependent child or children shall be paid the following additional allowances -
|
|
1st dependent child rates
|
1st dependent child rates
|
1st dependent child rates
|
|
|
from the first pay period to
|
from the first pay period to
|
from the first pay period to
|
|
|
commence on or after
|
commence on or after
|
commence on or after
|
|
|
1.1.2014
|
1.1.2015
|
1.1.2016
|
|
|
Per annum
|
Per annum
|
Per annum
|
|
|
$
|
$
|
$
|
|
Increase
|
2.27%
|
2.27%
|
2.5%
|
|
Group 1
|
496
|
507
|
520
|
|
Group 2
|
433
|
443
|
454
|
|
Group 3
|
366
|
374
|
383
|
|
Group 4
|
301
|
308
|
316
|
|
Groups 5 and 6
|
240
|
245
|
251
|
|
|
2nd and
subsequent
|
2nd and
subsequent
|
2nd and
subsequent
|
|
|
dependent
child rates from
|
dependent
child rates from
|
dependent
child rates from
|
|
|
the first
pay period to
|
the first
pay period to
|
the first
pay period to
|
|
|
commence on
or after
|
commence on
or after
|
commence on
or after
|
|
|
1.1.2014
|
1.1.2015
|
1.1.2016
|
|
|
Per annum
|
Per annum
|
Per annum
|
|
|
$
|
$
|
$
|
|
Group 1
|
333
|
341
|
350
|
|
Group 2
|
274
|
280
|
287
|
|
Group 3
|
206
|
211
|
216
|
|
Group 4
|
144
|
147
|
151
|
|
Groups 5 and 6
|
79
|
81
|
83
|
4. Part C - Allowances - Motor Vehicle
Subject to
clause 7 of this schedule, a teacher appointed to a school included in Appendix
A of this schedule shall be paid the following allowances -
|
Group
|
Rates from the first pay
|
Rates from the first pay
|
Rates from the first pay
|
|
|
period to commence on or
|
period to commence on or
|
period to commence on or
|
|
|
after 1.1.2014
|
after 1.1.2015
|
after 1.1.2016
|
|
|
$
|
$
|
$
|
|
Increase
|
2.27%
|
2.27%
|
2.5%
|
|
Groups 1, 2 and 3
|
2,227
|
2,278
|
2,335
|
|
Groups 5 and 6
|
1,118
|
1,143
|
1,172
|
5. Part D - Allowances - Vacation Travel
Expense - Subject to Clause 7 of This Schedule
5.1 A teacher, when proceeding on vacation leave,
shall be entitled in any calendar year to the payment of certain travel
expenses on the following occasions:
5.1.1 if appointed to a school included in
Appendix A of this schedule and in:
(i) Groups 1 and 2 - three vacation
journeys;
(ii) Groups 3, 4, 5 and 6 - two vacation
journeys;
(iii) Group 7 - one vacation journey; or
5.1.2 if appointed to a school covered by
Determination 21 of the Determinations made pursuant to section 25 of the Teaching Services Act 1980, one
vacation journey; and or
5.1.3 if appointed to a school located more than
720 kilometres from Sydney by the nearest practicable route and other than a
school referred to in paragraph 5.1.1 of this subclause, one or more journey(s)
if, given the circumstances of the school location, the Secretary considers it
to be warranted.
Provided always
that the provisions of paragraphs 5.1.1, 5.1.2 and 5.1.3 shall not apply to a
teacher with less than three years' service who, at the date of their
engagement for service, was resident in the relevant area.
5.2 A teacher eligible for the payment of
travelling expenses under subclause 5.1 shall have those travelling expenses
calculated according to the formula for reimbursement set out in Determination 21
referred to in paragraph 5.1.2 of subclause 5.1 of this clause, except that the
amount of overnight expenses shall be as set out in subclause 5.3 below,
subject to the conditions contained in the aforementioned Determination. Provided that the use of a teacher's own car
shall not require the approval of the Secretary.
5.3 For the purposes of subclause 5.2, the
amount of overnight expenses are as follows:
|
From the
first pay period to
|
From the
first pay period to
|
From the
first pay period to
|
|
commence on
or after
|
commence on
or after
|
commence on
or after
|
|
1.1.2014
|
1.1.2015
|
1.1.2016
|
|
$
|
$
|
$
|
|
39
|
40
|
41
|
6. Part E - Reimbursement of Certain
Expenses Related to Medical or Dental Treatment
6.1 The provisions of subclauses 6.2, 6.3,
6.4, 6.5 and 6.6 of this clause apply only to a teacher who is appointed to a
school included in Appendix A of this schedule, but do not apply to a teacher -
6.1.1 who for the time being is on maternity
leave; or
6.1.2 who is married to a spouse or has a partner
normally resident in the locality, unless such spouse or partner is normally
and usually dependent upon the teacher as a consequence of illness, incapacity
or other reasonable inability to earn an income sufficient to support
themselves and or his or her child or children, as the case may be.
6.2 Where a teacher reasonably incurs
reimbursable expense, the amount thereof shall be paid to that teacher upon
written application made to the Secretary.
6.2.1 A teacher shall not be disentitled to such
payment merely by reason of the fact that the reimbursable expense incurred was
in relation to the attendance by or upon a duly qualified practitioner who was
not the nearest duly qualified practitioner available at the relevant time if
special circumstances in the particular case render it desirable that the
services of some other duly qualified practitioner be sought.
6.2.2 In any instance in which it is necessary for
the teacher or the partner of the teacher or some other attendant to accompany
the person in respect of whom reimbursable expense is incurred then, upon
written application by the teacher to the Secretary, the additional travel and
accommodation costs reasonably and actually incurred shall be paid to the
teacher.
6.3 A teacher who claims payment of
reimbursable expenses shall provide such evidence in substantiation of the
claim as the Secretary may reasonably require.
6.4 The Secretary shall be entitled to refuse
payment of any claim where it appears that the expense arose as a direct
consequence of the serious and wilful misconduct or gross negligence of the
person in respect of whom the expense was incurred.
6.5 A teacher shall, in respect of any
occurrence which gives rise to the incurring of reimbursable expense, take all
reasonable steps to recover any insurance, contributory fund, workers'
compensation or other benefits or common law damages as may lawfully be payable
in respect thereof and any sum actually recovered in respect of items of reimbursable
expense under this Schedule shall be brought to credit as against the
Secretary's liability for the same. If
any such sum shall be recovered subsequently to payment by the Secretary of
reimbursable expense to a teacher, that teacher shall make an appropriate
repayment. The Secretary shall not be
entitled to withhold payment of reimbursable expense merely upon the ground
that it or some portion of it may be recoverable at some time in the future
from a third party.
6.6 The Secretary may, by notice in writing,
require any teacher to effect and keep on foot a policy of insurance or
membership of a medical fund to cover that teacher's liability for items of the
nature of reimbursable expense under this schedule.
6.6.1 In any such case, the Secretary shall
reimburse to the teacher the amount by which any premium or contribution
incurred in so doing exceeds the following amounts:
|
From the
first pay period to
|
From the
first pay period to
|
From the
first pay period to
|
|
commence on
or after
|
commence on
or after
|
commence on
or after
|
|
1.1.2014
|
1.1.2015
|
1.1.2016
|
|
$
|
$
|
$
|
|
33
|
34
|
35
|
6.6.2 If a teacher fails to comply with a
requirement made by the Secretary under this subclause, such teacher shall not be
entitled to claim any reimbursable expense which, but for their failure, would
have been recouped to that teacher as a result of the relevant insurance or
membership.
6.7 When a teacher is necessarily absent from
duty for the purpose of securing advice and or treatment from a duly qualified
practitioner for such teacher or dependent partner or child of such teacher,
any period of such absence involved in travelling to or from the place of
residence of the teacher to the place at which the advice or treatment is
obtained shall not be debited against any sick leave credit to which that
teacher is entitled. Provided that this
clause shall be without prejudice to the right of the Secretary in their
discretion to temporarily appoint the teacher to a school nearer to the place
of consultation or treatment where they may deem it desirable so to do.
6.8 The Secretary shall be entitled to
decline payment of reimbursable expense to a teacher in any instance in which such
expense relates to a non-urgent elective consultation or treatment which might
reasonably have been sought during a vacation period whilst the teacher or
their relevant dependent partner, child or children (as the case may be) had,
in the normal course, travelled to a location at which the type of consultation
or treatment could be obtained.
7. Part F - Payment of Allowances
According to Marital Status (Payment of Allowances Regardless of Marital
Status)
7.1 Subject to subclause 7.2 of this clause,
where a married couple consists of two teachers who are otherwise eligible for
payment of an allowance under this schedule then, in the case of an allowance
under:
7.1.1 subclause 2.1 or 2.2 of clause 2 of this
schedule, each teacher shall only be entitled to one half of the allowance
provided therein for a teacher with a dependent partner;
7.1.2 subclause 3.3 of clause 3 of this schedule,
each teacher shall only be entitled to one half of the allowance provided
therein for a teacher with a dependent child or children;
7.1.3 clause 4 of this schedule, each teacher
shall only be entitled to one half of the motor vehicle allowance applicable to
a single teacher;
7.1.4 clause 5 of this schedule, each teacher
shall only be entitled to one half of the vacation travel allowance; and
7.1.5 subclause 6.2 of clause 6 of this schedule,
each teacher shall not qualify for reimbursement of expenses in so far as the
teacher's partner qualifies for and claims reimbursement as a teacher.
7.2 Where a married couple includes a teacher
entitled to allowances under the award and a person entitled to a similar
allowance pursuant to the Crown Employees (Public Service Conditions of
Employment) Award 2009 published 31 July 2009 (368 I.G. 884) as varied, or its
successor, the teacher shall only receive the difference between that allowance
and the married couple or dependent allowances under this schedule.
8. Part G - Locality Allowance Committee
8.1 A Locality Allowance Committee shall be
established for the purpose of -
8.1.1 investigating all matters in dispute and
reporting and making recommendations thereon to the Secretary and the
Federation;
8.1.2 recommending the inclusion or deletion of
schools to be covered by the provisions of clause 3 of this schedule; and
8.1.3 recommending the appropriate groupings and
alteration of existing groupings of schools within clause 3 of this schedule.
8.2 The Locality Allowance Committee shall -
8.2.1 consist of an equal number of representatives
nominated by the Secretary and the Federation;
8.2.2 elect its own chairperson, who shall not
have a casting vote;
8.2.3 be permitted to act in the absence of any
member, provided more than one half of the members are present; and
8.2.4 by its creation and operation not affect the
exercise of the powers and functions of any tribunal constituted under the
Industrial Relations Act 1996.
APPENDIX A
Allowance For Isolation From
Socio Economic Goods And Services
Groupings of
Schools
|
Group 1 (9)
|
|
|
|
|
|
Clare
|
Enngonia
|
Goodooga CS
|
Louth
|
Marra Creek
|
|
Tibooburra
|
Wanaaring
|
Weilmoringle
|
White Cliffs
|
|
|
Group 2 (10)
|
|
|
|
|
|
Baryulgil
|
Booligal
|
Boomi
|
Bullarah
|
Ellerston
|
|
Hatfield
|
Hill End
|
Ivanhoe
|
Menindee
|
Wilcannia CS
|
|
Group 3 (11)
|
|
|
|
|
|
Bylong Upper
|
Cabramurra
|
Carinda
|
Corinella
|
Jerangle
|
|
Lightning Ridge
|
Mingoola
|
Moonan Flat
|
Nowendoc
|
Quambone
|
|
Rowena
|
|
|
|
|
|
Group 4 (23)
|
|
|
|
|
|
Bellbrook
|
Blackville
|
Carrathool
|
Collarenebri
|
Croppa Creek
|
|
Drake
|
Ebor
|
Fairfax
|
Garah
|
Hermidale
|
|
Kingstown
|
Mallawa
|
Mungindi
|
Naradhan
|
Niangala
|
|
Palinyewah
|
Tullibigeal
|
Tulloona
|
Wollar
|
Wongwibinda
|
|
Wooli
|
Wytaliba
|
Yarrowitch
|
|
|
|
Group 5 (37)
|
|
|
|
|
|
Bigga
|
Bonalbo
|
Bribbaree
|
Burraga
|
Burren Junction
|
|
Cassilis
|
Chandler
|
Dundurrabin
|
Elands
|
Euabalong West
|
|
Eumungerie
|
Girilambone
|
Glen Alice
|
Glenreagh
|
Gwabegar
|
|
Hargraves
|
Jugiong
|
Mayrung
|
Millbank
|
North Star
|
|
Nymboida
|
Old Bonalbo
|
Premer
|
Pyramul
|
Rankins Springs
|
|
Rollands Plains
|
Rosewood
|
Rugby
|
Sofala
|
Spring Ridge
|
|
Tabulam
|
Tambar Springs
|
Tooraweenah
|
Trunkey
|
Windeyer
|
|
Yetman
|
Warrumbungle
|
|
|
|
|
|
EEC
|
|
|
|
|
Group 6 (33)
|
|
|
|
|
|
Ballimore
|
Bedgerebong
|
Bellata
|
Belltrees
|
Bendemeer
|
|
Bonshaw
|
Brewarrina CS
|
Bundarra
|
Caragabal
|
Conargo
|
|
Deepwater
|
Emmaville
|
Goolma
|
Grevillia
|
Hernani
|
|
Humula
|
Lansdowne Upper
|
Long Flat
|
Medlow
|
Mullaley
|
|
Pallamallawa
|
Rand
|
Rouchel
|
Stuart Town
|
Talbingo
|
|
Toomelah
|
Tottenham
|
Ulong
|
Wambangalang
|
Walgett
|
|
|
|
|
EEC
|
Community
|
|
|
|
|
|
College
|
|
Wattle Flat
|
|
|
|
HS & PS
|
|
Group 7 (50)
|
|
|
|
|
|
Ashford
|
Barkers Vale
|
Ben Lomond
|
Balranald
|
Bobin
|
|
Bogan Gate
|
Bungwahl
|
Bunnaloo
|
Cargo
|
Coolongolook
|
|
Copmanhurst
|
Dalgety
|
Dungowan
|
Ellangowan
|
Euchareena
|
|
Gravesend
|
Greenethorpe
|
Hannam Vale
|
|
|
|
Khancoban
|
Lake Cargelligo
|
Lowanna
|
Moulamein
|
Mullengandra
|
|
Mumbil
|
Mummulgum
|
Murringo
|
Nana Glen
|
Orama
|
|
Pilliga
|
Pleasant Hills
|
Quandialla
|
Rappville
|
Savernake
|
|
Somerton
|
Tallimba
|
Tarcutta
|
Tooleybuc
|
Towamba
|
|
Tucabia
|
Tullamore
|
Ulan
|
Upper Coopers
|
Willawarrin
|
|
Urbenville
|
Woolbrook
|
Walbundrie
|
Creek
|
Woolomin
|
|
Walhallow
|
Wyangala Dam
|
Weethalle
|
|
|
|
Group 8 (75)
|
|
|
|
|
|
Afterlee
|
Ardlethan
|
Attunga
|
Beckom
|
Bemboka
|
|
Binalong
|
Binya
|
Blighty
|
Boree Creek
|
Bourke HS & PS
|
|
Brocklesby
|
Burrumbuttock
|
Cabbage Tree
|
Carroll
|
Collins Creek
|
|
|
|
Island
|
|
|
|
Comboyne
|
Cowper
|
Curlewis
|
Currabubula
|
Delegate
|
|
Dorroughby EEC
|
Duri
|
Dunoon
|
Errowanbang
|
Eurongilly
|
|
Euston
|
Ganmain
|
Goolgowi
|
Gooloogong
|
Gulargambone
|
|
Illabo
|
Iluka
|
Jiggi
|
Johns River
|
Koorawatha
|
|
Krambach
|
Ladysmith
|
Larnook
|
Lowesdale
|
Lue
|
|
Lyndhurst
|
Manifold
|
Matong
|
Mendooran
|
Moonbi
|
|
Moorland
|
Mount George
|
Murrami
|
Nabiac
|
Nangus
|
|
Nimbin
|
Nundle
|
Peak Hill
|
Risk, The
|
Rookhurst
|
|
Rosebank
|
Rukenvale
|
Rye Park
|
Stockinbingal
|
Stratheden
|
|
Telegraph Point
|
Tingha
|
Trundle
|
Tumbarumba HS
|
Tuntable Creek
|
|
Tyalgum
|
Wakool
|
Wiangaree
|
& PS
|
Woodenbong
|
|
WhianWhian
|
Woodstock
|
Whitton
|
Wyndham
|
|
|
Group 9 (67)
|
|
|
|
|
|
Ariah Park
|
Bald Blair
|
Barellan
|
Barmedman
|
Blandford
|
|
Brungle
|
Burringbar
|
Channon, The
|
Clergate
|
Clunes
|
|
Coffee Camp
|
Collingullie
|
Coolah
|
Coramba
|
Corndale
|
|
Crabbes Creek
|
Crossmaglen
|
Cudal
|
Coutts Crossing
|
Darlington Pt
|
|
Delungra
|
Eltham
|
Eungai
|
Eureka
|
Gerogery
|
|
Geurie
|
Gum Flat
|
Ilford
|
Jennings
|
Kentucky
|
|
Kootingal
|
Maimuru
|
Mandurama
|
Manildra
|
Marrar
|
|
Merriwa
|
Mitchells Island
|
Moteagle
|
Mullion Creek
|
Murrurundi
|
|
Neville
|
Nimmitabel
|
Numeralla
|
Oaklands
|
Orara Upper
|
|
Oxley Island
|
Pacific Palms
|
Pocket, The
|
Pomona
|
Pottsville Beach
|
|
Quaama
|
Red Range
|
Rock Central, The
|
Sandy Hollow
|
Spring Hill
|
|
Stratford
|
Thalgarrah EEC
|
Timbumburi
|
Ulmarra
|
Urana
|
|
Uranquinty
|
Walla Walla
|
Wallabadah
|
Wallenbeen
|
Wardell
|
|
Wombat
|
Wongarbon
|
|
|
|
|
Group 10 (116)
|
|
|
|
|
|
Adaminaby
|
Adelong
|
Barham HS & PS
|
Barrington
|
Batlow
|
|
Berridale
|
Bexhill
|
Bibbenluke
|
Bingara
|
Binnaway
|
|
Black Mountain
|
Blakebrook
|
Bodalla
|
Boggabilla CS
|
Boggabri
|
|
Bombala HS &
PS
|
Bonville
|
Borenore
|
Bournda EEC
|
Broadwater
|
|
Candelo
|
Caniaba
|
Carcoar
|
Carool
|
Cascade EEC
|
|
Central Tilba
|
Chatsworth Island
|
Chillingham
|
Cobar HS & PS
|
Coleambally
|
|
Coolamon
|
Coomealla HS
|
Coopernook
|
Coorabell
|
Coraki
|
|
Corindi
|
Crescent Head
|
Crowdy Head
|
Crystal Creek
|
Cumnock
|
|
Cundleton
|
Dareton
|
Dorrigo HS &
PS
|
Doubtful Creek
|
Duranbah
|
|
Dunedoo CS
|
Durrumbul
|
Empire Vale
|
Eugowra
|
Farrer MAHS
|
|
Fernleigh
|
Fingal Head
|
Gilgai
|
Gladstone
|
Goolmangar
|
|
Goonengerry
|
Harrington
|
Herons Creek
|
Hillston
|
Howlong
|
|
Huntingdon
|
Jerilderie
|
Jindabyne
|
Jindera
|
Karangi
|
|
Kellys Plains
|
Kendall
|
Kinchela
|
Laggan
|
Lansdowne
|
|
Lawrence
|
Leeville
|
Lennox Head
|
Lockhart
|
Main Arm Upper
|
|
Martindale
|
Mathoura
|
Millthorpe
|
Modanville
|
Mogo
|
|
Nemingha
|
Nyngan HS &PS
|
Smithtown
|
Old Bar
|
Repton
|
|
Rous
|
Scotts Head
|
Spring Terrace
|
Stokers Siding
|
Stuarts Point
|
|
Table Top
|
Tanja
|
Tathra
|
Terranora
|
Teven-Tintenbar
|
|
Tinonee
|
Tintinhull
|
Tregeagle
|
Tumbulgum
|
Uki
|
|
Warren CS
|
Wee Waa HS &
|
Wentworth
|
Willow Tree
|
Wilsons Creek
|
|
|
PS
|
|
|
|
|
Woodburn
|
Wyrallah
|
Yenda
|
Yeoval
|
Yerong Creek
|
Schedule 9
Excess Travel and Compensation for Travel on Official
Business
Part A
Excess Travel
1. Definitions
1.1 For the purpose
of Part A of this Schedule:
1.1.1 "Excess
travel" means, for the purposes of clauses 3 and 4, those distances:
(i) when
travelling from home to work and vice versa, that distance in excess of the
distance between the teacher's home and headquarters;
(ii) on any day
where the teacher is required during the day to travel from one school to
another.
1.1.2 "Headquarters"
means that school where the major part of the teacher's duties are performed;
or if the teacher is appointed to two schools on an equal time basis, then the
headquarters school shall be the school nearest to the teacher's place of
residence. Provided that where a teacher
is appointed to two schools on an equal time basis and has previously had a
school nominated as their headquarters school, that school shall be retained as
the headquarters while they continue to teach at that school, notwithstanding a
change to the other school.
1.1.3 "Teaching
Program" means all face to face teaching and other duties that take place
during the teacher's normal hours of schooling.
2. Teaching in More Than
One School
2.1 Where in any
school a teacher, including a temporary teacher, cannot be, or has not been,
allocated a complete teaching load, the teacher may be timetabled to teach in
more than one school. Such teachers
include Teacher Librarians and Teachers of English as a Second Language. The following provisions in relation to
payment for excess travel time and for excess travel shall apply:
3. Payment for Excess
Travel Time
3.1 If in order to
perform the teacher's approved teaching program, the teacher is required to
travel outside the teacher's required attendance hours for the particular
school from the teacher's home to school and/or from a school to the teacher's
home, the teacher shall be paid for excess time occupied in travelling, subject
to:
3.1.1 There shall be
deducted from the teacher's travelling time on any one day the time normally
taken for the periodic journey from home to headquarters and return.
3.1.2 Periods of less
than one quarter of an hour on any one day shall be disregarded.
3.1.3 Travelling time
shall not include any period of travel between 11.00pm on any one day and
7.30am on the following day when the teacher has travelled overnight and
sleeping facilities have been provided for the teacher.
3.1.4 Travelling time
shall be calculated by reference to the time that might reasonably have been
taken by the use of the most practical and economic means of transport.
3.1.5 No time spent in
performing duties shall be counted as travelling time.
3.1.6 The teacher is
otherwise not compensated for excess travelling time by way of allowance or
time off in lieu.
3.2 Payment for
excess travelling time shall be at the teacher's ordinary rate of pay on an
hourly basis, calculated as follows:
|
Annual Salary
|
x
|
7
|
x
|
1
|
|
|
|
365
|
|
30
|
3.3 For 2014 and
2015, teachers who are in receipt of a salary in excess of the rate applicable
to the eleventh step of the common incremental salary scale set out in Schedule
1A, shall be paid travelling time calculated at the rate applicable to the
abovementioned eleventh step.
3.4 For 2016,
teachers who are in receipt of a salary in excess of the rate applicable to
Band 2.1 as set out in Schedule 1B, shall be paid travelling time calculated at
the rate applicable to the abovementioned rate.
4. Payment for Excess
Travel -
4.1 All travelling
costs reasonably incurred because of excess travel for the use of a private
motor vehicle shall be paid on the basis of cents per kilometre at two rates as
follows:
4.1.1 up to 8,000 km
per annum - 74.0 cents per km;
4.1.2 over 8,000 km
per annum - 29.6 cents per km.
Provided that these rates shall be adjusted pursuant to
and in accordance with the rates as approved from time to time by the Premier’s
Department.
4.2 For the
purposes of payment under this subclause, excess travel on any day where the
teacher is required during the day to travel from one school to another, shall be
determined in accordance with the provisions of subclauses 4.1 to 4.8
inclusive.
4.3 On days when a
teacher is required to travel on official business and travels to and from
home, whether or not the teacher visits headquarters, a deduction shall be made
from the total distance travelled from home to home as follows:
|
Distance Home to
Headquarters
|
Deduction
|
|
(One Way)
|
|
|
Kilometres
|
Kilometres
|
|
1
|
1
|
|
2
|
2
|
|
3
|
3
|
|
4
|
4
|
|
5
|
5
|
|
6
|
6
|
|
7
|
7
|
|
8
|
8
|
|
9
|
9
|
|
10
|
10
|
|
11-29
|
10
|
|
30 or more
|
10
|
|
|
plus 2 km for each
km above 29 km from
|
|
|
home to
headquarters.
|
4.4 Provided that
when the above deduction in subclause 4.3 has been effected, the teacher shall add
to the number of kilometres claimed the kilometres shown in the follow
schedule:
|
Home to
Headquarters
|
Add
|
|
(One Way)
|
|
|
Kilometres
|
Kilometres
|
|
29-35
|
1
|
|
36-40
|
2
|
|
41-45
|
3
|
|
46-50
|
4
|
|
51-55
|
5
|
|
56-60
|
6
|
|
61-65
|
7
|
|
66 and over
|
8
|
4.5 This daily
deduction discounts the normal one way distance travelled from home to
headquarters for which teachers shall not be paid.
4.6 Where a teacher
is on duty at their headquarters on a particular day and the teacher elects to travel
to the headquarters in their private motor vehicle, no payment shall be made
for such travel.
4.6.1 If, on such a
day, the teacher is directed to travel from their headquarters in an emergency
situation, the teacher may be granted approval to use their own motor vehicle
and claim the normal kilometre rate for the distance from headquarters to the
emergency centre and return.
4.6.2 Where a teacher
has approval to use their private motor vehicle on official business and is
directed to have the vehicle at headquarters on each day, or particular days,
in order to have available a ready means of transport, payment shall be made
for the distance from home to headquarters and return for each day of duty the
car is required to be available (on official business), less the daily
deduction.
4.7 A claim for
travel allowance cannot be made where the headquarters and another centre
visited are on the same or adjacent sites.
4.8 The daily
deduction is not applied where a teacher is required to use their private motor
vehicle from their home after working hours on official business or when the
teacher is required to stay away from home overnight on official business.
Part B
Compensation for Travel on Official Business
1. Definitions
1.1 For the purpose
of Part B of this Schedule:
1.1.1 "Headquarters"
for a teacher means the school or administrative centre nominated by the
Secretary for the particular teacher.
1.1.2 "Teacher"
means a permanent or temporary teacher employed in the Teaching Service, but
does not mean, unless otherwise specified, a casual teacher.
"Teacher" includes Consultants, District
Guidance Officers (DGO's), School Counsellors, Itinerant Teachers (teachers of
the behaviourally disordered, the visually impaired, the hearing impaired),
Distance Education Centre/School Teachers, Home School Liaison Officers (HSLO),
Access School Teachers, District Relief Teachers, Outreach Teachers, Pre School
Teachers, Support Teachers Intensive Reading, Careers Advisers, Early
Intervention Teachers, Violence Program Teachers, Languages Other Than English
Teachers (LOTE), Early Student Support Program Teachers (ESSP), teachers
programmed to teach in a school and a TAFE location and includes any equivalent
classifications thereto so long as their work patterns remain unchanged.
2. Except where
authorised, teachers are responsible for meeting costs incurred in travel
between their residence and usual place of work.
3. Teachers may
be authorised to use their private vehicle for travel on official business in the
performance of their normal duties where other modes of travel are unsuitable
or unavailable.
3.1 Payment, on a
case by case basis, shall be considered by the Department for private motor
vehicle usage by casual teachers who relieve in a position as identified in
subclause 1.1.2 and who are required and authorised to use their private motor
vehicle in the performance of their relieving duties.
4. The Use of a
Teacher's Private Motor Vehicle on Official Business is Not Mandatory.
5. Official
Business Rate -
5.1 The official
business rate is payable where the use of a teacher's private motor vehicle on
official business is authorised and the teacher is required to travel on
official business using their motor vehicle on a regular basis of at least once
per week throughout the school year or travel a minimum of 400 kilometres
during the school year, except where:
5.1.1 an official
vehicle is available;
5.1.2 for all or
specific days of travel, public transport is obviously available, suitable, and
does not result in a loss of the teacher's professional time and or restriction
in the performance of the teacher's duties and professional responsibilities.
5.2 Where a teacher
commences duty other than at the start of the school year the minimum period of
400 kilometres to be travelled, as provided by subclause 5.1 above, shall be
adjusted proportionately.
5.3 The rate paid
is that specified at clause 9 of this schedule.
6. Casual Rate -
6.1 The casual rate
is payable to teachers who are authorised to use their private motor vehicle to
travel on official business intermittently as opposed to regular use (as
provided by clause 5 of this Schedule) for which the official business rate is
paid, except where:
6.1.1 an official
vehicle is available;
6.1.2 for all or
specific days of travel, public transport is obviously available, suitable, and
does not result in a loss of the teacher's professional time and/or restriction
in the performance of the teacher's duties and professional responsibilities.
6.2 In circumstances
where teachers are not authorised for reimbursement of travel expenses at the
official business rate, they may be given approval to use their private vehicle
on official business at the casual rate, including travel to attend staff
development courses, selection committee interviews, GREAT appeals and
hearings.
6.3 The rate paid
is that specified at clause 9 of this schedule.
7. Payment of
2601 Cc Or More Motor Vehicle Rate -
7.1 Where the Teacher's
Normal Duties Are Performed Within the Sydney Region (as Defined By the
Department of Planning) the Maximum Per
Kilometre Rate Payable Shall be the 1601 to 2600 Cc Rate.
7.2 Where the
official travel, in whole or in part, is outside the Sydney Region,
consideration shall be given to payment of the 2601 cc or more rate in respect
of a vehicle with an engine capacity of 2601 cc or more. Such consideration shall be related to the
total annual distance travelled by the teacher on official business, the
terrain and other factors advanced by the teacher as relevant.
7.3 Provided that
the provisions of subclauses 7.1 and 7.2 above shall not apply to teachers who
have an existing approval for payment of the previous above2700 cc rate arising
from clause 4 (b) (i) of Industrial Agreement 7036 of 1983.
8 Daily
Deduction -
8.1 On days when a
teacher is required to travel on official business and travels to and from
home, whether or not the teacher visits headquarters, a deduction shall be made
from the total distance travelled from home to home as follows:
|
Distance Home to
Headquarters (One Way)
|
Deduction
|
|
Kilometres
|
Kilometres
|
|
1
|
1
|
|
2
|
2
|
|
3
|
3
|
|
4
|
4
|
|
5
|
5
|
|
6
|
6
|
|
7
|
7
|
|
8
|
8
|
|
9
|
9
|
|
10
|
10
|
|
11-29
|
10
|
|
30 or more
|
10
|
|
|
plus 2 km for each
km above 29 km from
|
|
|
home to
headquarters.
|
8.2 Provided that
when the above deduction in subclause 8.1 has been effected, the teacher shall add
to the number of kilometres claimed the kilometres shown in the following
schedule:
|
Home to
Headquarters
|
Add
|
|
(One Way)
|
Kilometres
|
|
Kilometres
|
|
|
29-35
|
1
|
|
36-40
|
2
|
|
41-45
|
3
|
|
46-50
|
4
|
|
51-55
|
5
|
|
56-60
|
6
|
|
61-65
|
7
|
|
66 and over
|
8
|
8.3 This daily
deduction discounts the normal one way distance travelled from home to
headquarters for which teachers shall not be paid.
8.4 Where a teacher
is on duty at their headquarters on a particular day and the teacher elects to travel
to the headquarters in their private motor vehicle, no payment shall be made
for such travel.
8.5 If, on such a
day, the teacher is directed to travel from their headquarters in an emergency
situation, the teacher may be granted approval to use their own motor vehicle
and claim the normal kilometre rate for the distance from headquarters to the
emergency centre and return.
8.6 Where a teacher
has approval to use their private motor vehicle on official business and is
directed to have the vehicle at headquarters on each day, or particular days,
in order to have available a ready means of transport, payment shall be made
for the distance from home to headquarters and return for each day of duty the
car is required to be available (on official business), less the daily
deduction.
8.7 A claim for
travel allowance cannot be made where the headquarters and another centre
visited are on the same or adjacent sites.
8.8 The daily
deduction is not applied where a teacher is required to use their private motor
vehicle from their home after working hours on official business or when the
teacher is required to stay away from home overnight on official business.
9. Official
Business and Casual Rate -
|
Clause of Schedule
|
Rate/Vehicle Engine
Capacity
|
Cents Per Km
|
|
which applies
|
|
|
|
5
|
Official Business
Rate
|
0 - 8,000 km per
|
8,001 km or
|
|
|
|
annum
|
more per annum
|
|
|
1600 cc or less
|
63
|
25.2
|
|
|
1601 - 2600 cc
|
74
|
29.6
|
|
|
2601 cc or more
|
75
|
30
|
|
6
|
Casual Rate
|
|
|
|
1600 cc or less
|
25.2
|
|
|
1601- 2600 cc
|
29.6
|
|
|
2601 cc or more
|
30
|
Provided that these rates shall be adjusted pursuant to and
in accordance with the rates as approved from time to time by the Secretary, Department
of Premier and Cabinet.
Schedule 10
Special Conditions Covering Home School Liaison Officers and Aboriginal
Student Liaison Officers
Qualifications and Appointments -
1. Officers who
are employed as teachers and persons who, in the opinion of the Secretary, have
the appropriate qualifications to be employed as teachers shall be eligible to
apply for appointment as home school liaison officers.
2. Officers who
are employed as teachers and persons who, in the opinion of the Secretary, have
the appropriate qualifications and or experience to be appointed as Aboriginal
student liaison officers shall be eligible to apply for temporary appointment
as Aboriginal student liaison officers.
3. A successful
applicant for appointment to a vacant position of home school liaison officer
or Aboriginal student liaison officer shall, subject to Sections 50 and 51 of
the Teaching Service Act be temporarily appointed to a specified location and
for a specified period determined by the Secretary.
Duties -
4. Home school
liaison officers and Aboriginal student liaison officers shall be responsible
for those duties as determined by the Secretary and shall be directly
responsible to an officer or such other person(s) as determined by the
Secretary.
Training -
5. Successful
applicants for the position of home school liaison officer or Aboriginal
student liaison officer shall, following temporary appointment to specified
positions or locations, be required as part of their duties to undergo a course
of training of a nature and for a period prescribed by the Secretary.
6. Home school
liaison officers and Aboriginal student liaison officers whose homes are 100kms
or more from the training course centre shall be eligible for financial
assistance as provided by the Department towards the cost of temporary
accommodation used while on the course and for travel between their homes in
New South Wales and the course at the beginning and end of the course and on
one weekend during the course. In
addition, travel costs in excess of those for daily travel to the course
incurred in attending at locations other than the course centre, on program
requirements, shall be reimbursed.
Salaries -
Home School Liaison Officers -
7. On temporary
appointment as a home school liaison officer a teacher shall continue to
receive their current substantive teaching salary and shall continue to
progress on the appropriate step on the common incremental salary scale on
their normal teaching incremental date subject to clause 6, Salary Progression
and Maintenance and clause 21, Calculation of Service of this award. A person not being an officer shall on
appointment as a home school liaison officer be paid an annual salary according
to their qualifications and status as if they were appointed as a teacher
covered by the award and shall progress on the common incremental salary scale
on an incremental date determined by the date of their appointment as a home
school liaison officer subject to clause 6, Salary Progression and Maintenance
and clause 21, Calculation of Service of this award.
Aboriginal Student Liaison Officers -
8. Minimum
salaries on commencement of employment and progression thereafter under the
common incremental salary scale as set out in Schedule 1A of this award are
determined as follows:
Aboriginal student liaison officers who are:
Non-graduates - step 3
Graduates without teacher training - step 4
Graduates with teacher training - step 5
Graduates with five years of training - step 6
Allowances and Additional Leave -
9. Overtime shall
not be paid for hours worked in excess of seven hours per day and no
compensatory leave shall be allowed for evening, Saturday or Sunday work. In addition, no compensation shall be allowed
for time spent in travelling.
10. To compensate for
all incidents of employment, including hours worked in excess of seven hours on
any day, evening, Saturday or Sunday, and time spent in travelling, home school
liaison officers and Aboriginal student liaison officers shall receive:
10.1 an allowance as
provided for in paragraph 5.2.1 of clause 5, Allowances, and Schedule 7; and
10.2 six weeks leave
per annum in addition to the four weeks annual recreation leave provided in
clause 13 of this schedule. The six
weeks leave and the four weeks annual recreation leave shall be taken during
school vacation periods unless the performance of work required to be done
during a school vacation(s) necessitates part of the ten weeks leave to be
taken at other time(s) as approved by the Secretary.
Hours and Conditions -
11. Subject to the
special conditions contained in this schedule, home school liaison officers and
Aboriginal student liaison officers shall enjoy the hours and conditions of
employment applying to other non-school based teaching service personnel.
12. The ordinary
hours of work, exclusive of meal times, shall be 35 per week to be worked
Monday to Friday inclusive and to commence on such days at or after 8.00am and
conclude on or before 6.00pm. Provided
that, where required, a home school liaison officer or Aboriginal student
liaison officer shall be required to work beyond these normal hours on weekdays
and to work on weekends.
13. Annual
recreation leave shall accrue at the rate of four weeks per year.
14. Notwithstanding
that an officer, on appointment as a home school liaison officer or Aboriginal
student liaison officer, may not comply with the service requirement included
in the definition of a transferred officer contained in Determination
No.1/2001, titled the Transferred Officers Compensation Determination or its
successor determination, but otherwise finds it necessary to move their
residence as a consequence of the appointment, the officer shall be deemed a
transferred officer for the purposes of Determination No.1/2001 or its
successor determination.
15. An officer
appointed as a home school liaison officer is eligible to apply for and accept
appointment to any advertised Teaching Service position.
Subsequent Employment -
Home School Liaison Officers -
16. An officer
appointed as a home school liaison officer shall, on completion of the period
of the appointment, be eligible and required to transfer to a teaching
position.
17. A person other
than an officer appointed as a home school liaison officer shall, on completion
of the period of their appointment, be appointed, pursuant to Section 47 of the
Teaching Service Act as a permanent teacher.
Provided that if the person holds a Teachers Certificate this permanent
appointment shall not be probationary as provided for in Section 48 of the
Teaching Service Act. Provided further
that all persons appointed as home school liaison officers shall be given a
permanent appointment as a teacher as provided for above in priority to all
other persons on any teacher employment waiting list. Provided always that the home school liaison
officer may elect to accept a temporary appointment as a teacher.
Aboriginal Student Liaison Officers -
18. An officer
appointed as an Aboriginal student liaison officer shall, on completion of the
period of the appointment, be eligible and required to transfer to an
appropriate teaching service position.
Schedule 11
Special Conditions Covering Teachers at Residential Agricultural High
Schools
1. Special
Conditions -
1.1 The principal,
following consultation with a representative nominated by the staff in a
residential agricultural high school, shall prepare detailed information on the
duties of teachers and the conditions of employment in the school. This information shall include rostered duty
requirements, residential requirements and other information that shall assist
both new appointments and teachers who may be transferred to the school by the
Secretary.
1.2 All new
teachers at the schools shall be supplied with a copy of this information before
accepting appointment to the school.
2. All new vacant
positions shall be deemed to be special fitness positions, provided that the
Secretary shall retain the right to fill any vacant positions by way of
transfer or such other manner as considered appropriate.
3. Subject to the
availability of accommodation, all teachers appointed to vacant positions in
the schools shall be required to reside on the school site for a minimum period
of three years.
4. Following the
minimum period referred to in clause 3 of this schedule, and subject to the
needs of the school, teachers may apply for a further residence on-site for
another two year period. Thereafter a
teacher may seek an extension of residency and tenure beyond this two year
period.
5. Initial appointment
of residential teachers and reappointment of residential teachers to the school
after the first or second period of residence on the school site shall be made
on an annual basis at the discretion of the principal, with due regard to the
needs of the school.
6. A library
supervisor shall be appointed to each school for a period of up to 20 hours per
week during the school term to supervise the school library at nights and on
weekends.
In selecting a library supervisor the principal shall,
as he or she considers appropriate, give priority to employing trained
teachers.
7. There shall be
two head teachers (welfare) appointed to each school on the basis of special
fitness.
8. The duties of
the head teachers (welfare) shall include:
8.1 undertaking rostered
supervision duty;
8.2 responsibility
for the organisation and implementation of all aspects of residential
supervision within the school;
8.3 implementation
of student supervision rosters;
8.4 supervision of
teachers on roster duty;
8.5 responsibility
for school welfare programs.
9. At each
school, one teacher in charge of residential supervision shall be appointed by
the principal (consistent with subclause 2.60 of clause 2, Dictionary of the
award) to receive the Teacher in Charge of Residential Supervision Allowance as
provided for in paragraph 5.5.3 of clause 5, Allowances, and Schedule 7.
10. Educational
programs shall be provided for all students at the school, up to and including
the last school day of all four school terms.
11. All teachers,
including head teachers, but excluding the principal and deputy principal
appointed to the school, shall be required to perform, on a roster basis, out
of normal teaching hours supervision of students as follows:
11.1 Teachers on a
full rostered program shall be required to undertake one rostered duty in every
ten days during the designated school year.
11.2 Where the school
has more non-resident staff than required to fill the duty roster, staff may be
rotated onto the duty roster over a twelve month period to ensure rostered duty
is shared by the entire staff and shall be paid the rostered supervision
allowance on a pro rata basis.
11.3 There should be,
as far as possible, a gender balance related to the needs of the school within
the staff roster. Where this is not
possible the principal, in consultation with the staff, shall determine the
most appropriate staffing roster.
11.4 The size and
composition of rostered duty teams shall be decided by the principal following
consultation with staff at the school.
To facilitate a one in ten days roster of a five person duty team,
casual teachers or other staff may be employed by the principal where
insufficient full time teachers are available, to make up the necessary duty
teams.
11.5 Teachers on rostered
supervision duty shall be provided with free meals at the school for the
duration of their rostered duty.
11.6 Staff on
rostered duty shall be entitled to a half hour break during their duty on week
days and a one hour break during their duty on weekend days. Such breaks shall be arranged by those
rostered on duty to ensure that each person receives a break unless
extraordinary circumstances or the exigencies of the school on a particular day
makes this impractical. There shall be
no requirement to engage casual labour as a result of staff taking such breaks.
12. A rostered
supervision allowance as provided for in paragraph 5.5.1 of clause 5,
Allowances, and Schedule 2 shall be paid on the basis that:
12.1 Teachers at the
school are required to undertake rostered duties on the basis of one duty every
ten days during the school year.
12.2 Rostered
supervision duty for all teachers on the duty team (whether resident or
non-resident) involves an on call period following the conclusion of active duty. This on call period shall operate from
approximately 11.00pm to 7.00am. The on
call duty may require, where accommodation is available, that any member of a
duty team stay overnight on the school site.
12.3 During the on
call period there shall be a minimum of two teachers (excluding the principal
and deputy principal but including at least one member of the rostered duty
team) in residence at the school on each night during the school year to
respond to emergencies and any supervisory requirements as necessary. This would normally include one residential
member of the rostered duty team and one other member of the residential
staff. If a member of the residential
staff is not available, then a non-residential member of staff shall remain
on-site. All other members of the duty
team rostered on any day shall, however, remain on call.
12.4 Teachers who are
absent on leave for one term or more shall lose a pro rata proportion of the
rostered supervision allowance.
Similarly, a teacher who commences duty at the school other than in the
first week of Term one shall be paid the rostered supervision allowance on a
pro rata basis on the amount of supervision actually performed in that school
year.
12.5 Should a teacher
be sick on any day on which a rostered duty falls, then for the first two such
days in any year the teacher shall be entitled to be paid.
13. An additional
allowance based on the average rate for a rostered duty shall be paid to three
volunteer teachers at the school to supervise students returning following the
Christmas, Terms one, two and three vacations and compulsory leave
weekends. This duty shall commence from
3.00pm on the day preceding the commencement of school until 7.00am the next
day.
14. The head
teacher (welfare) shall be paid in addition to the rostered supervision
allowance a residential supervision allowance as provided for in paragraph
5.5.2 of clause 5, Allowances, and
Schedule 7.
15. Teacher trained
library supervisors shall be remunerated at an hourly casual teacher rate. The hourly casual teacher rate shall be
calculated on the basis of the daily casual teacher in schools rate divided by
six. This rate is loaded to be inclusive
of sick leave, family and community service leave, special leave and leave
loading.
16. The Department
shall investigate providing
16.1 Further
accommodation for teaching staff at the schools. In the event of the head teacher (welfare)
being single, accommodation to the level provided to other single resident
teachers shall be provided.
16.2 Subject to the
availability of funds, additional married accommodation at the schools.
17. Teachers in
residential accommodation on-site in the school shall be provided with free
board and lodging, including laundry and utilities.
18. All teachers in
other accommodation (including executive staff) shall be required to clean
their accommodation and undertake their own laundry and pay appropriate rental
where payment of rental presently applies.
SCHEDULE 12
Saturday School of Community Languages
1. Arrangement
Clause No. Subject Matter
1. Arrangement
2. Definitions
3. Employment
Jurisdiction
4. Recruitment
and Appointment
5. Allocation
to Centres and Classes
6. Duties as
Directed
7. Remuneration
8. Travel
Expenses
9. Training
and Development
10. Recognition
of Service
11. Anti-Discrimination
12. Parental
Leave and Other Entitlements
13. Dispute
Resolution Procedures
14. Good and
Services Tax
15. Deduction
of Union Membership Fees
16. Secure
Employment
17. Work,
Health and Safety
Table 1 - Remuneration, Monetary Rates
2. Definitions
2.1 "Appointed
Saturday School Community Language Teacher" means an employee who has been
appointed to an ongoing position at Saturday School of Community Languages.
2.2 "Assistant
Supervisor" means an employee who assists the Supervisor and who acts in
his/her capacity during the absence of the Supervisor.
2.3 "Centre"
means a location at which language teaching and learning is conducted by the
Saturday School of Community Languages.
2.4 "Conditionally
Approved Saturday School Community Language Teacher" means an employee who
is responsible as part of a team for the educational instruction of students in
a Centre of the Saturday School of Community Languages whose approval to teach
is conditional upon completion of the Saturday School Language Intensive
Methodology Course or equivalent educational requirements as determined by the
Secretary.
2.5 "Casual
Saturday School Community Language Teacher" means an employee who is not
appointed to an ongoing position at the Saturday School of Community Languages.
2.6 "Curriculum
Co-ordinator" means an employee who assists the Centre Supervisor and the
Principal, Saturday School of Community Languages in curriculum implementation;
development of curriculum resources and provision of advice on language
teaching methodology.
2.7 "Department"
means the Department of Education.
2.8 "Director
of Curriculum Support" means the officer appointed by the Secretary to be
responsible for the operation of the Curriculum Directorate of the
Department.
2.9 "Secretary"
means the Secretary of Education.
2.10 "Employee"
means an Appointed Saturday School Community Language Teacher, a Casual
Saturday School Community Language Teacher, Conditionally Approved Saturday
School Community Language Teacher, Curriculum Co-ordinator, Assistant
Supervisor or Supervisor engaged at the Saturday School of Community Languages
pursuant to s.47 of the Constitution Act 1902 (NSW).
2.11 "Federation"
means the Australian Education Union NSW Teachers Federation Branch.
2.12 "Industrial
Relations Commission" means the Industrial Relations Commission of New
South Wales established by the Industrial Relations Act 1996.
2.13 "Minister"
means the Minister for Education.
2.14 "Parties"
means the Department and the Federation.
2.15 "Principal,
Saturday School of Community Languages" means the officer appointed by the
Secretary to be responsible for the operation of the Saturday School of
Community Languages.
2.16 "Saturday
School Community Language Teacher" means an employee responsible as part
of a team for the educational instruction of students in a community language.
2.17 "Saturday
School of Community Languages" means a multi-location facility established
by the Department to provide an avenue for students of a particular community
language background to pursue the study of that language which cannot otherwise
be studied in the student’s regular school.
2.18 "Supervisor"
means an employee who co-ordinates a team of assistant supervisors, curriculum
co-ordinators, teachers and clerical staff and is responsible for the
educational and administrative leadership at an operating location of the
Saturday School of Community Languages.
3. Employment Jurisdiction
3.1 The employment
jurisdiction conferred upon the Minister by the Constitution Act 1902 is
intended by the parties to remain unaltered by anything contained in this
Schedule.
4. Recruitment and
Appointment
4.1 Employees
covered by this schedule are engaged to teach in the Department's Saturday
School of Community Languages.
4.2 Offers of
appointment and continuing employment during periods of appointment shall be
conditional on:
4.2.1 the Saturday
School of Community Languages' ongoing need for the service provided; and
4.2.2 satisfactory
performance of duties.
4.3 For appointed
employees satisfactory performance of duties shall be appraised by annual
review which may, where appropriate, and in paid time, be supported by:
(i) conferences between
the employee and principal or nominee;
(ii) observations
of educational programs;
(iii) review of
documentation such as lesson planning, lesson materials and student work plan,
evaluations and reports.
4.4 In implementing
the annual review the following shall be taken into account:
(i) the level of
experience of the employee (so that less experienced employees are given
greater attention); and
(ii) the
particular circumstances of the centre.
4.5 The annual
review shall be supported by way of a new teacher assessment and review
schedule which will be negotiated by the parties.
4.6 Appointments
shall be made on merit and shall be subject to the qualification requirements
as specified in subclauses 4.7, 4.8 and
4.9 of this clause.
4.7 Persons appointed
as Saturday School Community Language Teachers, Casual Saturday School
Community Language Teachers, Conditionally Approved Saturday School Community
Language Teachers, Curriculum Co-ordinators, Assistant Supervisors and
Supervisors and to possess appropriate qualifications or experience following
consultation with the Teachers Federation.
4.8 Saturday School
Community Language Teachers are required to possess either a teaching
qualification or a language teaching methodology qualification (eg the Saturday
School Language Intensive Methodology Course).
4.9 Conditionally
Approved Saturday School Community Language Teachers are required to complete
an appropriate languages methodology course as determined by the Secretary
following consultation with the Teachers Federation, during their period of
employment. Payment for participation in the course shall be in accordance with
subclause 9.4 of clause 9, Training and Development.
5. Allocation to
Centres and Classes
5.1 Allocation of employees
to Centres and classes shall be the responsibility of the Principal, Saturday
School of Community Languages. The
Principal shall consider the following matters in the allocation to Centres and
classes:
5.1.1 continuity of
educational programs;
5.1.2 distance
travelled from home to centre; and
5.1.3 curriculum needs
of the centre.
6. Duties as Directed
6.1 The Secretary,
his/her delegate, nominee or representative may direct an employee to carry out
such duties as are within the limits of the employee’s skill, competence and
training consistent with the classifications covered by the award and provided
that such duties are not designed to promote de-skilling.
6.2 The Secretary
may direct an employee to carry out such duties and use such tools, materials
and equipment as may be required, provided that the employee has been properly
trained in the use of such tools, materials and equipment.
6.3 Any directions
issued by the Secretary pursuant to subclauses 6.1 and 6.2 of this clause shall
be consistent with the Secretary’s responsibility to provide a safe and healthy
working environment.
7. Remuneration
7.1 Rates of pay
shall be paid in accordance with Table 1, Remuneration, Monetary Rates to this schedule. The rates of pay for
employees are as set out in Table 1 - Remuneration, Monetary Rates, to this
schedule.
7.2 Subject to
clause 8, Travel Expenses, the above rates of pay are fully inclusive rates
which incorporate remuneration for all terms and conditions of employment.
7.3 Supervisors,
Assistant Supervisors and Curriculum Coordinators shall be paid no less than
the Saturday sessional rates as prescribed in the said Table 1 for
administrative, supervisory and curriculum coordination work undertaken at a
Centre. Saturday sessional rates include
payment for incidental work such as securing premises and resources, peak time
administrative duties, irregular consultations with students, parents and
staff, and the parent/teacher meetings and presentation days as set down in the
Saturday School calendar.
7.4 Sessional work
on a Saturday for Supervisors, Assistant Supervisors and Curriculum
Co-ordinators shall be of four hours duration, unless otherwise determined by
the Principal, Saturday School of Community Languages in consultation with the
employee and with due notice and shall be remunerated at the sessional rates
prescribed in Table 1, Monetary Rates.
7.5 Where a
Supervisor, Assistant Supervisor or Curriculum Coordinator is required by the
Principal, Saturday School of Community Languages to work at a Centre, hours
additional to the four sessional hours specified in subclause 7.4 of this
clause, including regular additional hours to meet the ongoing needs of
particular Centres, remuneration for these hours shall be paid at the hourly rates
prescribed in Table 1 for each additional hour that they are required to
work. Periods of less than one hour
shall be remunerated in intervals of 30 minutes or part thereof.
7.6 Saturday School
Community Language Teachers and Conditionally Approved Saturday School
Community Language Teachers shall be paid the hourly rates of pay prescribed in
Table 1. The approved paid hours for
these classifications of teachers shall be as follows:
7.6.1 Year 7 - 10
classes - 2.75 hours per week
7.6.2 Years 11 - 12
Continuers and Background Speakers course classes - 3.75 hours per week
7.6.3 Year 12
Extension course classes - an additional one hour per week.
7.7 For an
Appointed Saturday School Community Language Teacher, Casual Saturday School
Community Language Teacher or Conditionally Approved Saturday School Community
Language Teacher to be entitled to payment for hours in addition to those
prescribed in subclause 7.6 of this clause, prior approval to work the
additional hours must be obtained from the Principal, Saturday School of
Community Languages. Additional hours shall be remunerated at the hourly rates
prescribed in Table 1. Periods of less than one hour shall be remunerated in
intervals of 30 minutes or part thereof.
7.8 An Appointed
Saturday School Community Language Teacher, Casual Saturday School Community
Language Teacher and Conditionally Approved Saturday School Community Language
Teachers approved paid hours as prescribed in subclause 7.6 include 0.5 hours
preparation time and 0.25 hours playground duty.
7.9 During the 0.5
hours preparation time Appointed Saturday School Community Language
Teachers, Casual Saturday School
Community Language Teachers and Conditionally Approved Saturday School
Community Language Teachers may be required to be present at their Centres, if
considered necessary by the Supervisor, for consultation with staff, students
and/or parents.
7.10 Salary packaging
7.10.1 For the purposes
of this clause "salary" means the salary or rates of pay prescribed
for the employee's classification by Table 1 and any allowances paid to an
employee which form part of the employee’s salary for superannuation purposes.
7.10.2 An employee may,
by agreement with the employer, enter into a salary packaging arrangement
including salary sacrifice to superannuation where they may convert up to 100%
of their salary to other benefits.
Any pre-tax and post-tax payroll deductions must be
taken into account prior to determining the amount of salary available to be
packaged. Such payroll deductions may include but are not limited to,
compulsory superannuation payments, HECS payments, child support payments,
judgment debtor/garnishee orders, union fees, health fund premiums.
7.10.3 The terms and
conditions of the salary packaging arrangement, including the duration as
agreed between the employee and employer, will be provided in a separate
written agreement, in accordance with the Department’s salary packaging
guidelines. Such agreement must be made prior to the period of service to which
the earnings relate.
7.10.4 Salary packaging
must be cost neutral for the employer. Employees must reimburse the employer in
full for the amount of:
7.10.4.1 any
fringe benefits tax liability arising from a salary packaging arrangement; and
7.10.4.2 any
administrative fees.
7.10.5 Where the employee
makes an election to salary package the following payments made by the employer
in relation to an employee shall be calculated by reference to the annual salary
which the employee would have been entitled to receive but for the salary
packaging arrangement:
7.10.5.1 Superannuation
Guarantee Contributions;
7.10.5.2 any
salary-related payment including but not limited to allowances and workers
compensation payments; and
7.10.5.3 payments
made in relation to accrued leave paid on termination of the employee’s
employment or on the death of the employee.
8. Travel Expenses
8.1 Where an
employee is required and authorised to travel in the performance of their
duties, reimbursement for travel expenses shall be paid in accordance with the
provisions applying to other Departmental teachers.
8.2 Employees are
not regarded as teachers timetabled to teach in more than one school when
determining reimbursement for travel expenses.
9. Training and
Development
9.1 The Department
confirms its commitment to training and development for employees and shall
provide appropriate training and development opportunities to meet this
commitment within the context of the needs and priorities of the Saturday
School of Community Languages. The
Department has an expectation that employees shall attend appropriate staff
development and curriculum co-ordination activities. The appropriateness of the activities shall
be determined by the Principal, Saturday School of Community Languages in
consultation with Supervisors.
9.2 Employees
recognise the importance of maintaining and updating their skills for the
benefit of the students of the Saturday School of Community Languages.
9.3 Approved
attendance at training and development courses and staff development and
curriculum co-ordination activities shall be remunerated as additional hours in
accordance with subclauses 7.5 or 7.7 of clause 7, Remuneration.
9.4 Conditionally
Approved Saturday School Community Language Teachers shall have the opportunity
to undertake an appropriate language methodology course as determined by the
Secretary following consultation with the Federation. Any time spent on workshop components of such
a course up to a maximum of fifty-five hours shall be paid. Time spent on any
workshop components of an appropriate language methodology course as determined
by the Secretary shall be paid at the hourly rate prescribed for Conditionally
Approved Saturday School Community Language Teachers as set out in Table 1 -
Monetary Rates. Such payment shall be
made for each workshop attended. Payment
shall be made at the conclusion of the course.
10. Recognition of
Service
10.1 Employees holding
a Departmental approval to teach in regular government schools in New South
Wales, not otherwise permanently employed by the Department, shall have service
at the Saturday School of Community Languages from 4 August 1995 recognised as
service with the Department, on the basis that each six approved paid hours at
the Saturday School of Community Languages, pursuant to clause 7, Remuneration
shall be equivalent to one day of service.
10.2 Employees
holding a Departmental approval to teach in regular government schools in NSW
but not otherwise permanently employed by the Department shall have service at
the Saturday School of Community Languages from 4 August 1995 recognised for
the purposes of incremental progression on permanent appointment to the Department.
11.
Anti-Discrimination
11.1 It is the
intention of the parties bound by this award to seek to achieve the object in
section 3(f) of the Industrial Relations Act 1996 to prevent and eliminate
discrimination in the workplace. This
includes discrimination on the grounds of race, sex, marital status,
disability, homosexuality, transgender identity, age and responsibilities as a
carer.
11.2 It follows that
in fulfilling their obligations under the dispute resolution procedures
prescribed by this award the parties have obligations to take all reasonable
steps to ensure that the operation of the provisions of this award are not
directly or indirectly discriminatory in their effects. It shall be consistent with the fulfilment of
these obligations for the parties to make application to vary any provision of
the award which, by its terms or operation, has a direct or indirect
discriminatory effect.
11.3 Under the
Anti-Discrimination Act 1977, it is unlawful to victimise an employee because
the employee has made or may make or has been involved in a complaint of
unlawful discrimination or harassment.
11.4 Nothing in this
clause is to be taken to affect:
11.4.1 any conduct or act
which is specifically exempted from anti-discrimination legislation;
11.4.2 offering or
providing junior rates of pay to persons under 21 years of age;
11.4.3 any act of
practice of a body established to propagate religion which is exempted under
section 56(d) of the Anti-Discrimination Act 1997;
11.4.4 a party to this
award from pursuing matters of unlawful discrimination in any state or federal
jurisdiction.
11.5 This clause does
not create legal rights or obligations in addition to those imposed upon the
parties by the legislation referred to in this clause.
12. Parental Leave and
Other Entitlements
12.1 Employees will
be entitled to unpaid parental leave under Chapter 2, Part 4, Division 1,
Section 54 Entitlement to Unpaid Parental leave, Industrial Relations Act 1996,
if they meet the definition of a regular casual employee (see section 53(2) of
the Industrial Relations Act 1996). The following provisions shall also apply
in addition to those set out in the Industrial Relations Act 1996 (NSW).
12.1.1 The Secretary must
not fail to re-engage an employee who meets the definition of a regular casual
employee because:
(i) the employee
or employee's spouse is pregnant; or
(ii) the employee
is or has been immediately absent on parental leave.
The rights of the Secretary in relation to engagement
and re-engagement of employees are not affected, other than in accordance with
this clause.
12.2 Personal Carers
Entitlements
12.2.1 Employees are
entitled to not be available to attend work, or to leave work if they need to
care for a family member described in 12.4.2 below who is sick and requires
care and support, or who requires care due to an unexpected emergency, or the
birth of a child. This entitlement is
subject to the evidentiary requirements set out below in 12.2.4, and the notice
requirements set out in 12.2.5.
12.2.2 The Secretary and
the employee shall agree on the period for which the employee will be entitled
to not be available to attend work. In the absence of agreement, the employee
is entitled to not be available to attend work for up to 48 hours (i.e. two
days) per occasion. The employee is not entitled to any payment for the period
of non-attendance.
12.2.3 The Secretary must
not fail to re-engage an employee because the employee accessed the
entitlements provided for in this clause. The rights of the Secretary to engage
or not to engage an employee are otherwise not affected.
12.2.4 The employee
shall, if required,
(i) establish
either by production of a medical certificate or statutory declaration, the illness
of the person concerned and that the illness is such as to require care by
another person, or
(ii) establish by
production of documentation acceptable to the Secretary or a statutory
declaration, the nature of the emergency and that such emergency resulted in
the person concerned requiring care by the employee.
In normal circumstances, a employee must not take
carer's leave under this subclause where another person had taken leave to care
for the same person.
12.2.5 The employee must,
as soon as reasonably practicable and during the ordinary hours of the first
day of such absence, inform the Secretary of their inability to attend for
duty. If it is not reasonably practicable to inform the Secretary during the
ordinary hours of the first day of such absence, the employee will inform the
Secretary within 24 hours of the absence.
12.3 Bereavement
entitlements
12.3.1 Employees are
entitled to not be available to attend work, or to leave work upon the death in
Australia of a family member on production of satisfactory evidence (if
required by the Secretary).
12.3.2 The Secretary and
the employee shall agree on the period for which the employee will be entitled
to not be available to attend work. In the absence of agreement, the employee
is entitled to not be available to attend work for up to 48 hours (i.e. two
days) per occasion. The employee is not entitled to any payment for the period
of non-attendance.
12.3.3 The Secretary must
not fail to re-engage a employee because the employee accessed the entitlements
provided for in this clause. The rights of the Secretary to engage or not
engage a employee are otherwise not affected.
12.3.4 The employee must,
as soon as reasonably practicable and during the ordinary hours of the first
day or shift of such absence, inform the Secretary of their inability to attend
for duty. If it is not reasonably practicable to inform the Secretary during
the ordinary hours of the first day or shift of such absence, the employee will
inform the Secretary within 24 hours of the absence.
12.4 The entitlement
in accordance with this clause is subject to:
12.4.1 the employee being
responsible for the care and support of the person concerned; and
12.4.2 the person
concerned being:
(i) a spouse of
the employee; or
(ii) a de facto
spouse, being a person of the opposite sex to the employee who lives with the
employee as her husband or his wife on a bona fide domestic basis although not
legally married to that employee; or
(iii) a child or an
adult child (including an adopted child, a stepchild, a foster child or an ex
nuptial child), parent (including a foster parent and legal guardian),
grandparent, grandchild or sibling of the employee or of the spouse or of the
de facto spouse of the employee; or
(iv) a same sex
partner who lives with the employee as the de facto partner of that employee on
a bona fide domestic basis; or
(v) a relative of
the employee who is a member of the same household where, for the purposes of
this definition:
"relative" means a person related by blood,
marriage, affinity or Aboriginal kinship structures;
"affinity" means a relationship that one
spouse or partner has to the relatives of the other; and
"household" means a family group living in the
same domestic dwelling.
13. Dispute Resolution
Procedures
13.1 Subject to the
provisions of the Industrial Relations Act 1996, should any dispute, question
or difficulty about an industrial matter arise then the following procedures
shall apply:
13.1.1 Should any dispute
(including a question or difficulty) arise as to matters occurring in a
particular workplace, then the employee and/or the Federation’s workplace
representative shall raise the matter with the appropriate Principal or
Supervisor as soon as practicable.
13.1.2 The Principal or
Supervisor shall discuss the matter with the employee and/or the Federation’s
workplace representative within two working days with a view to resolving the
matter or by negotiating an agreed method and time frame for proceeding.
13.1.3 Should the above
procedure be unsuccessful in producing resolution of the dispute or should the
matter be of a nature which involves multiple workplaces, then the employee
and/or the Federation may raise the matter with an appropriate officer of the
Department with a view to resolving the dispute, or by negotiating an agreed
method and time frame for proceeding.
13.2 Where the above
procedures in subparagraph 13.1 do not lead to a resolution of the dispute, the
matter shall be referred to the Deputy Secretary Corporate Services of the
Department and the Branch Secretary of the Federation. They or their nominees shall discuss the
dispute with a view to resolving the matter or negotiating an agreed method and
time frame for proceeding.
13.3 Should the above
procedures not lead to a resolution, then either party may make application to
the Industrial Relations Commission of New South Wales.
14. Goods and Services
Tax
14.1 The parties
shall monitor the overall impact of the Commonwealth Government’s goods and
services tax through the term of the award. In the event that the Industrial
Relations Commission makes a State decision (as defined by section 49 of the
Industrial Relations Act 1996) having regard to the impact on wages of the
goods and services tax, the Federation reserves the right to make application
to the Industrial Relations Commission in relation to that decision.
15. Deduction of Union
Membership Fees
15.1 The union shall
provide the employer with a schedule setting out union fortnightly membership
fees payable by members of the union in accordance with the union's rules.
15.2 The union shall
advise the employer of any change to the amount of fortnightly membership fees
made under its rules. Any variation to the schedule of union fortnightly
membership fees payable shall be provided to the employer at least one month in
advance of the variation taking effect.
15.3 Subject 16.1 and
16.2 above, the employer shall deduct union fortnightly membership fees from
the pay of any employee who is a member of the union in accordance with the
union's rules, provided that the employee has authorised the employer to make
such deductions.
15.4 Monies so
deducted from employees' pay shall be forwarded regularly to the union together
with all necessary information to enable the union to reconcile and credit
subscriptions to employees' union membership accounts.
15.5 Unless other
arrangements are agreed to by the employer and the union, all union membership
fees shall be deducted on a fortnightly basis.
15.6 Where an
employee has already authorised the deduction of union membership fees from his
or her pay prior to this clause taking effect, nothing in this clause shall be
read as requiring the employee to make a fresh authorisation in order for such
deductions to continue.
16. Secure Employment
16.1 A Casual
Saturday School Community Language Teacher engaged on a regular and systematic
basis during two consecutive terms (equivalent to 20 Saturdays) in a calendar
year shall thereafter have the right to elect to have his or her ongoing
contract of employment converted to Appointed Saturday School Community
Language Teacher status if the position is to continue beyond the conversion
process prescribed by this clause. Casual engagements which do not give a
teacher the right to elect because that would contravene paragraph 16.4 will be
identified on engagement.
16.2 The Department
shall give the Casual Saturday School Community Language Teacher notice in
writing of the provisions of this clause within four weeks of the Casual
Saturday School Community Language Teacher having attained such period of two
consecutive school terms. However, the Casual Saturday School Community Language
Teacher retains his or her right of election under this clause if the
Department fails to comply with this notice requirement.
16.3 Any Casual
Saturday School Community Language Teacher who has a right to elect under
subclause 16.1, upon receiving notice under subclause 16.2 or after the expiry
of the time for giving such notice, may give four weeks' notice in writing to
the Department that he or she seeks to elect to be converted to Appointed
Saturday School Community Language Teacher status and within four weeks of
receiving such notice from the Casual Saturday School Community Language
Teacher, the Department shall consent to or refuse the election, but shall not
unreasonably so refuse.
16.4 When deciding
whether to consent or refuse an election made in accordance with paragraph
16.3, the Department will not consent to conversion if conversion would result
in the Casual Saturday School Community Language Teacher being appointed to a
position which is already occupied by an Appointed Saturday School Community
Language Teacher who is on leave or otherwise absent.
16.5 Where the
Department refuses an election to convert, the reasons for doing so shall be
fully stated and discussed with the Casual Saturday School Community Language
Teacher concerned, and a genuine attempt shall be made to reach agreement. Any
dispute about a refusal of an election to convert an ongoing contract of
employment shall be dealt with as far as practicable and with expedition
through the disputes settlement procedure.
16.6 Any Casual
Saturday School Community Language Teacher who does not, within four weeks of
receiving written notice from the Department, elect to convert his or her
ongoing contract of employment will be deemed to have elected against any such
appointment.
16.7 If there is any
dispute about the arrangements to apply to a Casual Saturday School Community
Language Teacher electing to be appointed, it shall be dealt with as far as
practicable and with expedition through the disputes settlement procedure.
16.8 A Casual
Saturday School Community Language Teacher must not be engaged and re-engaged,
dismissed or replaced in order to avoid any obligation under this clause.
16.9 This clause will
take effect for appointments commencing in 2007.
17. Work, Health and Safety
17.1 For the purposes
of this clause, the following definitions shall apply:
17.1.1 A "labour
hire business" is a business (whether an organisation, business
enterprise, company, partnership, co-operative, sole trader, family trust or unit
trust, corporation and/or person) which has as its business function, or one of
its business functions, to supply staff employed or engaged by it to another
employer for the purpose of such staff performing work or services for that
other employer
17.1.2 A "contract
business" is a business (whether an organisation, business enterprise,
company, partnership, co-operative, sole trader, family trust or unit trust,
corporation and/or person) which is contracted by another employer to provide a
specified service or services or to produce a specific outcome or result for
that other employer which might otherwise have been carried out by that other
employer’s own employees.
17.2 If the employer
engages a labour hire business and/or a contract business to perform work
wholly or partially on the employer’s premises, the employer shall do the
following (either directly, or through the agency of the labour hire or
contract business):
17.2.1 consult with
employees of the labour hire business and/or contract business regarding the
workplace occupational health and safety consultative arrangements;
17.2.2 provide employees
of the labour hire business and/or contract business with appropriate
occupational health and safety induction training including the appropriate
training required for such employees to perform their jobs safely.
17.2.3 provide employees
of the labour hire business and/or contract business with appropriate personal
protective equipment and/or clothing and all safe work method statements that
they would otherwise supply to their own employees; and
17.2.4 ensure employees
of the labour hire business and/or contract business are made aware of any
risks identified in the workplace and the procedures to control those risks.
17.3 Nothing in this
clause is intended to affect or detract from any obligation or responsibility
upon a labour hire business arising under the Work Health and Safety Act 2011
or the Workplace Injury Management and Workers Compensation Act 1998.
Schedule 12
Table 1 - Remuneration, Monetary Rates
Saturday School of Community Languages
|
Classification
|
Saturday sessional rate
|
Saturday sessional rate
|
Saturday sessional rate
|
|
|
from the first pay period
|
from the first pay period
|
from the first pay period
|
|
|
to commence on or after
|
to commence on or after
|
to commence on or
|
|
|
1.1.2014
|
1.1.2015
|
after 1.1.2016
|
|
|
$
|
$
|
$
|
|
Increase
|
2.27%
|
2.27%
|
2.5%
|
|
Supervisor
|
695.52
|
711.31
|
729.09
|
|
Assistant Supervisor
|
551.12
|
563.63
|
577.72
|
|
Curriculum Coordinator
|
551.12
|
563.63
|
577.72
|
|
Classification
|
Hourly rate
from the
|
Hourly rate
from the
|
Hourly rate
from the
|
|
|
first pay
period to
|
first pay
period to
|
first pay
period to
|
|
|
commence on
or after
|
commence on
or after
|
commence on
or after
|
|
|
1.1.2014
|
1.1.2015
|
1.1.2016
|
|
|
$
|
$
|
$
|
|
Increase
|
2.27%
|
2.27%
|
2.5%
|
|
Supervisor
|
115.91
|
118.55
|
121.52
|
|
Assistant Supervisor
|
91.86
|
93.94
|
96.29
|
|
Curriculum Coordinator
|
91.86
|
93.94
|
96.29
|
|
Teacher
|
75.48
|
77.19
|
79.12
|
|
Conditionally Approved
|
70.20
|
71.79
|
73.58
|
|
Teacher
|
|
|
|
SCHEDULE 13
National Professional Standards for Teachers
Standard 1 - know students and how they learn
|
FOCUS
|
GRADUATE
|
PROFICIENT
|
HIGHLY ACCOMPLISHED
|
LEAD
|
|
Physical,
social and intellectual development and characteristics of students
|
1.1.1
Demonstrate knowledge and understanding of physical,
social and intellectual development and characteristics of students and how
these may affect learning.
|
1.1.2
Use teaching strategies based on knowledge of students’
physical, social and intellectual development and characteristics to improve
student learning.
|
1.1.3
Select from a flexible and effective repertoire of
teaching strategies to suit the physical, social and intellectual development
and characteristics of students.
|
1.1.4
Lead colleagues to select and develop teaching strategies
to improve student learning using knowledge of the physical, social and intellectual
development and characteristics of students.
|
|
Understand
how students learn
|
1.2.1
Demonstrate
knowledge and understanding of research into how students learn and the
implications for teaching.
|
1.2.2
Structure
teaching programs using research and collegial advice about how students
learn.
|
1.2.3
Expand
understanding of how students learn using research and workplace knowledge.
|
1.2.4
Lead
processes to evaluate the effectiveness of teaching programs using research
and workplace knowledge about how students learn.
|
|
Students
with diverse linguistic, cultural, religious and socio economic backgrounds
|
1.3.1
Demonstrate
knowledge of teaching strategies that are responsive to the learning strengths
and needs of students from diverse linguistic, cultural, religious and
socioeconomic backgrounds.
|
1.3.2
Design and
implement teaching strategies that are responsive to the learning strengths
and needs of students from diverse linguistic, cultural, religious and
socioeconomic backgrounds.
|
1.3.3
Support
colleagues to develop effective teaching strategies that address the learning
strengths and needs of students from diverse linguistic, cultural, religious
and socioeconomic backgrounds.
|
1.3.4
Evaluate and
revise school learning and teaching programs, using expert and community
knowledge and experience, to meet the needs of students with diverse
linguistic, cultural, religious and socioeconomic backgrounds.
|
|
Strategies for
teaching Aboriginal and Torres Strait Islander students
|
1.4.1
Demonstrate
broad knowledge and understanding of the impact of culture, cultural identity
and linguistic background on the education of students from Aboriginal and
Torres Strait Islander backgrounds.
|
1.4.2
Design and
implement effective teaching strategies that are responsive to the local
community and cultural setting, linguistic background and histories of
Aboriginal and Torres Strait Islander students.
|
1.4.3
Provide
advice and support colleagues in the implementation of effective teaching
strategies for Aboriginal and Torres Strait Islander students using knowledge
of and support from community representatives.
|
1.4.4
Develop
teaching programs that support equitable and ongoing participation of
Aboriginal and Torres Strait Islander students by engaging in collaborative
relationships with community representatives and parents/carers.
|
|
Differentiate
teaching to meet the specific learning needs of students across the full range
of abilities
|
1.5.1
Demonstrate
knowledge and understanding of strategies for differentiating teaching to
meet the specific learning needs of students across the full range of
abilities.
|
1.5.2
Develop
teaching activities that incorporate differentiated strategies to meet the
specific learning needs of students across the full range of abilities.
|
1.5.3
Evaluate
learning and teaching programs, using student assessment data, that are differentiated
for the specific learning needs of students across the full range of
abilities.
|
1.5.4
Lead
colleagues to evaluate the effectiveness of learning and teaching programs
differentiated for the specific learning needs of students across the full
range of abilities.
|
|
Strategies
to
support full
participation
of students with disability
|
1.6.1
Demonstrate
broad knowledge and understanding of legislative requirements and teaching strategies
that support participation and learning of students with disability.
|
1.6.2
Design and
implement teaching activities that support the participation and learning of
students with disability and address relevant policy and legislative
requirements.
|
1.6.3
Work with
colleagues to access specialist knowledge, and relevant policy and
legislation, to develop teaching programs that support the participation and
learning of students with disability.
|
1.6.4
Initiate and
lead the review of school policies to support the engagement and full
participation of students with disability and ensure compliance with
legislative and/or system policies.
|
Standard 2 - know the content and how to teach it
|
FOCUS
|
GRADUATE
|
PROFICIENT
|
HIGHLY ACCOMPLISHED
|
LEAD
|
|
Content and
teaching strategies of the teaching area
|
2.1.1
Demonstrate
knowledge and understanding of the concepts, substance and structure of the
content and teaching strategies of the teaching area
|
2.1.2
Apply knowledge
of the content and teaching strategies of the teaching area to develop
engaging teaching activities.
|
2.1.3
Support
colleagues using current and comprehensive knowledge of content and teaching
strategies to develop and implement engaging learning and teaching programs.
|
2.1.4
Lead
initiatives within the school to evaluate and improve knowledge of content
and teaching strategies and demonstrate exemplary teaching of subjects using
effective, research-based learning and teaching programs.
|
|
Content
selection and organisation
|
2.2.1
Organise
content into an effective learning and teaching sequence.
|
2.2.2
Organise
content into coherent, well-sequenced learning and teaching programs.
|
2.2.3
Exhibit innovative
practice in the selection and organisation of content and delivery of
learning and teaching programs.
|
2.2.4
Lead
initiatives that utilise comprehensive content knowledge to improve the
selection and sequencing of content into coherently organised learning and
teaching programs.
|
|
Curriculum,
assessment and reporting
|
2.3.1
Use
curriculum, assessment and reporting knowledge to design learning sequences
and lesson plans.
|
2.3.2
Design and
implement learning and teaching programs using knowledge of curriculum,
assessment and reporting requirements.
|
2.3.3
Support
colleagues to plan and implement learning and teaching programs using
contemporary knowledge and understanding of curriculum, assessment and
reporting requirements.
|
2.3.4
Lead colleagues
to develop learning and teaching programs using comprehensive knowledge of
curriculum, assessment and reporting requirements.
|
|
Understand
and respect Aboriginal and Torres Strait Islander people to Promote
reconciliation Between Indigenous and non-Indigenous Australians
|
2.4.1
Demonstrate
broad knowledge of, understanding of and respect for Aboriginal and Torres
Strait Islander histories, cultures and languages.
|
2.4.2
Provide
opportunities for students to develop understanding of and respect for
Aboriginal and Torres Strait Islander histories, cultures and languages.
|
2.4.3
Support
colleagues with providing opportunities for students to develop understanding
of and respect for Aboriginal and Torres Strait Islander histories, cultures
and languages.
|
2.4.4
Lead
initiatives to assist colleagues with opportunities for students to develop
understanding of and respect for Aboriginal and Torres Strait Islander
histories, cultures and languages.
|
|
Literacy and
numeracy strategies
|
2.5.1
Know and
understand literacy and numeracy teaching strategies and their application in
teaching areas.
|
2.5.2
Apply
knowledge and understanding of effective teaching strategies to support
students’ literacy and numeracy achievement.
|
2.5.3
Support
colleagues to implement effective teaching strategies to improve students’
literacy and numeracy achievement.
|
2.5.4
Monitor and
evaluate the implementation of teaching strategies within the school to
improve students’ achievement in literacy and numeracy using research-based
knowledge and student data.
|
|
Information
and Communication Technology (ICT)
|
2.6.1
Implement
teaching strategies for using ICT to expand curriculum learning opportunities
for students.
|
2.6.2
Use effective
teaching strategies to integrate ICT into learning and teaching programs to
make selected content relevant and
meaningful.
|
2.6.3
Model
high-level teaching knowledge and skills and work with colleagues to use
current ICT to improve their teaching practice and make content relevant and
meaningful.
|
2.6.4
Lead and
support colleagues within the school to select and use ICT with effective
teaching strategies to expand learning opportunities and content knowledge
for all students.
|
Standard 3 - plan for and implement effective teaching
and learning
|
FOCUS
|
GRADUATE
|
PROFICIENT
|
HIGHLY ACCOMPLISHED
|
LEAD
|
|
Establish
Challenging learning goals
|
3.1.1
Set learning
goals that provide achievable challenges for students of varying abilities and
characteristics.
|
3.1.2
Set
explicit, challenging and achievable learning goals for all students.
|
3.1.3
Develop a
culture of high expectations for all students by modelling and setting
challenging learning goals.
|
3.1.4
Demonstrate
exemplary practice and high expectations and lead colleagues to encourage
students to pursue challenging goals in all aspects of their education.
|
|
Plan,
structure and sequence learning programs
|
3.2.1
Plan lesson sequences
using knowledge of student learning, content and effective teaching
strategies.
|
3.2.2
Plan and
implement well structured learning and teaching programs or lesson sequences
that engage students and promote learning.
|
3.2.3
Work with
colleagues to plan, evaluate and modify learning and teaching programs to
create productive learning environments that engage all students.
|
3.2.4
Exhibit
exemplary practice and lead colleagues to plan, implement and review the
effectiveness of their learning and teaching programs to develop students’
knowledge, understanding and skills.
|
|
Use teaching
strategies
|
3.3.1
Include a
range of teaching strategies in teaching.
|
3.3.2
Select and use
relevant teaching strategies to develop knowledge, skills, problem solving
and critical and creative thinking.
|
3.3.3
Support
colleagues to select and apply effective teaching strategies to develop
knowledge, skills, problem solving and critical and creative thinking.
|
3.3.4
Work with
colleagues to review, modify and expand their repertoire of teaching
strategies to enable students to use knowledge, skills, problem solving and
critical and creative thinking.
|
|
Select and
use
resources
|
3.4.1
Demonstrate
knowledge of a range of resources, including ICT, that engage students in
their learning.
|
3.4.2
Select
and/or create and use a range of resources, including ICT, to engage students
in their learning.
|
3.4.3
Assist
colleagues to create, select and use a wide range of resources, including
ICT, to engage students in their learning.
|
3.4.4
Model
exemplary skills and lead colleagues in selecting, creating and evaluating
resources, including ICT, for application by teachers within or beyond the
school.
|
|
Use
effective classroom communication
|
3.5.1
Demonstrate
a range
of verbal
and nonverbal communication strategies to support student engagement.
|
3.5.2
Use
effective verbal and non-verbal communication strategies to support student understanding,
participation engagement and achievement.
|
3.5.3
Assist
colleagues to select a wide range of verbal and non-verbal communication
strategies to support students’ understanding, engagement and achievement.
|
3.5.4
Demonstrate
and lead by example inclusive verbal and non-verbal communication using
collaborative strategies and contextual knowledge to support students’
understanding, engagement and achievement.
|
|
Evaluate and
improve teaching programs
|
3.6.1
Demonstrate
broad knowledge of strategies that can be used to evaluate teaching programs
to improve student learning.
|
3.6.2
Evaluate
personal teaching and learning programs using evidence, including feedback
from students and student assessment data, to inform planning.
|
3.6.3
Work with
colleagues to review current teaching and learning programs using student
feedback, student assessment data, knowledge of curriculum and workplace
practices.
|
3.6.4
Conduct
regular reviews of teaching and learning programs using multiple sources of
evidence including: student assessment data, curriculum documents, teaching
practices and feedback from parents/carers, students and colleagues.
|
|
Engage
parents/ carers in the educative process
|
3.7.1
Describe a
broad range of strategies for involving parents/carers in the educative
process
|
3.7.2
Plan for
appropriate and contextually relevant opportunities for parents/carers to be
involved in their children’s learning.
|
3.7.3
Work with colleagues
to provide appropriate and contextually relevant opportunities for
parents/carers to be involved in their children’s learning.
|
3.7.4
Initiate
contextually relevant processes to establish programs that involve
parents/carers in the education of their children and broader school
priorities and activities.
|
Standard 4 -create and maintain supportive and safe
learning environments
|
FOCUS
|
GRADUATE
|
PROFICIENT
|
HIGHLY ACCOMPLISHED
|
LEAD
|
|
Support
student
participation
|
4.1.1
Identify strategies
to support inclusive student participation and engagement in classroom
activities.
|
4.1.2
Establish
and implement inclusive and positive interactions to engage and support all
students in classroom activities.
|
4.1.3
Model effective
practice and support colleagues to implement inclusive strategies that engage
and support all students.
|
4.1.4
Demonstrate
and lead by example the development of productive and inclusive learning
environments across the school by reviewing inclusive strategies and
exploring new approaches to engage and support all students.
|
|
Manage
classroom activities
|
4.2.1
Demonstrate
the capacity to organise classroom activities and provide clear directions.
|
4.2.2
Establish
and maintain orderly and workable routines to create an environment where
student time is spent on learning tasks.
|
4.2.3
Model and
share with colleagues a flexible repertoire of strategies for classroom
management to ensure all students are engaged in purposeful activities.
|
4.2.4
Initiate
strategies and lead colleagues to implement effective classroom management
and promote student responsibility for learning.
|
|
Manage
challenging behaviour
|
4.3.1
Demonstrate
knowledge of practical approaches to manage challenging behaviour.
|
4.3.2
Manage
challenging behaviour by establishing and negotiating clear expectations with
students and address discipline issues promptly, fairly and respectfully.
|
4.3.3
Develop and
share with colleagues a flexible repertoire of behaviour management strategies
using expert knowledge and workplace experience.
|
4.3.4
Lead and
implement behaviour management initiatives to assist colleagues to broaden
their range of strategies.
|
|
Maintain
student safety
|
4.4.1
Describe
strategies that
support students’
wellbeing and safety working within school and/or system, curriculum and
legislative requirements.
|
4.4.2
Ensure
students’ wellbeing and safety within school by implementing school and/or
system, curriculum and legislative requirements.
|
4.4.3
Initiate and
take responsibility for implementing current school and/or system, curriculum
and legislative requirements to ensure student well-being and safety.
|
4.4.4
Evaluate the
effectiveness of student well-being policies and safe working practices using
current school and/or system, curriculum and legislative requirements and
assist colleagues to update their practices.
|
|
Use ICT
safely, responsibly and ethically
|
4.5.1
Demonstrate an
understanding of the relevant issues and the strategies available to support
the safe, responsible and ethical use of ICT in learning and teaching.
|
4.5.2
Incorporate
strategies to promote the safe, responsible and ethical use of ICT in
learning and teaching.
|
4.5.3
Model, and
support colleagues to develop, strategies to promote the safe, responsible
and ethical use of ICT in learning and teaching.
|
4.5.4
Review or
implement new policies and strategies to ensure the safe, responsible and
ethical use of ICT in learning and teaching.
|
Standard 5 -assess, provide feedback and report on
student learning
|
FOCUS
|
GRADUATE
|
PROFICIENT
|
HIGHLY ACCOMPLISHED
|
LEAD
|
|
Assess
student
learning
|
5.1.1
Demonstrate understanding
of assessment strategies including, informal and formal, diagnostic,
formative and summative approaches to assess student learning.
|
5.1.2
Develop,
select and use
informal and
formal, diagnostic, formative and summative assessment strategies to assess
student
learning
|
5.1.3
Develop and
apply a comprehensive range of assessment strategies to diagnose learning
needs, comply with curriculum requirements and support colleagues to evaluate
the effectiveness of their approaches to assessment.
|
5.1.4
Evaluate
school assessment policies and strategies to support colleagues with: using
assessment data to diagnose learning needs, complying with curriculum, system
and/ or school assessment requirements and using a range of assessment
strategies.
|
|
Provide
feedback
to students
on
their
learning
|
5.2.1
Demonstrate
an understanding of the purpose of providing
timely and
appropriate
feedback to
students about their learning
|
5.2.2
Provide
timely, effective and appropriate feedback to students about their
achievement relative to their learning goals.
|
5.2.3
Select from
an effective range of strategies to provide targeted feedback based on
informed and timely judgements of each student’s current needs in order to
progress learning.
|
5.2.4
Model
exemplary practice and initiate programs to support colleagues in applying a
range of timely, effective and appropriate feedback strategies.
|
|
Make
consistent and comparable
judgements
|
5.3.1
Demonstrate understanding
of assessment moderation and its application to support consistent and
comparable judgements of student learning.
|
5.3.2
Understand
and participate in assessment moderation activities to support consistent and
comparable judgements of student learning.
|
5.3.3
Organise
assessment moderation activities that support consistent and comparable
judgements of student learning.
|
5.3.4
Lead and
evaluate moderation activities that ensure consistent and comparable
judgements
of student
learning to meet curriculum and school or system requirements.
|
|
Interpret
student data
|
5.4.1
Demonstrate
the capacity to interpret student assessment data to evaluate student
learning and modify teaching practice.
|
5.4.2
Use student assessment
data to analyse and evaluate student understanding of subject/ content,
identifying interventions and modifying teaching practice.
|
5.4.3
Work with
colleagues to use data from internal and external student assessments for
evaluating learning and teaching, identifying interventions and modifying
teaching practice.
|
5.4.4
Co-ordinate
student performance and program
evaluation
using internal and external student assessment data to improve teaching
practice.
|
|
Report on
student
achievement
|
5.5.1
Demonstrate
understanding of a range of strategies for reporting to students and
parents/carers and the purpose of keeping accurate and reliable records of
student achievement.
|
5.5.2
Report
clearly, accurately and respectfully to students and parents/ carers about
student achievement making use of accurate and reliable records.
|
5.5.3
Work with
colleagues to construct accurate, informative and timely reports to students
and parents/carers about student learning and achievement.
|
5.5.4
Evaluate and
revise reporting and accountability mechanisms in the school to meet the
needs of students, parents/carers and colleagues.
|
Standard 6 - engage in professional learning
|
FOCUS
|
GRADUATE
|
PROFICIENT
|
HIGHLY ACCOMPLISHED
|
LEAD
|
|
Identify and
plan professional learning needs
|
6.1.1
Demonstrate
an understanding of the role of the National Professional Standards for
Teachers in identifying professional learning needs.
|
6.1.2
Use the
National Professional Standards for Teachers and advice from colleagues to
identify and plan professional learning needs.
|
6.1.3
Analyse the
National Professional Standards for
Teachers to
plan personal professional development goals, support colleagues to identify
and achieve personal development goals and pre-service teachers to improve
classroom practice.
|
6.1.4
Use
comprehensive knowledge of the National Professional Standards for Teachers
to plan and lead the development of professional learning policies and
programs that address the professional learning needs of colleagues and
pre-service teachers.
|
|
Engage in
professional learning and improve practice
|
6.2.1
Understand
the relevant and appropriate sources of professional learning for teachers.
|
6.2.2
Participate in
learning to update knowledge and practice, targeted to professional needs and
school and/or system priorities.
|
6.2.3
Plan for
professional learning by accessing and critiquing relevant research, engage
in high quality targeted opportunities to improve practice and offer quality
placements for pre-service teachers where applicable.
|
6.2.4
Initiate
collaborative relationships to expand professional learning opportunities,
engage in research, and provide quality opportunities and placements for
pre-service teachers.
|
|
Engage with
colleagues and improve practice
|
6.3.1
Seek and
apply constructive feedback from supervisors and teachers to improve teaching
practices.
|
6.3.2
Contribute to
collegial discussions and apply constructive feedback from colleagues to
improve professional knowledge and practice.
|
6.3.3
Initiate and
engage in professional discussions with colleagues in a range of forums to
evaluate practice directed at improving professional knowledge and practice,
and the educational outcomes of students.
|
6.3.4
Implement
professional dialogue within the school or professional learning network(s)
that is informed by feedback, analysis of current research and practice to
improve the educational outcomes of students.
|
|
Apply
professional Learning and improve student learning
|
6.4.1
Demonstrate
an understanding of the rationale for continued professional learning and the
implications for improved student learning.
|
6.4.2
Undertake
professional learning programs designed to address identified student
learning needs.
|
6.4.3
Engage with
colleagues to evaluate the effectiveness of teacher professional learning
activities to address student learning needs.
|
6.4.4
Advocate
for, participate in and lead strategies to support high-quality professional
learning opportunities for colleagues that focus on improved student
learning.
|
Standard 7 - engage professionally with colleagues,
parents/carers and the community
|
FOCUS
|
GRADUATE
|
PROFICIENT
|
HIGHLY ACCOMPLISHED
|
LEAD
|
|
Meet
professional ethics and responsibilities
|
7.1.1
Understand
and apply the key principles described in codes of ethics and conduct for the
teaching profession.
|
7.1.2
Meet codes of
ethics and conduct established by regulatory authorities, systems and
schools.
|
7.1.3
Maintain
high ethical standards and support colleagues to interpret codes of ethics
and exercise sound judgement in all school and community contexts.
|
7.1.4
Model exemplary
ethical behaviour and exercise informed judgements in all professional
dealings with students, colleagues and the community.
|
|
Comply with
legislative, administrative and organisational requirements
|
7.2.1
Understand
the relevant legislative, administrative and organisational polices and
processes required for teachers according to school stage.
|
7.2.2
Understand
the implications of and comply with relevant legislative, administrative and
organisational and professional requirements, polices and processes.
|
7.2.3
Support
colleagues to review and interpret legislative, administrative, and
organisational requirements, policies and processes.
|
7.2.4
Initiate,
develop and implement relevant policies and processes to support colleagues’ compliance
with and understanding of existing and new legislative, administrative,
organisational and professional responsibilities.
|
|
Engage with
the parents/
carers
|
7.3.1
Understand
strategies for working effectively, sensitively and confidentially with
parents/carers.
|
7.3.2
Establish
and maintain respectful collaborative relationships with parents/carers
regarding their children’s learning and well-being.
|
7.3.3
Demonstrate
responsiveness in all communications with parents/carers about their children’s
learning and well-being.
|
7.3.4
Identify,
initiate and build on opportunities that engage parents/carers in both the
progress of their children’s learning and in the educational priorities of
the school.
|
|
Engage with
Professional
teaching networks
and broader
communities
|
7.4.1
Understand
the role of external professionals and community representatives in
broadening teachers’ professional knowledge and practice.
|
7.4.2
Participate
in professional and community networks and forums to broaden knowledge and
improve practice.
|
7.4.3
Contribute
to professional networks and associations and build productive links with the
wider community to improve teaching and learning.
|
7.4.4
Take a leadership
role in professional and community networks and support the involvement of
colleagues in external learning opportunities.
|
J. D. STANTON, Commissioner
____________________
Printed by
the authority of the Industrial Registrar.