consultation...consultation involves more than a mere exchange of information. for consultation to...

Consultation: DoE State School Teachers’

Certified Agreement 2019

Teaching in State Education Award - State 2016

A QTU GUIDE

The professional and industrial voice of Queensland’s teachers and school leaders in state schools and TAFE for more than 130 years.

FOR QTU REPS AND SCHOOL LEADERS

Need a hard copy?Order online at www.qtu.asn.au/order-guides

This document is issued for general guidance only. It does not constitute professional advice. The issues with which it deals are complex and the document necessarily deals only with general principles. No reader should rely on this document for the purpose of making a decision as to action but should seek the appropriate advice from the Union on the particular circumstances of that reader. The Union accepts no responsibility for the consequences should any person act in reliance on this document without obtaining the appropriate advice from the Union.

Contents

2020 - VER240120 A QTU Guide | Consultation - page 3

A: Introduction1. Consultationandthecertifiedagreement .................................................................................................4

2. Consultation - it’s not a dirty word ..............................................................................................................5

3. LCC - not just another committee ...............................................................................................................7

B: Resources4. Basic guide to LCCs (local consultative committees) ..............................................................................10

5. LCCs – establishing a work program ........................................................................................................16

6. Consultation in small schools ...................................................................................................................19

7. Reaching consensus through consultation ..............................................................................................20

8. Resolving disputes .....................................................................................................................................21

9. Checklist for workplace reforms ...............................................................................................................23

10. Workload management .............................................................................................................................25

C: Appendices1. Referencedocumentsforstaffingflexibility .............................................................................................28

2. Referencedocumentsforflexiblestudentfreedays ...............................................................................31

3. Reference documents for joint statements .............................................................................................38

4. Reference documents for variation of the standard hours of instruction ..............................................64

5. Meal breaks/bus and playground duty ....................................................................................................66

6. Staff meetings ............................................................................................................................................72

Authorised by Graham Moloney, General Secretary, QTU, PO Box 1750, Milton QLD 4064 www.qtu.asn.au


Introduction

1. Consultation and the certified agreementThecertifiedagreementprovidesaclearexpectationofwhatconstitutesconsultation:

Consultation involves more than a mere exchange of information. For consultation to be effective, the teacher must be contributing to the decision-making process, not only in appearance, but in fact.

(Part 3 – Department of Education State School Teachers’ Certified Agreement 2019)

Summary of key points• The local consultative committee (LCC) is the key mechanism for managing workload.• TheLCCneedstobeinvolvedinconsultationaroundflexiblestudentfreedays(SFDs);staffing

proposals;busandplaygrounddutyrosters;mealbreakvariations;extensionstoschoolhours;areas in joint statements.

• The LCC should be involved in consultation about the purpose, frequency and duration of staff meetings.

• Staffingflexibility/workplacereformsneedtobesubmittedtoDoEandtheEducationConsultativeCommittee (ECC).

• Funds allocated for staff must be used for the employment or professional development (PD) of employees.

• Disputeresolutionprocessesincludearesolutioncommitteeatcentraloffice–thismayconsiderthe consultation processes within the school when trying to resolve disputes.

The key aspects of the consultation and dispute resolution provisions of the agreement are the need to consultonthepurpose,frequencyanddurationofstaffmeetings,theinclusionofflexiblestudentfreedaysandthecapacityforschoolstousethethirdlastweekoftermthreeflexibly,theregisteringofworkplacereformswiththeECC,andthedisputeresolutioncommitteeatcentraloffice.


Introduction

2. Consultation - it’s not a dirty wordConsultation is often viewed as a barrier to change rather than a means of achieving positive outcomes for students and members. In reality, however, effective consultation recognises the views of teachers as professionals and can achieve great results.

In 2016, schools received a message from the Director-General outlining the need for more local consultative committees (LCC) in schools. However, the mere existence of an LCC does not of itself meet the requirement for members to be consulted on matters pertaining to their working conditions and changes in their workplace.

The LCC should be used as a vehicle for consultation. The role of the LCC is to initiate, implement, review and renew/replace/remove changes within a school. It is the school’s union/management consultative forum.

Membersshouldbeconsultedonarangeoftopics-someprescribedintheawardandcertifiedagreement,othersinjointstatements.Thesetopicsinclude:

• bus and playground duty rosters• variations to meal breaks• variations to the standard hours of

instruction• planning processes• schemes of collegial engagement in

classrooms• workplace reforms• flexiblestudent-freedays• pedagogical frameworks

• Investing for Success funds• implementation of new curriculum areas• the purpose, frequency and duration of

staff meetings• replacement of non-contact time lost due to

planned school activities• class sizes that may exceed class size

targets.NB:thisisnotanexhaustivelist.

However, consideration of these issues by the LCC without seeking input from members to inform its deliberations is not consultation. Additionally, presenting something at a staff meeting and saying “if you have an issue come and discuss it” should not be viewed as effective consultation.

Thecertifiedagreementrequiresthatforgenuineconsultationtooccurthoseinvolvedmustfeelasthoughthey have the ability to affect the decision, not just in appearance but in fact.

Effective consultation occurs when the proposal is outlined to members, they have the time to consider the proposal and raise questions/provide feedback to Union Reps and the school leadership team, and these viewsareconsideredwhenmakingafinaldecisionaroundtheproposal.Justbecauseanindividual’sviewsare not adopted, it does not mean that consultation did not occur, as long as the processes outlined above are followed.

The role of the LCC members is to reach an agreement by consensus wherever possible. In circumstances whereagreementcannotbereached,theprincipalhasthefinaldecisiononwhethertheproposal/initiativeproceeds. In the case of workplace reforms, or alterations to working conditions (e.g. change to length of meal breaks, hours of instruction), the principal is unable to make variations without agreement. In these circumstances, assistance should be sought from DoE and the Union.

The LCC is comprised of union and management representatives – the management representatives are determined by the principal while the QTU Reps on the LCC are school Union Representatives. Where more than two QTU Reps wish to be on the LCC, QTU members at the school will be balloted.

The role of the QTU Reps on the LCC is to represent and advocate for the views of members. Consequently, QTU Reps will use a range of mechanisms, including feedback boxes, emails and ballots, to effectively represent member views. If Union Reps are presented with a proposal at the LCC that they have not previously seen or had an opportunity to consult members on, they should indicate that no feedback can be given or decision made at that meeting and undertake to return to a future meeting following member feedback so


Introduction

that the proposal can be discussed.

At times, the views of the majority of members may differ from the individual Union Rep’s view. In these circumstances, it remains the role of the Union Rep to put forward the views of the majority, not their own.

Most importantly, consultation should be expected as a condition of employment. Rhetoric that includes “collaboration”, “recognition as a professional”, “professional autonomy” and “collegiality” should lead to actions. It is not enough to talk the talk, we must also walk the walk.

Additionally, effective consultation should be comprised of a “no surprises” approach. QTU representatives andschoolleadersshouldflagtoeachotherifthereisbuzzaboutaparticularissueintheworkplace.Thiscanoccur at a regular meeting between Union Reps and administration and should ensure open and transparent consideration of issues that may arise.

A process of effective consultation is good practice and a requirement in schools. It should not be viewed as a barrier to change, but as a powerful tool in achieving change and delivering new ideas that have the support and “buy in” of members, as well as offering a mechanism through which the impact of change and initiatives on workload can be considered.


Introduction

3. LCC – not just another committeeThe LCC is the local consultative committee, a union/management committee responsible for effective change management within the school. How this is achieved is inherent in its name – through consultation. “Consultation is not perfunctory advice on what is about to happen. Consultation

is providing the individual, or other relevant persons, with a bona fide opportunity to influence the decision maker. Consultation allows the decision making process to be informed, particularly as it may affect the manner in which work is undertaken in the course of employment.” (Commissioner Smith in the Community and Public Sector Union v Vodafone Network Pty Ltd)

The key elements of this quote are useful in assisting members in determining whether or not consultation was genuine.

1. Was the advice perfunctory, or was the proposal presented as a fait accompli, i.e. “this is going to happen”… “I’ve decided”?

2. Didmembershavetheopportunitytoinfluencethedecision?3. Was the decision reached informed by the consultation?Iftheanswertothefirstquestionis“yes”thentheconsultationwasnotgenuine.

If you are able to answer “yes” to questions two and three, then in all likelihood the consultation was genuine.

What role does the LCC play?It should be understood from the outset that the school principal has the responsibility for the day-to-day running of the school and good order and conduct within the school. Consequently, matters such as allocation of staff to classes, the need for supervision of students during meal breaks, the allocation of release time andtargetedprofessionaldevelopment,timetabling,purchasingadditionalnon-staffingresources,andappointment of heads of programs and school leaders are not matters that are considered by the LCC.

Additionally, schools will have a number of committees that look at the behaviour management program, the curriculum in the school, school leadership and other professional issues. The LCC does not replace these committees – in fact it should complement them. While most of these committees will place a “professional” lens over issues, and proposals that lead to change may arise from these committees, the LCC places an “industrial” lens over these proposals – it is established for a different purpose and should be used to facilitate effective change management.

When people feel they are part of a decision that impacts on their working conditions, workload or how they perform their duties, they are more likely to be accepting of these changes.

The role of the LCC is to initiate, implement, review and continue/discontinue change that impacts on workload, work practices and workplace reforms in schools. It is the vehicle for consultation within the school, and matters on which agreement must be reached at the LCC or be subject to consultation through the LCC can be many and varied.

When determining what role the LCC might play (i.e. consultation, agreement, or no role at all) you need to consider what impact the change will have on working conditions, how members undertake their work (work practices) and workload.

As a general rule of thumb, if the proposal changes working conditions then the LCC is to be part of the consultation and should reach agreement (by consensus if possible) on the proposal.

If the proposal impacts on how work is undertaken or on workload, then the LCC is to be part of the consultation process so that LCC members can represent the views of members on the proposal.


Introduction

Agreement ConsultationFlexible student free days Annual performance reviewSchoolstaffingproposals(includingFTEtoTRS) Collegial engagement in classroomsMeal break variations Long term planning, storage of plans, nature of

pedagogical frameworkBus and playground duty Data plans, workload impact and how student data

(academic, behaviour, attendance, wellbeing) will be collected, recorded and followed up

Change to school hours School reviewsClass sizes Staff meetings (purpose, frequency, duration)

Schoolstaffingproposals(additionalfunds)-consideringhow they impact on workload and how work is undertaken in the school

In the schools context, the following provide examples of matters that agreement should be reached at the LCC.

• The upgrading of existing administration staff positions e.g. BSM AO4 – BSM AO5 (workplace reform).

• Workplace reforms involving conversion of substantive vacancies to other roles (e.g. HOD instead of classroom teacher, DP instead of HODC (these may impact on class sizes), use of CCT for purposes other than curriculum coordination, use of funds allocated to staff used for other than the employment of staff etc.) (Clauses 3.2.1(c)and 7.2 Department of Education State School Teachers’ CertifiedAgreement2019).

• Converting teacher FTE to TRS (workplace reform) (Clauses 3.2.1(a) and 7.2 Department of EducationStateSchoolTeachers’CertifiedAgreement2019).

• Thetimingoftwilightorotherprofessionaldevelopmentinlieuoftheflexiblestudentfreedays,including recognition of use of own time to undertake mandatory training (i.e. that deemed to be inherent to the role of a teacher) – this impacts on working conditions as it may result in teachers undertaking professional development outside of rostered duty time (Clause 29 Teaching in State Education Award - State 2016).

• The creation of the bus and playground duty roster – impacts on meal breaks and rest/pause provision (Clauses 16.1, 16.3 and 17.1 Teaching in State Education Award - State 2016).

• Alteration to the length of the school day (Clause 15.8 Teaching in State Education Award - State 2016).

• Schemes of collegial engagement in the classroom (joint statement 2015, clause 3.1.10 DepartmentofEducationStateSchoolTeachers’CertifiedAgreement2019).

• The purpose, frequency and duration of staff meetings (Clause 3.1.11 Department of Education StateSchoolTeachers’CertifiedAgreement2019).

• Processes to replace NCT lost due to planned school activities (Clause 2.3.5 Department of EducationStateSchoolTeachers’CertifiedAgreement2019).

ItismoredifficulttoidentifymattersthatneedtobeconsideredbytheLCCaspartofthechangemanagement and consultation committee in the school. Generally, those matters that change how work may be done (e.g. new reporting relationships, new staff members, changed long-term planning processes)orimpactonworkloadinclude:• timing of the Annual Performance Review process (joint statement 2015, clause 3.1.10,

DepartmentofEducationStateSchoolTeachers’CertifiedAgreement2019)• the employment of additional classroom and specialist teachers (non-workplace reform – i.e. using

funds additional to the base resource allocation of the school)• format and common approach to long term planning documents (joint statement 2015, clause


Introduction

3.1.10DepartmentofEducationStateSchoolTeachers’CertifiedAgreement2019)• development and review of the school’s pedagogical framework (remembering that this can impact

on planning and collegial engagement processes) (joint statement 2015, clause 3.1.10 Department ofEducationStateSchoolTeachers’CertifiedAgreement2019)

• development and review of the school’s data plan (joint statement 2016, Clause 3.1.10 Department ofEducationStateSchoolTeachers’CertifiedAgreement2019)

• use of I4S funds in the school – particularly where they are used to create additional positions that result in a change in workload or reporting processes or are invested in programs that form part of the school’s data plan or need to be implemented by teachers

• the targeting/allocation of school-based interventions (e.g. teacher-aide hours) (Teacher Aides’ Agreement 2018)

• HOD restructure – HOD restructures may impact on class sizes, replacement of NCT, access to administration time by HODs, reporting relationships, how work is undertaken etc - consequently these must be considered by the LCC

• changes to student reporting, e.g. introducing term three reports or mid semester reports (the P-12 Curriculum Assessment and Reporting Framework requires two face-to-face reporting opportunities per year and only two written reports - the introduction of additional reports into the cycle may impact on workload etc.)

While the requirement to consult may be overtly stated in various documents (e.g. joint statements), if in doubt, the question of whether or not the matter impacts on workload or how work is undertaken should provideguidance.Thefinaldecisionattheendoftheconsultationonthesetypesofproposals(colloquiallyreferred to as “work-practice reforms”) rests with the school principal.

At the end of the day, the LCC should not be viewed as a millstone around the neck of school leaders and union representatives. It should be a vibrant committee that provides a safe space for the voices of all employees in the school to be heard. Without being able to accept the views of members as schools respond to the changing needs of students, schools will stagnate. A dynamic school is one that is not afraid to change … probably because everyone feels that they had the opportunity to be part of the change.


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4. Basic Guide to LCCs (local consultative committees)Definition of consultationPART 3 - DISPUTE RESOLUTION – ((Department of Education State School Teachers’ Certified Agreement 2019)

All workplaces covered by this agreement shall operate on the basis that effective consultation between teachers and administrators is an essential measure to ensure that change within the workplace is managed in a manner consistent with the principles established through this agreement.

The requirement for workplaces to operate in a consultative manner is not intended to impinge on the capacity of school leaders to make operational decisions except where such decisions would have an impact on the industrial entitlements of teachers, administrators and support staff covered by this agreement.

Thepartiesagreethatanysignificantchangestotheoperationororganisationofthedepartmentwhichmayadversely affect the conditions, workloads and/or work-life balance of employees covered by this agreement shall be the subject of timely consultation between the parties.


1. What is an LCC?• A local consultative committee is a representative group of union and management nominees.• The school’s consultative forum.• Implements and applies terms of the agreement.• Resolve disputes in relation to the agreement at the workplace.• Contributes to smooth change management.• Part of the implementation of the model of school-based management.• Considers workplace reforms.• An integral component of the process to consider “staffing flexibility” proposals in schools.• A key mechanism for managing workload issues at the workplace level.

2. Do I have to have an LCC?If your school has 20 or more employees then it must have an LCC. If your school has fewer that 20 employees an LCC can still be established (Clause 3.1.2 – Department of Education State School Teachers’ CertifiedAgreement2019).

3. Who is on the LCC?• Four management representatives (selected by the principal – including the principal) (Clauses

3.1.5and3.1.6–DepartmentofEducationStateSchoolTeachers’CertifiedAgreement2019).• Four Union Representatives – two QTU, one Together, one United Voice (determined by the unions -

(Clause3.1.7–DepartmentofEducationStateSchoolTeachers’CertifiedAgreement2019).

• 4. How often does it meet?• At least once a term. • Records of meetings must be maintained (Clauses 3.1.3 and 3.1.4 – Department of Education

StateSchoolTeachers’CertifiedAgreement2019).


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5. What does it do?3.1.8 Broadly, the role of the LCC shall include at least the following:

(a) To act as the school’s management/staff/union consultative forum; (b) To oversee the implementation and application of the terms of this agreement within the school; (c) To resolve, wherever possible at a local level, disputes on the general application of matters contained within

this agreement; (d) To contribute to the planning of smooth change management at a school level (including significant changes

to work practices), wherever possible, towards fulfilment of the parties’ commitment to cooperate in the implementation of the model of school-based management; and

(e) Other roles as agreed by the parties. 3.1.9 The LCC will be a key mechanism for managing workload issues at the workplace level.

3.1.10 Matters requiring consultation with LCC shall include: flexible student free days; school staffing proposals; bus and playground duty staffing needs; meal break variations; extensions to the spread of school hours and areas as required by joint statements between the department and the QTU.

3.1.11 Without limiting the provisions of the Education (General Provisions) Regulation 2006 (Qld), the purpose, frequency and duration of staff meetings will be subject to consultation with the LCC.

(Department of Education State School Teachers’ Certified Agreement 2019)

6. What does this mean?The LCC should look at proposals that will result in a change within the school. A matter needs to be consideredbytheLCCifit:

• effects the working conditions/industrial entitlements of a group of members prescribed by the agreement

• varies how work is performed in the school• impacts on workload (Clause 3.1.9 School-based Consultation - Department of Education State

SchoolTeachers’CertifiedAgreement2019)• changesthestaffingmixoftheschool(Clause3.2SchoolBasedConsultation–StaffingFlexibility-

DepartmentofEducationStateSchoolTeachers’CertifiedAgreement2019)• converts FTE to TRS (Clause 7.2 Employment of Teachers - Department of Education State School

Teachers’CertifiedAgreement2019)• varies the hours of the school day/week (Clause 15.8 Variations to the Standard Hours of

Instruction – Teaching in State Education Award – State 2016, clause 2.10 Extension of Spread of SchoolHours-DepartmentofEducationStateSchoolTeachers’CertifiedAgreement2019)

• extends the spread of school hours (Clause 15.8 Variations to the Standard Hours of Instruction Teaching in State Education Award – State 2016, clause 2.10 Extension of Spread of School Hours - DepartmentofEducationStateSchoolTeachers’CertifiedAgreement2019)

• deals with playground duty (Clause 16.3 Bus and Playground Duty – Teaching in State Education Award – State 2016)

• deals with initiatives arising from funding additional to the school’s base resource allocation, as these initiatives impact on how work is performed, working conditions and/or workload

• establisheshowandwhenprofessionaldevelopmentwilloccurinlieuofattendanceatflexiblestudent free days (including whether the student free day in the third last week of term three will betakenflexibly)(Clause2.10ExtensionoftheSpreadofHours-DepartmentofEducationStateSchoolTeachers’CertifiedAgreement2019)

• exceeds maximum class size targets (Clause 2.1 Class Sizes - Department of Education State SchoolTeachers’CertifiedAgreement2019)

• determinesthetimingoftheAPRinyourschool(JointStatement–AnnualTeacherPerformanceReview Process)


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• determinestheprocessofcollegialengagementsintheclassroom(JointStatement–CollegialEngagement in Classrooms)

• determines the form of long-term planning, where and how collaboratively developed plans are storedandthenatureofthepedagogicalframeworkintheschool(JointStatement-Planning,preparation, differentiation and planning for individual students, including individual curriculum plans)

• develops the data plan for the school which documents the approach to data that will be taken in the school, including the school’s priorities as linked to the school’s improvement agenda, the workload impact of this data and how data pertaining to student outcomes and wellbeing will be collected,recordedandfollowedup(JointStatement–ThePurposeandUseofDatainQueenslandSchools)

• resultsinchangestotheschool’sprogramarisingfromrecommendationsofaschoolreview(JointStatement – School Reviews)

• establishes what will occur at staff meetings, when staff meetings will occur and how often staff meetings will occur (Clause 3.1.11 School-based Consultation – Department of Education State SchoolTeachers’CertifiedAgreement2019).

However, the LCC does not remove the principal’s responsibility to ensure the good order and conduct of the school and the effective day to day management of the school.

7. How are decisions made at the LCC?Decisions must be made by consensus where possible.

(Clause 3.2.2 School based consultation – Staffing Flexibility– Department of Education State School Teachers’ Certified Agreement 2019)

8. What happens to decisions made by the LCC?If the matter largely deals with how work is performed, the matter does not need to be referred to the Education Consultative Committee (ECC).

Ifthematterdealswithissuessuchasstaffingflexibilityandworkplacereform,itshouldbesenttotheECC

If agreement cannot be reached, matters can be escalated through dispute resolution processes, including to the Resolution Committee if necessary.

9. What is staffing flexibility?3.2 School-based Consultation – Staffing Flexibility 3.2.1 The LCC will be consulted with respect to school staffing proposals in accordance with the following terms:

a. Funds allocated to staff must be used for the employment or professional development of employees;

b. The effect of any proposed change on class size;

c. Changes to staffing mix will only occur in the event of a substantive vacancy; and

d. Where the staffing proposal seeks to vary the role, or the fraction of that role as performed immediately prior to the substantive vacancy arising, workload management considerations are to form part of the consultation.

3.2.2 Staffing proposal decisions will be made by consensus, wherever possible.

3.2.3 The parties commit to use their best endeavours to resolve any issue preventing consensus being reached at the school level.

3.2.4 Where consensus cannot be reached, the LCC views are to be noted by the final decision-maker, being the Chief Executive or their nominee.

3.2.5 Copies of the staffing proposal considered and endorsed by the LCC shall be kept on record at the school and forwarded to the department for distribution to the Unions who are a party to the Education Consultative Committee (ECC).

3.2.6 Where one of the parties believe a staffing proposal subject to LCC consultation may contravene this agreement,


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the award or relevant legislation, that party will advise the other such that there will be timely consultation in an endeavour to resolve any dispute at the local level wherever possible.

(Part 3.2 School-based consultation – Staffing flexibility– Department of Education State School Teachers’ Certified Agreement 2019)

10. What happens if a workplace reform is not agreed to at the LCC?If the LCC cannot reach a consensus decision on a proposal then it should not proceed – in accordance with the dispute resolution procedures the status quo remains.

Intheeventofadisagreement/disputethen:

(a) Stage 1 – resolution at the school level – discussions within 24 hours – stage 1 does not exceed fiveworkingdays

(b)Stage2–resolutionatregionaloffice–stage2mustnotexceedsevenworkingdays(c)Stage3–resolutionatcentraloffice–jointdepartment/QTUResolutionCommittee–stage3not

to exceed seven working days.(Part 3.5 Dispute Resolution Procedures– Department of Education State School Teachers’ Certified Agreement 2019)

11. If we are considering converting a teaching (or other) fraction to another position, what should be considered?

• Are the funds to be used for the employment of staff? If they are not then the reform cannot proceed.

• Is the position being used a substantive vacancy? If it is not, then the reform cannot proceed.• Will the change effect the industrial entitlements of teachers, e.g. what effect will the change have

on class sizes/hours of duty/non-contact time?• Is the position being used a specialist service, namely music, languages and PE?• What is the view of the QTU members at the school?

12. If we are considering taking a student free day as time in lieu for attendance at school on another day or after hours, what should be considered (i.e. changing where we place the flexible student free days)?

• Is the activity on the other day/after hours professional development?• Is the time being taken in lieu of attendance at the out of school hours activity equivalent to the

time taken in the activity (i.e. is it time for time)?• Are appropriate arrangements in place to ensure that those unable to attend the outside of school

hours activity are able to attend the student free day?• What is the view of the QTU members at the school?

13. If we are considering changing our meal breaks, what should we do?• Ensure that each break is at least 30 minutes long and that each teacher has the opportunity to

access at least one uninterrupted break of 30 minutes per day.• Ensure that, in total, teachers can access 225 minutes of uninterrupted meal breaks per week.• Ensure that in the second break (not the meal break) for a teacher, they can access at least 10

minutes of rest/pause per day and a total of 50 minutes of rest pause per week.• In total, each teacher must have access to 275 minutes of uninterrupted breaks per week and no

morethan25hours(1,500minutes)ofrostereddutytimeperweek(NB:the50minutesofrestpause per week makes up part of the 25 hours RDT).

• Ensure that QTU members support the change.


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14. If we are establishing a system of collegial engagement in classrooms what do we need to consider?

• Definepurpose–i.e.providecollegialfeedback,notsupervisory.• Reflectonandbuildinthefundamentalprinciples:

a) Positive engagement between school leaders and teachers.b) Recognition of classroom teachers professional expertise, the exercise of professional

judgement and range of effective teaching practices.c) Involvement of school leaders and heads of programs – observers also need to be available to

be observed.d) Acollaborativeprocesstoenablereflectiononteachingpractice.e) Identificationofelementsofthescheme–i.e.doestheschemeincludewalk-throughs,

classroom observations, peer coaching, model lessons.• Identify who (what positions) will conduct the walk-throughs/observations .• Be clear about what each form of collegial engagement will involve - ensure the practices of

observation are consistent with the principles.• Consult with members before reaching an agreement.Reference Documents: Joint Statement from Department of Education and Training and the Queensland Teachers’ Union – Collegial Engagement in Classrooms; and Unpacking the Joint Statement on Collegial Engagement in Classrooms

15. If we are establishing a data plan, what do we need to consider?• Determine and document the approach to data in the school, including an acknowledgement that

the most important data pertaining to student achievement is that relating to the curriculum being taught in schools.

• Intheplan,besureto:a) definewhatdataisnecessaryb) identify how the data will inform teaching practice and school improvementc) identify what data is to be collected and whend) definetherolesandresponsibilitiesofteachersandotherstaffe) identify where the data is to be storedf) outline how the data is to be represented, tracked and monitored (including whether or not the

data will be displayed, and how)g) identify the audience for the datah) outline how it will be reported and how often it will be reported to the relevant audiencei) identifywhatresourceswillbeallocatedtotheprioritiesidentifiedbythedataj) determine the process and resources necessary to collect, record and follow up data pertaining

to student academic achievement, attendance, behaviour and well-being.• Consider the impact of the data to be collected on workload.• Review what data is currently being used in the school and what if any may be unnecessary to

continue to collect.• Consult with members before reaching an agreement.Referencedocuments: Joint Statement from Department of Education and Training and the Queensland Teachers’ Union – The Purpose and Use of Data in Queensland Schools; and Unpacking the Joint Statement on The Purpose and Use of Data in Queensland Schools

It is important to note that the LCC is the vehicle for consultation and agreement on working conditions of membersastheyrelatetotheawardandthecertifiedagreement.Becauseamatterhasbeenpresentedat


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the LCC, it does not necessarily mean that consultation has occurred. It is the role of the Union Reps on the LCC to ensure that members have a say in proposed changes and that it is the collective view of the members at the school that is presented to the LCC, not necessarily the views of the individual QTU representative.


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5. LCCs – establishing a work program1. During the student free days in January, the principal and the Union Reps should set

at least four dates for LCC meetings for the year• Establish a date for an initial meeting of the principal and Union Reps each term, prior to the LCC

meeting (a “no surprises” meeting).• LCC meetings should be placed in the school calendar and staff advised by email.• Thereshouldbeatleastonemeetingperterm–youmaywishtoconsiderplacingoneinweekfive

of the term and week nine of the term, just to ensure that if more than one meeting is necessary they are forward planned.

2. Agenda setting (each term)Week 1. Advise staff that the LCC agenda is “open” and ask that potential agenda items be sent within one week. There may be some items that remain from the previous term or that are regular yearly/termly agenda items.

Week 2.Reviewagendaitemsreceivedwiththeprincipalandthenconfirmtheagenda(usuallythemost“pressing” or “problematic” items or workplace reforms (WPR). This should occur in the “no surprises” meeting. Let staff know what items are on the agenda. At times, late items might need to be added.

3. Consultation period – at least two weeks prior to the LCC meeting dateStaffshouldreceivewrittennotification(aproposaloutline)ofwhateverWPRsorotherchangesarebeingproposed.

Consultationmaylookdifferentdependingontheproposal.Suggestedconsultationprocessesinclude:suggestion boxes in staff rooms, central email account for suggestions/comments, “LCC proposals board” set up for comments, year level workshops on proposals to determine views, PMI board, discussion at staff meetings, etc.

4. Consultation review In the week prior to the LCC meeting, an “update” meeting of Union Reps and principal/management can occur to look at feedback and suggestions and attempt to determine a consensus position on the proposals. If this can’t be done, further consultation should occur.

a. Afinal(consensus)proposaloutlineisgiventostaff.b. Staff vote on proposals via ballot (if these are WPRs) or agreement reached (if these are practice

changes).

5. LCC meeting held following consultation This will enable Union Reps to be informed of the views of the majority of members and represent them at the LCC.

6. WPRs involving staffing flexibility are sent to central office for distribution to the Education Consultative Committee

Theschoolisnotifiedifandwhenareformisaccepted.

7. Minutes of meetings should be sent to all staff and all staff should be notified of the outcome of the ECC

Please note that WPRs must be re-negotiated with staff every year for up to three years. If the staff want to make a reform permanent, an application must be sent to the Union for endorsement.


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Possible roles on the LCC• Agenda coordination • Recordkeeper:therecordkeeperisresponsiblefortakingminutesanddistributingthemtothe

members of the LCC for review• Chairperson:thisshouldbetheprincipal–theprincipalistheofficerresponsibleforthiscommittee• Initiatives/proposal coordination.When establishing/reviewing a workplace reform, the following might work as a guide:

Outline the new proposal or current situation in brief Positives / advantages Negatives /

disadvantages

Proposal (e.g.):Change of school hoursStaffingflexibilityMeal breaksClass sizesStaff meetingsFlexible student free days

Current situation:Is this role or proposal currently being performed in another way at the school?


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Example programTiming: Initial meeting between Union Reps and principal – week two each term

LCCmeeting–weekfiveeachterm

Follow up LCC meeting (where necessary) – week nine each term.

Matters for considerationTerm one Term two Term three Term four

• Consultationre:theinitiation of the annual performance review in the school (evaluation/review after 12 months)

• Consideration of converting workplace reforms to permanent reforms

• Initiation/implementation/evaluation of workplace reform

• Conversion of staff allocation to TRS

• Consultationre:schoolreporting processes, including timing of parent-teacher interviews and mid-semester reports

• Consultationre:systemofcollegial engagement in classrooms

• OHS

• Implementation of APR

• Initiation/ implementation/ evaluation of workplace reform

• Review bus and playground duty roster

• Review purpose, frequency and duration of staff meetings.

• OHS

• Consideration of converting workplace reforms to permanent reforms

• Timinganduseofflexiblestudent free days for following year

• Review school hours for next year

• I4S reforms (initiate/implement/review)

• Review school data plan


• OHS

• Establish/review bus and playground duty roster for following year

• Review length and timing of meal breaks for following year

• Conversion of staff to TRS

• Review system of collegial engagement in classrooms

• Review planning processes in school


• OHS

• I4S proposals

• Establish/review agreed processesre:staffmeetings


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6. Consultation in small schoolsUnderthetermsofthecertifiedagreementandtheaward,anLCCdoesnotneedtobeestablishedinworkplaces where there are less than 20 employees.

However, this does not mean that consultation is not necessary.

Small schools are required to consult on those issues that would be considered by an LCC in larger schools, however, the committee, or meeting which acts as the vehicle for this consultation is different.

It is still expected that a principal would meet with QTU reps to discuss any changes to working conditions or howworkisperformedinaccordancewiththecertifiedagreement,awardandthejointstatements.

The principles of consultation remain the same and the guide to reaching consensus (see section 7 of this guide) also applies.

A suggestion on how consultation may occur is to have a standing agenda item at particular staff meetings throughoutthetermonmatterssuchas:

• annual performance review• workplace reforms• conversion of staff to TRS• reporting processes to parents including parent-teacher interviews, timing and expectations• collegial engagement processes• bus and playground duty rosters• the purpose, frequency and duration of staff meetings• useofflexiblestudentfreedaysforthefollowingyear• school hours• Invest for Success reforms• the length and timing of meal breaks.Theseagendaitemsmaymeanthatthemembersconfirmthecurrentarrangementsorareaskedtocontribute suggestions. Ideas relating to the relevant agenda item may be called for prior to the meeting and shared with the Union Representatives so that consultation can occur.

In the same way that agreement should be reached by consensus at the LCC, it is preferable that agreement is reached by consensus in small schools. The processes for resolving disputes and the checklist pertaining to workplace reforms later in this guide also apply to small schools.

Additionally, parts 9-15 of the Basic Guide to LCCs (see section 4 of this guide) provide a framework for consultationaround:

• staffingflexibility,includingtheconversionofonetypeofpositiontoanother• workplace reforms• useofflexiblestudentfreedays• timing and length of meal breaks• systems of collegial engagement in classrooms• establishing a school data plan.It is important to ensure that regardless of the size of the school, consultation occurs and that this is more than a mere exchange of information – that a member contributes to the decision-making process, not only in appearance, but in fact.


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7. Reaching consensus through consultationTheDepartmentofEducationStateSchoolTeachers’CertifiedAgreement2019reliesonconsultationasthekey mechanism of change and workload management in the school. The local consultative committee (LCC), is a workplace management/union forum to support this consultation.

Theagreementstates:

“All workplaces covered by this agreement shall operate on the basis that effective consultation between teachers and administrators is an essential measure to ensure that change within the workplace is managed in a manner consistent with the principles established through this agreement.”

“Consultation involves more than a mere exchange of information. For consultation to be effective, the teacher must be contributing to the decision-making process, not only in appearance, but in fact.”

Decisions of the LCC should be made by consensus where possible.

Achievingconsensuscanbedifficultattimes–thefollowingaresuggestedstrategiesforreachingconsensusdecisions as far as possible.

1) Be open, transparent and accountable• The whole staff should be aware of any proposal being considered by the LCC.• There should be “no surprises”.• This requires an investment of time to ensure the process can be considered appropriately.2) Have I listened? Have others listened to me?• It is important that all voices are heard during debate/discussion.• Use of inquiry questioning may assist with understanding other people’s perspectives.3) Can I commit to supporting the proposal in public and in private?• All members of the LCC need to commit to this otherwise the consultation outcomes will be

compromised.• Set a timeframe for review (i.e. public and private commitment until the end of the semester or year

etc).4) If I cannot agree, what minor change would I suggest to make agreement easier?• Unlesstheproposalisinbreachofanindustrialprovisionoutlinedintherelevantawardorcertified

agreement, it should be considered objectively – but if it is in breach it should be rejected. • Union Reps may ballot members to gauge member support for the proposal if it is controversial.5) Review the proposal regularly• Clear timelines for review may allow consensus to be reached more easily.• Time needs to be given to objectively assess the outcomes of the proposal before renewal of a WPR

is considered.6) Timing is everything• Pre-meetings of the LCC to set an agenda and advise of proposals will provide time for members of

the LCC to consider the details and enhance the consensus process.• If you know the proposal may be controversial, allow appropriate time for all parties to give

consideration and don’t rush the decision-making process.


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8. Resolving disputesClause3.5oftheDepartmentofEducationStateSchoolTeachers’CertifiedAgreement2019outlinestheprocesstobefollowedifadisputeoccursregardingtheimplementationofthecertifiedagreementandconsultation at the school/workplace level.

Key elements of this clause:• The objective of the procedure is to avoid and reduce the level of disputation and to promote

efficiency,effectivenessandequityintheworkplace.• When the dispute procedure is being followed, normal work continues (except if it is unsafe to do

so).• The status quo (that which existed before the dispute) continues while the procedure is being

followed.• Management, including the principal, is required to provide relevant information and explanation

and to consult with the appropriate union representatives.

How do I know whether my issue is a dispute or a complaint?Generally, a dispute is one that relates to your working conditions while a complaint may arise as a consequence of someone’s conduct. As a rule of thumb, complaints may align to breaches of the code of conduct, disputes relate to changes to working conditions, work practices that occur without proper consultationorwhenpeoplearenotreceivingtheirworkingconditionsasnegotiatedthroughthecertifiedagreement, joint statements etc.

How does the procedure work?Therearethreestagestotheprocedure:

Stage Where Process Time frame1 School level a) Member informs principal at the school that the dispute exists (this

should be in writing)

b) Member may consult with the Union

c) Discussions between member and principal to occur within 24 hours

5 working days

2 Regional office a) Disputes unresolved at the local level can be referred to the regional director or nominee by Union Representative or industrial advocate

b)Regionalofficewillarrangeaconferenceofthepartiesinanattempt to resolve the matter

7 working days from date of

referral

3 Central office a) Dispute unresolved at the regional level will be referred to the Resolution Committee.

b) The member or the principal may refer the matter to the Resolution Committee

c) The Resolution Committee will meet to determine the matter

d) The decision of the Resolution Committee will be communicated to all parties of the dispute

7 working days from date of

referral

QIRC The QIRC may be asked to resolve the dispute should either party not accept the decision of the Resolution Committee

NB:memberscanseektheassistanceoftheQTUatallstagesofthisprocedure.


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Flow chart:StageOne:School/workplacelevel(5workingdays)

StageTwo:Regionallevel–mediation(7workingdays)

StageThree:CentralOffice–DoE/QTUResolutionCommittee(7workingdays)

Unresolved disputes may be referred to the QIRC

Who sits on the Resolution Committee?The Resolution Committee is made up of representatives from Workforce Relations and the QTU. Other members may be invited if they are integral to assist in resolving the dispute.

How do I refer a dispute to the Resolution Committee?Referral should be made in writing to the Director, Workforce Relations.

Thereferralmustcontainanoutlineof:

a) the matter causing the disputeb) the outcome of school level discussionsc) the resolution desired by the employee.

What information will the Resolution Committee use to reach its decision?The Resolution Committee will consider the information provided in the referral.

The Resolution Committee may also seek further information from the aggrieved employee and/or the principal.

The Resolution Committee may also consider the consultation process employed within the school. This meanstheResolutionCommitteemayconsiderconsultationprocessesat3.1.10ofthecertifiedagreement,namelyflexiblestudentfreedays;schoolstaffingproposals;busandplaygrounddutystaffingneeds;mealbreakvariations;extensionstothespreadofschoolhoursandareasasrequiredbyjointstatementsbetweenthe department and the QTU.

How will the Resolution Committee reach its decision?The Resolution Committee will agree, by consensus, what actions are necessary to resolve the dispute.

What if I don’t accept the decision of the Resolution Committee?Should either party to the dispute not accept the decision of the Resolution Committee, the matter may be referred to the Queensland Industrial Relations Commission for consideration.


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9. Checklist for workplace reformsThe following is a guide to assist Union Representatives and school leaders in matters that should be consideredintheeventofchangestoworkingconditionsorworkplacereformsrelatingtostaffingflexibilityunder the current agreement.

Staffing flexibility Generally applies when converting a teaching (or other) fraction to another position or to change a position’s classification level.

Matters for consideration � Are the funds to be used for the employment or professional development of staff? (If they are not then the reform cannot proceed)

� Isthepositionbeingusedand/orthepositionforwhichtheclassificationistochange,asubstantive vacancy? (If it is not, then the reform cannot proceed)

� Will the change effect the industrial entitlements of teachers, e.g. what effect will the change have on class sizes/hours of duty/non-contact time?

� What impact will the proposed reform have on workload? � Is the position being used a specialist service, namely music, languages or PE? � Have the school based management guarantees been considered? � Have employees (including affected employees) been consulted? How? NB-pleaseseebelowforsampleschoolstaffingprofilemessage

Changing where student free days are undertaken � Is the activity on the other day/after hours professional development? � Is the time being taken in lieu of attendance at the out of school hours activity equivalent to the time taken in the activity? (i.e. is it time for time?)

� Are appropriate arrangements in place to ensure that those unable to attend the outside of school hours activity are able to attend the student free day?

� Ifreturningearlyfromschoolholidayperiods,hassufficientnoticebeenprovidedtoenableappropriate child care/travel/holiday plans to be arranged accordingly?

� How are the hours for mandatory training being provided/recognised by the workplace? � What is the view of the QTU members at the school? How was this determined?

Changing meal breaks/establishing a bus and playground duty roster � Ensure that each break is at least 30 minutes long and that each teacher has the opportunity to access at least one uninterrupted break of 30 minutes per day.

� Ensure that, in total, teachers can access 225 minutes of uninterrupted meal breaks per week.


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� Ensure that in the second break (not the meal break) for a teacher, they can access at least 10 minutes of rest/pause per day and a total of 50 minutes of rest pause per week.

� In total, each teacher must have access to 275 minutes of uninterrupted breaks per week and nomorethan25hours(1,500minutes)ofrostereddutytimeperweek(NB:the50minutesofrest pause per week makes up part of the 25 hours RDT).

� Ensure that the 10-minute rest pause and the meal break are in different breaks across the day. � Ensure that the use of teachers for playground duty is minimised. � Ensure that bus duty after school is no longer than 30 minutes and that it relates to school buses.

� Ensure that an alternative duty roster is in place for wet weather to enable teachers to access their meal breaks and rest/pauses on days affected by such events.

� Ensure that QTU members support the change.


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10. Workload managementWorkloadisdefinedastheamountofworkanindividualisrequiredtodo.

There is a distinction between the actual amount of work associated with our roles as teachers and professionals and the individual’s perception of workload, which includes elements of choice relating to additional tasks perceived as necessary to be done.

It is important to recognise the distinction between the two forms of workload. This document is created as a tool to assist with the actual amount of work associated with our roles as teachers and professionals. Individual choice remains at the discretion of the teacher.

The2019certifiedagreementintroducedseveralprovisionsthatwillcontributetothemanagementofworkload at the school, region and system level.

As Union Representatives, you should ensure that workload is a key consideration for initiatives and through consultation.

Consequently, when considering proposals, Union Reps should assess the proposals cognisant of the workload management provisions of the agreement and the Principles of Good Workload Management.

The following is a simple checklist for Union Reps to consider as part of the consultation process.

Does the proposal: Yes Noexceed the face-to-face teaching time of teachers? If yes, this is in breach of working

conditions and the proposal should not proceed.

negatively impact on the workload associated with the teaching and learning program of teachers’ class(es)? (e.g. planning, preparation, assessment of student learning, collaboration, professional development and peer observation including feedbackandreflection)

If yes, does the proposal provide recognition of this impact in some other way?

add to workload by increasing other duties related to the operation and organisation of the school (such as meetings, bus and playground duties, reporting organisational duties, implementation of government education initiatives)?

If yes, is the proposal designed to remove other workload intensive duties or does it contain resources or other initiatives that would balance out this increase?

take into account the potential impact on class size, curriculum mix, range of ability and age of students, demands and behaviours of those students, resources available and facilities?

If no, these factors should be considered and processes to address any negative impacts should form part of the proposal.

Other questions that could be considered when considering the impact a proposal may have on workload include:

Yes No

How much time will this take?Is there capacity in the school to allocate the duties so that the time that it takes is evenly shared?If this is a priority, what other things will be removed or not be prioritised in order for the initiative to be implemented?


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Yes No

Do we have the capabilities/skills/resources within the school to implement the initiative?

If not, how will we support people to gain these skills etc while managing workload?Who will implement the initiatives?

Is it part of their role and responsibilities?Where does the initiative come from?

Why is it necessary in the school?Is the initiative related to my role as a teacher/head of program/school leader?What value does it add, or is it just compliance?Is it a trial?

What’s the timeline to review the proposal? Will the review consider the impact on workload?Is the initiative additional or is it replacing something else?


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Workload management provisions of the certified agreementPart 3 – Dispute resolution The parties agree that any significant changes to the operation or organisation of the department which may adversely affect the conditions, workload and/or work-life balance of employees covered by this agreement shall be the subject of timely consultation between the parties.


(Department of Education State School Teachers Certified Agreement 2019)

2.17 Workload management2.17.1 The department is committed to providing effective work practices that support wellbeing, work-life balance and

a safe work environment. As far as practicable, the work of an individual teacher is not to be unreasonable or excessive.

2.17.2 Workload allocation is managed by the principal at the school in accordance with requirements of the award and this agreement. The organisation of teacher work is determined using the consultative provisions outlined in clause 3.2.

2.17.3 In considering the allocation of work to teachers, the following components, in conjunction with the Principles of Good Workload Management outlined in Schedule 6, should take into account:

(a) face-to-face teaching;(b) the work directly related to the teaching and learning program of teachers’ class(es) (such as planning,

preparation, assessment of student learning, collaboration, professional development and peer observation including feedback and reflection);

(c) other duties related to the operation and organisation of the school (such as meetings, bus and playground duties, reporting organisational duties, implementation of government education initiatives); and

(d) other factors including class size, curriculum mix, range of ability and age of students, demands and behaviours of those students, resources available and facilities.

SCHEDULE 6 – PRINCIPLES OF GOOD WORKLOAD MANAGEMENTEffective workload management requires the following:

(1) Understanding that all employees and managers are accountable for effective workload management.

(2) Discuss and review workload. Allocation of workloads that take into account the training, skill, knowledge, career and professional development of individual employees.

(3) Recognise that changes occur in workplaces on a daily basis and that managers are responsible for managing workloads.

(4) Success depends on a strong commitment by both employees and managers.

(5) Equitable distribution of workloads and open and transparent decision making.

(6) Support decisions that take into account the work-life balance of employees.

(7) Provide flexibility and discretion in applying workload management to ensure delivery, work requirements and the effectiveness and efficiency of the department are met.

(8) Maintenance of safe work environments and safe work practices.

(9) Allocation of resources to ensure both the maintenance of workloads at a reasonable level and the delivery of a high quality service.

(10) Issue escalation processes are in place. The LCC is a key mechanism for managing workload issues at the workplace level.


Appendices

Appendix 1: Reference documents for staffing flexibility• Clause 3.2 Staffing Flexibility - Department of Education State School Teachers’ Certified

Agreement 2019

• Part 7 School Based Management - Department of Education State School Teachers’ Certified Agreement 2019

• Clause 2.1 Class Sizes - Department of Education and Training State School Teachers’ Certified Agreement 2019

Department of Education State School Teachers’ Certified Agreement 2019

3.2 School-based consultation – staffing flexibility3.2.1 The LCC will be consulted with respect to school staffing proposals in accordance with the following terms:

(a) funds allocated to staff must be used for the employment or professional development of employees;(b) the effect of any proposed change on class size;(c) changes to staffing mix will only occur in the event of a substantive vacancy; and(d) where the staffing proposal seeks to vary the role, or the fraction of that role as performed immediately

prior to the substantive vacancy arising, workload management considerations are to form part of the consultation.

3.2.2 Staffing proposal decisions will be made by consensus, wherever possible.

3.2.3 The parties commit to use their best endeavours to resolve any issue preventing consensus being reached at the school level.

3.2.4 Where consensus cannot be reached, the LCC views are to be noted by the final decision-maker, being the Chief Executive or their nominee.

3.2.5 Copies of the staffing proposal considered and endorsed by the LCC shall be kept on record at the school and forwarded to the department for distribution to the unions who are a party to the Education Consultative Committee (ECC).

3.2.6 Where one of the parties believe a staffing proposal subject to LCC consultation may contravene this agreement, the award or relevant legislation, that party will advise the other such that there will be timely consultation in an endeavour to resolve any dispute at the local level wherever possible.


PART 7 – SCHOOL-BASED MANAGEMENTSchool-based management guarantees apply to all state schools, including the transition to Independent Public Schools.

7.1 School leadership and management7.1.1 The parties acknowledge that the day to day leadership and management of the school is the responsibility of

the principal. This role is crucial to the effective operation of the school. The staffing flexibility arrangements prescribed in Part 3 of this agreement will apply to all schools in Queensland.

7.2 Employment of teachers

7.2.1 Notional salary allocation will be made centrally. Funds allocated in the total school budget for staffing must be used for the employment or professional development of staff. The annual total school budget will not be used to fund any salary increases payable under this agreement.

7.3 Specialist services

7.3.1 Principals will determine the provision of support services in accordance with provisions of this agreement and in accordance with the consultation requirements prescribed in 3.1.10.

9.2.2 Teachers with specialist training, experience and/or qualifications will continue to provide the following specialist services:


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(a) instrumental music;(b) guidance;(c) advisory visiting teachers;(d) teacher-librarians;

(e) languages;(f) music;(g) learning support; and(h) health and physical education.

7.3.3 Where principals create additional teaching roles that mirror the duties of specialist teachers, the specialist teacher conditions as prescribed by the award will apply and the positions are to be resourced from within the total school staffing allocation.

7.4 Employment of education officer – special duties7.4.1 An education officer – special duties (EOSD) secondment is:

(a) to a non-teaching role that requires teaching experience e.g. a teaching/education qualification, teacher registration, teacher expertise or skill set;

(b) for a defined period of time up to three years, except in exceptional circumstances as approved by the relevant Deputy Director-General; and

(c) applicable to employees engaged as teachers, including school leaders and heads of program.7.4.2 Employees will be entitled to be paid at the employee’s substantive classification level and pay point, or the

designated classification level and pay point under the award for an EOSD position.

7.4.3 Employees will progress from one salary step to the next salary step in accordance with the award.

7.4.4 Secondment as an EOSD will not alter the date at which the employee is entitled to incremental progression.

7.4.5 The ordinary hours of work are a minimum of 7.25 hours within the daily spread of hours of 6.00am to 6.00pm, Monday to Friday.

7.4.6 EOSD employees are entitled to paid school vacations that occur while in the EOSD position.

7.4.7 Schedule 3 of the Queensland Public Service Officers and Other Employees Award – State 2015 does not otherwise apply while an employee is seconded as an EOSD and the employee will not be eligible to accrue accumulated day/s off or recreation leave.

7.4.8 In exceptional circumstances where the EOSD position requires work to be performed over school holiday periods, the EOSD will be entitled to commensurate time off at an agreed time in lieu of the days required to work during the school holidays.

7.5 Transfer and relocation7.5.1 The parties agree that a strong state wide service, including service in a range of locations – rural/regional/

remote/high priority, underpins the transfer and relocations system. Effective staffing across the state requires that teachers are able to apply to a location of preference subject to meeting minimum service requirements.

7.5.2 It is a condition of permanent employment that an employee could be required to work at any school location within the state.

7.5.3 The department is committed to the placement of teachers who become eligible for transfer through the transfer system including employees who have applied for transfer on compassionate grounds. Employees seeking transfer and relocation will continue to be prioritised before new appointments are offered.

7.5.4 Transfer shall be subject to the existence of a suitable vacancy in the area.

7.5.5 The parties acknowledge that the department is reviewing the teacher transfer process with the purpose of developing a contemporary and transparent process for all state schools.

7.5.6 The parties agree to the ongoing pilot of the revised teacher transfer process in 2019.

7.5.7 The parties commit to implement recommended changes from the pilot by no later than the 2021 teacher transfer process. Any variations to, the procedures and guidelines applicable to transfer and relocation must be subject to the consultation of the parties.

7.6 Monitoring procedures9.4.1 In order that the guarantees in this agreement can be properly monitored, the department will provide to the

relevant unions the following information:

(a) permanent and temporary teacher numbers and the number of teachers on leave, including details of type of leave, at the same three agreed times each year;

(b) the allocative methodology used as the basis for staffing schools, including allocation of specialist teachers


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and services;(c) class size data; and(d) gender and part-time status by classification as agreed between the parties.

7.6.2 Where available, a breakdown of information by region and sector will also be provided.


2.1 Class sizes2.1.1 Schools will be funded for staffing in accordance with a student/teacher ratio based on established class

size targets. The parties acknowledge the fundamental importance of class size contributing to the learning outcomes of students and the health and welfare of teachers.

2.1.2 Accordingly, the department is committed to the following maximum class size targets:

Prep, years 1-3, years 11-12 25 students per teacherYears 4-10 28 students per teacher

2.1.3 The class size targets for composite classes are informed by the relevant year level target. Where composite classes exist across cohorts (e.g. year 3/4) the class target would be the lower cohort target.

2.1.4 Classroom teacher numbers are allocated for the purpose of facilitating class size target achievement as part of the school Day 8 staffing allocation. Classes in excess of these maximum target sizes should only occur in exceptional circumstances.

2.1.5 Where there is the possibility of class sizes in excess of these targets, the class arrangements shall be the subject of a timely, collaborative and consultative process with staff in accordance with the consultative principles contained in this agreement including through the local consultative committee (LCC) in schools required to have one.

2.19 Health, safety and wellbeing2.19.2 Each workplace will take all reasonable steps to identify, prevent, manage and respond to workplace health,

safety and wellbeing matters including the consideration of infrastructure capacity to provide a safe and healthy learning environment for curriculum delivery, particularly for practical subjects. Curriculum activity risk assessments play a key role in informing health and safety considerations, including class sizes, for the delivery of these subjects.


Appendices

Appendix Two: Reference documents for flexible student free days• Clause 2.10 Department of Education State School Teachers’ Certified Agreement 2019 –

Extension of spread of school hours

• QTU advice brochure – Professional development and mandatory training

• QTU information brochure – Student free days

• Department of Education Policy and Procedure Register – Employee Professional Development Including Study and Research Assistance Scheme (SARAS)


2.10 Extension of spread of school hours2.10.1 The parties recognise the existence and currency of the hours of work provisions of the award.

2.10.2 Rostered duty time can exceed more than eight hours following consultation with the LCC for student free days only.

2.10.3 From the beginning of 2020, unless otherwise gazetted, there will be no mandated student free day in term 4, with the parties agreeing that the allocation of this mandated student free day will occur in the third week of term 3.

2.10.4 The professional development program or other activities associated with this term 3 student free day can be delivered in an alternative time following consultation with LCC.

2.10.5 From the beginning of 2020, within the 25 mandatory professional development hours per year (also referred to as student free days), at least 15 hours may be worked on the three gazetted student free days. The remaining 10 hours will be worked as determined through consultation at the local level.

2.10.6 One additional Teacher Relief Scheme (TRS) day per senior secondary teacher full-time equivalent (FTE) will be allocated in semester 2, 2020 only, for the purpose of supporting senior secondary teachers with the full implementation of the new senior assessment and tertiary entrance (SATE) arrangements.


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Professional development and mandatory trainingQTU advice brochure (as at December 2019 - please check www.qtu.asn.au/brapdmt for updates)

The Department of Education (DoE) requires all new and existing employees to complete annual mandatory all-staff training, as outlined in the Mandatory Annual Training Ready Reckoner on the DoE website.

Credit towards CPDThe mandatory training modules will count towards a teacher’s annual 20 hours continuing professional development (CPD), as required by the Queensland College of Teachers (QCT).

Teachers may undertake mandatory training modules during school hours, as department policy clearly states that they are not considered to be professional development but are an “inherent requirement” of the teaching role, and as such may occur during working hours. While it is usual custom and practice for schools to maximise student free days to allow teachers the time to complete any mandatory training modules, it may be necessary for schools to provide additional time during working hours.

Some schools may offer mandatory training in lieu of a staff meeting, which is acceptable if teachers have been consulted via the LCC and have agreed to it. However, it should be noted that attendance at any out of hours professional development is voluntary.

Subject to agreement between the teacher and principal, the completion of mandatory training in personal timecancounttowardsflexiblestudentfreedayhoursthatteachersarepaidforovertheEastervacationandin October.

DoE professional development policy Therelevantdepartmentpolicystates:

"TeachersTeachers are required to have ongoing professional development. The responsibility for this is shared between the individual and the department.

To ensure minimum disruption to student learning, the department provides student-free days for school development activities.

Allotherprofessionaldevelopment(PD)forteacherswilloccuroutsidestudentcontacthours,exceptwhen:

• leave for these activities is provided for within industrial instruments • it is demonstrably more cost effective for the PD to occur during school hours• it is necessary for students to be present for the PD to occur, e.g. coaching or mentoring• there is no additional cost to the department and the PD is clearly aligned to Queensland

GovernmentprioritiessuchasCommonwealthGovernmentfunded:• improving literacy and numeracy• more support for students with disabilities.

Teachers’ participation in professional development activities that are not undertaken during rostered duty hours (including on student free days) or done in lieu of student free day activities is voluntary in nature and is undertaken at the discretion of the teacher/s involved.

For the purposes of applying this procedure, matters forming an inherent requirement of the teaching role are not deemed to be professional development and thus may be undertaken during rostered duty hours.

Matterssuchas:

• legislative compliance matters (such as code of conduct, student protection, workplace health and safety and employee induction)

• accreditation courses mandatory to the teaching role being undertaken (such as vocational education or International Baccalaureate studies)

• moderation duties and other curriculum-related activities.”

https://www.qtu.asn.au/brapdmt

https://qed.qld.gov.au/workfordet/induction/queenslandstateschools/Documents/mandatory-annual-training-ready-reckoner.pdf


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Relevant policiesDepartment policy http://ppr.det.qld.gov.au/corp/hr/development/Pages/Employee-Professional-Development-Including-Study-and-Research-Assistance-Scheme-(SARAS).aspx

https://qed.qld.gov.au/working-with-us/det-induction/det/induction-programs-and-resources/mandatory-induction-program


QCT continuing professional development http://www.qct.edu.au/registration/renewal

Contact the QTU for further advice if necessary.

http://ppr.det.qld.gov.au/corp/hr/development/Pages/Employee-Professional-Development-Including-Study-and-Research-Assistance-Scheme-(SARAS).aspx

http://ppr.det.qld.gov.au/corp/hr/development/Pages/Employee-Professional-Development-Including-Study-and-Research-Assistance-Scheme-(SARAS).aspx





http://www.qct.edu.au/registration/renewal


Appendices

Student free days (SFDs)QTU information brochure (as at Jan 2020, please check www.qtu.asn.au/brisfd for updates)

What are student free days used for? Student free days are days designated for staff professional development or school professional development activities. Staff professional development may cover topics such as literacy and numeracy, behaviour management, curriculum implementation, pedagogical frameworks, or school strategic direction, as well as mandatorytrainingsuchasfiretraining,codeofconductetc.

How many student free days are there in 2020?In2020,thereareatotaloffivestudentfreedayswhichallpermanent(fullandpart-time)teachersmustattend.

Thetablebelowsummarisesthearrangementsin2020:

Twodaysattheendofthesummervacation(fixed)

Thursday23andFriday24January2020

2

ThethirdlastweekofTerm3(canbecomeflexible)

Friday 4 September 2020

1

10hourswillbeflexible 2Total 5

Thetwostudentfreedaysattheendofthesummervacationarefixedandcannotbechanged,exceptbytheMinister.However,schoolshaveflexibilitytoundertakethestudentfreedayinthethirdlastweekofterm3and the remaining 10 hours during school vacation periods or as twilight sessions held at times outside of school hours, according to the school’s needs and subject to consultation arrangements.

What is the department’s policy on professional development? In the department’s Employee Professional Development Including Study and Research Assistance Scheme (SARAS)policy,thefollowingarelistedasinherentrequirementsoftheteachingrole:

• legislative compliance matters (such as Code of Conduct, Student Protection, Workplace Health and Safety, and employee induction)

• accreditation courses mandatory to the teaching role being undertaken (such as vocational education or International Baccalaureate Studies)

• moderation duties and other curriculum related activities.It is important to note that instruction on matters forming an inherent requirement of the teaching role is deemed to be training and must be undertaken during rostered duty hours.

If schools determine that this training is to be taken at other times, after school, or to be completed online, the hoursshouldberecognisedasprofessionaldevelopmentinlieuofattendanceatflexiblestudentfreedays.

DoE has informed the QTU that altogether the mandatory training should not take more than 10 hours peryear.Thetimingofmandatorytrainingshouldbeconsideredwhendeterminingtheuseoftheflexibleprofessional development hours

Which days should I attend? TheTeachinginStateEducationAward–State2016states:

15.9 Teachers, heads of program, school leaders, community teachers and assistant teachers are expected to report for a full day of duty on the student free days nominated for professional development activities during the school year, or any other days substituted for such days, or any additional days declared by the Minister as requiring the attendance of all permanent officers. Such employees will be paid in full for the time so worked.

https://www.qtu.asn.au/brisfd


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TheDepartmentofEducationandStateSchoolTeachers’CertifiedAgreement2019provides:

2.10.5 From the beginning of 2020, within the 25 mandatory professional development hours per year (also referred to as student free days) at least 15 hours may be worked on the three gazetted student free days. The remaining 10 hours will be worked as determined through consultation at the local level.

What consultation should occur around the flexible professional development hours?School communities are required to negotiate their arrangements in consultation with their staff and through the local consultative committee or, for schools with less than 20 employees, a consultative body.

Throughconsultation,schoolscould:

• allocate some of the 10 professional development hours to the end of the summer vacation, usually adjoiningthefixedstudentfreedays

• extendthehoursofanydesignatedstudentfreedaysratherthanusefivehoursofrostereddutytime

• schedule blocks of professional development after school hours in twilight sessions • allocatestudentfreedaystoothervacationperiods,e.g.firstorlastdayofwintervacation• adopt a combination of the suggestions above.Arrangementsforstudentfreedaysmustbefinalisedbytheendofthepreviousyear.Activeconsultationwithstaffisusuallystartedandfinalisedduringtermthree,inreadinessforcommunicationtoregionalofficesinterm four.

Datesandtimesshouldbedefinedandpublishedforteachers,includingthosecominginontransfer,relocation or as temporary engagements. When deliberating on suitable models, consideration needs to be given to balancing work and family responsibilities. Further, the student free day program should allocate the time for the meal break and the paid rest pause.

What are the requirements for temporary (contract) teachers and SFDs/flexible PD hoursTheDepartmentofEducationandStateSchoolTeachers’CertifiedAgreement2019makesparticularreference to the employment pattern and related conditions of temporary teachers, including reference to attendanceatstudentfreedaysorflexibleprofessionaldevelopmenthoursandrelatedpayment.TheCertifiedAgreementstates:

6.2.1 The parties acknowledge their shared interest in, and commitment to advancing temporary teacher professional development matters.

6.2.2 Temporary teachers are required to attend student free days that fall within the period of their temporary engagement.

6.2.3 Temporary teachers are required to attend professional development opportunities outside of school hours where those professional development opportunities are provided in lieu of student free days that fall within their temporary engagement period.

6.2.5 Where temporary teachers are required by the Department, including a school, to attend additional student free days, they shall be paid for their attendance.

Term one and semester one paymentsTemporary teachers engaged for all of term one but less than one semester are paid for attendance at the (one)studentfreedayheldonthelastdayofthesummervacation(24January).

Temporary teachers engaged for all of semester one or longer should attend and are paid for attendance at thetwofixedstudentfreedaysheldonthelasttwodaysofthesummervacation(23and24January).

Temporary teachers who are engaged for less than one term (i.e. up to Day 8) would commence duty on Tuesday28January(notingthatMonday27JanuaryistheAustraliaDaypublicholiday).Iftheschoolrequires


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temporaryteacherstoattendoneormoreofthefixedstudentfreedays,theschoolisrequiredtopaytheteachers out of the school budget.

A temporary teacher undertaking an engagement that encompasses the student free day in September would bepaidforthatdayandeitherattendormakeupthefivehoursofflexiblePDaspertheschoolarrangements.

Temporaryteachersmayattendflexibleprofessionaldevelopmentonavoluntarybasiswithoutpay.

Ifflexibleprofessionaldevelopmentisscheduledonnon-rostereddays,temporarypart-timeteachersshoulddiscusstheirsituationwiththeschoolprincipalandwillneedtomakeuptheflexibleprofessionaldevelopment hours missed, if applicable.

Can the school day be extended on student free days? In relation to the extension of the spread of school hours for the purpose of student free day arrangements, theCertifiedAgreementstates:


In planning for such an extension to a student free day, it should be noted that rostered duty time should commence no earlier than 7am and conclude no later than 5pm. Note that the 10 minutes rest pause - provided each day - needs to be counted within rostered duty time. The unpaid uninterrupted meal break does not.

Emergent circumstances for non-attendance at flexibly arranged PD sessionsTherewillbeemergentcircumstanceswhenateacherwillnotbeabletoattendaflexibleprofessionaldevelopment session, e.g. through illness, emergent circumstances or family responsibilities. Such situations areresolvedattheschoollevel.Whereateacherhasbeenpaidfortheflexiblestudentfreedays,theywillbe expected to complete the required hours of professional development. Evidence of attendance at external PD,suchascertificatesofparticipationorattendance,mayberequired.Theauthoritytoapprovealternativearrangements rests with the school principal, who should allow negotiation.

What if I am sick?Teachers who are ill and unable to attend twilight sessions of professional development will have to make up these hours at another time. Sick leave should not be deducted as the hours are outside of rostered duty time.

Seeking clarificationTeachers who are unsure of what student free days they are to attend and be paid for can seek advice in writing from the principal.


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Employee Professional Development Including Study and Research Assistance Scheme (SARAS) Policy and Procedure Register, Department of Education

TeachersAllotherprofessionaldevelopment(PD)forteacherswilloccuroutsidestudentcontacthoursexceptwhen:

• leave for these activities is provided for within industrial instruments• it is demonstrably more cost effective for the PD to occur during school hours.• it is necessary for students to be present for the PD to occur e.g. coaching or mentoring• there is no additional cost to the department and the PD is clearly aligned to Queensland

GovernmentprioritiessuchasCommonwealthGovernmentfunded:• Improving Literacy and Numeracy• More Support for Students with Disabilities

• Teachers’ participation in professional development activities that are not undertaken during rostered duty-hours (including on student free days) or done in lieu of student free day activities is voluntary in nature and is undertaken at the discretion of the teacher/s involved.

For the purposes of applying this procedure, matters forming an inherent requirement of the teaching role are not deemed to be professional development and thus may be undertaken during rostered duty hours, Matters such as:

• legislative compliance matters (such as code of conduct, student protection, workplace health and safety and employee induction)

• accreditation courses mandatory to the teaching role being undertaken (such as vocational education or international Baccalaureate studies)

• moderation duties and other curriculum related activities.

Note: Underlining by QTU

Sourced from the Department of Education Policy and Procedure Register


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Appendix 3: Reference documents for joint statements• QTU document - Joint Statements and Consultation

• Collegial Engagements in Classrooms (November 2015)

• Unpacking the Joint Statement on Collegial Engagements in Classrooms

• Planning, preparation, differentiation and planning for individual students, including individual curriculum plans (November 2015)

• The purpose and use of data in Queensland schools (March 2016)

• Unpacking the Joint Statement on the Purpose and Use of Data in Queensland Schools

• The annual teacher performance review process (June 2018)

• School reviews (November 2015)

• Principal and deputy principal annual performance review (November 2015)

• National Assessment Program - Literacy and Numeracy (NAPLAN) (October 2018)

• Unpacking the Joint Statement on the National Assessment Program - Literacy and Numeracy (NAPLAN)


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Joint statements and consultationThe Department of Education State School Teachers’ Certified Agreement 2019 states:

3.1.9 The LCC will be a key mechanism for managing workload issues at the workplace level.

3.1.10 Matters requiring consultation with LCC shall include: flexible student free days; school staffing proposals; bus and playground duty staffing needs; meal break variations; extensions to the spread of school hours and areas as required by joint statements between the department and the QTU.

3.1.11 Without limiting the provisions of the Education (General Provisions) Regulation 2006 (Qld), the purpose, frequency and duration of staff meetings will be subject to consultation with the LCC.

ThefollowingjointstatementsapplytoQueenslandstateschools:

• Collegial Engagements in Classrooms (November 2015)• Planning, Preparation, Differentiation and Planning for Individual Students, Including Individual

Curriculum Plans (November 2015)• The Purpose and Use of Data in Queensland Schools (March 2016)• The Annual Teacher Performance Review Process• School Reviews (November 2015)• Principal and Deputy Principal Annual Performance Review (November 2015)• National Assessment Program - Literacy and Numeracy (NAPLAN) (October 2018).

LCCsandconsultationarespecificallyreferencedinthefollowingjointstatements:

Collegial engagement in classrooms • “Models of classroom observation and feedback should be the subject of consultation with teaching

staff. The consultation process must involve consideration by the local consultative committee (LCC) in schools required to have an LCC.”

The annual teacher performance review process• “Schoolswillimplementthethreephaseswithstaffovera12-monthcycleandwillhaveflexibilityto

determine when the cycle commences.”

School reviews• “Principals should use the school’s local consultative committee (LCC) or other established

consultativemechanism,toconsideranysignificantchangestotheschool’sprogram,inparticularanychangesthatimpactonstaffing.”

Planning, preparation, differentiation and planning for individual students, Including individual curriculum plans

• “A common approach to the format of these long-term planning documents may be agreed at the school level (this should be done through the local consultative committee (LCC).”

• The storage of plans that have been collaboratively developed by a group of teachers should be the subject of consultation with teaching staff. The consultation process must involve consideration by the LCC in schools required to establish one.”

• “Teaching staff should be consulted with regard to the nature of the pedagogical framework that the school chooses. The consultation process includes consideration by the LCC, in schools required to establish an LCC, of factors relating to the teaching and learning or pedagogical framework which may impact on teachers.”


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The purpose and use of data in Queensland schools• “Schools should develop in consultation with the LCC a school data plan which documents the

approach to data that will be taken by the school.”• “To ensure effective implementation, school leaders should consult with all staff to identify the

priorities and set clear expectations to align with the school’s explicit improvement agenda.”• “It is the expectation of DET and the QTU that workload considerations will be assessed at each

school and addressed through the school data plan.”• “Schools are required to maintain data that relates to student outcomes such as academic,

attendance, behavioural and student well-being.”• “Processes and resources to collect, record and follow up such data should be negotiated, outlined

and included in the school’s data plan.”


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Joint statement on collegial engagement in classroomsQTU/DET, November 2015

The Department of Education and Training (DET) and the Queensland Teachers’ Union (QTU) are committed to supporting and promoting a professional, collaborative approach to school improvement to achieve the best possible outcomes for Queensland state school students.

The implementation of school improvement strategies often involves the mentoring and coaching of teachers and the implementation of a range of professional development activities designed to ensure effective teaching practices are being used in classrooms.

The purpose of this statement is to provide school leaders, heads of program and classroom teachers with advice and clarity about what constitutes a collaborative approach to supporting teachers to improve teaching and learning practices that maximise student learning outcomes.

DET and the QTU acknowledge education leaders use a range of strategies to engage with students and teachers in the classroom. One approach that promotes the development of effective pedagogical practices is the use of classroom collegial engagement in the form of classroom observation and feedback. These practices may occur within a one-to-one or team context and/or as part of a mentoring or coaching relationship. The collegial nature of these approaches help build a culture of shared responsibility and professionalism. School leaders are instructional leaders and as such should be involved or in classrooms as part of their responsibility for optimising school performance.

Both DET and the QTU acknowledge that many schools in Queensland successfully operate accepted models of collegial engagement based on agreed procedures, proressional trust and mutual respect. This is our objective. Models of classroom observation and feedback should be the subject of consultation with teaching staff. The consultation process must involve consideration by the local consultative committee (LCC) in schools required to establish an LCC.

Collegialengagementmodelsshouldrecognisethefollowingfundamentalprinciples:

1.DETandtheQTUrecognisethebenefitofeducationleaders’positiveengagementwithteachersin the classroom to strengthen and support teaching practice and contribute to improved student outcomes.

2. Classroom teachers have a right to teach in an environment that recognises their professional expertise, the exercise of professional judgement and the diverse range of effective teaching practice.

3. The contribution to teaching practice and involvement not only acknowledges the role of principals but also of others in promotional positions and peers to this process.

4, Observation and feedback can be reciprocal in nature and should be utilised, so that where appropriate, observers should themselves be available for teachers to observe them in their practice.

5. Classroom observations should be used as a collaborative process to recognise and professionally supportteacherstoreflectandbuildontheirteachingpractice.

Models of collegial engagement should be accommodated into the normal routine of the school with consideration being given to the workload implications of teachers and schools leaders to ensure ongoing sustainablllty of the practices.

DET and the QTU agree that highly effective models of collegial engagement involve negotiations between the teacher and the observer relating to the focus and intent of observations, their timing and frequency, feedback protocols and follow up actions.

Consequentlymodelsofcollegialengagementshouldincludeagreementon:

• the purpose of the collegial engagement in consideration of the school context• forms of collegial engagement to be undertaken - e.g. classroom observations, walk-throughs, peer

coaching,classroomprofiling,instructionalrounds,modellessons,peerandinstructionalcoaching


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• who will undertake the collegial engagement (i.e.who will be the observers, this is not limited to school leaders)

• the nature and form of feedback• frequency of collegial engagement - a scheme of collegial engagement should include no more than

four observations a year (i.e. one per term), unless otherwise mutually agreed• timing of the engagement and associated protocols - prior notice should be given and the timing of

the engagement should be agreed.The involvement of school leaders and teachers in models of collegial engagement is intended to maintain a positive, collaborative presence in the school’s teaching and learning. School culture should be one that is built on trust and collegial engagement. It helps ensure the importance of classroom practice and pedagogy is recognised and prominent and there is a collegial approach to teachers’ ongoing professional development.Models of collegial engagement are not intended to take the place of informal classroom and ad hoc interactions by school leaders.

Collegial engagement is not to be used for the purpose of assessing teacher performance. As such, models of collegial engagement are entirely separate to the procedures for managing unsatisfactory performance and evaluating teachers for probationary or teacher registration purposes.

DET and the QTU also recognise the number of smaller rural and remote schools in our system and actively encourage teaching principals and classroom teachers in those locations to support each other in a professional capacity through observation at nearby schools.


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Unpacking the joint statement on collegial engagement in classrooms (Originally published in the Queensland Teachers’ Journal, Vol 120, No.5, p25)

TheQTUandDETdevelopedtheJointStatementonCollegialEngagementinClassroomsin2011toprovideadvice and clarity about the collaborative approach to improving pedagogical practice and student learning outcomes.

Thepurposeistoprovidecollegialfeedbacktoteacherstoassistreflectionon,andimprovementin,theirprofessional practice.

Under the joint statement (www.qtu.asn.au/collegial-joint-statement), classroom observations and walk-throughs are not supervisory and are not used for appraisal. The process is not about assessing teacher performance, is entirely separate to the procedures for MUP, and is not intended to prevent the ad hoc involvement of school leaders in classroom activities.

Establishing collegial engagement in classrooms• Place it on the LCC agenda – ask to review or formalise the current arrangement.• Definepurpose–i.e.theschemeshouldprovidecollegialfeedback,andnotbesupervisory.• Reflectonandbuildinthefundamentalprinciples:

• positive engagement between school leaders and teachers• recognition of classroom teachers’ professional expertise, the exercise of professional judgment and range of effective teaching practices• the involvement of school leaders and heads of programs – observers should also be available to be observed• acollaborativeprocesstoenablereflectiononteachingpractice.

• Identify elements of the scheme – i.e. does the scheme include walk-throughs, classroom observations, peer coaching, model lessons.

• Identify who (what positions) will conduct the walk-throughs/observations. • Be clear about what each form of collegial engagement will involve - ensure the practices of

observation are consistent with the principles. e.g.Walk-throughs:

• agreed purpose – i.e. what will you be looking for?• prior notice• not to include sitting down and observing• not to include taking over lessons• will include feedback – whether to teaching staff as a whole or year levels/subject levels or individual teachers (the form of feedback should be agreed).

Lessonobservations:• timing and frequency to be negotiated• purpose to be agreed• feedback to be given – form of feedback should also be agreed, including an agreed feedback template• agreement on who observes – e.g. school leaders, heads of programs, pedagogical coaches, team teachers etc.• agreed model to the observation, e.g. pre-conference, lesson observation, post conference to occur all on the same day


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• the workload implications and how will they be managed – i.e. school leaders need to support this process with teacher release so that feedback is timely etc

• Agree on the frequency of modes of collegial engagement – i.e. how often will lesson observations occur, how regularly will walk-throughs be conducted.

• Consult on the process - the program must be considered by LCC, where required, or other consultative mechanisms for small schools. Consultation is not limited to the LCC – all members affected by the scheme should have the opportunity to provide input.

• Agreement re process should be reached by consensus at the LCC.• Publish and implement.• Review - the LCC should review the scheme regularly.

Use of data from collegial engagementClassroom observations and walk-throughs are not to be supervisory in nature, therefore the data collected from this process should only be used to support teacher development, and should inform practice, not drive it. The data can assist schools on how best to direct professional development budgets and other resources.

Successfulschemesofcollegialengagementinclassroomsare:• developmental in nature• built on professional trust and mutual respect• include honest feedback• applied consistently.


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Joint statement on planning, preparation, differentiation and planning for individual students, including individual curriculum plans QTU/DET (November 2015)

The Department of Education and Training (DET) and the Queensland Teachers' Union (QTU) are committed to promoting the delivery of high quality programs tailored to meet the individual needs of students.

Planning and preparationA fundamental prerequisite for the delivery of a high quality program to students is thorough planning around curriculum delivery. This planning may include teachers differentiating the instruction and resources to accommodate for the various learning needs of students in their classroom.

DET and the QTU agree that the delivery of high quality programs requires thorough preparation, however the followingqualificationsapply.

• Perusal of longer-term teacher planning documents (e.g. semester overviews and unit plans) should be for planning purposes. These may be developed individually or collaboratively and at times be the subject of professional discussion of planning and/or co-operative planning.

• A common approach to the format of these long-term planning documents may be agreed at the school level (this should be done through the local consultative committee (LCC).

• Other shorter term preparation (e.g. lesson plans, teaching notes) is individualised teacher preparation and need not be made available to others except during an agreed mentoring or professional development program.

Both DET and the QTU acknowledge that schools will develop appropriate planning to meet the needs of their individual school communities. This could include a combination of whole school planning, team/year level planning and individual planning.

DET and the QTU agree that it is fair and reasonable for school leaders to ask a teacher to provide a planning overview. This could be a yearly plan, term or unit plan, depending on the needs of the school.

It is viewed as unreasonable to expect a teacher to provide their direct supervisor with a lesson plan for every lesson. Nor is it fair and reasonable for a teacher to be expected to develop individual plans for every student in their class (with an exception in special needs settings or individual curriculum plans (ICPs).

Planning expectationsDET and the QTU agree that professional teachers will plan learning experiences cognisant of the needs of the students within their classroom. Onerous documentation identifying which classroom experience applies towhichlearner,erodestheprofessionaljudgementofteachersanddoesnotreflectanunderstandingofthecontinually evolving learning journey of students.

Additionally the storage of personal lesson planning is a teacher's professional discretion. The storage of plans that have been collaboratively developed by a group of teachers should be the subject of consultation with teaching staff. The consultation process must involve consideration by the LCC in schools required to establish one.

DET and the QTU recognise that for schools to be successful, they should operate in a culture of professional trust and mutual respect. Consequently DET and the QTU agree that teachers should use their professional judgment about planning and the form that it will take.

DET and the QTU acknowledge that teachers are best placed to determine the needs of the learners withintheirclassroomandshouldbegivensufficientprofessionalautonomytoadjusttheirinstructiontoaccommodate for these needs. Decisions regarding the individual needs of students should be made based on evidence from student work.


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It is reasonable for principals and school leadership teams to work with teachers to develop a teaching and learningorpedagogicalframeworkthatreflectstheneedsofthecommunitywithinwhichtheyteach.lnaccordance with department policy, a school's pedagogical framework should be developed collaboratively with the school community. Teaching staff should be consulted with regard to the nature of the pedagogical framework that the school chooses. The consultation process includes consideration by the LCC, in schools required to establish an LCC, of factors relating to the teaching and learning or pedagogical framework that may impact on teachers.

Differentiation, planning for individual students DET and the QTU agree that it is unreasonable to require teachers to develop an individual student plan for each student. It is important to note that the department, in the P-12 Curriculum Framework policy, does not require detailed planning and individual student plans to be developed (with the exception of ICPs).

The concept of differentiation is based on the need for teachers to make adjustments to meet the needs of the range of learners in their classroom. In Queensland state schools this may include students who require additional support. For differentiation to be successful, teachers need to understand the learning needs, learning styles and learning preferences of their students. Differentiation occurs when a teacher tailors instruction to meet the needs of the students in their classroom.

Differentiation requires a professional understanding by the teacher of the response of students to various modes of instruction and the levels of learning within their classroom. Most students' educational needs will be met through differentiation processes. Teachers are not expected to outline differentiation strategies highlighted in their unit overviews into their daily or weekly plans.

Schools undertake individual student planning and document support provisions and adjustments where students:

• are provided a lower or higher year-level curriculum than their age cohort - for a whole learning area or for all learning areas (individual curriculum plan)

• display behaviours that are deemed complex and challenging (statement of expectations for a disciplined school environment)

• are in out-of-home care (education support plans are developed for students who meet the criteria specifiedintheSupportingStudentsinOut-of-HomeCareImplementationGuidelines)

• are in schools requiring particular support such as learning plans focusing on high attendance and achievement (see individual curriculum plans)

• haveidentifiedhealthrequirementsincludingthoserequiringspecialisedhealthprocedures(anindividual health plan and/or emergency health plan).

DET and the QTU acknowledge that differentiation occurs in a number of ways and as such the development of individual student plans is not required as evidence of differentiation within a classroom.

EAP (education adjustment programs)In Queensland state schools, the education adjustment program (EAP) is a process for identifying and respondingtotheneedsofstudentswithadisabilitywhorequiresignificanteducationaladjustments.ThesestudentsalsomeetthesixEAPcategories–intellectualdisabililty;visualimpairment;hearingimpairment;physicalimpairment;speechlanguageimpairment;autisticspectrumdisorder.

Through the EAP process a number of “plans” may be generated which could include a communication plan, a behaviour plan and possibly an ICP for Australian Curriculum learning areas. These plans should be developed in conjunction with specialist teachers, classroom teacher and parents. Students who have an EAP may also require an individual curriculum plan (see next section).

Individual curriculum plans (ICPs)Individual curriculum plans (ICPs), previously known in departmental policy as individual learning plans (ILPs), are plans that are developed by teachers to cater for the diverse learning needs of students who perform well below the year level expectations in the whole of a learning area or across the whole curriculum. ICPs


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are also developed for those students who are performing well above the expectations for their year level or who are undertaking an accelerated program. In both cases, the ICP must be approved by the parents. ThestudentisthentaughtattheyearlevelidentifiedintheICPandassessedandreportedagainsttheachievement standard for that year level. Students who obtain a 'D' or 'E' achievement level are not deemed to automatically require an ICP. Similarly, a student who obtains an 'A' level of achievement does not require an ICP to access curriculum content that is a year above their year level. Consideration to place a student on an ICP is made based on evidence of students' achievement, and following a process of employing a range of strategies to support the individual student. This may have included the provision of additional focused and/or intensive teaching to address student learning needs.

ICPsaretobedevelopedincollaborationwiththerelevantschoolofficers(e.g.principal,teacher,ST(LaN),guidanceofficer,HOC,HOD,HOSESordeputyprincipal)andbeapprovedbythestudent'sparents.


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Joint statement on the purpose and use of data in Queensland schoolsQTU/DET, March 2016

The intent of this joint statement is to provide school leaders and teachers with a recommended guide of how to collaboratively manage the use of data within schools to make positive evidenced based decisions around student learning and school improvement. This statement does not seek to be prescriptive. This statement also sets out school-wide approaches to help ensure that the data workload is a productive use of teachers' and school leaders' time.

The Department of Education and Training (DET) and the Queensland Teachers' Union (QTU) are committed to supporting and promoting school leaders and teachers to effectively use a range of evidence based sources relating to student learning to make informed decisions as a part of their educational responsibilities.

Evidence-informed decision-making is vital to inform classroom practice and is not new, however it is importanttotakeaconsideredapproachtohowweusedatawithinourschoolstoenhanceteacherpractice:this includes managing teacher workload demands around collecting, analysis and responding to the data.

It is the view of DET and the QTU that the most important data pertaining to student achievement is that relating to the curriculum being taught within the classroom. Student achievement and progress is best reflectedbytheA-Eorfivepoint/yearlevelscaleineachlearningarea.Thecollectionofthisdatashouldalignwith P-12 Curriculum Assessment and Reporting (CAR) Framework purposes.

The intent of data collection and analysis at the school should be discussed and developed so as to maximise impact on teaching and learning, recognise the professionalism of teachers and school leaders and minimise the impact on workload. Schools should develop in consultation with the local consultative committee a school data plan which documents the approach to data that will be taken by the school.

Schoolleadersshouldworkwiththeirstafftodevelopaschooldataplanthatdefines:

• what data is necessary• how this data will inform teaching practice and school improvement• what data is to be collected and when• roles and responsibilities of teachers and other staff• where this data is to be stored (including the adequacy and reliability of on-line data storage)• how this data will be represented, tracked and monitored (including visibility of data)• the audience for the data and how this will be reported to the school community and the frequency

of this reporting• whatresourceswillbeallocatedtotheprioritiesidentifiedbythedata.The plan should address the systematic collection of a range of student data. To ensure effective implementation, school leaders should consult with all staff to identify priorities and set clear expectations to align with the school's explicit improvement agenda. The school's data plan should clearly identify all programs of assessment and testing beyond those aligned to the P-12 CAR Framework and highlight how they are linked to school improvement.

School leaders and teachers should access existing data sets, understand and use what is already available. This will minimise requirements for multiple data entry points and assist all teachers to focus on their teaching practice. It is counter-productive for teachers to spend time on data tasks that are not intrinsically linked to student learning, relevant to their roles, the school priorities and departmental requirements.

It is the expectation of DET and the QTU that workload considerations will be assessed at each school and addressed through the school data plan. Additionally, systemic and regional initiatives will also take into consideration workload and resourcing implications for schools.

Essentially, school leaders and teachers need to focus on relevant data that informs everyday teaching practice and the next steps for learning for all students. An effective and collaboratively developed data plan


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allows the school to establish targets for improvement in student achievement levels and communicate to parents, staff and the wider school community.

Findings of the school reviews conducted by the DET School Improvement Unit reinforce this. Schools are provided with report recommendations to ensure the analysis of data is clearly linked to school decision-making and practice, and consistent with the school's curriculum and pedagogical frameworks. Consequently, requests to schools to produce data should be linked to improvement in student learning and the school’s priorities as outlined in the school's data plan.

School leaders should work with teachers to clearly articulate the appropriate sets of data to be used through the school data plan. Teachers and other school staff should be provided professional development to access, understand,reflectandrespondtoevidenceofstudentlearning,includingdata.Schoolleaderswillneedtowork with their staff to clearly articulate what data literacy is required to support teachers to do their work and provide professional development, training and support if needed.

As determined by the Teaching in State Education Award 2016, non-contact time is to be used for preparation and correction. In recognition of this, when a school's data plan is being developed it should identify the relevant time or resources that build in opportunities for teachers to collect and compile evidence to inform teaching practice.

Schools are required to maintain data that relates to student outcomes such as academic, attendance, behavioural and student well-being. Processes and resources to collect, record and follow up such data should be negotiated, outlined and included in the school's data plan.

DET and the QTU acknowledge that there are many forms of evidence used when determining the overall performance of a school and that student achievement is one contributing factor.


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Unpacking the joint statement on the purpose and use of data in Queensland schools(First published in QTU Members’ Newflash No. 11-16, 15 April 2016, updated Jan 2020)

In response to a number of workload issues raised in QTU member surveys, the QTU has sought the development or revision of a number of the DoE/QTU joint statements.

The joint statements address a range of professional issues and are recognised by QTU and the DET as enforceableunderthecurrentcertifiedagreement.

TheJointStatementonthePurposeandUseofDatainQueenslandSchools,hasbeendevelopedfollowingmember and DoE consultation.

The key principles of the joint statement• Evidence-informed decision-making is vital to inform classroom practice. • It is important to take a considered approach to how we use data within our schools, including

managing teacher workload demands around collecting, analysing and responding to data.• The most important data pertaining to student achievement is that relating to the curriculum being

taught within the classroom.• School leaders and teachers need to focus on relevant data that informs everyday teaching practice

and the next steps for learning for students.• It is counter-productive for teachers to spend time on data tasks that are not intrinsically linked

to student learning, or that are not relevant to their roles, the school priorities and departmental requirements.

Implementing the joint statement in schools/workplacesThejointstatementidentifiesthatschoolsshoulddevelop,inconsultationwithteachingstaff(includingthe local consultative committee (LCC) in schools required to have one), a data plan which documents the approach to data that will be taken in the school.

Consequently,schoolsshouldestablishmechanismsbywhichagreementcanbereachedon:

a) what data is necessary (do existing data sets, i.e. A-E meet our needs or is there a genuine need for more data?)

b) how this data will inform teaching and practice and school improvement (how do we use this data to support the learning of students in the classes that we teach?)

c) what data is to be collected and when (e.g. how frequently does data need to be collected and is it occurring as a result of teaching and learning in the school?)

d) roles and responsibilities of teachers and other staff (who does what, e.g. it is not the role of the teachertocontactparentswhenstudentsareabsent;areteachersfocusedonteachingandlearning and not data entry tasks?)

e) where is this data to be stored (is there an agreed single point of data to avoid multiple data entry points?)

f) how will this data be represented, tracked and monitored (e.g. is there an agreement about the visibility of data, how this is recorded and how this data will be updated?)

g) the audience for the data, how it will be reported and the frequency of reporting (e.g. who are we collecting the data for? How often do we report on the data? If we report to parents more than twice a year, is this agreed and what is the form of this reporting? Is there an unrealistic expectation that teachers will be reporting to parents more often than the formal reporting cycle?)

h)whatresourceswillbeallocatedtotheprioritiesidentifiedbythedata?(e.g.areweusingI4Sfundstoaddressissuesidentifiedinthedata?Howwillwecelebratesuccess?Ifwearehaving


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conversationsregardingthedata,whendothesetakeplace?Iftheplanidentifiestheneedfor cooperative planning, what resources will be directed to the release of teachers for this purpose? The joint statement clearly states that non-contact time is to be used for preparation and correction, consequently a school’s data plan should identify the relevant time or resources that build in the opportunities for teachers to collect and compile evidence to inform teaching practice).

All members should have the opportunity to have input into the development of the data plan. In most schools theseelementswillbeeasilyidentifiedthroughthepedagogicalframework,annualimplementationplanandthe school’s response to school reviews/teaching and learning audits (i.e. quadrennial school review (QSR)). It is essential that the LCC is used in the development of this plan.

The joint statement also provides school leaders with a tool to “push back” against unreasonable data demands.

Proposed steps in achieving a data plan in a school1. School leaders and Union Reps should meet to discuss how consultation will occur.2. Consultation commences, including consideration of existing programs/processes in the school.3. LCC meets to consider an initial draft of the plan.4. Consultation on the draft takes place.5. Plan is further considered by LCC.6. Theschool’sdataplanisfinalisedandprovidedasaresourcetoallemployeesintheschool.7. The data plan is subject to review at LCC and other meetings and updated as necessary.

The importance of the LCC (or small school consultation processes) cannot be understated – it is the vehicle for consultation and change management in the school. The role of the LCC is not limited to consulting on initiatives (in this case the data plan) but also to support the implementation and review of these initiatives. Consequently, the data plan, along with the planning processes and schemes of collegial engagement in schools, should be standing items for LCC meetings so that issues can be addressed and changes made in a timely manner.

Further information and assistanceThe QTU appreciates that most schools will already have programs in place to address school priorities – it is these programs and how they are chosen that form part of the plan. The consultation regarding the school-wide data plan provides an opportunity for schools to review current practices and teacher and school leader workload and determine whether or not they continue to support the school’s priorities.

As the joint statement has been in place since 2016, it is a requirement that each school has a data plan.

ShouldyourequireanyassistanceinunpackingtheJointstatementonthepurposeanduseofdatainQueensland schools, please contact your Organiser or QTAD 1300 11 7823 or [email protected]


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Joint statement on the annual teacher performance review process for teachersQTU/DoE June 2018

The Department of Education and the Queensland Teachers’ Union are committed to the Annual Performance Review process for teachers, to ensure that all teachers have a current annual performance development plan to support their capability development.

The Annual Performance Review process for teachers is aligned with the Australian Teacher Performance and Development Framework (the Framework) and is the mechanism through which teachers receive feedback andsupporttodevelopandrefinetheirteachingpractice.Theperformanceanddevelopmentcycleoccursto ensure continual improvement in teaching and, in turn, enhanced student outcomes including student learning, engagement in learning and personal wellbeing.

TheAnnualPerformanceReviewprocessforteacherscomprisesthreedistinctphases:

1. Reflectionandgoalsetting2. Professional practice and learning3. Feedback and review.Schoolswillimplementthethreephaseswithstaffovera12-monthcycleandhaveflexibilitytodeterminewhen the cycle commences.

The Australian Professional Standards for Teachers (the Standards), used in conjunction with the Annual Performance Review process for teachers, offer a frame through which developing performance planning and conversations can occur.

AccordingtotheAustralianInstituteforTeachingandSchoolLeadership(AITSL),theStandardsdefinethework of teachers and make explicit the elements of high quality, effective teaching in 21st century schools that will improve educational outcomes for students. The Standards describe what teachers are expected to knowandbeabletodoacrossthecareerstages:Graduate,Proficient,HighlyAccomplishedandLead.

ItisanticipatedthatmostteachersinQueenslandstateschoolswillfocusoneithertheGraduateorProficientstages of the Standards. The Highly Accomplished and Lead career stages provide aspirational scope for teacherstoengageinvoluntarynationalcertification.Teacherswhoarenotseekingcertificationmayconsiderfocusing on a particular area or areas of practice at these aspirational levels.

Phase 1: Reflection and goal settingThe Annual Performance Review process for teachers begins with setting up to three measureable goals. AccordingtotheFramework,goalsshouldtakeintoaccounttheteacher’sownreflectionontheirteachingpractice informed by evidence and feedback (such as observation of the teacher’s practice), the school strategic plan and individual context, and goals or priorities set by and for teams of teachers within the school.

Working towards agreed goals will include consideration of professional practice and learning actions and the collation of evidence to indicate progress towards goal success.

Phase 2: Professional practice and learningAccording to the Framework, professional learning actions and activities to develop teacher capability are to be relevant, collaborative and future focused.

Professional learning should be based on changing teacher practice to meet student needs. Access to professional learning is to be negotiated based on the priorities and resources of the school and teachers should be supported to access high quality professional learning.

Professional learning activities may include collegial sharing with peers or teaching teams, observations, professional conversations, readings, events, mentoring, coaching, peer observation, case discussion, learning communities, and online courses.

Teachers and plan supervisors (principals or their delegates) will need to ensure that they can identify ways of


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measuringprogresstowardstheirgoalsandreflectonidentifyingandcollatingevidencethatprovidesinsightinto the effectiveness of their practice.

Teachinggeneratesarichandvariedrangeofevidencethatcaninformmeaningfulreflectionsofpracticeand support teacher development. Teachers will collate, analyse and use evidence to inform discussion and evaluation of learning, enhance teaching practice and support teacher development.

Evidencecollatedforreflectiononperformanceanddevelopmentwillaligntotheteacher’sgoalsandbejointly agreed between the teacher and their plan supervisor (principal or delegate).

When collating evidence relating to the impact of teaching on student outcomes, it is important to avoid simplistic approaches that tie evaluation of teaching to single outcome measures.

The Standards acknowledge that student outcomes include student learning, engagement in learning and personal wellbeing, and that these can be measured in a variety of ways, including teacher self-assessment, direct observation of teaching (see Joint statement on collegial engagement in classrooms) and analysis of a range of student data (see Joint statement on purpose and use of data in schools). Evidence of collaboration with colleagues may also be collated to inform and support teacher development towards agreed goals.

Throughout the second phase of the process, the plan supervisor (principal or delegate) will provide ongoing formal and informal feedback and access to professional development and coaching for staff throughout their 12-month teacher performance review cycle based on the priorities and resources of the school. Formal feedback conversations should not occur more than four times within the 12-month cycle.

Phase 3: Feedback and reviewInphasethree,aformalperformanceanddevelopmentreviewwilloccurandincludereflectiononateacher’sprogresstowardtheirgoalsestablishedduringphaseone,usingtherangeofevidenceidentifiedovertheperformance and development cycle.

Expectations may not be met for a range of reasons, including contextual changes within a student group. The plan supervisor (principal or delegate) may provide feedback to the teacher where the evidence indicates the teacher’s performance has exceeded or not yet met expectations against the agreed goals. This feedback may inform the next cycle of the process.

The Annual Performance Review process for teachers is separate and distinct from procedures for the management of unsatisfactory performance.

This joint statement should be read in conjunction with the joint statements between the Department of EducationandtheQueenslandTeachers’Unioninrelationto:

• collegial engagement in classrooms

• purpose and use of data in schools

Copies of the joint statements can be found on the QTU website at www.qtu.asn.au/joint-statements


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Joint statement on school reviewsQTU/DET, November 2015

The Department of Education and Training (DET) and the Queensland Teachers' Union (QTU) are committed to working together to support the performance of Queensland state schools.

To continuously improve student learning in Queensland, tailored school reviews are conducted in every state school. The reviews provide schools with quality feedback on how they are performing and help inform school planning processes.

Every state school, including independent public schools, has a review at least every four years, ensuring all schoolcommunitieshavethesameopportunityforfeedbackandreflection.Thisisthesamefrequencyasoccurred under the teaching and learning audits previously.

Principalsusethefindingsfromthereviewstoworkwiththeirschoolcommunityandregionalofficetodevelop clear actions to move the school forward. The reviews are not used to compare schools, or to rate the performance of principals, teachers or school staff.

Review typesAsoutlinedinDET'sSchoolPerformanceAssessmentFramework,therearethreetypesofreviews:

• Self-determined reviews for high-performing schools with the capacity to organise their own review processes

• Priority support reviews for schools requiring additional support• Full school reviews for all other schools.Schools are designated for a particular review type following an analysis of their performance data (using October annual release headline indicators), detailed consideration of their school context and further consultation with regions.

Generally, a school's review is scheduled in the year that it is due to complete its quadrennial school review and update its four-year school plan.

The School Improvement Unit (SIU) schedules and conducts all school reviews, except self-determined reviews, which are organised by the school with support from the SIU.

Review toolThe reviews use the National School Improvement Tool, which incorporates the same language and concepts astheteachingandlearningauditsbutwithoneextradomain:Schoolandcommunitypartnerships.

Theperformanceratingsthatwereusedintheauditspreviouslyhavebeendiscontinued.Thisisasignificantchange, with the emphasis on school improvement, not rating schools.

Review processReviews are conducted in a professional manner by reviewers trained and selected by the SIU. Principals are involved and kept informed throughout a review.

Review teams look at a school's performance data and other relevant school information. They also interview staff, students, parents and other members of the school community.

Interviews are a valuable part of the review process but are not mandatory. Teachers and other school community members can decline to be interviewed.

Differentiated supportThe new reviews are about supporting schools in a differentiated way, with reviews tailored to a school's data, context and needs.

The department and the QTU acknowledge that some schools need more support than others and that the department has a responsibility to ensure support is given as a priority.


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Thereviewshelpregionsandcentralofficebettertargetanddeliverresourcestowheretheyareneeded,withthe type of review matched to the level of support a school needs.

Reports and follow-up supportAfterareviewiscompleted,thereviewteampresentsitsfindingstotheschool'sleadershipteam.Theschool'sassistant regional director or principal supervisor is required to attend the exit interview for priority support reviews.

This is followed by a written report which provides schools with more information to support their continuous improvement.Schoolspublishtheexecutivesummaryonlineanddiscussthefindingswiththeirschoolcommunity.

Principals should use the school's local consultative committee (LCC), or other established consultative mechanism,toconsideranysignificantchangestotheschool'sprogram,inparticularanychangesthatimpactonstaffing.

The school's assistant regional director or principal supervisor is expected to work closely with the school to respondtothereview'sfindings,includingincorporatinganyrecommendationsintotheschool’sfour-yearstrategic plan.

In the case of priority support reviews, the assistant regional director or principal supervisor works with the school to develop and implement a detailed action plan in response.

Regions and the SIU continue to support schools after a review is completed. For priority support reviews, the SIU checks back in with the school and region at three, six, nine (if necessary) and 12 months to monitor progress.

More informationFor more information, please speak with your assistant regional director or principal supervisor or visit the department'swebsite:educatlon.qld.gov.au/schools/school-performance-assessment-framework


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Joint statement on principal and deputy principal annual performance reviewQTU/DET, November 2015

IntroductionThe Queensland Teachers' Union and Department of Education and Training have reached in-principle agreement on the annual performance review (APR) process for principals and deputy principals. Work is still progressing on the heads of program annual performance review, and this will be subject to a separate statement.

This joint statement should be read in conjunction with the joint statements between the department and the QueenslandTeachers'Unioninrelationto:

• Teacher annual performance review process• Transition to the Australian Professional Standards for Teachers within the Developing Performance

Framework• Developing Performance Framework• Collegial engagement in classrooms.Schools have participated in a state-wide trial to inform implementation of the process. The new process will be available to all schools from term 3 in 2015.

The Department of Education and Training and the Queensland Teachers' Union are committed to using the annual performance review process so that all principals and deputy principals have a current annual performance development plan in place each year. The new Annual Performance Review Process for principals anddeputyprincipalswillreflecttheAustralianProfessionalStandardforPrincipals.Assuchthecreationofany new performance development plan must follow the Annual Performance Review Process.

Professional practice and leading learningThe process is aligned with the Australian Professional Standard for Principals, (the standard) and the LeadershipProfiles,andisthemechanismthroughwhichdevelopingperformanceconversationsandplanningoccurs to support professional learning for principals and deputy principals.

The standard is a public statement developed by the Australian Institute for Teaching and School Leadership (AITSL) which sets out what principals are expected to know, understand and do to achieve in their work. Thestandardhasbeendevelopedtodefinetheroleoftheprincipalandunifytheprofessionnationally,todescribe the professional practice of principals in a common language, and to make explicit the role of quality principals and deputy principals in improving learning outcomes. The standard provides a model against which principals and deputy principals can match their knowledge, qualities, experiences and skills to determine their areas of strength and areas for development.

The strength of the standard will be in its implementation through ownership and engagement by the profession.Itisadynamicvehicleforreflectionanddevelopmentthatwillevolveovertime.

Using the APR processTheAPRprocessismadeupofthreedistinctphases:

1.Reflectionandgoalsetting2. Professional practice and learning3. Feedback and review.

The three-phase process is for implementation in all Queensland state schools. The annual performance development plan requires development, implementation and review by all principals and deputy principals in collaboration with their supervisor. Templates are provided and should be utilised unamended.


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TheprocesswillbealignedtotheAustralianProfessionalStandardforPrincipalsandtheLeadershipProfiles,andinparticular,thefiveprofessionalpractices.Reflectiononperformancethroughouttheprocesswillbeagainst the standard.

By using the standard in the annual performance review process, principals and deputy principals will be able toidentifyandreflectonareasofstrengthandareasfordevelopment.Fromthisreflection,theplandevelopedwill include up to three negotiated performance development goals. The performance development goals are to be established collaboratively by the principal/deputy principal and their supervisor. The plan will also include actions required to achieve the agreed goals, and indicators of success to identify goal attainment. The principal/deputy principal and their supervisor, coach or mentor should review the goals which form the basis for ongoing professional interaction during the 12 month cycle of the plan.

The complex work of school leadership generates a rich and varied range of evidence that can inform meaningfulreflectionsofpractice.Evidencemaybedrawnfromarangeofinformationsources.Itisimportantthat sources of evidence avoid simplistic approaches that tie evaluation of leadership to single outcome measures. Evidence used as a basis for the annual performance review process for principals and deputy principalsmustrelatetothedevelopmentprioritiesidentifiedintheplan.Consequently,evidenceusedforreflectiononperformancedevelopmentofprincipalsanddeputyprincipalswillaligntothegoalsandbejointlyagreed.

Principals and deputy principals will analyse and use data in conjunction with other evidence to inform discussionandevaluationoftheirleadershiptoconfirmstrengths,identifyinterventionsandmodifypractice.Data, particularly single set data, is not to be used as the only source of evidence for discussion and review of interventions and leadership.

The performance development plan includes the provision of verbal and written feedback. School leaders will be provided with ongoing formal and informal feedback, and access to professional development and learning throughout the 12 month review cycle. Formal feedback conversations should not occur more than four times within a 12 month cycle, except in circumstances where mentoring and collegial engagement are occurring, for example, with a master teacher. The process will culminate in formal performance development review and reflectionontheschoolleader’sprogresstowardtheirplannedperformanceanddevelopmentgoalsusingmultiplesourcesofevidenceidentifiedduringthereviewperiods.Thisfeedbackwillprovidethebasisforreflectiontoinformthenextannualperformancereviewcycle.

The process is separate and distinct from procedures for the management of unsatisfactory performance.

Supportdocumentscanbefoundat:dete.qld.gov.au/apr


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Joint statement on the National Assessment Program – Literacy and Numeracy (NAPLAN)QTU/DET, October 2018

This joint statement outlines the purpose of the National Assessment Program – Literacy and Numeracy (NAPLAN) within Queensland state schools, as well as practices that support students to prepare for NAPLAN and ensure appropriate use of NAPLAN data to inform decision making.

While the Department of Education (the Department) and Queensland Teachers’ Union (QTU) acknowledge that the future of NAPLAN and its role in school and system improvement is under review, this statement describes the current applications.

Curriculum planningA fundamental principle as agreed by the parties is that, in accordance with the Department’s P-12 curriculum, assessment and reporting framework (P-12 CARF), all Queensland state schools must systematically deliver the Australian Curriculum, a three-dimensional curriculum that comprises disciplinary knowledge, skills and understanding in eight learning areas, general capabilities and cross-curriculum priorities.

The Australian Curriculum must be the focus of teaching and learning in Queensland state schools. Students acquire the literacy and numeracy skills required to successfully complete NAPLAN tests through classroom teaching and learning of the Australian Curriculum.

Throughout the school year, teachers plan and provide differentiated instructions as set out in the P-12 CARF and agreed between the parties in the joint statement on Planning, preparation, differentiation and planning for individual students, including individual curriculum plans.

School leaders determine explicit improvement agendas for their school in response to local needs and system priorities, and in consultation with staff and the school community. Assistant Regional Directors work inpartnershipwithprincipalsastheynavigatetheirschools’improvementjourneys.Regionalofficersofferarange of advice and support to school leaders, teaching teams and members of the wider school community. They contribute to school improvement by empowering state school leaders, building expert teaching teams and fostering professional collaboration and community partnerships.

AssessmentMost Queensland students from Prep to Year 10 are assessed against relevant learning area achievement standards.

NAPLAN assesses a selection of literacy and numeracy skills of Year 3, 5, 7 and 9 students at one point in time each year. Consequently, student performance in NAPLAN is not considered a comprehensive assessment of the full curriculum taught in classrooms.

Standardised tests, like NAPLAN, are an example of assessment data that teaching teams sometimes use to provide additional insights and/or assist in validating inferences drawn from other classroom data.

The Department and the QTU agree that formative and summative assessments closely aligned to curriculum teaching and learning allow continual monitoring and can provide accurate, timely data to inform differentiated teaching and learning.

Academic reportingTeachers make on-balance judgements based on folios of student work and report twice yearly on students’ achievementusingafive-pointscale,formoststudentsthisisanA-Escale.

NAPLAN data should not be considered when reporting on student achievement in any learning area.

The focus of written and face-to-face reporting to parents/caregivers is to give an account of student progress in learning the Australian Curriculum. In addition, social and emotional development, behaviour and other contextual factors such as school-based programs can be reported on, in accordance with the P-12 CARF.


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These reporting processes are agreed at the local level in accordance with the joint statement on Planning, preparation, differentiation and planning for individual students, including individual curriculum plans agreed between the QTU and Department in 2016.

Use of NAPLAN dataNAPLAN provides common data sets and helps explore questions about relative impact to determine whether resource allocation and improvement strategies have affected student outcomes as planned or intended.

As agreed in the joint statement on the Purpose and use of data in Queensland schools, NAPLAN data allow school,regionalorsystemimprovementtobequantified;enablechangesinperformancetobetrackedovertime;andmaycontributetoaschool’sdataplan.

The QTU and Department acknowledge that NAPLAN only provides information in relation to literacy and numeracy, and only to the extent assessed in each test.

Schools – through direct contact and their school websites – are best placed to provide up-to-date information about their context, their students, their wider community and the enriching learning experiences they offer to students and staff.

The parties acknowledge that every school in every community is unique and that while teachers and school leadersinfluencestudentlearningandengagement,manyfactorscontributetostudents’performanceinNAPLAN and in school.

Astudent’sNAPLANdatashouldnotinfluenceaschool’sdecisiontoenrolaprospectivestudentnorshouldtheir past results be used to discourage or encourage students to undertake the test.

Annual performance review, recruitment and selectionThe annual performance review (APR) process for teachers in Queensland state schools is framed against the Australian Professional Standards for Teachers (APST). As part of the APR process, teachers identify and reflectonevidencethatprovidesinsightintotheeffectivenessoftheirpractice.

Evidence relating to student outcomes includes student learning, engagement in learning and personal wellbeing, and these can be measured in a variety of ways. The parties agree that evidence of student learning and achievement of the curriculum taught in the classroom is a better measure than NAPLAN data.

When undertaking recruitment and selection processes, candidates may choose to provide NAPLAN data as part of a range of supporting evidence of suitability. However, the QTU and Department agree it is not essential that NAPLAN data be included, and promotion should not be based just on favourable NAPLAN data – a wide variety of evidence of school improvement is suggested. In addition, the referencing of a school’s NAPLAN performance should not be the sole evidence used by panels when determining the overall effectiveness of an applicant or comparative merit.

External providersIndividual schools select programs and resources in consultation with the wider community and to meet the specificneedsoftheirstudents.ThepartiesacknowledgethattheDepartmentdoesnotendorseorapprovenon-departmental programs or resources.

The parties also agree that schools choosing to use third party providers, programs and products must safeguard the privacy of their students and families, and must meet all mandatory restrictions that surround the security, use and sharing of student data.

Student wellbeingThe Department and the QTU agree that student wellbeing is paramount. Schools actively foster student and parent understanding of the purpose and value of assessment as a tool to exchange feedback, inform teaching and enhance learning. Any recognition or celebration of individual student academic achievement should be in relation to reported grades rather than NAPLAN performance.

The parties agree schools must work to minimise the stress or anxiety some students may experience in


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relation to assessment, particularly NAPLAN tests, and assist students to develop the strategies needed to succeed at school.

Schools must provide families with advice on supporting their children to thrive at school and, more specifically,onwaystoprepareforNAPLAN.Thepartiesacknowledgethatfamiliesmustbesupportedtomake informed decisions in the best interests of their children.

The parties acknowledge that there is a legitimate place for limited NAPLAN preparation activities related to the mode and conditions of testing itself.

However, as the NAPLAN website states, “excessive test preparation using previous tests is not necessary nor useful”. Familiarisation activities should only be conducted in the vicinity of the tests. The parties do not endorse repeated or regular NAPLAN practice tests or the implementation of pre-tests to capture data for the purposeofshapingteachingandlearningspecificallyrelatedtoNAPLAN.

TheDepartmentandtheQTUremaincommittedtoensuring:

• all Queensland state schools are supported to implement the Australian Curriculum• all teachers are supported to know their students and how they learn, to monitor and assess their

student learning, and to make consistent, reliable judgements about student achievement• all students are supported when they sit the NAPLAN test• current, comprehensive, school-based evidence of student learning and achievement is used

to inform next steps for teaching and learning, school improvement and equity in educational outcomes.


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Unpacking the joint statement on the National Assessment Program – Literacy and Numeracy (NAPLAN)A guide for QTU members, November 2018

This guide supports Queensland Teachers’ Union members in ensuring that all Queensland state schools are adheringtotheintentoftheDepartmentofEducationandtheQueenslandTeachers’UnionJointStatementon the National Assessment Program – Literacy and Numeracy (NAPLAN).

Curriculum and planningQueensland schools must systematically deliver the Australian Curriculum in accordance with the P-12 Curriculum and Reporting Framework (CARF).

The Australian Curriculum MUST be the focus of teaching and learning in Queensland state schools. NAPLAN tests assess a selection of literacy and numeracy skills taken from the Australian Curriculum.

What this means for classroom teaching: The best preparation for NAPLAN testing is quality teaching of the Australian Curriculum in all state schools. Participation in practice testing only assesses students on the selective content of those tests.

What this means for planning: NAPLAN data should not be the focus of your planning. Data obtained from NAPLAN can help to inform decisions made at a whole school level but should only be used if it is explicitly mentioned in your school’s data plan.

School leaders develop explicit improvement agendas for their school in response to local needs and systempriorities, in consultation with staff and school community.

Assistant regional directors (ARDs) work in partnership with principals as they navigate their school’s improvement journey. Regional officers offer a range of advice and support to school leaders, teaching teams and members of the wider school community. They contribute to school improvement by empowering school leaders.

What this means for school improvement agendas: School leaders, in consultation with stakeholders,developanimprovementagendafortheirschool.Regionalofficerssupportschoolimprovement agendas, and provide advice. The role of region is not to impose NAPLAN targets.

Assessment and academic reportingMost Queensland students from prep to year ten are assessed against relevant learning area achievement standards.

NAPLAN assesses selected literacy and numeracy content from the of year three, five, seven and nine Australian Curriculum. Consequently, student performance in NAPLAN is not considered a comprehensive assessment indicator of the full curriculum taught in classrooms.

The department and the QTU agree that formative and summative assessments closely aligned to curriculum teaching and learning allow continual monitoring and can provide accurate timely data to inform differentiated teaching and learning.

What this means: NAPLANisapointintimetestofsomespecificliteracyandnumeracyskills.Itdoes not form part any school curriculum assessment and reporting area.

Teachers make on-balance judgements based on student folios of work and report twice yearly on students’ achievement using a five-point scale.

NAPLAN data should not be considered when reporting on student achievement in any learning area.

What this means: A student’s NAPLAN results are only indicative of some of their literacy and numeracy skills and are not used to inform any part of a student’s reported grade.


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Use of NAPLAN data (see also the Joint Statement on the Purpose and Use of Data in Queensland Schools)

NAPLAN provides common data sets and helps explore questions about relative impact to determine whether resource allocation and improvement strategies have affected student outcomes as planned or intended.

NAPLAN data may contribute to a school’s data plan but must be recognised as a limited data set that does not comprehensively assess students’ literacy or numeracy knowledge, skills and understandings. NAPLAN only provides information in relation to literacy and numeracy and only to the extent assessed in each test.

Many factors contribute to students’ performance in NAPLAN.

What this means: NAPLAN is a numeracy and literacy data source with limitations. Although it does not inform curriculum planning and assessment, it can be used as part of the school’s data plan and to determine the effectiveness of intervention or support strategies implemented at school over time.

Performance review, recruitment and selectionThe Annual Performance Review (APR) for teachers is framed against the Australian Professional Standards for Teachers. As a part of the review process, teachers reflect on evidence that provides insight into the effectiveness of their practice.

The Education Department and QTU agree that formative and summative evidence of student learning and achievement is a better measure than NAPLAN data.

What this means for APR: While a teacher may wish to use NAPLAN data as part of their APR, it is not required. As professionals, teachers select a range of data that demonstrates their skills, knowledge and understandings against the Australian Professional Standards for Teachers. The decision to not use NAPLAN data during APR will not negatively impact on a teacher’s review.

When undertaking recruitment and selection processes, candidates may choose to provide NAPLAN data as part of a range of supporting evidence of suitability. It is not essential that NAPLAN data be included, and promotion should not be based solely on favourable NAPLAN data.

What this means for recruitment and promotion opportunities: Although teachers or school leaders may choose to include favourable NAPLAN data as supporting evidence for suitability for promotion, it is not essential. Lack of NAPLAN data in an application will not negatively impact on a teacher’s opportunity or suitability for a promotional position.

External providersIndividual schools select programs and resources in consultation with the wider community and meet the specific needs of their students. The parties acknowledge that the department does not acknowledge or approve non-departmental programs or resources.

What this means: The department does not endorse Pearson or any other scholastic publications aiming to improve NAPLAN outcomes. Preparation for NAPLAN using commercial publications or subscription based online programs etc is not required.

Student wellbeingStudent wellbeing is paramount. Schools actively foster student and parent understanding of the purpose and value of assessment as a tool to exchange feedback, inform teaching and enhance learning. Any recognition or celebration of individual academic achievement should be in relation to the reported grades rather than NAPLAN performance.

What this means: NAPLAN performance has no position on semester or subject area reports. Recognition of student academic achievement and recognition should not include “NAPLAN awards”.

There is a legitimate place for limited NAPLAN preparation activities related to the mode and conditions of testing itself.


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However, as the NAPLAN website states, “excessive test preparation using previous tests is not necessary or useful”. Familiarisation activities should only be conducted in the vicinity of the tests. The parties do not endorse repeated or regular practice tests or the implementation of pre-tests to capture data for the purpose of shaping teaching and learning specifically related to NAPLAN.

What this means:

What this LOOKS LIKE in the classroom and in schools

What this DOES NOT look like in the classroom and in schools

• Familiarisation with question formats from mid/late term one.

• Teaching year three to “colour the bubble.”• Revising short styled questions early term

2.• Discussing text type for writing task

and providing opportunity for extended independent writing time in weeks leading up to test.

• Daily NAPLAN reading groups.• Ongoing NAPLAN style homework

activities.• NAPLAN practice dates marked on school

calendar.• NAPLAN countdown calendar prominently

displayed in classroom.• NAPLAN practice test results compared

and moderated across cohorts.• NAPLAN intervention/extension groups

withdrawn for special attention with “NAPLAN specialist.”


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Appendix 4: Reference documents for variation of the standard hours of instruction• Teaching in State Education Award – State 2016 – Clause 15.1 – Rostered duty time

• Teaching In State Education Award – State 2016 – Clause 15.8 - Variations to the standard hours of instruction

• Clause 2.10 Department of Education State Schools Teachers’ Certified Agreement 2019 Extension of spread of school hours

Teaching in State Education Award – State 2016

Rostered duty time15.1 Teachers (a) Rostered duty time

(i) The rostered duty time of a teacher will be 25 hours per week.

(ii) Rostered duty time will be continuous except for the meal break.

(iii) Except as prescribed elsewhere in this Award, rostered duty time will commence no earlier than 0830 and conclude no later than 15:30.

Teaching In State Education Award – State 2016

15.8 Variations to the standard hours of instruction (a) Notwithstanding the terms of clause 15, the standard hours of instruction may be amended in all settings in

accordance with the “Guidelines for Variation of Hours of Instruction for Senior Secondary” agreed between DET and QTU in 1990.

(b) Conditions

Where the standard hours of instruction are amended in accordance with the guidelines the following conditions will apply:(i) The standard hours of instruction and rostered duty time will commence no earlier than 0700 and conclude no

later than 1700, Monday to Friday.

(ii) The rostered duty time of a teacher will remain at 25 hours per week. However, under these arrangements a full-time teacher’s daily maximum rostered duty time will not exceed 7 hours while a full-time teacher’s minimum rostered duty time will not be less than 3 hours.

(iii) The weekly rostered duty time may be worked over less than 5 days, Monday to Friday.

(iv) Subject to clause 16.1, teachers will be allowed an uninterrupted meal break of 45 minutes between the third and fifth hours from commencement of duty. The meal break is not included in rostered duty time.

(v) Teachers will be allowed a rest pause of 10 minutes which is included in rostered duty time.

(vi) Rostered duty time will be continuous except for the meal break unless by agreement.

(vii) Implementation of the above arrangements will follow consultation with the LCC and the taking into account of family responsibilities.

Department of Education State Schools Teachers’ Certified Agreement 2019

2.10 Extension of spread of school hours2.10.1 The parties recognise the existence and currency of the hours of work provisions of the award.



Appendices

2.10.3 From the beginning of 2020, unless otherwise gazetted, there will be no mandated student free day in term 4, with the parties agreeing that the allocation of this mandated student free day will occur in the third week of term 3.

2.10.4 The professional development program or other activities associated with this term 3 student free day can be delivered in an alternative time following consultation with LCC.

2.10.5 From the beginning of 2020, within the 25 mandatory professional development hours per year (also referred to as student free days), at least 15 hours may be worked on the three gazetted student free days. The remaining 10 hours will be worked as determined through consultation at the local level.

2.10.6 One additional Teacher Relief Scheme (TRS) day per senior secondary teacher full-time equivalent (FTE) will be allocated in semester 2, 2020 only, for the purpose of supporting senior secondary teachers with the full implementation of the new senior assessment and tertiary entrance (SATE) arrangements.


Appendices

Appendix 5: Meal breaks/bus and playground duty• Teaching in State Education Award – State 2016 – Clause 16.1 – Meal breaks

• Teaching in State Education Award – State 2016 – Clause 17.1 – Rest pauses

• Teaching in State Education Award – State 2016 – Clause 16.3 – Bus and playground supervision

• Education (General Provisions) Regulation 2006 (Qld) – Regulation 7 - Work of staff members outside period allocated for instruction

• QTU advice brochure – Meal breaks and bus and playground duty

Teaching in State Education Award – State 2016 – Clause 16.1

16. Meal breaks 16.1 THSL stream (a) A teacher, head of program or school leader is entitled to an uninterrupted 45 minute meal break each day. This will

be allowed to each teacher, head of program or school leader between 1100 and 1400, or such other times as may be arranged by the principal in consultation with teachers, heads of program and school leaders.

(b) Other times during which the meal break may occur will be arranged in accordance with the facilitative provisions of this award or rostering arrangements can be entered into in accordance with workplace reform initiatives as provided for in clauses 6.2(c) and 15.8.

(c) An alteration to the minimum uninterrupted meal break of 45 minutes may be achieved through consultation and processing by the LCC (where required to be constituted), provided that:

(i) all teachers receive an uninterrupted meal break of at least 30 minutes per day; and

(ii) the total period for uninterrupted meal breaks is no less than 225 minutes per teacher per week. This cannot be averaged over a longer period.

(d) Where teachers in specialist roles are required to perform duties during the course of scheduled meal breaks, a meal break, consistent with the terms of clauses 16.1(a) or (c), shall be provided at an alternative time determined by agreement between the principal and the individual teacher.

(e) Continuing secondary education or secondary colleges - teachers will be entitled to an uninterrupted lunch break of not less than 30 minutes if teaching morning and afternoon blocks and will be entitled to an uninterrupted evening meal break of not less than 30 minutes if teaching afternoon and evening blocks. Such meal breaks are not included in rostered duty time.

Teaching in State Education Award – State 2016 – Clause 17.1 (a)

17. Rest pauses 17.1 THSL stream and CTAT stream (a) In addition to the entitlement for a meal break, a teacher, head of program, school leader, community teacher or

assistant teacher, will be entitled to a rest pause of 10 minutes each day, taken at a time separate to the meal break prescribed in clause 16, which will be considered as rostered duty time.

Teaching in State Education Award – State 2016 – Clause 16.3

16.3 Bus and playground supervision (a) Subject to clauses 16.3(b) and (c), teachers will be relieved of bus supervision duties and supervision of students in

the playground as far as possible and where appropriate.

(b) Teachers are still required to undertake some part of those duties. The appropriate mix of teachers and teacher aides will be determined by the principal of the school, having regard to local circumstances in accordance with the applicable local consultative arrangements.


Appendices

(c) Teachers shall not be required to undertake bus supervision duties for more than 30 minutes after the completion of the daily program of instruction.

Education (General Provisions) Regulation 2006 (Qld)

7 Work of staff members outside period allocated for instruction(1) The principal of a state instructional institution may require a staff member of the institution to work outside

the period allocated for instruction on a school day if the principal considers it necessary and reasonable in the circumstances.

(2) Without limiting subsection (1), the principal may require the staff member—

(a) to attend a staff meeting outside the period allocated for instruction on a school day; and

(b) if the staff member is a teacher or teacher aide—to supervise the activities of students of the institution.


Appendices

Meal breaks and bus and playground supervisionQTU advice brochure, (as at November 2019, for updates check www.qtu.asn.au/bradmealbreaks)

EntitlementsTheDepartmentofEducationandTrainingStateSchoolTeachers’CertifiedAgreement2019(theCertifiedAgreement)confirmstheTeachinginStateEducationAward-State2016(theAward)entitlementofallteachers to an uninterrupted 45-minute meal break between the hours of 11am and 2pm each day. This meal break is in addition to the rest pause of 10 minutes each day, which is considered a part of a teacher’s rostered duty time (working hours). The implementation of this basic industrial provision can be varied through formal consultation, but not diminished.

This should be provided in a break separated by the time allocated for meal breaks and cannot be averaged across the week.

It is important to note that meal breaks, and rest pauses are industrial entitlements and serve to meet the employer’s obligation to provide safe systems of work under workplace health and safety legislation, ensuring that employees access breaks to control risks, to eat, to relieve fatigue and to support teacher wellbeing.

Variation to award meal breakTheCertifiedAgreementallowsthetiminganddurationofthemealbreaktobevariedwithoutreducingoverallentitlements.

These changes must be progressed through consultation and processing by the local consultative committee (LCC)providedthat:

a) all teachers receive a minimum continuous meal break of 30 minutes per dayb) thetotalperiodformealbreaksisnolessthan225minutesperweek(45minutesxfive),which

cannot be averaged over a longer period of time.Under this arrangement, all teachers must receive a minimum 30-minute meal break each day and break times must be structured to ensure this provision.

How should award variation break times be structured?

The total amount of time allocated for morning tea and lunch breaks is generally 70 minutes per day, as per thefollowing:

Example:

Span of school day (9am to 3pm) 6 hrsLessrostereddutytime(fivehoursless10minutesrestpause) 4 hrs 50 minsTOTAL FOR BREAKS 1hr 10 mins (or 70 mins)

The total of 70 minutes is then apportioned across the morning and lunchtime recess periods in 30- and 40-minute intervals, to allow for each teacher to access a minimum 30 minute continuous meal break each dayateitherthefirstorsecondbreak,inadditiontotherestpause(i.e.thetotaldailyentitlementis30minutes plus 10 minutes).

Theteacher’stotalweeklyentitlementistherefore225minutesformealbreaks(45minutesxfive)and50minutesfortherestpause(10minutesxfive)makingatotalof275minutesperweek.Underthisfacilitativearrangement,the275minutesisallocatedoverthefive-dayweek.

https://www.qtu.asn.au/bradmealbreaks


Appendices

Example:

Morning break Lunch breakMonday 30 mins 15 minsTuesday 40 mins 30 minsWednesday 30 mins 15 minsThursday 40 mins 15 minsFriday 30 mins 30 minsTOTAL 170 mins 105 mins = 275 mins

NB. Under this arrangement, the facilitative provisions allow the meal break to be taken before 11am, so in some schools the longer break may be scheduled at morning tea time rather than at lunchtime.

Supply teachersAward meal break arrangements for supply teachers

TheCertifiedAgreementreaffirmstheentitlementofallteacherstoa45-minuteuninterruptedmealbreak.Supplyteachersareentitledtothismealbreakforeachdaytheyareemployed.TheCertifiedAgreementprovision enabling teachers to agree to a minimum meal break of 30 minutes in any one day would only applytoasupplyteacherwhoworksforfiveconsecutivedaysinaweekinthesameschool.Asupplyteacherworkingforfewerthanfivedaysinaschoolwhichhasadoptedthe30-minutemealbreakarrangementwouldhave to be allocated a 45 minute uninterrupted meal break plus the 10 minute rest pause for the day(s) on which he/she works in that school.

NB:Astheminimumforacontractteacherisfivedays,itisunlikelythatasupplyteacherwouldbeengagedforaperiodoffivedays.

How much playground duty can be required per week?The better approach is “are teachers getting their basic entitlements to meal and rest pause breaks according totheAwardandCertifiedAgreement?”Mealbreaksareunpaidentitlements.Restpauseperiodsarepaidbreaks. These provisions are essential provisions for workplace health and safety and wellbeing purposes. Delivery of these entitlements is core business for any employer.

ThereisnoagreedmaximumamountoftimeforplaygrounddutysetoutintheAwardorCertifiedAgreement.This does not mean that teachers can be unreasonably deployed to undertake this duty, given Award and CertifiedAgreementprescriptionsinrelationtomealbreaksandtherestpauseasdescribedabove.

Award variation meal breaks and playground duty

If a school has opted for the facilitative provisions described above to deliver breaks of 30- and 40-minutes duration, then the maximum time that is available for a teacher to do playground duty can be explained as follows:

Example:

Total for break times 5 x 70 mins = 350 minsTotal for meal break 5 x 45 mins = 225 minsTotal for rest pause 5 x 10 mins = 50 minsTime remaining for PGD 75 mins

Award meal break arrangements and playground duty

Under the award arrangements for meal breaks where the 45 minutes is allocated as a block with an additional 25-minute block making up the total of 70 minutes for break times, then the time remaining for playground supervision remains at 75 minutes per week.


Appendices

Example:

Total for break times 5 x 70 mins = 350 minsTotal for meal break 5 x 45 mins = 225 minsTotal for rest pause 5 x 10 mins = 50 minsTime remaining for PGD 75 mins

NB. Under this arrangement, as the 55 minutes in total break times (45 minutes and 10 minutes) must be delivered each day, only 15 minutes each day remains for teachers to undertake playground duty.

How can our school progress an award variation to meal breaks?Workforcechangecanbeprogressedunderthefacilitativeprovisionsofthecertifiedagreement,inlinewiththe following principles.

• representationofrelevantunionsinthedecisionmaking;• consultationwithallaffectedparties;• implementation of changes only by agreement (agreement deemed to be majority decision, but

consensusistheoverridingconsideration);• consideration given to impact of changes on employees with family responsibilities, to other

employeegroupsandtooccupationalhealthandsafetyissues;• obligationonpartiesthatneitherwillunreasonablywithholdagreement;and• notificationofrelevantunion(s)inwritinginadvanceregardinganyproposal.Critically, unless a variation to the Award requirements has been processed through the LCC, the Award requirements remain intact and are enforceable.

Basic employment conditions, such as the normal weekly pay of employees, hours of duty, sick leave, long service leave and other leave entitlements, cannot be amended by this process.

Bus and playground supervisionThe Award provides the following clear parameters for the organisation of bus and playground supervision.

1. Teachers will be relieved of both bus and playground supervision as far as possible and where appropriate.

2. Where teachers have been relieved of these duties, teacher aides will take them up. 3. Bus and playground supervision rosters shall be developed in consultation with staff and the

local consultative committee. 4. Teachers cannot be required to undertake bus supervision duties for more than 30 minutes

following the daily program of instruction.5. Teachers are required to perform bus duty for school buses only, not public transport.

ThecurrentDepartmentofEducationTeacherAides’CertifiedAgreement2018containsprovisionswhichallow them to undertake bus and playground supervision under the general direction of a teacher. NB. This does not mean direct supervision. The extent to which teacher aides can be rostered to provide supervision of students for bus and playground duty must not exceed the teacher aide’s equivalent weekly ADO hours.

Before and after school playground dutyThere is no requirement for teachers to undertake playground duty supervision before or after school.

Teachers and administrators should note that in setting up a roster for before or after school supervision where none has existed previously, the courts may, in the event of litigation, determine that they have set up a duty of care and that they are liable in the event of negligence.

Once a duty of care has been established, it becomes an expectation and hence it may be an obligation from which teachers and administrators may not be able to extricate themselves without liability at a later date.


Appendices

The Union strongly recommends against the setting up of before or after school rosters for playground duty supervision.

Wet weather lunchesTeachers are entitled to an uninterrupted meal break and 10-minute rest pause each day, regardless of the weather. Consequently, schools should make appropriate arrangements to ensure that in the case of wet weather, supervision duties do not reduce these entitlements. At the end of each week, a full-time teacher must have received a daily 10-minute rest pause and 225 minutes per week of uninterrupted meal break (whether this is provided in half hour or 45 minute blocks per day is subject to LCC discussions).

Anymodifiedplaygrounddutyrostertoaccommodatewetweathermustensuretheseentitlements.

Problem solvingTheCertifiedAgreementspecifiesthedisputeresolutionproceduresapplyingtoissuesarisingoverthescheduling of breaks or in relation to bus and playground supervision.

To assist union representatives and school administrators to meet their obligations in this respect, the following step-by-step guide is provided.

UnionrepresentativesshouldfirstlyprovideacopyofthisbrochuretotheLCCandtheschooladministration.

Whereadisputearises,UnionRepsshouldfollowthedisputesproceduresasperthecertifiedagreement.

Step 1 (discussions at school level - 24 hours to five days for resolution)

• Call a school Union meeting to discuss the issues in dispute.• Forward a written statement of the issues in dispute to the principal following the school union

meeting.• Arrange for a meeting between the principal and school union reps to discuss issues.• If the issues can be resolved, report to members. If the matter remains unresolved, contact the relevant QTU Organiser.

Step 2 (discussions at regional level – five days for resolution)

Ifthedisputeisunresolved,therelevantQTUOfficerwillreferthemattertotheregionaldirectorfordiscussionand review.

Where the issues are resolved, a report to members will be provided. When the issues remain unresolved, the dispute will be referred to the Director-General.

Step 3 (discussions at central level – seven days for resolution)

Once the matter is referred to the Director-General, the department will have seven days to respond. If the response is unsatisfactory or if no response is received, the Union can then refer the matter to the Queensland Industrial Relations Commission for conciliation/arbitration.


Appendices

Appendix 6: Staff meetings• Clause 3.1.11 Department of Education State Schools Teachers’ Certified Agreement 2019

• Education (General Provisions) Regulation 2006 (Qld) – Regulation 7 - Work of staff members outside period allocated for instruction

Department of Education State Schools Teachers’ Certified Agreement 2019

3.1.11 Without limiting the provisions of the Education (General Provisions) Regulation 2006 (Qld), the purpose, frequency and duration of staff meetings will be subject to consultation with the LCC.Education (General Provisions) Regulation 2006 (Qld)

Education (General Provisions) Regulation 2006 (Qld)

7 Work of staff members outside period allocated for instruction(3) The principal of a state instructional institution may require a staff member of the institution to work outside

the period allocated for instruction on a school day if the principal considers it necessary and reasonable in the circumstances.

(4) Without limiting subsection (1), the principal may require the staff member:

(c) to attend a staff meeting outside the period allocated for instruction on a school day; and

(d) if the staff member is a teacher or teacher aide—to supervise the activities of students of the institution


Notes

Document revisions/changes

2020 - VER240120

• Amendments throughout in line with the new Department of Education Teachers in State Schools CertifiedAgreement2019

EARLIER EDITIONS:

2019 - VER160119

• pp58-60-additionofJointStatementontheNationalAssessmentProgram–LiteracyandNumeracy (NAPLAN)

• pp61-63-additionofUnpackingtheJointStatementontheNationalAssessmentProgram–Literacy and Numeracy (NAPLAN), a guide for QTU members

2018 - VER200418

• New section 6 “Consultation in small schools”, renumbering of subsequent sections• pp28-29-Professionaldevelopmentandmandatorytraining,QTUadvicebrochure:Replace

December 2016 version with November 2017 version• pp30-33-Studentfreedays(SFDs),QTUinformationbrochure:ReplaceJanuary2017versionwith

January2018version• pp61-64-Mealbreaksandbusandplaygroundsupervision,QTUadvicebrochure:Replace

February 2017 version with April 2018 version

2017 - VER290517

• First issued

Authorised by Graham Moloney, General Secretary Queensland Teachers’ Union, PO Box 1750, Milton QLD 4064

www.qtu.asn.auConsultation - 2020 - VER240120