School Teachers Enterprise Agreement 2011 2014 Part 2

8/13/2019 School Teachers Enterprise Agreement 2011 2014 Part 2

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ACTPS Education and Training Directorate (Teaching Staff) Enterprise Agreement 2011-2014

Section OStructural matters

Section O Structural matters

O1 Classification and local designations

O1.1 Under this Agreement the names of teaching classifications are as follows:

Current classifications Preferred local designations:

Classroom Teacher Teacher, School Counsellor

School Leader C

Executive Teacher,

Executive Teacher (Professional Practice),

Executive Teacher (Pastoral Care),

Literacy and Numeracy Field Officer,

Executive Officer, Project Officer, Senior Counsellor

School Leader BDeputy Principal, Assistant Manager,

Senior Project Officer,

School Leader APrincipal, Manager,

Principal Project Officer

School Network Leader School Network Leader

O2 Review of principal structure

O2.1 During 2012, a review of the current principal structure will be conducted. This review will be managedby the joint Directorate/AEU Implementation Committee.

O2.2 A project officer will be appointed to:

(a) provide regular reports to the Implementation Committee;

(b) develop a project plan for the review;

(c) identify the main issues and concerns to be addressed in the review;

(d) research systems for determining principal salaries;

(e) consult broadly with key stakeholders on models and proposals; and

(f) develop a report providing options and recommendations to improve or reform the current

principal structure.

O2.3 The objectives of the review are to:

(a) ensure a career structure for principals through the opportunity to work in different schools

and other work locations;

(b) develop a simple and transparent system for determining principal salaries that recognises

the relative complexities and differences across schools and schooling sectors; and

(c) provide increased salary certainty during each placement period.

O2.4 Outputs of the review will include:

(a) a final report to be provided to the Implementation Committee by the end of July 2012;

(b) a proposed implementation plan including appropriate transition arrangements; and

(c) recommendations agreed by the Implementation Committee, which will be provided to theDirector-General by the end of August 2012.


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O2.5 Implementation of recommendations will be dependent on:

(a) agreement by the Implementation Committee; only agreed recommendations will be

implemented;

(b) acceptance by the Director-General; and

(c) availability of funding.

O2.6 If no additional funding is required, the agreed recommendations will be implemented no later than the

commencement of the 2013 school year. If additional funding is required, the agreed recommendations

will be implemented following funding being acquired, or through the next enterprise agreement.

O2.7 Until the agreed recommendations of the review are implemented, principal salaries and conditions,

school categories and advancements will be as per Annex A4, clause O3 and clause O4 of this

Agreement.

O3 School categories

O3.1 School categories are based on total school budget allocation. The total school budget is the schools

salary budget (staffing points allocation converted to a monetary value with reference to the relevant

salary rates) and the appropriate school based management (SBM) allocation. School categories are

determined by the budget band within which the total school budget lies. Budget bands are determined

and distributed annually. Details of budget bands are contained in Guidelines for school categories and

advancementsagreed between the Directorate and the AEU and listed at clause M2 of this Agreement.

Annual adjustment of school categories

O3.2 Following February census each year, the budget bands are adjusted to reflect changes in factors such as

staff numbers, salaries and SBM allocations. Each school will be advised of its school category and

budget limit by 1 April each year. Any reclassification will take effect from the first pay period on or after

1 April each year.

O3.3 A revised list will be published by the Directorate on its intranet following adjustments applied from

1 April each year.

O3.4 All office based School Leader A (manager) positions will be Category 5 unless additional advancements

are determined in this agreement.

When changes to school category occur, the following will apply:

O3.5 If the salary applicable to the changed school category is less than the salary currently applicable to the

principal at that school, the following will apply in the first 12 months following change of category,

unless otherwise determined by the head of service:

(a) the base salary will be frozen at the level applicable to the school immediately prior tochange of category until the new school salary for that category exceeds this salary; and

(b) principals will be considered for transfer to vacancies at School Leader A classification for

which they apply.

O3.6 At the end of the 12 months from the date of change in school category, a principal who has not moved

from their current placement will be deemed to have accepted continuing placement under the new

category determination and salary level will be adjusted accordingly unless the head of service

determines otherwise.

O3.7 During the life of this Agreement, schools may be changed to the appropriate category when:

(a) the principal position becomes vacant; or

(b) the total school budget changes as a result of budget review; or

(c) required due to the implementation of proposed system restructures.


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O3.8 Where a schools budget reclassification:

(a) moves the schools category by at least two salary points, including advancements, the

position will be declared vacant and advertised accordingly and the principal will be treated in

accordance with subclause O3.5(b);

(b) does not require the position to be declared vacant under subclause O3.8(a), the principal will

be confirmed at the new category level;

(c) reduces the schools category level, the school will be placed on review until the next

February census data is available, and the principal will be treated in accordance with

subclause O3.5(b).

O3.9 A school under review as outlined in subclause O3.8(c) will be reconsidered when the next February

census data is available. The school will be:

(a) confirmed at its current level and removed from review; or

(b) confirmed at the lower category level. In this case the principal will be entitled to:

i treatment in accordance with subclause O3.5(b);

ii salary maintenance in accordance with subclause O3.5; and

iii confirmation at the lower category level with appropriate salary adjustment if they have

not moved to a different school by the following February census date, unless the headof service determines otherwise.

O3.10 The initial salary level of a principal position at a new school opened during the life of this Agreement

will be determined by reference to the projected total school budget three years from opening.

O3.11 On completion of the review of principal structure outlined at clause O2 of this Agreement,

implementation of agreed recommendations will supersede the provisions of clause O3.

O4 Advancements

O4.1 In addition to a principals salary based on the school category, salary advancement will be paid in

recognition of complexities that apply in the management of individual schools. Salary advancements

are paid as salary for all purposes. The salary advancement is only paid while the principal continues to

occupy the School Leader A position at the school. Details of advancements are contained in Guidelines

for school categories and advancementsagreed between the Directorate and the AEU and listed at

clause M2 of this Agreement.

O4.2 The following complexity advancements apply:

Complexity No. of advancements

Budget

Category 5 school with a budget above $7.0m 1



Enrolment

Student enrolment in excess of 1250 students 1

Senior secondary requirements

Management of the assessment and moderation

requirements associated with offering a senior

secondary program

1


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Multiple provision

Combinations of the four standard schooling

provisions (years P-6, 7-10, 11-12 and special school).

Combinations involving part of an additional

schooling provision which exceeds 50% of theadditional provision.

1 per additional provision

Combined services

Combination of a schooling provision with:

an ACT community library a CIT facility a childcare centre a community leisure centre

1 for a service

2 for more than one service

School specific

Birrigai@Tidbinbilla 1

Jervis Bay 2

O4.3 The total school budget levels for each budget complexity will be calculated each year following

calculation of the school budget bands. The budget figures referred to in the table will be adjusted in

accordance with subclause O3.2.

O4.4 The head of service may approve advancements for other positions occupied by principals on a short

term or ongoing basis.

O4.5 On completion of the review of principal structure outlined at clause O2 of this Agreement,implementation of agreed recommendations will supersede the provisions of clause O4.

O5 Minimum leadership structure

O5.1 Principals, in consultation with the school network leader, have the capacity to decide on the

composition of the schools leadership structure, including principal, deputy principal and executive

teacher positions.

O5.2 To manage the operations of the school, the following minimum leadership structure will apply in

schools. In addition to a principal position:

(a) Category 5+ and above schools will have a minimum of nine leadership positions including at

least one deputy principal and at least one executive teacher.

(b) Category 5 schools will have a minimum of eight leadership positions including at least onedeputy principal and at least one executive teacher.

(c) Category 4++ schools will have a minimum of seven leadership positions including at least one

deputy principal and at least one executive teacher.

(d) Category 4+ schools will have a minimum of four leadership positions including at least one

deputy principal and at least one executive teacher.

(e) With the exception of Birrigai@Tidbinbilla and Jervis Bay School, category 4 schools will have a

minimum of three leadership positions including at least one deputy principal and at least one

executive teacher.

(f) Category 3 schools will have a minimum of one deputy principal and one executive teacher

unless a variation is agreed by the school network leader.

(g) Birrigai@Tidbinbilla, Jervis Bay School and Category 2 schools will have a minimum of one

leadership position with a teaching load of no more than 12 hours per week.

O5.3 The minimum leadership structure requirement does not include school leadership positions with a

specific focus, e.g. Executive Teacher (Professional Practice), Executive Teacher (Pastoral Care) and

Literacy and Numeracy Field Officer.


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O5.4 The Directorate and the AEU agree to review minimum leadership structure as required and

implement any agreed changes.

O6 Executive Teacher (Professional Practice)

O6.1 The Executive Teacher (Professional Practice) provides a new career opportunity for teachers with a

focus on exemplary classroom teaching and capacity building in teaching practice.

O6.2 The roles and responsibilities of the Executive Teacher (Professional Practice) are classroom focussed

and may include:

(a) modelling exemplary classroom teaching

(b) coaching and mentoring teachers and student teachers

(c) leading professional learning programs to build teaching practice

(d) actively participating in development and implementation of curriculum, pedagogy and

assessment.

O6.3 The School Leadership Capabilities Framework, listed at clause M2 of this Agreement, will be updated

to include Executive Teacher (Professional Practice).

O6.4 Arrangements for implementation will be as follows:

(a) The Directorate identifies centrally-funded Executive Teacher (Professional Practice) positions in

schools.

(b) Executive Teacher (Professional Practice) positions are advertised, including school level job

descriptions. The requirements of individual positions will be determined on a school-by-school

basis in accordance with parameters agreed between the Directorate and the AEU.

(c) Selection processes will be as for school leaders except that a central selection committee will

assess applicants against the capabilities and match skills and teaching areas for placement in

identified positions.

(d) Initial placement is for five years.

(e) Placement and transfer processes are as per normal teacher transfer provisions with the

addition of including a Director-General nominee.

(f) Executive Teachers (Professional Practice) maintain their status as promoted officers.

O6.5 These arrangements may be varied by agreement between the Directorate and the AEU.

O7 Additional salary classifications

O7.1 The introduction of any new or additional salary classifications, including any based on national

professional standards, will only occur after negotiation and agreement between the Directorate and

the AEU. If agreement is not reached such classifications will not be implemented.

O8 Classroom teacher incremental progressionCommon increment date

O8.1 From 27 January 2012, all teachers, other than those specifically exempted, will move to a common

increment date of 27 January under the proposal agreed between the Directorate and the AEU and

outlined in the Framework for implementing a common increment date for classroom teachers

(Framework) agreed between the Directorate and the AEU and listed at clause M2 of this Agreement.

O8.2 The Framework:

(a) is based on the principle that no teacher will be disadvantaged in implementing the common

increment date;

(b) outlines the provisions for maintenance of the common increment date of 27 January; and

(c) will only be amended by agreement between the Directorate and the AEU.

Incremental progression

O8.3 Movement through the classroom teacher incremental scale is based on performance and is in


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recognition of competence, developing expertise and the assumption of broader professional

responsibilities, as detailed in clause R6 of this Agreement. As excellence develops, there is a

corresponding professional responsibility to contribute to the future of the teaching profession by

sharing expertise and experience.

O8.4 During the annual professional discussion, the principal/supervisor and classroom teacher will discussexpectations of performance and professional responsibilities in relation to the teachers incremental

level. These expectations for classroom teachers are detailed at clause R6 of this Agreement.

O8.5 Classroom teachers at increments 1.1-3.1 who meet the expectations at the relevant stage will

progress one increment on 27 January each year until the top increment (3.2) is reached. The

exceptions will be accelerated progression in accordance with subclause O8.7 and deferral of

increment. Further details are contained in theAnnual Profession Discussion Guidelinesagreed

between the Directorate and the AEU and listed at clause M2 of this Agreement.

O8.6 A temporary classroom will be entitled to progress through the incremental scale in the same way as a

permanent teacher, in accordance with subclause N3.2 of this Agreement.

Accelerated incremental progression

O8.7 Classroom teachers in their second to seventh year of teaching experience (i.e. at increments 1.2

to 2.4) who demonstrate outstanding performance with regard to expectations of performance and

professional responsibilities detailed at clause R6, may be awarded an additional salary increment

through the following process:

(a) through the annual profession discussion, the principal, in consultation with their school

network leader, may recommend that a teacher undertake assessment for accelerated

incremental progression on the basis of outstanding performance;

(b) the teacher develops a portfolio of evidence for outstanding teaching competencies under

specified assessment criteria over a four to six month period;

(c) a central assessment panel evaluates the evidence presented by the teacher and may gatherother evidence as appropriate, for example through classroom observations and/or discussions

with the teacher, supervisor and colleagues;

(d) based on an assessment of outstanding performance, the panel may recommend to the head of

service that an additional increment be awarded.

O8.8 A maximum of one additional increment within the classroom teacher salary scale may be awarded to

a teacher in any school year, to take effect on the next 27 January.

O8.9 This process may be repeated each year if the teacher continues to demonstrate outstanding

performance at the relevant stage.


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Section PTeaching loads

Section P Teaching loads

P1 The school year

P1.1 The school year is a maximum of 197 days in length.

P1.2 The first day of the school year is a day when schools are not open for student attendance.

P2 The teaching year

P2.1 The teaching year is the period during which the school is open for student attendance.

P2.2 The teaching year is 196 days for the preschool, primary and secondary sectors. However, in colleges,

170 days are teaching days with the balance acquitted through assessment, moderation and other

teaching and learning related activities.

P2.3 Any adjustment to the number of teaching days specified must be approved by the head of service.

P3 Face-to-face teaching

P3.1 Face-to-face teaching, in relation to a particular teacher:

(a) means regular rostered teaching sessions in a documented approved course of study for

which the teacher has primary responsibility for education delivery; and

(b) includes sessions of direct student instruction rostered or required by the principal:

i as inbuilt relief (a class for which the teacher is not ordinarily timetabled or scheduled

as responsible at that time); or

ii for curricular or pastoral functions involving student supervision, student counselling

or consultation; or

iii in the case of a teacher librarian, for student contact and consultation in the library.

P4 Face-to-face teaching loads

Preschools and primary schools

P4.1 Classroom teachers in preschools and primary schools may be required to teach a maximum of

21 hours and 30 minutes face-to-face per week. Classroom teachers in their first year of teaching

following graduation may be required to teach a maximum of 20 hours face-to-face per week, in

accordance with subclauses R5.1-R5.3 of this Agreement.

P4.2 With the exception of Executive Teacher (Professional Practice), Executive Teacher (Pastoral Care) and

Literacy and Numeracy Field Officers, school based School Leader C (SLC) officers in primary schools

may be required to teach a maximum of 16 hours face-to-face per week. School based SLC officers atBirrigai@Tidbinbilla, Jervis Bay School and the Cooperative School may be required to teach a

maximum of 12 hours face-to-face per week.

P4.3 Executive Teachers (Professional Practice) may be required to teach up to a maximum of 21 hours

30 minutes face-to-face per week. This maximum includes any time spent modelling exemplary

classroom teaching and observing other classroom teaching for the purpose of coaching and

mentoring. Specific teaching loads will be determined on a school-by-school basis in accordance with

clause O6 of this Agreement. The face-to-face teaching component may be varied in consultation with

the Executive Teacher (Professional Practice).

P4.4 There are no teaching load requirements specified for Executive Teacher (Pastoral Care) and Literacy

and Numeracy Field Officers.


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Section PTeaching loads

P4.5 School based School Leader B (SLB) officers may be required to teach a maximum of eight hours face-

to-face per week.

P4.6 There are no teaching load requirements specified for School Leader A (SLA) officers.

P4.7 Other arrangements in respect of playground duty supervision and other non-teaching requirements of

teachers will be set by each school on the basis of their staffing provisions.

High schools and colleges

P4.8 Classroom teachers in high schools and colleges may be required to teach a maximum of 19 hours face-

to-face per week averaged over the teaching year. Classroom teachers in their first year of teaching

following graduation may be required to teach a maximum of 18 hours face-to-face per week averaged

over the teaching year, in accordance with subclauses R5.1-R5.3 of this Agreement.

P4.9 With the exception of Executive Teacher (Professional Practice), Executive Teacher (Pastoral Care) and

Literacy and Numeracy Field Officers, school based School Leader C (SLC) officers may be required to

teach a maximum of 12 hours face-to-face per week.

P4.10 Executive Teachers (Professional Practice) may be required to teach up to a maximum of 19 hours face-

to-face per week. This maximum includes any time spent modelling exemplary classroom teaching and

observing other classroom teaching for the purpose of coaching and mentoring. Specific teaching loads

will be determined on a school-by-school basis in accordance with clause O6 of this Agreement. The

face-to-face teaching component may be varied in consultation with the Executive Teacher

(Professional Practice).

P4.11 There are no teaching load requirements specified for Executive Teacher (Pastoral Care) and Literacy

and Numeracy Field Officers.

P4.12 School based School Leader B (SLB) officers may be required to teach a maximum of eight hours face-to-face per week.

P4.13 There are no teaching load requirements specified for School Leader A (SLA) officers.

P4.14 Other arrangements in respect of playground duty supervision and other non-teaching requirements of

teachers will be set by each school on the basis of their staffing provisions.

P-10 schools and alternative settings

P4.15 Teaching loads in P-10 schools and alternative settings may be required to undertake face-to-face

teaching loads up to the maximum specified for the section of the school in which they work (e.g.

preschool, primary school, high school or college).

P4.16 The principal will facilitate procedures for the collation of data on teaching loads at least annually.

P5 Variation in face-to-face teaching loads

P5.1 With approval from the relevant school network leader, principals may vary face-to-face teaching

loads for individual teachers within the maximum specified in clause P4. The purpose for which such

variations may be approved will be related to professional responsibilities and specified in the

guidelines.

P6 Voluntary additional loads

P6.1 Nothing in clauses P1P5 will preclude a teacher from agreeing to a greater teaching load than

specified, on a voluntary basis.


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Section QMonitoring of workloads

Section Q Monitoring of workloads

Q1 Individual workloads and professional responsibilities

Q1.1 The remuneration package paid to teachers is for the total performance of an officers role as a

professional and not simply for hours spent at the workplace.

Q1.2 The professional role and regular pattern of work of a teacher includes attendance at staff meetings,

faculty meetings, parent/teacher interviews and other required professional or school activities, in

addition to hours of face-to-face teaching, release time, rostered supervision and professional

learning.

Q1.3 In recognition of the broad range of professional duties, the pattern of required hours of attendance

may vary from school to school and may be negotiated with the principal on an individual or collective

basis. Such arrangements must be recorded and must contain a mechanism for review at least once

each year. These variations will be made in accordance with Part 1 clause G3 of this Agreement.

Q1.4 The required hours of attendance for a part time teacher are pro rata, based on their part time

fraction.

Q1.5 Breaks:

(a) There is an expectation that teachers should be able to access reasonable breaks during the

working day. The minimum break over a school day is 30 minutes, which is separate from

normal release time.

(b) The arrangements may vary from school to school, taking into account operational

requirements. The duration of such a break is not included in the required hours of

attendance detailed in subclause Q1.3.

Q2 School monitoring of workload and practiceQ2.1 Good management practice in every school includes the regular review of work practice and general

procedures in the workplace. The responsibility to review and monitor teacher workload issues at the

school site rests with the school leadership and all teachers.

Q2.2 Each school must establish a school workload committee to monitor, review and address workload

issues. The workload monitoring committee must include a member nominated by the schools AEU

sub-branch. Where any workload issues cannot be resolved at the school level, the principal is to

notify the relevant school network leader.

Q2.3 Regular review by the committee should be seen as an opportunity to shed outdated non-mandatory

programs, where appropriate, and to reassess practice and procedure to ensure the most efficient

systems are in place for the benefit of all teachers.

Q2.4 The committee must consider the working arrangements for vocational education teachers at the

school.

Q2.5 Scheduling of meetings and other activities

(a) As outlined in subclause Q1.2 teachers professional responsibilities and patterns of work

extend beyond hours of face-to-face teaching, release time, rostered supervision and

professional learning. The Directorate and the AEU acknowledge that teachers have an

obligation to attend to their professional responsibilities. The Directorate and the AEU

further acknowledge that teachers working in schools and colleges may have personalresponsibilities that need to be discharged.

(b) Accordingly, teachers must take account of their ongoing professional obligations in planning

their personal commitments and schools must consider such issues in scheduling meetings

and other activities at which teacher attendance is required.


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Section QMonitoring of workloads

(c) Reasonable notice should be provided of meetings and other activities at which teacher

attendance is required. Where possible, regular meetings and other scheduled activities

should be included in the year/term planner.

(d) Schools negotiate local arrangements around meetings and other activities at which teacher

attendance is required. Such arrangements must contain a mechanism for review at least

once each year.

Q2.6 The internal review procedures, detailed in Part 1 Section I of this Agreement, provide an avenue for

further consideration where a teacher and their school leaders are not able to reconcile issues

concerning workload management.

Q3 Systemic management of workload issues

Q3.1 The Directorate and the AEU acknowledge that:

(a) the current level of workload is an issue that teachers and school leaders believe needs to be

addressed;

(b) the issue of teacher and school leader workload has many facets; and

(c) workload should be monitored at all levels to ensure equitable distribution and the

maintenance of a healthy and productive workplace.

Q3.2 The Directorate has responsibility for management of systemic workload issues. The Directorate

acknowledges this responsibility in relation to the introduction of new initiatives, projects and

programs within the public education system.

Q3.3 Proposals for new programs, projects and initiatives in public education come from a range of sources.

Such matters must be subject to careful analysis prior to any consideration of implementation.

Q3.4 Consideration of new initiatives, proposals, or special projects affecting teachers and school leaders

must occur at system level and involve consultation with the AEU and other relevant stakeholders. This

consultation will determine principles to be observed in assessing the desirability of implementing theproposal. Such consideration must address issues such as system priorities, resources, curriculum

implications and work-life balance. TheAssessment of Potential Workload Impacts tool, listed at

clause M2 of this Agreement, is available to inform discussion and planning of new initiatives.

Q3.5 The Directorate and the AEU will negotiate and agree appropriate arrangements/working conditions

for teachers delivering vocational education and training in secondary schools and trades training

centres.


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Section RTeaching as a profession

Section R Teaching as a profession

R1 Code of professional practice

R1.1 The Code of Professional Practice outlines expected professional behaviours of teachers covered by this

Agreement and is structured to complement section 9 of the PSM Act. If a teachers actions breach the

Code of Professional Practice and thereby Section 9 of the PSM Act, discipline action in accordance with

Section H of this Agreement may be taken.

R2 National Professional Standards for Teachers

R2.1 The National Professional Standards for Teachers(Australian Institute for Teaching and School

Leadership, February 2011) were endorsed by the Ministerial Council for Education, Early Childhood

Development and Youth Affairs in December 2010. These standards describe teachers professional

knowledge, professional practice and professional engagement at four career stages of graduate

teacher, proficient teacher, highly accomplished teacher and lead teacher.

R3 Annual professional discussionR3.1 The annual professional discussion between individual classroom teachers and their principal and/or

supervisor affirms and draws together practices that support and recognise teacher development and

promote a capable and sustainable teaching workforce. These practices include:

(a) Professional Pathways and Pathways to Improvement;

(b) career planning;

(c) teacher transfer; and

(d) classroom teacher incremental progression.

R3.2 The annual professional discussion is a forum for each classroom teacher and their principal and/or

supervisor to reflect on and discuss the teachers current performance and professional

responsibilities at the school and to plan opportunities for continuing improvement and professional

growth.

R3.3 The annual professional discussion enables the principal and/or supervisor to give the teacher

supportive feedback on achievements and areas for development and, where appropriate, work

through any performance issues. Opportunities are explored for the teacher to undertake professional

roles and responsibilities within the school in accordance with their Professional Pathways and career

plans.

R3.4 The principal plans with the teacher the optimum time for them to transfer, with regard to the

teachers career plans and the needs of the schoo l to sustain and renew educational programs.

R3.5 Incremental progression, where applicable, is discussed in relation to expectations of performance and

professional responsibilities outlined in clause R6 of this Agreement.

R3.6 Principals/managers will ensure that the annual professional discussion is conducted with all

permanent and long term temporary classroom teachers in accordance with theAnnual professional

discussion guidelinesagreed between the Directorate and the AEU and listed at clause M2 of this

Agreement.

R4 Developing classroom teachers

R4.1 The following three stages for classroom teachers have been included for the purposes of targeting

development and support and identifying expectations of performance and professional

responsibilities, as detailed in clause R6 of this Agreement:


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(a) New Educatorsat increments 1.1 to 1.3

(b) Experienced Teachers 1at increments 2.1 to 2.4

(c) Experienced Teachers 2at increments 3.1 and 3.2.

R5 New educator development

First year of teaching experience

R5.1 Teachers in their first year of teaching experience following graduation have reduced face-to-face

teaching hours to facilitate enhanced support and mentoring:

(a) a maximum of 20 hours per week in preschools and primary schools; and

(b) a maximum of 18 hours per week in high schools and colleges.

R5.2 The reduction in face-to-face teaching hours represents an additional time allocation of 60 hours in

preschool/primary schools and 40 hours in secondary schools per teacher per year. This time is to be

used flexibly to provide a coaching and mentoring support program designed to meet the

development needs of each first year teacher. The specific organisational details will be decided by the

school in adapting the program for the teacher over time, for example:

(a) releasing the first year teacher and/or the mentoring teacher, as appropriate;

(b) allocating the time weekly, fortnightly or monthly for planned purposes; or

(c) concentrating the time allocation and support program within an appropriate period during

the teachers first year, e.g. within the first semester.

R5.3 The provision outlined in this clause for teachers in their first year of teaching experience following

graduation is in addition to the allocation of 15 days over three years to new educators for

professional learning and support, as detailed in subclause R5.4.

New educator support

R5.4 In addition to the five days of approved professional learning detailed in clause R7 of this Agreement,

the Directorate will maintain a support program for new educators in their first three years of

teaching. This program will provide resources to schools for a total of 15 days over three years for each

new educator, notionally allocated as:

(a) six days in their first year of teaching, including one additional induction day separate from

the system induction day described in subclause R7.1;

(b) five days in their second year of teaching; and

(c) four days in their third year of teaching.

R5.5 New educators appointed with one year of teaching experience but less than four years of teaching

experience will have their entitlement to new educator support days allocated on a pro rata basis in

accordance with the New Educator Support Guidelinesagreed between the Directorate and the AEU

and listed at clause M2 of this Agreement.

R5.6 It is intended that the resources for new educator support be used in the year of allocation. However,

a new educator may use more or less than the notional amount each year, provided that the total

used does not exceed the allocation determined upon commencement.

R5.7 New educator support program resources must be used within the total period for which the new

educator allocation applies.

R5.8 The support provided to new educators under this program should be recorded in their Professional

Pathways plan. For new educators undergoing probation, the probationary assessment process will be

their Professional Pathways plan.

R5.9 The purpose of these resources is to release new educators and others (e.g. mentors), as appropriate,

from classroom duties as part of an individual development program that may include: observations,

coaching and mentoring, co-planning, evaluation and reflection and attendance at additional


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professional learning.

R6 Expectations of performance and professional responsibilities

New educator (classroom teachers at increments 1.1, 1.2 and 1.3)

R6.1 New educators should fulfil expectations of performance, including but not limited to:

(a) satisfactory probation report and confirmation of appointment;

(b) full registration as a teacher by the ACT Teacher Quality Institute; and

(c) continued development of professional knowledge, professional practice and professional

engagement.

R6.2 New educators should fulfil expectations of professional responsibilities, including but not limited to

(a) satisfactory attendance;

(b) Professional Pathways (probationary assessment in the first year);

(c) 5 days of professional learning per year in accordance with clause R7 of this Agreement; and

(d) a focus on developing classroom teaching skills supported by

i in-school coaching and mentoring by experienced colleagues

ii reduced teaching hours in the first year following graduation

iii 15 days over three years, notionally allocated as 6 days in the first year, 5 days in the

second year, 4 days in the third year.

R6.3 New educators should record professional responsibilities, including support or professional learning

required, in their Professional Pathways Plans.

R6.4 New educators should not mentor other new educators nor supervise university students or interns.

They may host university students undertaking in-school observation with principal approval.

Experienced teacher 1 (classroom teachers at increments 2.1, 2.2, 2.3 and 2.4)

R6.5 Experienced teachers 1 should fulfil expectations of performance, including but not limited to:(a) continued development of professional knowledge, professional practice and professional

engagement;

(b) critical reflection on professional experience in order to develop teaching practice individually

and with colleagues; and

(c) participation in the development of school curriculum, teaching and assessment practices as a

member of a teaching team or faculty.

R6.6 Experienced teachers 1 should fulfil professional responsibilities, including but not limited to:


(b) Professional Pathways;


(d) responsibilities at the team or school level, such asi support for new educators

ii collaboration with colleagues to develop programs and resources

iii undertaking of school-wide tasks with shared responsibility

iv supervision of university students undertaking professional experience (with payment as

per clause T5 of this Agreement).

R6.7 Experienced teachers 1 should record professional responsibilities, including support or professional

learning required, in their Professional Pathways Plans.

Experienced teacher 2 (classroom teachers at increments 3.1 and 3.2)

R6.8 Experienced teachers 2 should fulfil expectations of performance, including but not limited to:(a) continued development of professional knowledge, professional practice and professional

engagement;

(b) critical reflection on professional experience in order to develop teaching practice individually

and with colleagues; and


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(c) contribution to the development of school curriculum, teaching and assessment practices at the

team, faculty, school and/or cluster level.

R6.9 Teachers at this level are expected to demonstrate greater capacity to take on professional

responsibilities than teachers at earlier increment levels.

R6.10 Experienced teachers 2 should fulfil professional responsibilities, including but not limited to:


(b) Professional Pathways;


(d) responsibilities at the team or school level, such as

i coaching and mentoring of new educators

ii collaboration with colleagues to develop programs and resources

iii undertaking of school-wide tasks in a coordinator role

iv supervision of university students undertaking professional experience (with payment as

per clause T5 of this Agreement)

v supervision of interns.

R6.11 Experienced teachers 2 should record professional responsibilities, including support or professional

learning required, in their Professional Pathways Plans.

R7 Professional learningR7.1 Generally, a working day prior to the first day of the school year (i.e. the day prior to the planning day)

will be a designated system induction day.

(a) On this designated day, no school or system professional learning activities for classroom

teachers can be scheduled, except for the system induction day.

(b) Teachers not required to attend the system induction day may elect to undertake personal

learning and development on this day, in line with subclause R7.2(d).

R7.2 All full time teachers are required to participate in a minimum of five days per year of approved

professional learning. Where appropriate, professional learning will be reflected in a teachers

Professional Pathways plan. This professional learning will be allocated as follows.

(a) One day is devoted to a whole of system/whole of sector priority as determined by the

Directorate and conducted in a designated stand down period. By the end of October each

year, the Directorate will advise whether this system day is required for the following school

year. When the system day is not required, this day may be used in accordance with

subclause R7.2(c).

(b) Two days are identified by the school for school based professional learning activities and

conducted in designated stand down periods.

(c) One day is identified by the school for whole of school professional learning activities, whichmay be conducted outside of regular school hours in full day, half day and two-hour blocks,

where approved by the school network leader.

(d) One day (or equivalent) professional learning in teachersown time. This professional

learning may be acquitted in full day, half day or two-hour blocks.

R7.3 Principals (SLA) will participate in an additional five days of professional learning to be acquitted by

1 November each year. The purpose of these additional days is to undertake:

(a) strategic planning and professional development for the school, cluster or system;

(b) planning and organisation of professional learning for other school employees;

(c) attendance at educational conferences or meetings; and

(d) personal professional development.


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R7.4 Following final determination of dates for system and school professional learning days provided

under subclause R7.2(a) and (b), each principal will provide written advice to staff specifying:

(a) dates of professional learning activities, together with any other relevant information

concerning the activity to be undertaken; and

(b) the requirement to attend each activity or to seek a variation under subclause R7.9.

R7.5 Part time teachers minimum professional learning days will be calculated on a pro rata basis.

Distribution of these days will be negotiated with the principal, and will normally involve attendance

for the whole of a professional learning activity. To accommodate such attendance, the principal may:

(a) negotiate a variation of attendance at another time so that normal hours of work for the

week are not exceeded; or

(b) elect to pay the teacher from school funds for attendance beyond their usual hours of duty

on the day of the professional learning activity.

R7.6 To maximise capacity to plan for attendance at professional learning activities, professional learning

for both school based and office based teachers should be scheduled in accordance with the principles

outlined in subclause Q2.5 of this Agreement.

R7.7 In order to be recognised as appropriate staff professional learning, the days arranged in stand down,

any flexible day(s) used and the individuals day should:

(a) be a coherent program, consistent with the system or school development plan and/or an

individuals Professional Pathways plan;

(b) enhance the knowledge or skills of teachers that will lead to improved student learning;

(c) enable teachers to reflect on their current practice;

(d) typically involve teachers in collaboration with other teachers or relevant professionals;

(e) typically lead to follow up activities such as further research, discussion, experimentation or

collaboration; and

(f) provide teachers with opportunities to develop leadership capabilities.

R7.8 Principals are required to maintain an accurate record of teachersattendance at professional learning

activities. All principals will provide a report to the Directorate, including attendance records, to

Director Human Resources and the school network leader.

R7.9 A teacher who cannot attend a professional learning activity may:

(a) request approval to make up the professional learning activity at an alternate time agreed

with the principal; or

(b) for absences known in advance, submit a leave form in advance of the absence,

accompanied by relevant documentation; or

(c) for unexpected absences, submit a leave form accompanied by the appropriate

documentation as soon as the teacher returns to work.

R7.10 In accordance with clause F4, any request for personal leave under subclause R7.9(b) and (c) must be

accompanied by a medical certificate from a registered health professional or by reasonable evidence

that the leave is essential at that time.

R7.11 Any teacher not attending professional learning who is not covered by subclause R7.9(a), (b) or (c) will

be deemed to beon unauthorised leave without pay.

R7.12 Non-attendance at required professional learning may constitute misconduct and could be subject to

disciplinary proceedings.

R7.13 The Teacher Professional Learning Fund will continue to be allocated $1.25 million per annum

(including an allocation to be identified for teacher scholarships). These funds will be allocated toprofessional learning for teachers other than principals.

R7.14 Recognising that there are a number of factors impacting on the ability of teachers to utilise the


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Teacher Professional Learning Fund, the Directorate agrees to consult with the AEU through the formal

consultation process about priorities of the fund.

R7.15 The Principal Professional Learning Fund will continue to be allocated funds equivalent to one percent

per annum of total principal salary costs. The Principal Professional Learning Fund will continue to be

maintained separately to the Teacher Professional Learning Fund.

R7.16 The Directorate agrees to consult with the AEU on the effective use of the Principal Professional

Learning Fund and other funding sources, such as Commonwealth Government initiatives, as part of an

examination of ways to continue to support and build the school leadership development program for

principals.

R7.17 The Directorate and the AEU will continue to consult about professional learning priorities determined

outside the context of subclauses R7.13 and R7.15.

R8 Personal and career development

R8.1 The continual development of a teachers professional knowledge, practice and engagement shouldoccur as a normal part of their professional role in a school.

R8.2 All permanent and contract teachers participate in a performance assessment and development

process:

(a) All permanent school based teachers, including teachers on probation and School Leaders C

and B, will have a Professional Pathways plan.

(b) For teachers undergoing probation, the probationary assessment process will be their

Professional Pathways Plan. In the event that the teacher and their supervisor choose to

include additional goals, these should be recorded separately from the probationary

assessment process and will not inform that process.

(c) School counsellors will have a Professional Pathways plan adapted to meet professional

registration requirements.(d) Contract teachers are covered by assessment processes detailed in theAssessment of

contract and probationary teachers handbook, although teachers employed on long term

contracts may negotiate with the principal/manager to participate in Professional Pathways.

(e) Principals/managers will participate in the Principals Performance and Development

Agreement, agreed between the Directorate and the AEU, listed at clause M2 and detailed at

clause X4 of this Agreement.

(f) Office based teachers will negotiate a personal and career development plan, as detailed in

clause W3 of this Agreement.

R9 Professional Pathways

R9.1 Professional Pathways is a dynamic, forward planning personal and career development frameworkthat provides teachers and their supervisors with tools to support effective self-reflection, targeted

goal setting and meaningful feedback.

R9.2 Principals/managers are required to implement Professional Pathways in line with the Guidelines for

performance and developmentagreed between the Directorate and the AEU and listed at clause M2.

Principals/managers and supervisors ensure that areas for improvement are identified and addressed

and that the process is conducted in a professional, objective and fair manner.

R9.3 A teacher and their supervisor negotiate the teachers Professional Pathways plan, which is signed off

by the teacher, their supervisor and their principal/manager. The principal/manager fulfils the role of

supervisor for some staff. The supervisor is responsible for monitoring implementation, reviewing

progress, and providing feedback to the teacher.

R9.4 A teacher may choose to have a professional mentor to support and encourage them as part of

Professional Pathways. This mentor may be a peer at level or above. The mentor does not undertake


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the role or responsibilities of the supervisor.

R9.5 The original of the Plan will be retained by the teacher. A copy will be retained and stored securely by

the principal/manager and be available to the supervisor.

R9.6 Information regarding professional learning and other training needs may be used in planning school

and system-wide professional learning programs. Otherwise, disclosure of information in a teachers

Plan is at the teachers discretion.

R9.7 Professional Pathways plans may not be used as a source of information for any teacher selection

processes.

R10 Professional Pathways plan

R10.1 The process of developing the Professional Pathways plan (the Plan) is the responsibility of the teacher

and their supervisor through professional discussion and will be recorded in writing. Teachers will have

ownership of their Plan for the continuing development of their professional knowledge, practice and

engagement.

R10.2 In developing the Plan, both teacher and supervisor should take account of the expectation that as

experience and expertise increases, individual teachers will contribute more to school and system

capacity-building, as outlined in clause R6 of this Agreement. This contribution may include tasks such

as supervision of student teachers and/or interns, mentoring new educators and less experienced

colleagues and coordination of particular programs within the school/faculty. When a teacher engages

in any capacity-building tasks, these should be clearly acknowledged in their Plan.

R10.3 In the Plan, the teacher and their supervisor identify and record realistic and agreed goals and

strategies for the school year. The plan will focuses on the teachers:

(a) professional work performance;(b) professional and work related improvement goals;

(c) professional learning;

(d) pathways for development;

(e) personal growth and career development;

(f) whole of school role and responsibilities; and

(g) implementation of the ACT Quality Teaching model

(h) information technology and other training needs; and

(i) and other relevant training needs.

R10.4 In conducting their professional discussion, the teacher and their supervisor will have regard to

relevant factors, including:(a) a focus on improving student educational outcomes;

(a) the priorities of the Directorate, including the strategic plan;

(b) the School Plan and the needs of the school;

(c) curriculum, assessment and reporting data and other data;

(d) the school setting, including whole of school roles and responsibilities, management and

team structures, the school community and parents as partners;

(g) other factors which may affect the teachers circumstances, such as part time work and leave

arrangements;

(d) expectations of performance and professional responsibilities at the teachers level of

experience, as detailed at clause R6 of this Agreement;

(e) the requirement for teachers to participate in professional learning as outlined in clause R7

of this Agreement; and

(f) the teachers career plans, including transfer.


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R11 Review of the Professional Pathways plan

R11.1 A teachers Plan will be formally reviewed at least twice during the school year with:

(a) an initial review no later than midway between the making of the Plan and the end of the

school year;

(b) a final review after an agreed period following the initial review and before the end of the

school year; and(c) additional reviews as determined by the principal/manager.

R11.2 Reviews of the Plan will be made through professional discussion between the teacher and their

supervisor to review evidence of the achievement of goals, provide meaningful feedback, ensure that

areas for improvement are identified and addressed, and facilitate appropriate professional support.

R11.3 If, at any stage of the year, the principal/manager or supervisor has a concern regarding a teacher

meeting the relevant expectations of performance or professional responsibilities, as detailed at

clause R6 of this Agreement, they should revise the Plan with the teacher to include a goal targeting

the area for improvement. This may involve substitution or addition of a goal, as appropriate.

R11.4 A teachers Plan may be varied by agreement during the school year to reflect changing circumstances.

When a teacher changes schools or is promoted, the existing Plan should be reviewed within one

month of taking up the new position to recognise the teacher s changed circumstances.

R11.5 The teacher can seek to resolve any concerns with the Professional Pathways process by consulting

with the principal at any stage in the cycle. The internal review procedures detailed in Section I of this

Agreement may apply if a resolution cannot be reached.

R12 Pathways to Improvement

R12.1 Pathways to Improvement is a program to assist permanent school based teachers improve their

professional practice and work performance in a positive, constructive and non-threatening climate

and manner. Officers on probation, contract and casual teachers are not covered by the provisions of

this clause.

R12.2 Pathways to Improvement will be implemented in accordance with theAnnual Professional Discussion

Guidelines andPathways to Improvement: Guidelines for ACT public school teachers agreed between

the Directorate and the AEU and listed at clause M2 of this Agreement. It is expected that the program

will be initiated and managed by the teachers direct supervisor in consultation with the

principal/manager. The principal/manager and the teacher may agree that another person will

undertake this role. However, the teachers supervisor must continue to be involved in managing and

supporting the teacher.

R12.3 Pathways to Improvement may be initiated at any stage in the Professional Pathways process.

Pathways to Improvement will normally be implemented for up to one school term or equivalent.

R12.4 The principal/manager is responsible for ensuring that:

(a) Pathways to Improvement is used solely for the purpose of addressing professional issues;

personal and disciplinary issues are dealt with through other means;

(b) performance issues are addressed in a timely manner;

(c) Pathways to Improvement is put in place to assist any teacher requiring assistance in their

professional performance;

(d) the period of time agreed to implement the plan will appropriately reflect the issues;

(e) appraisal of the teachers professional performance is appropriately recorded;(f) feedback is regularly provided to, and received from, the teacher;

(g) the process is conducted in a sensitive, objective and fair manner; and

(h)the teacher is made aware of the availability at any stage of the Directorate s Employee


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Assistance Program for counselling or other support.

R12.5 Before implementation of Pathways to Improvement is considered, supervisors should ensure they

have had ongoing professional discussions with the teacher in relation to the identified area(s) of

concern and that the original Professional Pathways plan has been revised to reflect these emerging

needs.

R12.6 The principal/manager makes the decision to implement a Pathways to Improvement process with a

teacher after assessment of all written documentation and discussion with the supervisor, school

network leader and Director Human Resources.

R12.7 The principal/manager will inform the teacher personally that the Pathways to Improvement process is

to be implemented. This decision should also be given in writing and include identified areas for

improvement. Notification should also be given in writing to the school network leader and Director

Human Resources.

R12.8 The principal/manager will invite the teacher to provide written comments on the identified area(s) for

improvement, including any reasons that may have contributed to the recent standard of workperformance of the teacher. The principal/manager will convene a meeting and invite the teacher to

have a support person present. The meeting will include discussion of the identified area(s) of concern

and indicators of improvement.

R12.9 A Pathways to Improvement plan will be negotiated between the principal, supervisor and the teacher

in accordance with clause R13 of this Agreement.

R12.10 In general, principals/managers should not support or approve applications for leave without pay, long

service leave or requests for transfer whilst a teacher is undergoing a Pathways to Improvement

process.

R13 Pathways to Improvement plan

R13.1 Whilst a teacher is undertakingPathways to Improvement, their Professional Pathways plan will be

suspended.

R13.2 The teacher will have a Pathways to Improvement plan developed in conjunction with their supervisor

and principal/manager as a basis for addressing the identified the area(s) for improvement. The plan

will set specific, achievable goals and develop strategies that will support the teacher to address the

identified area(s) and to demonstrate the agreed indicators of expected performance. Appropriate

strategies may include:

(a) a professional learning plan;

(b) a professional appraisal schedule;

(c) mentoring by another teacher;

(d) changes to their working arrangements;

(e) straightforward performance indicators to assess progress towards achieving specified goals;

and

(f) an agreed review timetable.

R13.3 The supervisor will assess the teachers performance on a regular basis after professional discussion

with the teacher. These discussions will be documented and will provide constructive feedback and

establish the extent to which the identified issues in the Pathways to Improvement plan are being

addressed. The teacher will be given the opportunity to adequately prepare and respond to

professional feedback by the supervisor.


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R13.4 If the principal/manager considers that further time is needed for a fair assessment to be made, then

they may extend Pathways to Improvement by a period of up to one school term or equivalent.

Notification of this decision should be given to the teacher in writing before the end of the initial

Pathways to Improvement period. Notification should also be provided to the school network leader

and Director Human Resources.

R14 At the end of the Pathways to Improvement period

R14.1 At the end of the Pathways to Improvement period, the supervisor will provide the principal/manager

with a written assessment of the teachers performance against the indicators. The principal may

initiate other inquiries s/he considers necessary to form a considered view before making a decision

on whether the teachers work performance is satisfactory or unsatisfactory.

R14.2 If, at the end of the Pathways to Improvement period, the principal/manager assesses the work

performance of the teacher as:

(a) Satisfactory: no further action will be taken under these procedures. The

principal/manager will inform the teacher in writing of this conclusion and the teacher will

return to Professional Pathways procedures. The principal/manager will inform the schoolnetwork leader and Director Human Resources in writing of the outcome of the Pathways to

Improvement process. The Pathways to Improvement plan forms part of the teachers

Professional Pathways, the original of the Plan will be retained by the teacher and a copy kept

by the principal/manager for a period of two years; or

(b) Unsatisfactory: the principal/manager will provide an assessment report, including a copy of

the teachers Pathways to Improvement plan, to the school network leader and Director

Human Resources and recommend underperformance action be taken. In making this

decision, the principal/manager may initiate other appropriate inquiries they consider

necessary to form a considered view. The Director Human Resources may elect to proceed

with underperformance action or request further action be taken at the school site.

R14.3 Except for the purposes set out in this section, disclosure of information in a Pathways toImprovement plan is at the teachers discretion.

R14.4 A Pathways to Improvement plan may not be used as a source of information for any teacher selection

processes.

R14.5 Any dispute arising from the operation of this clause will be dealt with in accordance with Part 1,

clause G2 of this Agreement.

R14.6 Amendments to the Pathways to Improvement provisions will be discussed by the Directorate and the

AEU and any new provisions will be implemented if agreed. If not agreed, such proposed new

provisions will not be implemented.

R15 Underperformance action

R15.1 If underperformance action is to be taken in accordance with subclause R14.2(b), the head of service

will advise the teacher in writing:

(a) of the assessment and reasons for the principal/managersassessment;

(b) of the action or actions (underperformance action) proposed to be taken;

(c) that the teacher is invited to respond in writing to the proposed action within a specified

period (not to be less than 24 hours or more than seven days).

R15.2 After considering any response from the employee, the head of service may decide to take one or

more of the following underperformance actions under these procedures:(a) transfer to other duties (at or below current salary);

(b) deferral of increment

(c) reduction in incremental point;


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(d) temporary or permanent reduction in classification and pay;

(e) termination of employment in accordance with the PSM Act.

R15.3 The head of service will inform the employee in writing of this decision and the appeal mechanisms

available under this Agreement.

R15.4 At any time after seven calendar days from the date the head of service informed the teacher under

subclause R15.1, the head of service may take one or more of the underperformance actions outlined

in the information provided to the teacher under subclause R15.1.

R15.5 At any time in these procedures, the teacher may elect to be retired on the grounds of inefficiency.

R16 Appeal rights

R16.1 The employee has the right under Section J of this Agreement to appeal any underperformance action

taken under subclause R15.4, except action to terminate the employees employment.

R16.2 The employee may have an entitlement to bring an action under the FW Actin respect of any

termination of employment under this Agreement. This will be the sole right of review of such an

action.


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Section SWorkforce planning

Section S Workforce planning

S1 Introduction

S1.1 Principals are responsible, in consultation with their school network leader, for developing the

preferred workforce profile for the school. In developing the workforce profile, principals should take

into account:

(a) the objectives of the schools strategic plan;

(b) opportunities to recruit staff to the ACT public education system;

(c) opportunities to support teachers careerdevelopment; and

(d) opportunities to support teacher transfer across the system.

S1.2 Teaching staff changes should be managed according to the guiding principle of reasonable change.

Accordingly, where staff turnover, including contract teachers, over any two consecutive calendar

years is expected to be or has been less than 10 percent per year or greater than 25 percent per year

the principal work with the Director-General to assess the situation and develop a plan, as

appropriate.

S2 Teacher and school leader placement

S2.1 With respect to teacher and school leader placement, the term teacher will be used to mean

classroom teacher, school leader and principal, unless otherwise stated. The term school will be used

to mean school and central office sections.

S2.2 Principals, school network leaders and managers plan the optimum placement end dates of individual

teachers, and subsequent transfer, through the annual professional discussions with reference to

teachers career plans and the need to sustain and renew educational programs. Such discussions with

classroom teachers will be conducted in accordance with theAnnual Professional Discussion Guidelines agreed between the Directorate and the AEU and listed at clause M2 of this Agreement. Planning for a

principals placement end date will be done in discussion with their school network leader.

S2.3 Principals must maintain flexibility in managing their teaching workforce in order to provide for the

educational needs of students and to achieve the objectives of teacher transfer, as outlined in

clause S3 of this Agreement.

S2.4 All placements of teachers are for a maximum of five years. The placement end date is 26 January,

after the final year of placement. Details of placements are as follows:

(a) All permanent teachers have been advised of their placement end date. These will not change

as a result of the provisions in this section.

(b) Placement end dates will not be varied to account for periods of leave or temporary transfer.

(c) Generally, a teachers or school leaders first placement in a school or central office position

will be for five years.

(d) Graduate teachers are initially placed for five years, including any period of temporary position

placement or contract at the school to which they are appointed.

(e) Subsequent placements for all teachers are for periods up to five years.

(f) There is no limit on the number of times a teachers placement at a school can be continued

for periods of up to five years.

S2.5 The principal (or school network leader) will review a teachers placement end date through the

annual professional discussion early in the year prior to its effect. This review will determine whether

the teacher:

(a) will continue their placement at the school for another period of up to five years, or

(b) must apply for transfer, to take effect from 27 January in the following year.


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S2.6 The principal will advise the teacher in writing of the decision concerning their placement end date

following the annual professional discussion and no later than the end of term 2.

S2.7 Dispute resolution: A teacher may seek to have the grounds for the decision concerning their

placement end date reconsidered by informing their principal (or school network leader) within

14 days of receipt of the decision. The reconsideration will be undertaken by a panel comprising aschool network leader, a principal from another school and an AEU nominee.

S2.8 Principals will give due consideration to individuals personal circumstances and needs in making

decisions concerning teacher transfer or continuation of placement.

S2.9 The Director-General has the right and obligation to place permanent teachers in suitable positions, as

required. This requirement takes precedence over any other method of filling vacancies.

Birrigai@Tidbinbilla positions

S2.10 Vacant classroom teacher positions at Birrigai@Tidbinbilla will be advertised as limited time positions

for one, two, three or four years. The maximum period a classroom teacher may spend at

Birrigai@Tidbinbilla is six consecutive years. A teacher must apply for transfer in accordance with

subclause S2.5(b) during their sixth year of placement.

Instrumental Music Program

S2.11 All identified teacher positions in the Instrumental Music Program will be advertised as limited time

positions for up to four years. The maximum period a classroom teacher may spend in the

Instrumental Music Program is six consecutive years. A teacher must apply for transfer in accordance

with subclause S2.5(b) during their sixth year of placement.

S3 Teacher transfer

S3.1 Teacher transfer links closely with quality teaching, professional learning, career planning,performance management and leadership development in helping to develop a capable and

sustainable teaching workforce. By transferring to new settings throughout their careers, classroom

teachers, school leaders and principals gain a broad experience and contribute to renewal of school

communities through incorporation of new perspectives.

S3.2 All teachers, school leaders and principals have a responsibility to plan their career pathways and

professional growth, including placement and transfer options, through Professional Pathways or the

Principals Performance and Development Agreement.

S3.3 Transfer must not be used to solve performance issues. Any teacher or school leader undergoing

Pathways to Improvement will not be permitted to transfer until they have undertaken sufficient

development with principal/director and colleague support.

S3.4 All teachers and school leaders may apply for transfer at any stage in their career.

S3.5 Where a teacher or school leader wishes to apply for transfer prior to the end of their placement, they

should advise their principal/manager or school network leader of this intention as soon as possible. In

dealing with compassionate transfers, special consideration of an individuals circumstances and needs

will occur.

S3.6 From the date of operation of this Agreement, the transfer provisions detailed in this section will apply

to all permanent classroom teachers, school leaders and principals.


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S3.7 Unless specifically referred to in this section, the provisions outlined in this section apply to the

exclusion of provisions contained in section 92 of the PSM Actand any related provisions contained in

the PSM Standards.

Incentives to transfer

S3.8 Successful experience in a range of settings is valued for its contribution to quality teaching, qualitystudent outcomes, professional development, career advancement and promotion.

S3.9 Receiving schools will provide transferred teachers, through their Professional Pathways plan, access

to professional development to assist in their transition to the new educational setting.

Annual classroom teacher transfer process

S3.10 There will be an annual classroom teacher transfer process. Teachers identified for transfer will be

considered for placement through the annual process. Vacancies unable to be filled through transfer

or central placement will go to open advertisement in accordance with subclause S4.1.

S3.11 The objectives of the transfer process are:

(a) to ensure that all vacancies are able to be efficiently and effectively filled by the end of the

school year; and

(b) to provide opportunities for current teachers to transfer within the ACT public school system.

S3.12 The decision that a teacher will transfer can be withdrawn by mutual agreement between the teacher

and principal.

S3.13 The onus is on the teacher to nominate a reasonable range of positions/schools to enable successful

transfer. Principals have a responsibility to support the teacher in this process and support career

development through the Professional Pathways plan.

S3.14 A teacher who is unsuccessful in transferring at the end of their nominal placement at a school will beplaced in accordance with subclause S2.9.

S3.15 Details on the transfer process as agreed between the Directorate and the AEU are documented in

Procedures for filling classroom teacher vacancieslisted at clause M2 of this Agreement

S4 Classroom teacher vacancies

S4.1 Classroom teacher vacancies will be filled in accordance with processes agreed between the

Directorate and the AEU and detailed in the Procedures for filling classroom teacher vacancies listed at

clause M2 of this Agreement.

S5 Unattached officers

S5.1 If an officer is absent from their substantive position, except for the purposes of temporary transfer

within the Directorate, for more than 12 months they may be deemed unattached and the position

declared vacant.

S5.2 Such a 12 month period of absence for an officer on maternity leave, will commence at the beginning

of unpaid leave.

S5.3 An unattached officer is required to seek appropriate placement within a reasonable period prior to

their return to duty with the Directorate.

S5.4 An individual deemed to be unattached may seek special consideration from the Director Human

Resources for exemption from this provision.


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S6 Employing graduate teachers

S6.1 Details on the employment of graduate teachers are as agreed between the Directorate and the AEU

and documented in the Procedures for filling classroom teacher vacancies listed at clause M2 of this

Agreement.

S7 School leader vacanciesS7.1 The agreed procedures for filling school leader vacancies are detailed in the Procedures for filling

school leader positionslisted at clause M2 of this Agreement.

S8 Selection committees for school leader positions

S8.1 School leader vacancies will be filled in accordance with the Procedures for filling school leader

positionsagreed between the Directorate and the AEU and listed at clause M2 of this Agreement.

S8.2 A Joint Selection Committee will normally comprise, but not be limited to:

(a) a chairperson who has appropriate training, skills and experience, nominated by the head of

service; and

(b) other persons who have appropriate training, skills and experience

S8.3 The selection committee composition is as set out in the Procedures for filling school leader positions

agreed between the Directorate and the AEU.

S8.4 The Directorate will continue to provide agreed selection committee training and will maintain a list of

teachers who have completed such training.

S8.5 The relevant selection guidelines must be referred to in the conduct of any selection process.

S8.6 Except for review of process, the outcome of any promotions position selections filled using agreedjoint selection procedures is not appellable.

S8.7 Amendments to the procedures for filling school leader positions will be discussed by the Directorate

and the AEU and any new provisions will be implemented if agreed. If not agreed, such proposed new

provisions will not be implemented.

S9 Review

S9.1 Except for review of process, the outcome of any selection committee is not appellable.


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Section TAllowances and payments

Section T Allowances and payments

T1 Principal allowances

T1.1 Except as provided for in this clause, salaries paid to principals are all in salaries. No additional

allowances in the nature of salary will be payable to principals.

T1.2 Motor vehicle allowance and other expense related allowances, by way of reimbursement for

purposes such as official travel as set out in the PSM Standards, will continue to apply.

T2 Special education allowance

T2.1 Current procedures for payment of the special education allowance will continue for teachers. School

counsellors are no longer eligible to access this allowance, which is replaced with provisions detailed in

subclause V5.2 of this Agreement. The allowance rates are contained in Annex A9 to this Agreement.

T3 Travelling entitlementT3.1 A teacher appointed to, or on contract at, Birrigai@Tidbinbilla or Jervis Bay is entitled to receive a

travelling entitlement.

T3.2 The travelling entitlement replaces any existing entitlement for isolated establishment allowance for

teachers under the PSM Actand PSM Standards.

T3.3 Travelling entitlement is payable for each complete trip when a teacher attends duty to the maximum

of once per day.

T3.4 A teacher is entitled to be paid the full rate of the entitlement for each continuous period of duty if

they do not travel at the Directorates expense and:(a) travel to an isolated establishment to attend for a period of normal duty; or

(b) have been directed to return to duty, with or without prior notice, to perform extra duty.

T3.5 A teacher who meets the requirements above but travels at the Directorates expense on the journey

either to or from the isolated establishment, is entitled to be paid only at the partial rate.

T3.6 A teacher who lives in a dwelling provided by the Directorate at the isolated establishment, or lives

within 10 kilometres from it, is not entitled to the entitlement unless they receive a payment for the

use of private motor vehicle for official purposes.

T3.7 If a teacher receives any payments by way of allowances under this clause and the payment is less

than the travelling entitlement, they are entitled to be paid the difference between the payment

received and the entitlement.

T3.8 The designated isolated establishments and the relevant rates of pay will be reviewed during the life

of this Agreement and cease if the establishment no longer fulfils the criteria for the payment of

isolated establishment allowance.

T3.9 If a principal/manager approves a full time teachers request to travel in their own vehicle between

two or more workplaces in one day, then payment of the relevant Public Sector Motor Vehicle

Allowance will be made. The cost of this payment will be shared equally between the two or more

workplaces.

T3.10 Part time teachers who travel in their own vehicle between two or more workplaces in one day will

have 0.05 added to their agreed fraction of a full time load, in lieu of payment of Public Sector Motor


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Section TAllowances and payments

Vehicle Allowance.

T4 Teaching project allowance

T4.1 Principals from time to time may identify projects at the school level to enhance teaching and learning.

With the approval of their school network leader, a principal may allocate an allowance of up to

$3,500 to a classroom teacher undertaking such a project.

T4.2 The teaching project allowance must be paid from school funds and must be established within a

school year, to finish by the end of term 4.

T5 Practicum supervision payment

T5.1 The Directorate and the AEU consider student teacher supervision an important component in the

ongoing development of the teaching profession.

T5.2 Teachers who undertake supervision of student teachers will have that recorded in their Professional

Pathways Plan.

T5.3 Payment by the relevant university for the supervision of a practicum teacher will be made directly to

the supervising teacher.

T6 Higher duties allowanceT6.1 All teachers will receive a payment of higher duties allowance after the completion of a total of

five days of higher duty work. The first five days do not count for payment p

Documents

School Teachers Enterprise Agreement 2011 2014 Part 2