Crown Employees (Teachers in Schools and Related
Employees) Salaries and Conditions Award 2022
INDUSTRIAL RELATIONS
COMMISSION OF NEW SOUTH WALES
FULL BENCH
Application by NSW Department of Education.
(Case No. 342993 of 2021)
|
Before Chief Commissioner Constant
Commissioner
Sloan
Commissioner
Webster
|
25 November 2022
|
AWARD
1. Arrangement
Clause No. Subject
Matter
1. Arrangement
2. Dictionary
3. Salaries
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 TP1 or AP1 position or Principal
- Environmental Education Centre or Hospital School Grade
25. Training and Development
26. Multi-skilling
27. Duties as Directed
28. Other 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. Secondary College of Languages
36. Educational Paraprofessionals
37. Australian Professional Standards for
Teachers
38. Area, Incidence and Duration
SCHEDULES
Schedule 1A -
Teacher Salaries - Standards Based Remuneration - 2022 to 2023
Schedule 1B -
Salaries - School Counsellor Salaries -
Standards Based Remuneration
– From 1 July 2022 to 2023
Schedule 1C -
Salaries - Education Officers/Home School Liaison Officers/ Aboriginal Student
Liaison Officers – 2022 to 2023
Schedule 2A - Salaries
- Principals - New Classification Structure - 2022 to 2023
Schedule 2B -
Salaries - Principals - Former Principal Classification Structure - 2022 to
2023
Schedule 3 -
Salaries - Other Promotion Classifications in the Teaching Service
Schedule 4 -
Rates of Pay - Casual Teachers - 2022 to 2023
Schedule 5 -
Other Rates of Pay - 2022 to 2023
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 –
Secondary College of Languages – 2022 to 2023
Schedule 13 -
Australian 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
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.
2.4 "Assistant
Principal" means a teacher who is appointed as such to assist a principal
of a school in the management of the school.
2.5 "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.
2.6 "Australian
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.
2.7 "Authority"
means the NSW Education Standards Authority to oversee accreditation and
recognition of a teacher’s professional capacity against the Australian
Professional Standards under the Teacher Accreditation Act.
2.8 "Band 1
salary" means the salary which applies to teachers who have undertaken an
approved initial teacher education program and met the Australian Professional
Standards for Teachers 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.
2.9 "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 Australian
Professional Standards for Teachers at the Proficient level and has been
accredited as such by a Teacher Accreditation Authority.
2.10 "Band 3
salary" means the salary which applies to teachers who are accredited at
the level of Highly Accomplished or Lead. A Band 3 teacher has demonstrated the
Australian Professional Standards for Teachers at the Highly Accomplished or
Lead level and has been accredited as such by a Teacher Accreditation
Authority.
2.11 "Casual
Teacher" means a teacher engaged, other than at the Secondary College of
Languages, on an hourly or daily rate of pay in the Teaching Service.
2.12 "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.
2.13 "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.
2.14 "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.
2.15 "Department"
means the Department of Education.
2.16 "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.
2.17 "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.
2.18 "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.
2.19 "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.
2.20 "Education
Officer" means an officer appointed as such, provided that for appointment
the officer must have an appropriate degree from a higher education institution
or other qualifications and experience which the Secretary determines as
satisfying requirements.
2.21 "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.
2.22 "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.
2.23 "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.
2.24 "Equivalent"
when referring to qualifications means those qualifications deemed by the
Secretary to be equivalent to specified qualifications.
2.25 "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.
2.26 "Executive
Director Connected Communities" means a person who is responsible for
leadership and implementation of the Connected Communities strategy in the
Department.
2.27 "Federation"
means the Australian Education Union NSW Teachers Federation Branch.
2.28 "General
Secretary" means the General Secretary of the Australian Education Union
NSW Teachers Federation Branch.
2.29 "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.
2.30 "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.
2.31 "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:
2.31.1 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.
2.31.2 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.
2.31.3 Head teacher
(administration) is responsible for assigned duties associated with the general
administration of the school.
2.32 "Higher
Education Institution" means a university or other tertiary institution
recognised by the Secretary which offers degrees, diplomas or teacher education
courses.
2.33 "Home School
Liaison Officer" means a person or teacher who has been temporarily
appointed to the position of home school liaison officer.
2.34 "Industrial
Relations Commission" means the Industrial Relations Commission of New
South Wales, established by the Industrial
Relations Act 1996.
2.35 "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.
2.36 “Leader,
Psychology Practice” means a person appointed to lead a team of Senior
Psychologists, Education to implement professional practices consistent with
the standards of the Department and the Psychology Board of Australia. The Leader, Psychology Practice develops and
implements strategies to enhance psychology services in schools, including
professional development and support for the school counselling workforce.
2.37 "Network"
means a group of principals with a Director Educational Leadership.
2.38 “Non-school based
teacher” means a person or officer who is employed in a full time or part time
position, either temporarily or permanently, under the provisions of the
Teaching Service Act and the Teacher Accreditation Act, in the classification
of Senior Education Officer Class 1, Senior Education Officer Class 2 or
Principal Education Officer.
2.39 "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.
2.40 "Parties"
means the Department and the Federation.
2.41 "Performance
and development process" is an annual process for the continuous
development of a skilled and effective workforce, which includes an annual
performance and development plan.
2.42 "Period"
means, in a high or central school, a 40 minute teaching period.
2.43 "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.
2.44 “Professional Practice Framework” means the
core capabilities which outline what school counsellors should know and be able
to do to guide their professional practice as a psychologist.
2.45 "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.
2.46 “Psychology
Board” means the Psychology Board of Australia or successor organisation.
2.47 "Purpose of
Funding for the Principal Classification" 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 determines the level of
school complexity.
2.48 "Residential
Agricultural High School" means a school classified as such by the
Secretary.
2.49 "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.
2.50 "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.
2.51 "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 2.61.
2.52 "Secretary"
means the Secretary, Department of Education.
2.53 "Senior
Psychologist, Education" means an officer appointed to provide
professional leadership and clinical supervision to a school counselling team
and who has a leadership role as part of the networked specialist centres.
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, other than at the Secondary College of Languages,
under the provisions of the Teaching Service Act and appointed to a
school. Unless otherwise specified in
the award, a teacher will 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 "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:
2.61.1 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
2.61.2 students in: an
early childhood intervention program (EC); hospital schools, Royal Far West
School, Stewart House (W); and community care programs (CT).
2.62 "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.
2.63 "Teaching
Service Act" means the Teaching
Service Act 1980.
2.64 "Temporary
Teacher" means a person employed, other than at the Secondary College of
Languages, 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.
2.65 "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.
2.66 "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.
2.67 "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.
2.68 "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 and teachers at the Secondary College of Languages,
education officers, home school liaison officers, Aboriginal student liaison
officers and counsellors will be paid in
accordance with this clause and Schedules 1A, 1B, 1C, 4, 5, and 12. In addition
to the salary increase of 2.04% already paid by way of variation published 11
March 2022 (391 I.G. 746), from the first full pay period on or after 1 January
2022, salaries under these schedules will be increased by:
3.1.1 0.25% from the
first pay period commencing on or after 1 July 2022; and
3.1.2 2.53% from the
first pay period commencing on or after 1 January 2023.
Principals
3.2 Salaries and rates
of pay for principals will be paid in accordance with this clause and Schedules
2A and 2B. In addition to the salary increase of 2.04% already paid by way of
variation published 11 March 2022 (391 I.G. 746), from the first full pay
period on or after 1 January 2022, salaries under these schedules will be
increased by:
3.2.1 0.25% from the
first pay period commencing on or after 1 July 2022; and
3.2.2 2.53% from the
first pay period commencing on or after 1 January 2023.
Other Promotions Classifications in the Teaching Service
3.3 Salaries and
rates of pay for the officers and temporary employees will be paid in
accordance with this clause and Schedule 3. In addition to the salary increase
of 2.04% already paid by way of variation published 11 March 2022 (391 I.G.
746), from the first full pay period on or after 1 January 2022, salaries under
these schedules will be increased by:
3.3.1 0.25% from the
first pay period commencing on or after 1 July 2022; and
3.3.2 2.53% from the
first pay period commencing on or after 1 January 2023.
Allowances
3.4 In addition to
the increase to allowances of 2.04% already paid by way of variation published
11 March 2022 (391 I.G. 746), from the first full pay period on or after 1
January 2022, allowances under this award will be increased by:
3.4.1 0.25% from the
first pay period commencing on or after 1 July 2022; and
3.4.2 2.53% from the
first pay period commencing on or after 1 January 2023.
Teachers
3.5 The rates of pay
for teachers will be in accordance with the teacher’s level of accreditation on
commencement of employment.
3.5.1 A teacher with
accreditation at Graduate will commence on the Band 1 salary.
3.5.2 A teacher with accreditation
at Proficient will commence on the Band 2 salary.
3.5.3 A teacher with
accreditation at Highly Accomplished/Lead will commence on the Band 3 salary.
The salary bands are as follows.
|
Band 1
|
(Graduate)
|
|
Band 2
|
(Proficient)
|
|
Band 2
|
(Proficient) Band 2.1
|
|
Band 2
|
(Proficient) Band 2.2
|
|
Band 2
|
(Proficient) Band 2.3
|
|
Band 3
|
(Highly Accomplished/Lead)
|
3.6 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 and
subject to the officer’s satisfactory performance of their duties and
demonstrating continued efficiency in teaching practice via an annual
performance and development process. 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.
3.7 Salary
progression from Band 2.0 to 2.1 will take effect from the first full pay period
after the completion of two years full time service at Band 2.0 for those
teachers who continue to meet the requirements of proficient accreditation,
including maintenance and subject to the officer’s satisfactory performance of
their duties and demonstrating continued efficiency in teaching practice via an
annual performance and development process.
3.8 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 for those
teachers who continue to meet the requirements of proficient accreditation,
including maintenance and subject to the officer’s satisfactory performance of
their duties and demonstrating continued efficiency in teaching practice via an
annual performance and development process.
3.9 Salary
progression from Band 2.3 to Band 3 will take effect from the first full pay
period after confirmation of Highly Accomplished/Lead accreditation by the
Teacher Accreditation Authority for teachers who have been remunerated at Band
2.3 for a minimum of one year full time and subject to the officer’s satisfactory
performance of their duties and demonstrating continued efficiency in teaching
practice via an annual performance and development process. For those teachers
who have confirmation of accreditation at Highly Accomplished/Lead 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
3.10 For the purpose
of salary progression, one year of full time service is 203 days.
3.11 Payment of
salaries under this clause is conditional upon a teacher maintaining the
appropriate level of accreditation.
3.12 Salaries and
rates of pay for teachers will be paid in accordance with subclauses 3.5 to
3.12 and Schedule 1A.
School Counsellors
3.13 The rates of pay
for school counsellors will be in accordance with the school counsellor’s level
of registration and or teachers accreditation on commencement of employment.
3.13.1 A school
counsellor with eligibility for registration with the Psychology Board will
commence on the Band 1 salary.
3.13.2 A school
counsellor with established certification against the Professional Practice
Framework (PPF) and a minimum of provisional registration with the Psychology
Board will commence on the Band 2 salary.
3.13.3 A school
counsellor with evidence against the PPF, full registration with the Psychology
Board and proficient accreditation with NESA will commence on the Band 3
salary.
3.13.4 A school
counsellor who is an existing teacher with the Department at the time of
commencing employment as a school counsellor will be paid no less than the
applicable classroom teacher rate from Schedule 1A, up to a maximum of Band
2.3, on commencement as a school counsellor.
The salary bands are as follows:
|
Band 1
|
Eligibility for registration with the Psychology Board
|
|
Band 2
|
Established Certification against the PPF and a minimum of
Provisional
|
|
|
registration with
the Psychology Board.
|
|
Band 2
|
(Established Certification) Band 2.1
|
|
Band 2
|
(Established Certification) Band 2.2
|
|
Band 2
|
(Established Certification) Band 2.3
|
|
Band 3
|
Advanced Certification against the PPF, full registration
by the Psychology
|
|
|
Board and accreditation at proficient by NESA.
|
3.14 Salary
progression from Band 1 to Band 2 will take effect from the first full pay
period after confirmation of established certification against the PPF and a minimum
of provisional registration with the Psychology Board for school counsellors
who have been employed for a minimum of two years full time and subject to the
satisfactory performance of their duties demonstrated via an annual performance
and development process. For those school counsellors who have confirmation of
established certification against the PPF and a minimum of provisional
registration with the Psychology Board 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.
3.15 Salary
progression from Band 2.0 to 2.1 will take effect from the first full pay
period after the completion of two years full time service at Band 2.0 for
those school counsellors who continue to meet the requirements of registration
with the Psychology Board and subject to the satisfactory performance of their
duties demonstrated via an annual performance and development process.
3.16 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 for those
school counsellors who continue to meet the requirements of registration with
the Psychology Board and subject to the satisfactory performance of their
duties demonstrated via an annual performance and development process.
3.17 Salary
progression from Band 2.3 to Band 3 will take effect from the first full pay
period after advanced certification
against the PPF in accordance with the procedures implemented by the
Department, full registration by the Psychology Board and accreditation at
proficient or higher by NESA for school counsellors who have been remunerated
at Band 2.3 for a minimum of one year full time and subject to satisfactory
performance of their duties demonstrated via an annual performance and
development process. For those school counsellors who have advanced
certification against the PPF in accordance with the procedures implemented by
the Department, full registration by the Psychology Board and accreditation at
proficient or higher by NESA 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
3.18 For the purpose
of salary progression, one year of full time service is 203 days.
3.19 Payment of
salaries under this clause is conditional upon a school counsellor maintaining
the appropriate level of registration/certification/accreditation.
3.20 Salaries and
rates of pay for school counsellors will
be paid in accordance with subclauses 3.13 to 3.19 and Schedule 1B.
Education Officers/HSLO/ASLO/ - Salary Scale
3.21 Education Officers,
Home School Liaison Officers and Aboriginal Student Liaison Officers who are
not eligible for standards based remuneration will be remunerated on the salary
scale at Schedule 1C. Salaries and rates of pay for EO’s/HLSO’s/ASLO’s will be
paid in accordance with subclauses 3.21 to 3.23 and Schedule1C.
3.22 Minimum salaries
on commencement of employment and maximum salaries for those classifications remunerated
on the salary scale in Schedule at 1C are set out in the table below:
|
Classification
|
Minimum starting
salary
|
Maximum salary
|
|
Education officers and Aboriginal student liaison
officers:
|
|
|
|
Non graduates
|
Step 5
|
Step 13
|
|
Graduates without teacher training
|
Step 5
|
Step 13
|
|
Graduates with five years of training
|
Step 6
|
Step 13
|
3.23 Subject to clause
6, Salary Progression and Maintenance, clause 21, Calculation of Service, officers
and temporary employees will progress without change to their incremental date
by way of annual increments to Step 13 on the salary scale as set out in
Schedule 1C.
Principal Classification Structure
3.24 Principals will
be classified as follows and paid in accordance with Schedule 2A.
3.24.1 Teaching Principal
(TP1) or Associate Principal
3.24.2 Teaching Principal
(TP2) or Associate Principal
3.24.3 Principal 1 (P1)
3.24.4 Principal 2 (P2)
3.24.5 Principal 3 (P3)
3.24.6 Principal 4 (P4)
3.24.7 Principal 5 (P5)
3.25 The rate of pay
for a principal will provide for a base principal salary and a complexity
loading for principals in the classifications of P2, P3, P4 and P5.
3.26 The principal
classification in is derived from the school funding allocation as prescribed
by the Purpose of Funding for the Principal Classification document.
3.27 An annual review
of funding thresholds will take place linked to the release of the school
funding allocations and from the previous school year.
3.28 Base salaries and
complexity loadings will be adjusted where applicable in accordance with
subclause 3.2.
3.29 In circumstances
where the application of the school funding allocation to a school results in a
higher principal classification, the principal will, while they remain at that
school, receive the new salary effective from Day 1, Term 1 of the following
year.
3.30 In circumstances
where the application of the school funding allocation to a school results in a
lower principal classification, the principal will, while they remain at that
school, retain their classification, complexity loading and salary for a period
of three years effective from Day 1, Term 1 of the following year.
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 2A.
3.31 Principals who
hold a substantive principal position and choose to remain on the former
principal classification structure will be remunerated according to Schedule 2B
under the previous enrolment based classification and review procedure with
salaries increased in accordance with subclause 3.2.
4. Deduction of Union
Membership Fees
4.1 The union will
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 will
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 must 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 must 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 must 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 will be
read as requiring the employee to make a fresh authorisation in order for such
deductions to continue.
5. Allowances
5.1 Allowances will
be paid in accordance with this clause and Schedules 7 and 8. Allowances in
terms of Schedule 7 will 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 other
than the principal appointed to teach classes of students with disabilities.
5.2.5 Principals of
schools designated by the Secretary as schools for specific purposes.
5.2.6 The Principal of
Stewart House.
5.2.7 The deputy
principal (primary) or assistant principal of a central school.
5.3 In demonstration
schools to:
5.3.1 principals -
Former PP1 and PP2 schools, classified as such prior to
1 January 2016, 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 will 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 will 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 will 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
6.1 Salary
progression for teachers under standards based remuneration will occur in
accordance with the provisions of subclauses 3.5 to 3.12.
6.2 Salary
progression for school counsellors under standards based remuneration will
occur in accordance with the provisions of subclauses 3.13 to 3.19.
6.3 All progression
for temporary teachers is subject to the provisions of subclause 22.4 of clause
22, Temporary Teachers.
6.4 Those officers
prescribed at subclause 3.21 will be entitled to progress along or be
maintained on the salary scale after each 203 days of service subject to the
officer’s satisfactory performance of their duties and demonstrating continuing
efficiency in teaching practice via an annual performance and development
process.
6.5 A temporary
teacher relieving in a TP1 or AP1 position or Principal - Environmental
Education Centre or Hospital School or Grade 1 position under clause 24, Relief
in TP1 or AP1 or Principal - Environmental Education Centre or Hospital School
or Grade 1 Positions, will be entitled to be maintained at that salary level
subject to the provisions of subclause 22.4 of clause 22, Temporary Teachers.
7. Performance and
Development Processes for Teachers
7.1 The Secretary can vary the Performance and
Development Framework that was jointly developed by the parties and/or replace
it with one or more new performance and development framework policies,
following consultation with the parties.
8. Salary Packaging
8.1 For the purposes
of this clause "salary" means the salary or rates of pay prescribed
by Schedules 1A, 1B,1C, 2A, 2B, 3, 4, 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 will 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 must be on the basis of merit.
9.2 The initial
appointment of all officers will be for a minimum probationary period of one
year. Confirmation of an officer’s permanent appointment will 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.
10.1.1 Where this occurs
there will be full consultation with the affected teacher or teachers,
including sufficient notice and any specific needs of the affected teacher or
teachers will 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 will
be entitled to the travel compensation provisions at Part B of Schedule 9,
Excess Travel and Compensation for Travel on Official Business.
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 will 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
will 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 will 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 Programs relevant to each classification under this award will
apply to all employees.
14.2 Any changes to
existing procedures or the development of new procedures will be the subject of
consultation between the parties.
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 must have core hours sufficient to operate an eight by 40 minute period
timetable per day (or its equivalent).
15.3 A principal will
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 must
not unreasonably refuse to teach classes at this time.
15.6 Provided that the
overall hours of duty of the school teacher will not be exceeded, a teacher
timetabled in accordance with this clause and working beyond the core timetable
hours will 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 will
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):
|
Classification
|
Teaching
periods per week
|
Periods
per week, as determined 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 subclause 2.3:
|
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 will 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 will 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 2.35.
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 will 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 must not be exceeded.
17.2 A teacher
commencing or finishing duty before or after the required attendance for the
core hours at the school, will 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 will 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 to
facilitate flexibility in order to respond to increasing student enrolments.
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 will 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 will
be determined by the Secretary.
20.2 The Secretary
will 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 will 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, and the temporary teacher/school counsellor
demonstrating continuing efficiency in teaching / counselling practice via an
annual performance and development process, satisfactory performance and
professional growth, will be entitled to be maintained on the salary level for
a promotions position after each 12 months of service. Salary progression for
temporary teachers and school counsellors under standards based remuneration
will occur in accordance with the provisions of subclauses 3.5 to 3.12 and 3.13
to 3.19 respectively.
22.5 Subject to the
provisions of clause 21, and demonstrating continuing efficiency in teaching
practice via an annual performance and development process, satisfactory
performance and professional growth, those employed temporarily in
classifications prescribed at subclause 3.21 will be entitled to progress or to be maintained
on the salary level for a promotions position after each 12 months of service
or to progress to the next step of the salary scale following the completion of
203 days of service irrespective of breaks in that service.
23. Casual Teachers
23.1 The rates of pay
for casual teachers are set out in Schedule 4, Table 1 and Table 2.
23.2 The daily hours
of engagement for a casual teacher, which will be worked continuously, will 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 will 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 will 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 will be entitled to receive payment for one half of one
day’s pay at the appropriate rate in Schedule 4, Table 1 and Table 2.
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 Casual teachers
will receive either a Band 1 or Band 2 rate of pay as provided for in Schedule
4 in accordance with their accreditation.
Accreditation requirements for teachers are prescribed at subclause 3.5.
23.8 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.
23.9 Casual School
Counsellors will receive either a Band 1 or Band 2 rate of pay as provided for
in Schedule 4 in accordance with their registration. Registration requirements
for Band 1 and Band 2 are prescribed at clause 3.13 and 3.20.
24. Relief in TP1 or
AP1 Position or Principal - Environmental Education Centre or Hospital School
Grade 1
24.1 Where the
qualification period for the payment of higher duties is satisfied:
24.1.1 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 will be paid the daily
rate equivalent as set out in Schedule 4, Table 2; and
24.1.2 a temporary
teacher relieving in a TP1 or AP1 position or as a Principal - Environmental
Education Centre or Hospital School Grade 1 will be paid the salary of the
position on a pro rata basis.
24.2 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
will schedule each year two days during school time for the purpose of system
and school training and development.
25.2 The Secretary
will approve additional periods during school time for training and development
of staff in some system priorities.
25.3 The Secretary
will 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
will:
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 will 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 must 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 will 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 will 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 will raise the matter with the appropriate principal or
supervisor as soon as practicable.
31.1.2 The principal or
supervisor will 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,
Educational Leadership 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 will be referred to the Chief People Officer of the Department and the
Branch Secretary of the Federation. They
or their nominees will 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 Other than as
provided for in the Industrial Relations
Act 1996 and the Industrial Relations (Public Sector Conditions of
Employment) Regulation 2014, there are to be no further claims/demands or
proceedings instituted by a party to this Award before the NSW Industrial
Relations Commission for extra or reduced wages , rates of pay, allowances or
conditions of employment with respect to the Employees covered by the Award
that take effect prior to 1 January 2024.
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 will 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 will apply:
34.1.1 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
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 will 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. Secondary College
of Languages
35.1 The conditions of
employment and rates of pay for employees (that term is defined in clause 2.8
of Schedule 12) at the Secondary College of Languages 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.
36.
Educational Paraprofessionals
36.1 Educational paraprofessionals
will be remunerated in accordance with Schedule 6 of this award depending on
their qualifications. Educational
Paraprofessionals will be entitled to progress along or be maintained on the
Educational Paraprofessional salary scale after each 203 days of service
subject to demonstrating satisfactory performance.
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. Australian
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 Authority.
38.
Area, Incidence and Duration
38.1 This award rescinds and replaces the Crown Employees
(Teachers in Schools and Related Employees) Salaries and Conditions Award
published 15 May 2020 (388 I.G. 1) and award reprinted 11 March 2022 (391 I.G.
682) and all variations thereof.
38.2 This award will
commence on and from 1 January 2022 and remain in force until 31 December 2023.
Note: The following salary schedules include a
column that displays the salary rates applicable from 1 January 2022 (given
effect by the Crown Employees (Teachers in Schools and Related Employees)
Salaries and Conditions Award published 11 March 2022 (391 I.G. 682)) for
reference purposes.
sCHEDULE 1A
TEACHER SALARIES - STANDARDS BASED
REMUNERATION 2022-2023
The following
salary scale applies to teachers.
|
Band/Level
of Accreditation
|
Reference
Only Salary from the first pay period to commence on or after 1.1.2022
$
|
Salary
from the first pay period to commence on or
after
1.7.2022
$
|
Salary
from the first pay period to commence on or
after
1.1.2023
$
|
|
Increase
|
2.04%
|
0.25%
|
2.53%
|
|
Band
1(Graduate)
|
73,737
|
73,921
|
75,791
|
|
Band
2(Proficient)
|
88,935
|
89,157
|
91,413
|
|
Band
2.1
|
96,531
|
96,772
|
99,220
|
|
Band
2.2
|
100,336
|
100,587
|
103,132
|
|
Band
2.3
|
109,978
|
110,253
|
113,042
|
|
Band
3 (Highly Accomplished/Lead)
|
117,060
|
117,353
|
120,322
|
sCHEDULE 1b
SCHOOL COUNSELLOR SALARIES –2022 to 2023
The following salary scale applies to school counsellors.
|
Band/Level of Accreditation Increase
|
Reference Only Salary from the first
pay period to commence on or after 1.1.2022
$
2.04%
|
Salary from the first pay period to
commence on or
after 1.7.2022
$
0.25%
|
Salary from the first pay period to
commence on or
after 1.1.2023
$
2.53%
|
|
Band 1 (Eligibility for registration with the Psychology
Board)
|
73,737
|
73,921
|
75,791
|
|
Band 2 (Proficient accreditation against the PPF and a
minimum of provisional registration with the Psychology Board.)
|
88,935
|
89,157
|
91,413
|
|
Band 2.1
|
96,531
|
96,772
|
99,220
|
|
Band 2.2
|
100,336
|
100,587
|
103,132
|
|
Band 2.3
|
109,978
|
110,253
|
113,042
|
|
Band 3 (Evidence against the PPF, full registration by the
Psychology Board and accreditation at proficient by NESA.)
|
117,060
|
117,353
|
120,322
|
Schedule 1c
Home School Liaison Officer, Aboriginal Student
Liaison Officer, Education Officer - SALARY SCALE –2022 to 2023
The following salary scale applies to existing education officers,
home school liaison officers, and Aboriginal student liaison officers who are
unable to achieve accreditation with NESA.
|
Current Salary steps
|
Reference Only Salary from the first
pay period to commence on or after 1.1.2022
$
|
Salary from the first pay period to
commence on or
after 1.7.2022
$
|
Salary from the first pay period to
commence on or
after 1.1.2023
$
|
|
Increase
|
2.04%
|
0.25%
|
2.53%
|
|
Step 13
|
109,978
|
110,253
|
113,042
|
|
Step 12
|
100,336
|
100,587
|
103,132
|
|
Step 11
|
96,531
|
96,772
|
99,220
|
|
Step 10
|
92,733
|
92,965
|
95,317
|
|
Step 9
|
88,935
|
89,157
|
91,413
|
|
Step 8
|
85,138
|
85,351
|
87,510
|
|
Step 7
|
81,335
|
81,538
|
83,601
|
|
Step 6
|
77,532
|
77,726
|
79,692
|
|
Step 5
|
73,737
|
73,921
|
75,791
|
SCHEDULE 2a
PRINCIPAL CLASSIFICATION STRUCTURE
2022-2023
|
Classification
|
Reference Only Salary from the first
pay period to commence on or after 1.1.2022
$
|
Salary from the first pay period to
commence on or
after 1.7.2022
$
|
Salary from the first pay period to
commence on or
after 1.1.2023
$
|
|
Increase
|
2.04%
|
0.25%
|
2.53%
|
|
Teaching Principal 1 (TP1) or
Associate Principal
|
126,568
|
126,884
|
130,094
|
|
Teaching Principal 2 (TP2) or
Associate Principal
|
147,776
|
148,145
|
151,893
|
|
P1
|
151,831
(Base level)
|
152,211
(Base level)
|
156,062
(Base level)
|
|
P2
|
163,421
(Base level + 11,590
complexity loading)
|
163,830
(Base level + 11,619
complexity loading)
|
167,975
(Base level + 11,913
complexity loading)
|
|
P3
|
181,102
(Base level +29,271 complexity
loading)
|
181,555
(Base level + 29,344
complexity loading)
|
186,148
(Base level +30,086
complexity loading)
|
|
P4
|
189,021
(Base level + 37,190 complexity
loading)
|
189,494
(Base level + 37,283
complexity loading)
|
194,288
(Base level +38,226
complexity loading)
|
|
P5
|
194,816
(Base
level + 42,985 complexity loading)
|
195,303
(Base level + 43,092
complexity loading)
|
200,244
(Base level + 44,182
complexity loading)
|
SCHEDULE 2b
FORMER PRINCIPAL CLASSIFICATION STRUCTURE 2022-2023
The following salary scale applies to existing principals
who did not opt-in to the principal classification structure at 2A.
Table 1
|
Classification
|
Reference Only Salary from the first
pay period to commence on or after 1.7.2022
$
|
Salary from the first pay period to
commence on or
after 1.7.2022
$
|
Salary from the first pay period to
commence on or
after 1.1.2023
$
|
|
Increase
|
2.04%
|
0.25%
|
2.53%
|
|
High School Principal
|
|
|
|
|
Grade 1 (PH1)
|
189,021
|
189,494
|
194,288
|
|
Grade 2 (PH2)
|
181,102
|
181,555
|
186,148
|
|
Central School Principal
|
|
|
|
|
PC1
|
178,494
|
178,940
|
183,467
|
|
PC2
|
164,599
|
165,010
|
169,185
|
|
PC3
|
157,932
|
158,327
|
162,333
|
|
PC4
|
152,629
|
153,011
|
156,882
|
|
Primary School Principal
|
|
|
|
|
PP1
|
176,766
|
177,208
|
181,691
|
|
PP2
|
163,004
|
163,412
|
167,546
|
|
PP3
|
156,400
|
156,791
|
160,758
|
|
PP4
|
151,153
|
151,531
|
155,365
|
|
PP5
|
147,776
|
148,145
|
151,893
|
|
PP6
|
126,568
|
126,884
|
130,094
|
|
Principal - Environmental Education
Centre or Hospital School Grade 2
|
147,776
|
148,145
|
151,893
|
|
Principal - Environmental Education
Centre or Hospital School Grade 1
|
126,568
|
126,884
|
130,094
|
Table 2
|
Classification
|
Reference Only Salary from the first
pay period to commence on or after 1.1.2022
|
Salary from the first pay
period to commence on or
after 1.7.2022
$
|
Salary from the first pay
period to commence on or
after 1.1.2023
$
|
|
Increase
|
2.04%
|
0.25%
|
2.53%
|
|
Executive Principal, Connected Communities
|
208,873
|
209,395
|
214,693
|
Note: The new principal classification structure which commenced
in 2016 does not apply to the position of Executive Principal, Connected
Communities.
SCHEDULE 3
OTHER PROMOTIONS CLASSIFICATIONS IN THE TEACHING SERVICE – 2022-2023
|
Classification
|
Reference Only Salary from the first
pay period to commence on or after 1.1.2022
$
|
Salary from the first pay period to
commence on or
after 1.7.2022
$
|
Salary from the first pay period to
commence on or
after 1.1.2023
$
|
|
Increase
|
2.04%
|
0.25%
|
2.53%
|
|
School based teaching service
|
|
|
|
|
High School Deputy Principal
|
147,776
|
148,145
|
151,893
|
|
Deputy Principal (Secondary) Central
School
|
147,776
|
148,145
|
151,893
|
|
Primary School Deputy Principal
|
147,776
|
148,145
|
151,893
|
|
Deputy Principal
(Primary) Central School
|
147,776
|
148,145
|
151,893
|
|
Assistant Principal Primary School
|
126,568
|
126,884
|
130,094
|
|
Assistant Principal Central School
|
126,568
|
126,884
|
130,094
|
|
Head Teacher High School
|
126,568
|
126,884
|
130,094
|
|
Head Teacher Central School
|
126,568
|
126,884
|
130,094
|
|
Leader,
Psychology Practice
|
147,776
|
148,145
|
151,893
|
|
Senior Psychologist, Education
(formerly District Guidance Officer)
|
126,568
|
126,884
|
130,094
|
|
Senior Assistant in Schools
|
112,839
|
113,121
|
115,983
|
|
Non School based teaching service
|
|
|
|
|
Principal Education Officer
|
164,785
|
165,197
|
169,376
|
|
Senior Education Officer Class 2
|
148,515
|
148,886
|
152,653
|
|
Senior Education Officer Class 1
|
|
|
|
|
Year 1
|
126,568
|
126,884
|
130,094
|
|
Year 2
|
131,798
|
132,127
|
135,470
|
|
Year 3
|
137,028
|
137,371
|
140,846
|
Schedule 4
Rates of Pay - Casual Teachers
and SCHOOL COUNSELLORS
Table 1
|
Teachers
|
Reference Only Rates from the first pay
period to commence on or after 1.1.2022
|
Rates from the first pay period to
commence on or after 1.7.2022
$
|
Rates from the first pay period to
commence on or after 1.1.2023
$
|
|
Increase
|
2.04
|
0.25%
|
2.53%
|
|
Band 1
|
381.41
|
382.36
|
392.03
|
|
Band 2
|
460.01
|
461.16
|
472.83
|
Table 2
In the case of casual teachers relieving in positions of TP1
or AP1 or as a principal - environmental education centre or hospital school Grade
1, subject to satisfying the requirements, the daily rate of pay will be as
follows:
|
|
Reference
Only Rates from the first pay period to commence on or after 1.1.2022
$
|
Rates
from the first pay period to commence on or
after
1.7.2022
$
|
Rates
from the first pay period to commence on or
after
1.1.2023
$
|
|
Increase
|
2.04%
|
0.25%
|
2.53%
|
|
Casual
TP1/AP1 Principal Environmental Education Centre or Hospital School Grade 1
|
654.66
|
656.30
|
672.90
|
Schedule 5
Other Rates of Pay
|
Classification
|
Reference
Only Rates from the first pay period to commence on or after 1.1.2022
$
|
Rates
from the first pay period to commence on or
after
1.7.2022
$
|
Rates
from the first pay period to commence on or
after
1.1.2023
$
|
|
Per
day
|
Per
day
|
Per
day
|
|
Increase
|
2.04%
|
0.25%
|
2.53%
|
|
Teacher in Charge
|
28.78
|
28.85
|
29.58
|
|
Demonstration Schools
|
11.93
|
11.96
|
12.26
|
|
Teachers of classes of
|
16.30
|
16.34
|
16.75
|
|
students with disabilities
|
|
|
|
SCHEDULE 6
EDUCATIONAL PARAPROFESSIONAL 2022-2023
|
|
Reference Only Salary from the first
pay period to commence on or after 1.1.2022
$
|
Salary from the first pay period to
commence on or
after 1.7.2022
$
|
Salary from the first pay period to
commence on or
after 1.1.2023
$
|
|
Increase
|
2.04%
|
0.25%
|
2.53%
|
|
Step 1
|
62,339
|
62,495
|
64,076
|
|
Step 2
|
66,494
|
66,660
|
68,346
|
|
Step 3
|
69,939
|
70,114
|
71,888
|
Schedule 7
ALLOWANCES
Table 1
|
|
Reference Only Salary on or after
1.1.2022
|
Rates
from the first pay period on or after 1.7.2022
|
Rates
from the first pay period on or after 1.1.2023
|
|
Increase
|
2.04%
|
0.25%
|
2.53%
|
|
Schools
|
|
|
|
|
Home School Liaison Officer
and Aboriginal Student Liaison Officer
|
3,230
|
3,238
|
3,320
|
|
Teacher in Charge
|
5,002
|
5,015
|
5,142
|
|
Year Adviser
|
4,437
|
4,448
|
4,561
|
|
Teachers other than the
principal of
|
2,836
|
2,843
|
2,915
|
|
classes of students with
disabilities
|
|
|
|
|
Principals,
schools for specific purposes
|
3,694
|
3,703
|
3,797
|
|
Principal of Stewart House
|
18,844
|
18,891
|
19,369
|
|
In a central school - DP
(Primary) AP
|
2,247
|
2,253
|
2,310
|
|
Demonstration Schools
|
|
|
|
|
Principal
- formerly classified prior to
1
January 2016 as:
|
|
|
|
|
Class PP1
|
3,261
|
3,269
|
3,352
|
|
Class PP2
|
2,894
|
2,901
|
2,974
|
|
Other promotion positions
|
2,536
|
2,542
|
2,606
|
|
Trained teacher
|
2,060
|
2,065
|
2,117
|
|
Demonstration lessons
|
|
|
|
|
Teachers
in schools required to take demonstration lessons: per lesson
|
58.05
|
58.20
|
59.67
|
|
In other schools
|
|
|
|
|
Per half hour lesson
|
70.19
|
70.37
|
72.15
|
|
Per 40 minute lesson
|
93.55
|
93.78
|
96.15
|
|
Maximum per annum
|
5,286
|
5,299
|
5,433
|
|
Residential Agricultural High Schools
|
|
|
|
|
Rostered
supervision teachers
|
12,482
|
12,513
|
12,830
|
|
Head
Teacher (Welfare) residential supervision allowance
|
2,079
|
2,084
|
2,137
|
|
Teacher
in charge of residential supervision
|
2,137
|
2,142
|
2,196
|
|
Principal
on call and special responsibility allowance
|
18,844
|
18,891
|
19,369
|
|
Deputy
principal on call and special responsibility allowance
|
17,025
|
17,068
|
17,500
|
|
Supervisor of female students
|
|
|
|
|
Up to 200 students
|
2,227
|
2,233
|
2,289
|
|
201-400 students
|
3,583
|
3,592
|
3,683
|
|
More than 400 students
|
4,437
|
4,448
|
4,561
|
|
Education Officers
|
|
|
|
|
Non Graduate
|
|
|
|
|
Year 2
|
5,729
|
5,743
|
5,888
|
|
Year 1
|
5,729
|
5,743
|
5,888
|
|
Graduate
|
|
|
|
|
Year 2
|
4,475
|
4,486
|
4,599
|
|
Year 1
|
4,475
|
4,486
|
4,599
|
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 will 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:
|
Reference Only from the first pay
period to commence on or after 1.1.2022
$
|
From the first pay period to commence
on or after 1.72022
$
|
From the first pay period to commence
on or after 1.1.2023
$
|
|
41
|
41
|
42
|
1.1.7 "School"
will l include any school, branch, annex, centre or other establishment to
which a teacher is appointed.
1.1.8 "Single
teacher" means and will 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
will 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, will 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, will 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
No.
|
Climatic Allowances
|
Reference
Only Rates from the first pay period to commence on or after 1.1.2022
$
|
Rates
from the first pay period to commence on or after 1.7.2022
$
|
Rates
from the first pay period to commence on or after 1.1.2023
$
|
|
|
Increase
|
2.04%
|
0.25%
|
2.53%
|
|
2.1
|
Teacher
without dependent partner
|
1,523
|
1,527
|
1,566
|
|
|
Teacher
with dependent partner
|
1,801
|
1,806
|
1,852
|
|
2.2
|
Teacher
without dependent partner
|
770
|
772
|
792
|
|
|
Teacher
with dependent partner
|
1,027
|
1,030
|
1,056
|
*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 will be paid the
following allowances
|
|
Reference
Only Rates from the first pay period to commence on or after 1.1.2022
$
|
Rates
from the first pay period to commence on or after 1.7.2022
$
|
Rates
from the first pay period to commence on or after 1.1.2023
$
|
|
Increase
|
2.04%
|
0.25%
|
2.53%
|
|
Group
|
|
|
|
|
1
|
5,004
|
5,017
|
5,144
|
|
2
|
4,503
|
4,514
|
4,628
|
|
3
|
4,001
|
4,011
|
4,112
|
|
4
|
3,504
|
3,513
|
3,602
|
|
5
|
3,001
|
3,009
|
3,085
|
|
6
|
2,505
|
2,511
|
2,575
|
|
7
|
2,006
|
2,011
|
2,062
|
|
8
|
1,504
|
1,508
|
1,546
|
|
9
|
1,007
|
1,010
|
1,036
|
|
10
|
501
|
502
|
515
|
3.2 A teacher with a
dependent partner will 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 will be paid the
following additional allowances -
|
|
Reference
Only 1st dependent child rates from the first pay period to commence on or
after 1.1.2022
|
1st
dependent child rates from the first pay period to commence on or after
1.7.2022
|
1st
dependent child rates from the first pay period to commence on or after
1.1.2023
|
|
|
Per
annum
|
Per
annum
|
Per
annum
|
|
|
$
|
$
|
$
|
|
Increase
|
2.04%
|
0.25%
|
2.53%
|
|
Group 1
|
599
|
600
|
615
|
|
Group 2
|
522
|
523
|
536
|
|
Group 3
|
442
|
443
|
454
|
|
Group 4
|
364
|
365
|
374
|
|
Groups 5 and 6
|
289
|
290
|
297
|
|
|
2nd
and subsequent dependent child rates from the first pay period to commence on
or after 1.1.2022
|
2nd and subsequent dependent child
rates from the first pay period to commence on or after 1.7.2022
|
2nd and subsequent dependent child
rates from the first pay period to commence on or after 1.1.2023
|
|
Per
annum
|
Per
annum
|
Per
annum
|
|
$
|
$
|
$
|
|
Group 1
|
403
|
404
|
414
|
|
Group 2
|
331
|
332
|
340
|
|
Group 3
|
249
|
250
|
256
|
|
Group 4
|
174
|
174
|
178
|
|
Groups 5 and 6
|
95
|
95
|
97
|
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 will be paid the following
allowances -
|
Group
|
Reference Only
Rates from the first pay period to commence on or after 1.1.2022
$
|
Rates from the
first pay
period to commence
on or after 1.7.2022
$
|
Rates from the
first pay period to commence on or after 1.1.2023
$
|
|
Increase
|
2.04%
|
0.25%
|
2.53%
|
|
Groups 1, 2 and 3
|
2,690
|
2,697
|
2,765
|
|
Groups 4, 5 and 6
|
1,351
|
1,354
|
1,388
|
5. Part D - Allowances
- Vacation Travel Expense - Subject to Clause 7 of this Schedule
5.1 A teacher, when
proceeding on vacation leave, will 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 will 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 will 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 will 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 will not require the approval of the Secretary.
5.3 For the purposes
of subclause 5.2, the amount of overnight expenses are as follows:
|
Reference Only from the first pay
period to commence on or after 1.1.2022
$
|
From the first pay period to commence
on or after 1.7.2022
$
|
From the first pay period to commence
on or after 1.1.2023
$
|
|
47
|
47
|
48
|
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 will be paid to that
teacher upon written application made to the Secretary.
6.2.1 A teacher will
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 will
be paid to the teacher.
6.3 A teacher who
claims payment of reimbursable expenses will provide such evidence in
substantiation of the claim as the Secretary may reasonably require.
6.4 The Secretary
will 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 will,
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 will be brought to credit as
against the Secretary's liability for the same.
If any such sum will be recovered subsequently to payment by the
Secretary of reimbursable expense to a teacher, that teacher will make an
appropriate repayment. The Secretary
will 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 will 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 commence
on or after 1.1.2022
$
|
From the first pay period to commence
on or after 1.7.2022
$
|
From the first pay period to commence
on or after 1.1.2023
$
|
|
41
|
41
|
42
|
6.6.2 If a teacher fails
to comply with a requirement made by the Secretary under this subclause, such
teacher will 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 will not be debited against any sick
leave credit to which that teacher is entitled.
Provided that this clause will 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
will 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 will 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 will 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 will 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 will 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 will 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 21 October 2016 (380 I.G. 1292)
as varied, or its successor, the teacher will 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 will 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 will -
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 will 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 EEC
|
Walgett
|
|
Wattle Flat
|
|
|
|
Community College 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
|
Moulamein
|
Mullengandra
|
|
Khancoban
|
Lake Cargelligo
|
Lowanna
|
Nana Glen
|
Orama
|
|
Mumbil
|
Mummulgum
|
Murringo
|
Rappville
|
Savernake
|
|
Pilliga
|
Pleasant Hills
|
Quandialla
|
Tooleybuc
|
Towamba
|
|
Somerton
|
Tallimba
|
Tarcutta
|
Upper Coopers
|
Willawarrin
|
|
Tucabia
|
Tullamore
|
Ulan
|
Creek
|
Woolomin
|
|
Urbenville
|
Woolbrook
|
Walbundrie
|
|
|
|
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
|
|
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 & PS
|
Tuntable Creek
|
|
Tyalgum
|
Wakool
|
Wiangaree
|
Wyndham
|
Woodenbong
|
|
WhianWhian
|
Woodstock
|
Whitton
|
|
|
|
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 & PS
|
Wentworth
|
Willow Tree
|
Wilsons Creek
|
|
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 will 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 will 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 will 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 will be paid for excess time occupied in travelling, subject
to:
3.1.1 There will 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 will be disregarded.
3.1.3 Travelling time
will 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
will 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 will 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 will 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 Teachers who are
in receipt of a salary in excess of the rate applicable to Band 2.1 as set out
in Schedule 1A, will 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 will be paid on the basis of cents per kilometre at two rates as
follows:
4.1.1 up to 8,000 km
per annum - 78 cents per km;
4.1.2 over 8,000 km per
annum – 31.2 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, will 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 will 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 will add to
the number of kilometres claimed the kilometres shown in the follow schedule:
|
Home to
Headquarters
(One Way)
|
Add
|
|
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 will 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 will 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 will 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, will be considered by the Department for private motor vehicle
usage by casual teachers who relieve in a position as identified in
paragraph1.1.2 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, will 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, and Industrial Relations
Commission appearances.
6.3 The rate paid is
that specified at clause 8 of this schedule.
7. Daily Deduction
-
7.1 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 will 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.
|
7.2 Provided that when
the above deduction in subclause 7.1 has been effected, the teacher will add to
the number of kilometres claimed the kilometres shown in the following
schedule:
|
Home to
Headquarters
(One Way)
|
Add
|
|
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
|
7.3 This daily
deduction discounts the normal one way distance travelled from home to
headquarters for which teachers will not be paid.
7.4 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 will be
made for such travel.
7.5 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.
7.6 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 will 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.
7.7 A claim for
travel allowance cannot be made where the headquarters and another centre
visited are on the same or adjacent sites.
7.8 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.
8. Official Business
and Casual Rate -
|
Clause of Schedule
which applies
|
Rate/
|
Cents Per Km
|
|
5
|
Official Business Rate
|
0 - 8,000 km
per annum
|
8,001 km or more
per annum
|
|
|
|
78.0
|
31.2
|
|
6
|
Casual Rate
|
31.2
|
Provided that these rates will 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 will 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 will 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 will, 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 will be responsible
for those duties as determined by the Secretary and will 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 will, 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 will 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,
will be reimbursed.
Salaries -
Home School Liaison Officers -
7. On temporary
appointment as a home school liaison officer a teacher will continue to receive
their current substantive teaching salary and will 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 will 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 will 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 will
not be paid for hours worked in excess of seven hours per day and no
compensatory leave will be allowed for evening, Saturday or Sunday work. In addition, no compensation will 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 will
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 will 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 will 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, will 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 will be required to work beyond these normal hours on weekdays
and to work on weekends.
13. Annual
recreation leave will 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 will 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 will, on completion of the period of
the appointment, be eligible and required to transfer to a teaching position.
17. A person with a
current approval to teach appointed as a home school liaison officer will, on
completion of the period of their appointment, elect to be appointed, pursuant
to Section 47 of the Teaching Service Act, as a permanent teacher with priority
to all other persons on any teacher employment waiting list. This permanent
appointment will not be probationary as provided for in Section 48 of the
Teaching Service Act. The home school liaison officer may always elect to
accept a temporary appointment as a teacher.
Aboriginal Student Liaison Officers -
18. An officer
appointed as an Aboriginal student liaison officer will, 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, will prepare detailed information on the
duties of teachers and the conditions of employment in the school. This information will include rostered duty
requirements, residential requirements and other information that will assist
both new appointments and teachers who may be transferred to the school by the
Secretary.
1.2 All new teachers
at the schools will be supplied with a copy of this information before
accepting appointment to the school.
2. All new vacant
positions will be deemed to be special fitness positions, provided that the
Secretary will 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 will 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
will 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 will 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 will,
as he or she considers appropriate, give priority to employing trained
teachers.
7. There will be
two head teachers (welfare) appointed to each school on the basis of special
fitness.
8. The duties of
the head teachers (welfare) will 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 will be appointed by the
principal (consistent with subclause 2.61 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 must 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, will 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 will 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 will 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, will determine the most
appropriate staffing roster.
11.4 The size and
composition of rostered duty teams will 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 will be provided with free meals at the school for
the duration of their rostered duty.
11.6 Staff on rostered
duty will 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 will 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 will 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 will 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 will 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 will 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 will remain
on-site. All other members of the duty
team rostered on any day will, however, remain on call.
12.4 Teachers who are
absent on leave for one term or more will 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 will 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 will be entitled to be paid.
13. An additional
allowance based on the average rate for a rostered duty will 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 will commence from 3.00pm on the
day preceding the commencement of school until 7.00am the next day.
14. The head teacher
(welfare) will 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 will be remunerated at an hourly casual teacher rate. The hourly casual teacher rate will 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
will 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 will 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 will be provided with free
board and lodging, including laundry and utilities.
18. All teachers in
other accommodation (including executive staff) will be required to clean their
accommodation and undertake their own laundry and pay appropriate rental where
payment of rental presently applies.
SCHEDULE 12
Secondary College of 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. Deduction
of Union Membership Fees
15. Work,
Health and Safety
Table 1 - Remuneration, Monetary Rates
2. Definitions
2.1 “Accredited” means a teacher who has
demonstrated the Australian Professional Standards for Teachers at the level of
Proficient, Highly Accomplished or Lead and has been accredited as such by a
Teacher Accreditation Authority.
2.2 “Anti-Discrimination Act” means the Anti-Discrimination Act 1977
2.3 "Assistant
Supervisor" means an employee who assists the Supervisor and who acts in
his/her capacity during the absence of the Supervisor.
2.4 "Centre"
means a location at which language teaching and learning is conducted by the
Secondary College of Languages.
2.5 "Casual
Secondary College of Languages Teacher" means an employee who is engaged
on an hourly rate of pay in the Teaching Service at the Secondary College of
Languages.
2.6 "Curriculum
Co-ordinator" means an employee who assists the Centre Supervisor and the
Principal, Secondary College of 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 “Employee” means
a person employed as a supervisor, assistant supervisor, curriculum coordinator
or teacher at the Secondary College of Languages by the Secretary or delegate
under the provisions of the Teaching Service Act.
2.9 "Federation"
means the Australian Education Union NSW Teachers Federation Branch.
2.10 “Industrial
Relations Act” means the Industrial
Relations Act 1996
2.11 "Industrial
Relations Commission" means the Industrial Relations Commission of New
South Wales established by the Industrial Relations Act.
2.12 "Parties"
means the Department and the Federation.
2.13 "Principal,
Secondary College of Languages" means the officer appointed by the
Secretary to be responsible for the operation of the Secondary College of
Languages.
2.14 "Secondary
College of Language Teacher" means an employee responsible as part of a
team for the educational instruction of students in a community language.
2.15 "Secondary
College of 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.
2.16 "Secretary"
means the Secretary of Education.
2.17 “Sessional Secondary College of Language
Teacher or other employee” means an employee who is employed as a supervisor,
assistant supervisor or curriculum co-ordinator on a temporary basis. The
definition of temporary teacher provided for in clause 2.62 of the award does
not include sessional Secondary College of Language teacher.
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
Secondary College of Languages.
2.19 “Teacher
Accreditation Act” means the Teacher
Accreditation Act 2004.
2.20 “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.
2.21 “Teaching
Service Act” means the Teaching Service
Act 1980.
2.22 “Temporary Employee” means and includes all
persons employed on a temporary basis, other than on a casual basis under the
Teaching Service Act.
3. Employment
Jurisdiction
3.1 Casual Secondary College of Language
teachers and sessional Secondary College of Language supervisors, assistant
supervisors and curriculum co-ordinators are employed in accordance with the
Teaching Service Act.
4. Recruitment and Appointment
4.1 Employees
covered by this schedule are engaged to teach in the Department's Secondary
College of Languages.
4.2 Offers of
appointment and continuing employment during periods of appointment will
continue and be conditional on:
4.2.1 the Secondary
College of Languages' ongoing need for the service provided; and
4.2.2 satisfactory
performance of duties.
4.3 Satisfactory performance of duties for all
employees will be appraised via an annual performance and development process.
4.4 Appointments
will be made on merit and will be subject to the qualification requirements as
specified in subclause 4.5 of this clause.
4.5 Secondary
College of Language supervisors, assistant supervisors, curriculum
co-ordinators and teachers must be accredited.
5. Allocation to
Centres and Classes
5.1 Allocation of
employees to Centres and classes will be the responsibility of the Principal,
Secondary College of Languages. The
Principal will 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 will
be consistent with the Secretary’s responsibility to provide a safe and healthy
working environment.
7. Remuneration
7.1 Rates of pay
will 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 will 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 will be of four hours duration, unless otherwise determined by
the Principal, Secondary College of Languages in consultation with the employee
and with due notice and will 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, Secondary College of 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 will 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 will be
remunerated in intervals of 30 minutes or part thereof.
7.6 Casual Secondary
College of Language Teachers will be paid the hourly rates of pay prescribed in
Table 1. The approved paid hours for
this classification of teachers will 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 a Casual Secondary
School of Languages 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, Secondary College of
Languages before that work is undertaken. Additional hours will be remunerated
at the hourly rates prescribed in Table 1. Periods of less than one hour will
be remunerated in intervals of 30 minutes or part thereof.
7.8 A Casual
Secondary College of Language Teacher’s approved paid hours as prescribed in
subclause 7.6 includes 0.5 hours preparation time and 0.25 hours playground
duty.
7.9 During the 0.5
hours preparation time Casual Secondary College of 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 will 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 will 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 will
provide appropriate training and development opportunities to meet this
commitment within the context of the needs and priorities of the Secondary
College of Languages. The Department has
an expectation that employees will attend appropriate staff development and
curriculum co-ordination activities. The
appropriateness of the activities will be determined by the Principal, Secondary
College of 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 Secondary College of Languages.
9.3 Approved
attendance at training and development courses and staff development and
curriculum co-ordination activities will be remunerated as additional hours in
accordance with subclauses 7.5 or 7.7 of clause 7, Remuneration.
9.4 The Performance and Development Framework
applies to all teachers in all classifications at the Secondary College of
Languages.
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, will have service
at the Secondary College of Languages from 4 August 1995 recognised as service
with the Department, on the basis that each six approved paid hours at the
Secondary College of Languages, pursuant to clause 7, Remuneration, will 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 will have service at the
Secondary College of 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 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 will 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, 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;
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, if they meet
the definition of a regular casual employee (see section 53(2) of the
Industrial Relations Act). The following provisions will also apply in addition
to those set out in the Industrial Relations Act).
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 will 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 will,
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 will 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 an 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, should any dispute, question or
difficulty about an industrial matter arise then the following procedures will
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 will raise the matter with the appropriate Principal or
Supervisor as soon as practicable.
13.1.2 The Principal or
Supervisor will 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 subclause 13.1 do not lead to a resolution of the dispute, the
matter will be referred to the Chief People Officer of the Department and the
Branch Secretary of the Federation. They
or their nominees will 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.
14. Deduction of Union
Membership Fees
14.1 The union will
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.
14.2 The union will 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 will be provided to the employer at least one month in advance of
the variation taking effect.
14.3 Subject 14.1 and
14.2 above, the employer must 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.
14.4 Monies so
deducted from employees' pay must 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.
14.5 Unless other
arrangements are agreed to by the employer and the union, all union membership
fees must be deducted on a fortnightly basis.
14.6 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 will be read as
requiring the employee to make a fresh authorisation in order for such
deductions to continue.
15. Work, Health and
Safety
15.1 For the purposes
of this clause, the following definitions will apply:
15.1.1 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
15.1.2 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.
15.2 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 will do the following
(either directly, or through the agency of the labour hire or contract
business):
15.2.1 consult with
employees of the labour hire business and/or contract business regarding the
workplace occupational health and safety consultative arrangements;
15.2.2 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.
15.2.3 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
15.2.4 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.
15.3 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.
Table 1- Remuneration, Monetary Rates
Secondary College of Languages
|
Classification
|
Reference
Only Saturday sessional rate from the first pay period to commence on or
after 1.1.2022
$
|
Saturday
sessional rate from the first pay period to commence on or after 1.7.2022
$
|
Saturday
sessional rate from the first pay period to commence on or after 1.1.2023
$
|
|
Increase
|
2.04%
|
0.25%
|
2.53%
|
|
Supervisor
|
839.92
|
842.02
|
863.32
|
|
Assistant
Supervisor
|
665.53
|
667.19
|
684.07
|
|
Curriculum
Coordinator
|
665.53
|
667.19
|
684.07
|
|
Classification
|
Saturday casual hourly rate from the
first pay period to commence on or after 1.1.2022
$
|
Saturday casual hourly rate from the
first pay period to commence on or after 1.7.2022
$
|
Saturday casual hourly rate from the first
pay period to commence on or after 1.1.2023
$
|
|
Increase
|
2.04%
|
0.25%
|
2.28%
|
|
Supervisor
|
139.99
|
140.34
|
143.89
|
|
Assistant
Supervisor
|
110.93
|
111.21
|
114.02
|
|
Curriculum
Coordinator
|
110.93
|
111.21
|
114.02
|
|
Teacher
|
91.15
|
91.38
|
93.69
|
SCHEDULE 13
Australian Professional Standards for Teachers
Standard 1 - know
students and how they learn
|
FOCUS
|
GRADUATE
|
PROFICIENT
|
HIGHLY
|
LEAD
|
|
|
|
|
ACCOMPLISHED
|
|
|
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
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 socio economic
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 socio economic
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 socio economic
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 socio
economic
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
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 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
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
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 the
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
|
LEAD
|
|
|
|
|
ACCOMPLISHED
|
|
|
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
|
LEAD
|
|
|
|
|
ACCOMPLISHED
|
|
|
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
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
non-verbal
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
|
LEAD
|
|
|
|
|
ACCOMPLISHED
|
|
|
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
|
LEAD
|
|
|
|
|
ACCOMPLISHED
|
|
|
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
|
LEAD
|
|
|
|
|
ACCOMPLISHED
|
|
|
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
|
LEAD
|
|
|
|
|
ACCOMPLISHED
|
|
|
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.
|
N. CONSTANT, Chief Commissioner
D. SLOAN, Commissioner
J, WEBSTER, Commissioner
____________________
Printed by
the authority of the Industrial Registrar.