penrhos college (enterprise bargaining)...
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PENRHOS COLLEGE (ENTERPRISE BARGAINING) AGREEMENT 2008
AG 4 of 2009
1. - TITLE
This Agreement shall be known as the Penrhos College (Enterprise Bargaining) Agreement, 2008 and shall replace the Penrhos College (Enterprise Bargaining) Agreement 2005.
2. - ARRANGEMENT
1. Title2. Arrangement3. Parties to the Agreement4. Scope of Agreement5. Date and Duration of Agreement6. Relationship to Parent Award7. Single Bargaining Unit8. Objectives9. Salary Rates10. Long Service Leave11. Parental Leave12. Leave Without Pay13. Special Leave14. Accessing Leave15. Enterprise Bargaining Leave16. Temporary Teaching Appointments17. Professional Practices18. Staff Health and Wellbeing19. Agreed Efficiency Improvements20. Remuneration Package21. Dispute Resolution Procedures22. Matters for Ongoing Discussion23. No Reductions24. No Further Claims25. No Precedent26. Signatories
Appendixi. Leading Teacher Policyii Extra-Curricular Allowance Application Guidelinesiii. Middle School and Senior School Teacher Co-curricular Responsibilities and
Allowancesiv. Guidelines for Day in Lieu, Gifts, Exemptions etc after Year Level Camp, Tour and
Subject Camp Attendancev Policy on FTE Salary Calculations for part time teaching staff in the Middle and
Senior Schoolvi. Strategic Plan – A 21st Century School: Our Vision for 2003 - 2010vii. Staff Leave Guidelines (Teaching Staff)
3. - PARTIES TO THE AGREEMENT
This Agreement is made between Penrhos College (the College) and the Independent Education Union of Western Australia, Union of Employees (IEUwa), a registered organisation of employees.
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4. - SCOPE OF AGREEMENT
(1) This Agreement shall apply to teachers who are employed within the scope of the Independent Schools’ teachers Award 1976 (the Award) in Western Australia and who are members or are eligible to be members of the IEUwa.
(2) The number of teachers covered by this Agreement is 120.
5. - DATE AND DURATION OF AGREEMENT
(1) This Agreement shall come into effect on 1 January 2008, and shall apply until 31 December 2010.
(2) The parties agree to meet at the request of either party over the duration of this Agreement to review its contents.
6. - RELATIONSHIP TO PARENT AWARD
(1) This Agreement shall be read and interpreted in conjunction with the Independent Schools' Teachers' Award 1976 (the Award).
(2) Where there is any inconsistency between this Agreement and the Award, this Agreement will prevail to the extent of the inconsistency.
7. - SINGLE BARGAINING UNIT
(1) The parties to this Agreement have formed a single bargaining unit.
(2) The single bargaining unit has conducted negotiations with the College and reached full agreement with the College represented by this Agreement.
8. - OBJECTIVES
The purposes of this Agreement are to:
(1) Enlist commitment to and ensure the ongoing development of the College’s Reflection Performance Development (RPD) system of performance management.
(2) Accept a mutual responsibility to maintain a working environment, which will ensure that the College and its staff become genuine participants and contributors to the College's aims, objectives and philosophy.
(3) Safeguard and improve the quality of teaching and learning by emphasising the upgrading of professional skills and knowledge. The College and the teaching staff acknowledge that this upgrading of skills and experience can best occur when both the College and teaching staff share responsibility for professional development by undertaking both in-service and external courses and training partly during College time and partly during the teachers' time. This should be done in ways, which minimise both disruption to students and additional costs.
(4) Explore the concept of ‘Quality of Service’ in delivery of the school’s education and administrative function to ensure that we know what our stakeholders want, we respond to their needs where appropriate and we meet established standards to ensure excellence and continuous improvement in all that we do’.
(5) “To commit to and actively participate in the achievement of the aims and objectives of the Penrhos College Strategic Plan’.
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9. - SALARY RATES
(1) The minimum annual rate of salary payable to Teachers prescribed in Clause 14. – Salaries of the Award will be:
STEP Salary as at 2007
1 January 2008
7.00%
1 January 2009
5%
1 January 2010
5%
1 38,862 41,582 43,661 45,845
2 41,225 44,111 46,316 48,632
3 43,581 46,632 48,963 51,411
4 46,310 49,552 52,029 54,631
5 48,852 52,272 54,885 57,629
6 51,029 54,601 57331 60,198
7 53,208 56,933 59779 62,768
8 55,933 59,848 62,841 65,983
9 58,928 63,053 66,206 69,516
10 61,379 65,676 68,959 72,407
11 63,561 68,010 71,411 74,981
12 66,284 70,924 74,470 78,194
13 69,005 73,835 77,527 81,403
(2) The College is committed to maintaining salary parity* in general terms with that offered by other similar WA IGSSA girls schools to teachers, and in providing a salary above that offered by the Education Department to teachers. Should there be any increases in Education Department salaries or other WA IGSSA girls schools salaries that materially disrupt this parity, any member of the Enterprise Bargaining Committee is able to immediately reconvene the Committee in order to review and if appropriate, rectify the disparity. In order to maintain regular current data, the College’s administration will also conduct salary benchmarking each year, generally in Term 4. This information will be shared with the Enterprise Bargaining Committee. NB * salary parity can be defined as ‘at least the median’ of the 6 (six) top salaried WA IGSSA girls schools.
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(3) The minimum rate allowance for positions of responsibility shall be as follows:Note: The responsibility allowances are expressed in percentage terms of Step 13.
Level Percentage of Step 13
Salary as at 1/1/ 2007
1 January 2008
7.00%
1 January 2009
5%
1 January 2010
5%
Level 1 16.30% of Step 13 11,248 12,035 12,637 13,269
Level 2 13.60% of Step 13 9,385 10,042, 10,544 11,071
Level 3 6.25% of Step 13 4,313 4,615 4,846 5,088
Level 4 3.75% of Step 13 2,588 2,769 2,908 3,053
Head of Year 13.60% of Step 13 9,385 10,042 10,544 11,071
Leading Teacher 1 3.2% of Step 13 2,208 2,363 2,481 2,605
Leading Teacher 2 6.9% of Step 13 4,761 5,094 5,349 5,616
(4) Co-curricular Allowance
The Co-curricular allowances paid as per the Extra Curricular Allowance Guidelines (Appendix ii) will be indexed against EBA salary increases effective from January 1 2008 as per the following table:
Level Salary as at 1/1/2007
$
1 Jan 2008
$
1 Jan 2009
$
1 Jan 2010
$A 800 856 899 944B 1,600 1,712 1,798 1,887C 2,400 2,568 2,696 2,831D 3,200 3,424 3,595 3,775
(5) Leading Teacher
The appointment of Leading Teachers will be as per the Leading Teacher policy found in the Appendix i.
(6) As from 1 January 2003, a three year trained teacher, if having accumulated three (3) years teaching experience on Step 9, would progress to Step 10 and then each year thereafter progress a step on the salary scale until Step 13 is reached.
(7) In the event of any safety net adjustment being applied to the Award, such adjustment shall be absorbed into the salary rates prescribed by this Agreement.
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(8) Payment of Relief Teachers
Internal part time and full time teachers offered paid relief in excess of their allocated relief roster will be paid at Step 8 of this Agreement.
(9) Deferred Salary Scheme
Teachers may apply to defer 20% of their annual salary for four years, and receive leave for the whole of the fifth year on 80% of their annual salary, consisting of the amounts deferred over the previous four years. Teachers wishing to participate in this scheme will apply to the Principal in writing.
10. - LONG SERVICE LEAVE
(1) (a) Notwithstanding the provisions of subclause (1) of Clause 11. - Long Service Leave of the Award, from 1 July 1995, a teacher who has completed eight (8) years' continuous service or a further seven (7) years' continuous service with the College, shall be entitled to take ten (10) weeks' Long Service Leave on full pay, taken within one school term.
(b) The rate of accrual will be 1.25 weeks per year for the first eight (8) years and 1.42 weeks per year for the subsequent seven (7) years.
(c) In the case of a teacher leaving the College after seven (7) years of continuous service up to completion of eight (8) years of continuous service, the pro-rata rate of Long Service Leave pay out will be calculated at the accrual rate of 1.3 weeks per year.
(d) Part Time Teachers – Where the period of accrual contains any period which is less than full time, then that teacher’s entitlement shall be calculated as follows;
(i) the number of weeks accrual shall be in accordance with subclauses (a) and (b) above; and
(ii) payment for the period accrued shall be the average that the teacher’s part- time service bears to that of a full time teacher (pro-rata) over the accrual period.
(2) (a) The parties agree to the development of a management plan for the clearing of accrued Long Service Leave. As far as possible in this, the preferences of individual teachers will be taken into account.
(b) From 1 January 1998 all Long Service Leave will be required to be taken within 12 months of its falling due, unless the teacher has indicated in writing his/her intention to retire within 24 months or unless special circumstances pertain which affect the teacher or the College.
(i) If a teacher wishes to defer the Long Service Leave such leave will be paid at the rate prevailing on the date on which it fell due.
(ii) If the College wishes the teacher to defer the Long Service Leave such leave will be paid at the rate prevailing at the time the teacher accesses the leave.
(3) (a) Long Service Leave should be taken in one block. Consideration will be given by the College to split the taking of Long Service Leave when an
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application is made in writing, demonstrating that exceptional circumstances prevail. Authorisation will only be given if the College is able to efficiently and effectively make teacher cover arrangements.
11. - PARENTAL LEAVE
(1) A female teacher who has completed two (2) years’ continuous service with the College, shall be entitled to take ten (10) weeks’ Maternity leave on the birth of a child on full pay.
(2) In order to access subsequent periods of paid maternity leave, the teacher will need to serve a minimum of twelve (12) months with the College in between periods of paid maternity leave. This does not affect the rights of a teacher to access unpaid maternity leave.
(3) A male teacher who has completed two (2) years’ continuous service with the College, shall be granted after consultation with the Principal one (1) week Paternity leave on full pay up to the child’s first birthday.
(4) A female teacher who has completed two (2) years’ continuous service with the College, shall be entitled, to take an additional fifty two (52) weeks unpaid maternity leave in addition to the standard fifty two (52) weeks entitled unpaid maternity leave as per the prevailing Award (that is a total of 104 weeks). An application of this nature will be made in writing to the Principal prior to the taking of any maternity leave. The College’s preference in the taking of leave beyond 52 weeks is for ‘full’ years so that a return to work is planned for the beginning of a school year.
(5) A teacher may still however, apply for an extension of maternity leave during a period of maternity leave. The Principal, in this event, will take into consideration the needs of the College and students in forming a decision. If further leave is granted, it will be on the basis of leave without pay.
(6) A teacher on parental leave is required to notify the Principal in writing, of an intention to return to work or any request to seek a variation of return to work under different arrangements by giving due notice to the College. The standard period of notice required will be between a term and up to a term and one half based on consultation between the College and the teacher taking into consideration recruitment needs. This provision allows the College to offer maximum flexibility to staff requests whilst maintaining teaching staff levels.
12. – LEAVE WITHOUT PAY
(1) For workforce planning purposes, a teacher on a minimum of one (1) years leave without pay (whether taken on its own or in conjunction with Long Service Leave or Parental Leave) is required to confirm the return date in writing to the Principal , by giving no less than two (2) terms notice. For further details, refer to the Appendix ‘Staff Leave Guidelines (Teaching Staff)’.
13. – SPECIAL LEAVE
(1) For periods of a day or less, a teacher is not required to provide reasons for the request for Special Leave and this leave may be approved by the Head of School. For periods greater than a day, the reasons need to be stated via the Staff Leave Request form and approved through the Head of School to the Principal. For further details, refer to the Appendix ‘Staff Leave Guidelines (Teaching Staff)’.
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14. – ACCESSING LEAVE
(1) The Staff Leave Guidelines (Teaching Staff) available in the Appendix outlines a teacher’s rights and responsibilities in accessing the various forms of leave available to them.
15. – ENTERPRISE BARGAINING LEAVE
(1) During the term of this agreement, the staff negotiators will receive up to a combined total of three (3) days paid leave on request, to attend EBA negotiating matters. Such matters may include preparation of a claim and training, but will be exclusive of the single bargaining unit meetings.
(2) Accredited training by Unity Training of up to two (2) days will be paid by the College.
16. - TEMPORARY TEACHING APPOINTMENTS
(1) In the case of a temporary Teacher appointed for an initial 12 months to cover a Teacher taking Parental Leave or Leave Without Pay, who then has an extension of that leave approved, that Temporary Teacher can continue to be employed on a temporary basis without the obligation of the College to provide permanency of employment. The offer would be made to the Temporary Teacher for the period of the extension and all accrued sick leave and annual leave would be carried forward.
17. - PROFESSIONAL PRACTICES
(1) The parties recognise that there is a wide range of responsibilities included in the profession of teaching.
(2) The parties recognise that the following factors apply in addressing the fair and reasonable participation of teachers:
(a) Much of the life and culture of the College is derived from College activities involving teachers and students and conducted outside regular classroom contact.
(b) The significant contributions of teachers to the life and values of the College are recognised.
(c) There will continue to be consultation between the College and teachers in the allocation of teachers to all activities conducted by the College.
(d) The competence, skills and qualifications of teachers, including part-time teachers, will continue to be considered in the planning and allocating of activities conducted by the College.
18. – STAFF HEALTH AND WELLBEING
(1) The College has committed through its Strategic Plan to the following Vision: ‘The College will be recognised for the healthy lifestyle choices made by its students and as an Employer of Choice due to its active interest in the Health and Wellbeing of its staff’.
(2) In pursuit of this vision, a range of initiatives are being and will continue to be implemented in consultation with staff, over the course of this agreement.
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19. - AGREED EFFICIENCY IMPROVEMENTS
(1) Professional Development
(a) Notwithstanding the provisions of Clause 8. – Objectives (3) and Clause 17. - Professional Practices of this Agreement, all teachers are required to be competent and to implement information and communication technology skills into the curriculum. This is seen by both parties to assist in personal and professional development and to also guide career development.
(b) Whilst the College recognises the need to supply professional development programs for the staff it is recognised that a successful application of technology requires a time commitment and active involvement of all staff. The College also recognises the need for staff to be adequately equipped to fulfil these requirements and will provide a laptop, subject to conditions of care and responsibility, for all teachers who have a FTE equal or greater than 0.75 and part provision for all other teachers at a ratio at 1:2.
(2) First Teaching Appointment
(a) A teacher appointed to his or her first year at the College who, at the end of the initial twelve months, is deemed by the College not to have developed adequate teaching skills, may be appointed as a probationary teacher and subject to subclause (2) of Clause 2. - Induction of Appendix 1 of the Award.
(3) Carers’ Leave
(a) A teacher may take in one year of service up to ten (10) days of paid leave which shall be debited to the teacher’s accrued sick leave to care for a family* member in need of care provided that the teacher:
(i) Informs the Principal (or a person designated by the Principal) of the need for Carers’ Leave and the estimated period of absence at the first opportunity; and
(ii) Except for the first day’s absence in the sequence of consecutive days and, if requested by the College, provide a written statement as to the fact of illness of the person for whom the care and support is required.
(b) Such leave shall not accrue from year to year.
(c) Such leave shall not prejudice a teacher’s right to special leave in accordance with the provisions of the Award.
* In this clause the word family shall include: parents, grandparents, siblings, parents in law, step parents, spouse (including a former spouse), de facto spouse, children, step children, ex-nuptial children, grandchildren, adult child and, at the discretion of the Principal, other persons for whom the teacher has responsibility.
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(4). Exceptional Leave
(a) It is extremely important for the effective operation of the College for academic staff to work through to the final day of each term and to commence work on the first day of the start of each term. Whilst under exceptional circumstances, ‘Unpaid Leave’ or ‘Special Leave’ may be granted, in general, applications made by staff to take leave during these periods, or anytime during term for the purpose of ‘extending’ the holiday period or taking a holiday will not be considered.
(b) Exceptional circumstances may include but are not limited to:
(i) Attendance to a family members wedding or(ii) Visiting a very ill family member*
(c) *Additional consideration will be given when country, interstate or overseas travel is required.
(5) Sick Leave Certification
A staff member shall not be required to produce evidence of an entitlement to sick leave in respect to absences of two days or less unless after two such absences in any year of service the employer requests in writing that the next and subsequent absences in that year, if any, shall be accompanied by evidence that would satisfy a reasonable person of the entitlement.
(6) Reflection Performance Development (RPD)
The key outcomes of the Performance Management system (RPD)are:
(a) To facilitate and foster individual and organisational communication between a staff member and line management;
(b) To facilitate the creation of an annual Professional Development Plan (including a career path) based on whole of school, professional and personal needs;
(c) To provide a formal means by which good performance is acknowledged, direction is clarified and areas of concern can be addressed;
(d) To enhance individual work performance, improve role satisfaction and fulfil individual potential;
(e) To provide a forum to review and update Position Statements;(f) To establish and review mutually agreeable and achievable goals, standards
and measures for effectiveness;(g) To provide an opportunity for self reflection in the pursuit of personal and
professional development and ongoing learning;(h) To foster a staff body which is innovative, versatile and responsive to
achieving the vision and aims of the Penrhos College Strategic Plan.
(7) Promotional Positions
(a) Appointments to all Level 1, Head of Department promotional positions will be for an initial four (4) year term.
(b) All re-appointments to promotional positions for second and subsequent terms will be for three (3) years, subject to a satisfactory RPD as set out in sub section (6) of this clause.
(c) In all cases the appointment may be terminated before the end of term of appointment by mutual agreement of the College and the teacher, or by
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the College in the case of an unsatisfactory RPD or a formal performance counselling process.
(8) Work Practices
(a) In order to minimise disruption to student learning faculty/staff meetings and where feasible staff professional development are to be held outside instructional time.
(b) Part time Teachers(i) In order to ensure parity between part time teachers and full time
teachers, and to provide a fair system of salary calculation for part time teachers, the parties agree to apply the Part time Teachers Policy (Appendix iii).
(ii) The College supports the concept of flexible working arrangements and agrees to consider any written application for full time staff to work on a part time basis where this can be reasonably accommodated (on a temporary or ongoing basis). Regard will be given to the staff member’s particular case, the capacity for the role to be undertaken on a part time basis, departmental resources and needs, prevailing labour market circumstances, financial costs. Whilst the College will endeavour to meet individual FTE (Full time equivalent) requests by permanent part time staff each year, these requests, nor stability of FTE can be guaranteed year by year due to fluctuating subject demands and the requirement of the school to hold full time staff members’ FTE’s. In the event of an FTE being reduced to 0, discussions will be held with the staff member regarding options including maintaining employment with a 0 FTE, redeployment and redundancy.
(iii) In the case of part time teachers in the Junior School, when there is an expectation of attendance to Professional Development days or meetings, (eg PD days at the beginning of each term) these will be paid if the teacher would not otherwise be working on that day.
(9) Criminal charges/convictions
(a) In order to comply with the College’s requirements to provide the highest quality of duty of care, it is a condition of a teacher’s employment to disclose to Penrhos College any criminal charge, conviction or pending court case that occurs during the course of employment, which may impact on the teachers capacity to maintain WACOT registration.
20 - REMUNERATION PACKAGE
(1) For the purposes of this clause:
(a) “Teacher” means a teacher appointed as a permanent employee of the College.
(b) “Benefits” means the benefits nominated by the teacher from the benefits provided by the College and listed in paragraph (d) of subclause (3)
(c) “Benefit Value” means the amount specified by the College as the cost to the College of the benefit provided including Fringe Benefit Tax, if any.
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(d) “Fringe Benefit Tax” means tax imposed by the Fringe Benefit Tax Act 1986
(2) Conditions of Employment
(a) Except as provided by this clause, teachers must be employed at a salary based on a rate of pay, and on terms and conditions, not less than those prescribed by the agreement.
(b) For all purposes of the Agreement, salary shall be deemed to include the value of any benefits provided under this clause.
(3) Salary Packaging
Salary Packaging is available subject to the guidelines of the Australian Taxation Office.
The College offers to provide and the teacher may agree in writing to accept:
(a) salary packaging of up to $30,000 gross in the form of expense benefit payments;
(b) the Benefits nominated by the teacher approved by the employer;
(c) a salary equal to the difference between the Benefit Value and the salary which would have applied to the teacher or under subclause (2) of this clause, in the absence of an agreement under this subclause.
(d) the available Benefits are those made available by the College from the following list
(i) Superannuation;(ii) Motor Vehicle; and(iii) Other benefits as agreed between the teacher and the College.
(e) the College must advise the teacher in writing of the Benefit Value before the agreement is entered into.
(4) The teacher will reimburse the College for any Fringe Benefits Tax paid by the College on the teacher’s behalf under the terms of this Clause.
(5) During the currency of an agreement under subclause (3) of this clause:
(a) Any teacher who takes paid leave on full pay shall receive the Benefits and salary referred to in paragraphs (a) and (b) of subclause (3) of this clause.
(b) If a teacher takes leave without pay the teacher will not be entitled to any Benefits during the period of leave.
(c) If a teacher takes leave on less than full pay he or she shall receive:
(i) the Benefits; and
(ii) the amount of salary calculated as agreed between the College and the Teacher.
21. - DISPUTE RESOLUTION PROCEDURE11
A dispute is defined as any question or difficulty arising out of this agreement.
The following procedure shall apply to the resolution of any dispute:
(1) The parties to the dispute shall make reasonable attempts to resolve the matter by mutual discussion and determination.
(2) If the parties are unable to resolve the dispute, the matter, at the request of either party, shall be referred to a meeting between the parties to the Agreement together with any additional representatives as may be agreed by the parties.
(3) If the matter is not then resolved, it may be referred to the Western Australian Industrial Relations Commission for Conciliation/Arbitration.
22. - OTHER MATTERS FOR ONGOING DISCUSSION
(1) During the course of this agreement, both parties accept a mutual responsibility to aim for best practice in enhancing the teaching, learning and working environment for students, staff and parents.
(2) The following specific matters will be examined in detail:
(a) Extra Curricular Allowance Guidelines
The College agrees to review the Extra Curricular Allowance Guidelines policy and practices in 2008 (for implementation in 2009), with teaching staff representation, to ensure it is fairly and consistently applied across all teaching staff and that staff are appropriately remunerated under the system.
(b) Leading Teacher
The College commits to undertaking the following over the course of this agreement:
i) Reviewing the monetary allowance system payable to Leading Teachers; and
ii) Assessing the case for the introduction of a Leading Teacher 3, and implementing during the life of this Agreement, if deemed worthwhile for the College and its staff.
iii) Including teaching staff representation in this review process.
(d) Positions of Responsibility
i) The College agrees to undertake a review of monetary allowances paid under the positions of responsibility clause (Clause 9-Salary rates); and
ii) Further to the job sizing process undertaken in 2003, the College will undertake a further job sizing process of all positions of responsibility (as per Clause 9 – Salary rates) to ensure continuing appropriate placement of positions under the various levels.
NB: Agreement on matters covered under ongoing discussion may be implemented prior to the end of this Enterprise Bargaining Agreement.
23. NO REDUCTIONS
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(1) Nothing contained herein shall entitle the College to reduce the salary or conditions of a teacher, which prevailed prior to entering into this agreement.
24. - NO FURTHER CLAIMS
(1) It is a condition of this Agreement that the parties will not seek any further claims, with respect to salaries or conditions, unless they are consistent with the State Wage Case Principles.
25. - NO PRECEDENT
(1) It is a condition of this Agreement that the parties will not seek to use the terms contained herein as a precedent for other enterprise agreements, whether they involve the College or not.
26. - SIGNATORIES
Signed and sealed Signed and sealed………………………………………… ……………………………………….(Signature) (Signature)
Glenda Parkin Nigel Briggs………………………………………… …………………………………………(Name of signatory in block letters) (Name of signatory in block letters)Penrhos College The Independent Education Union of
Western Australia, Union of Employees
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APPENDIX i
LEADING TEACHER POLICY
EFFECTIVE FROM 2006FOR LEADING TEACHER’S COMMENCING IN 2007
OTHER DOCUMENTS YOU WILL NEED INCLUDE:
1. Leading Teacher Application Form;2. Self Reflection Form for Leading Teacher Applicants:3. Explanatory Booklet for Leading Teacher Applicants
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CONTENTS PAGE
INTRODUCTION_________________________________________________________17
HISTORY________________________________________________________________17
CRITERIA USED TO ASSESS A LEADING TEACHER____________________17
CRITERIA USED TO ASSESS A LEADING TEACHER CONTINUED______18
ELIGIBILITY FOR LEADING TEACHER STATUS_________________________18
THE APPLICATION AND SELECTION PROCESS________________________19
DURATION AND REVIEW OF APPOINTMENT___________________________20
LEADING TEACHER MONETARY ALLOWANCE_________________________20
APPEAL PROCESS______________________________________________________20
REVIEW OF LEADING TEACHER GUIDELINES__________________________20
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INTRODUCTION The position of Leading Teacher has been created at Penrhos College to recognise and honour teachers who are outstanding educators.
Application for Leading Teacher status is offered annually to eligible teachers. A rigorous, fair and transparent selection process is followed to award the status to those who consistently meet a set of established criteria to a high standard.
Successful applicants are awarded the Leading Teacher status and are provided with a monetary allowance in recognition of their achievement. Leading Teacher is not administratively based nor does it hold a time allowance. Aside from the financial reward, it provides a teacher with acknowledgement and credit for demonstrating exceptional skills and qualities in educating students.
HISTORY Penrhos College, through its enterprise bargaining process introduced the concept of the Leading Teacher in 1997, which took the place of the Award based Senior Teacher system.
The Senior Teacher system allows teachers at the top of the salary level system, who wish to remain in the classroom and who meet certain criteria to be awarded with Senior Teacher status and a monetary allowance.
The philosophy of Leading Teacher at Penrhos College is similar to that of Senior Teacher, but is not seniority based and more generously acknowledges those particular competencies and professional attributes that are highly valued in the College.
CRITERIA USED TO ASSESS A LEADING TEACHER
Penrhos College employs the highest quality educators who seek to achieve the standards as outlined in the College’s Performance Management system REFLECTION – PERFORMANCE – DEVELOPMENT (RPD). These same standards are applied when considering what makes a Leading Teacher.
A teacher applying for Leading Teacher status is assessed against a number of
Teacher competencies and Leadership competencies.
The teacher competencies are taken from Phase 3 of the Teacher Competency Framework as developed by the Western Australian Education Department.
The Leadership competencies were developed by a group of Penrhos Leaders in 2005 and define the aspirations of leaders within the College.
For full details on the teacher and leadership competencies, please refer to the Self Reflection Form for Leading Teacher Applicants and the Appendix in this document.
There are 2 levels of Leading Teacher: Leading Teacher 1:
A Leading Teacher 1 can be defined as an exemplary classroom teacher who is:1. operating in Phase 3 of all 5 Dimensions of the Competency Framework on a
consistently high and continuous basis, and2. is a ‘Visible Role Model’ within the College community as defined by the
‘Leadership competencies’ .16
CRITERIA USED TO ASSESS A LEADING TEACHER CONTINUED
Leading Teacher 2:
A Leading Teacher 2 is someone who meets all the requirements of a Leading Teacher 1 and who also demonstrates the full range of leadership attributes as defined by the ‘Leadership competencies’. In essence a Leading Teacher 2 is a genuine, dynamic change agent, a demonstrated innovator, a mentor who contributes to the professional support of other teachers. A Leading Teacher 2 is a teacher whose contribution to school life would be recognised by her/his peers as having a special quality beyond that usually achieved by members of staff. While this contribution may be most easily defined in education terms, it may include other areas such as being someone who makes special things happen or someone who is an agent for positive change.
There is a general expectation that staff with Leading Teacher 2 status initiate involvement in leadership opportunities which allows them to demonstrate their broader impact on the College’s overall success.
Whilst the system is progression based, the granting of Leading Teacher 2 status is not automatic.
ELIGIBILITY FOR LEADING TEACHER STATUS
Teachers eligible for assessment as a Leading Teacher are those who:
1. Have permanent status with the College. A teacher becomes eligible to apply in the year after permanency has been granted. In most cases, if awarded, the status will come into effect in the third year of employment with the College; (Exception: in exceptional circumstances, temporary teaching staff who may not have achieved permanency due to being appointed to successive temporary positions, may also apply for Leading Teacher status on the same basis as outlined above).
2. Are in their 5th year of teaching, to be granted the status in their 6th year of teaching (ie a minimum of step 10 of the Award);
3. Are full time or part time in status;4. Already hold Leading Teacher, Senior Teacher or equivalent status from
another school. Senior Teacher 1 is automatically portable and will be assessed during the recruitment process. Senior Teacher 2 or equivalent teachers’ may have the status transferred based on appropriate evidence being provided by the teacher followed by assessment by the Executive to ensure comparability of criteria (assessed during the recruitment process). If the status is not immediately awarded, the teacher will be requested to go through the standard application process as outlined below. Should the teacher be offered Leading Teacher 2status, the monetary allowance will be backdated to the beginning of the year the application is made.
5. Head of Department, Deputy Head of School, Director of Co-curricular Activities, and Head of School ARE NOT eligible to apply.
6. Holders of Responsibility Allowance positions other than those listed above. Eg Heads of Year and Subject Co-ordinators ARE eligible to apply. If appointed, the staff member will only be paid the higher of the two monetary allowances but may retain the Leading Teacher status.
7. In relation to Heads of Year who have completed a minimum of 6 years in the position but are moving out of the Head of Year role, are automatically entitled to apply for Leading Teacher 2 status to commence in the following year.
8. In relation to Heads of Year moving out of the Head of Year role after a 3 year cohort need to apply for Leading Teacher 1 as per other staff.
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THE APPLICATION AND SELECTION PROCESS
THE STEPS TIMEFRAMES1.
The Human Resources department holds an information session for teachers interested in applying for Leading Teacher.
Term 1
2Applicants submit the Leading Teacher application form to the Human Resources Department.
Staff may be encouraged to apply for Leading Teacher status by their Head of Department. This may occur during the RPD process or at any time on an informal basis.
By end of Term 1
4.Applicants complete the ‘Self Reflection Form for Leading Teacher Applicants’ using the ‘Explanatory Booklet for Leading Teacher Applicants’.
Form to be submitted to the Human Resources Department
Across Term 2 and by mid Term 3. Date to be
advised annually.
5.Internally nominated referees are approached for professional feedback on competency against the criteria. These include:
1. The relevant Head of Department/Deputy Head of Junior School and:
2. A Penrhos College colleague with a close working relationship. For Middle School and Senior School applicants – For non Form teacher’s, a member of the relevant Department should be selected and for Form teacher’s, the relevant Head of Year should be nominated. For Junior School applicants – a fellow Junior School staff member with a close working relationship.
Term 3.
6.All applicants attend an interview with the Selection Panel.
The interview is based on the Leading Teacher criteria. The panel will consider the Application Form, the ‘Self reflection Form for Leading Teacher Applicant’s’ input gained from the referee and details provided at the interview in order to make a decision. Applicants can expect that their applications and details are kept confidential by the panel and that all documentation is recorded within Human Resources.
The Selection Panel will include:The Principal; the Head of Junior School; the Head of Middle School; the Head of Senior School; and the Human Resources Manager
Consensus will be sought in the decision making process. If this cannot be achieved, the Principal has the final authority on the matter.
By the penultimate week of Term 3
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7.Notification of the outcome including feedback is provided to successful and unsuccessful applicants. Written acknowledgement is provided by the Human Resources department, copy to Payroll.
Early in Term 4
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DURATION AND REVIEW OF APPOINTMENT A Leading Teacher 1 is appointed for 3 years and may be appointed for successive 3 year periods upon successful application.
A Leading Teacher 2 is appointed for 4 years and may be appointed for successive 4 year periods upon successful application.
In the event that a Leading Teacher takes more than 2 terms leave, the period of appointment to Leading Teacher is extended so that the full term of the status can be experienced. The extension of time will be given in line with the calendar year so that the Leading Teacher process can be maintained in its usual format. This will mean that a Leading Teacher (1) taking 3 or 4 terms of leave, will complete another full year as Leading Teacher .
Once classified as a Leading Teacher 1, a teacher must hold that classification for at least 3 years before being eligible to apply for Leading Teacher 2 status. ie a Teacher is eligible for appointment to Leading Teacher 2 status in the 4th year of Leading Teacher 1 status.
An annual review is undertaken as part of the College’s Reflection Performance Development system to confirm continuance or removal of Leading Teacher status. The Leading Teacher is required to complete the necessary section in the RPD forms, for comment by the Head of Department/Head of Junior School. All recommendations are considered by the Executive for final review.
Annual reviews are still required despite leave periods being taken by a teacher.
Annual reviews are still required if a teacher is a Leading Teacher with a Responsibility Allowance , including cases where the monetary allowance is paid as a result of the responsibility allowance.
After the review process, notification of continuance or removal of Leading Teacher status will be provided annually in writing to the Teacher, by the Human Resources department.
During the third year/fourth year of appointment, a Leading Teacher is required to re-apply via this procedure for the Leading Teacher status to continue beyond the third/fourth year for a subsequent three/four year period. This is prompted by the College.
LEADING TEACHER MONETARY ALLOWANCE Leading Teacher 1 3.2% of Step 13 of the Teaching Staff EBA as amended from time to time.Leading Teacher 2 6.9% of Step 13 of the Teaching Staff EBA as amended from time to time.
NB: Leading Teachers who work on a part time basis will have their Leading Teacher allowance paid on a pro rata basis.
NB: The Leading Teacher monetary allowance forms part of a teacher’s normal salary and therefore is included when calculating maternity leave, long service leave and other leave payments.
APPEAL PROCESS Unsuccessful applicants or current Leading Teachers losing their status may appeal to the Principal citing the grounds for appeal and any special consideration that should be given. The Principal will review the application and make a final decision based on review of the applicant against the competencies and after consultation with the Selection Panel. The applicant will be notified of the outcome of the appeal. The Principal’s decision is final.
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REVIEW OF LEADING TEACHER GUIDELINES These guidelines will be reviewed every two years (first review to be undertaken in Term 1 2008, for introduction in Term 1 2009).
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APPENDIX
THE PENRHOS COLLEGE LEADING TEACHER AND LEADERSHIP
A Leading Teacher at Penrhos should be focussed on the whole entity of the College, rather than just their part in it, by contributing to the creation of an environment of trust, collaboration and human dignity that fosters principled leadership, teamwork, innovation and strategic thinking.
OUR LEADERSHIP PRINCIPLES
A Visible Role Model:The Penrhos leader actively accepts the challenge of being a consistent and visible example of the College’s vision, values, aims and Christian principles. They are able to accept feedback about the example they set and actually seek perspective from others on how they might improve.
Emotional IntelligenceTo act in a congruent way with our promise a leader at Penrhos should strive to be Emotionally Intelligent in order to more fully realise the remaining Leadership Principles. Emotionally Intelligent leadership must become a focus of our recruitment, development, performance and feedback.
The Emotionally Intelligent Leader checks themselves against the “EI” Inventory:
Intrapersonal Skills Stress Managemento Self regard, self respect, self confidence o Stress toleranceo Emotional self awareness o Impulse controlo Assertivenesso Independence Adaptabilityo Self actualisation o Reality Testing
o FlexibilityInterpersonal Skills o Problem solving
o Empathy (caring, nice, compassionate)o Social responsibility General Moodo Interpersonal skills o Optimism
o Motivationo Happiness
The ‘EI’ Inventory is a researched model of Emotional Intelligence and can be supported by tools applied at numerous levels (recruitment through to professional development). The Inventory incorporates all the brainstormed ideas from the first leadership workshop but structures them in a more formalised way.
In addition to trying to be more Emotionally Intelligent, a leader at Penrhos endeavours to be:
A Strategic and Visionary Thinker:The Penrhos leader has a high level view of the unique and significant value that should be created by the College (and teams within the College) in order to meet the increasing demands of the environment, and is able to think “beyond the boundaries” in order to come up with or understand the picture of the future for the College in relation to these challenges. They are able to take the role of change agent when the picture of the future requires change and they have the capacity to navigate the way through significant change while bringing others along.
Successful Communication:The Penrhos leader is a balanced communicator who seeks first to understand others before making themselves understood. They use communication to develop ideas and potential and they recognise the importance of making time for effective and open communication. They understand the difference between influence and negotiation and attempt to ensure that all communication realises the dual outcomes of sharing information (with understanding) and enhancing relationships.
A Goal Oriented Achiever (and sensible Risk Taker):The Penrhos leader sets worthwhile goals and articulates high expectations of performance. They delegate (responsibly) to appropriate people and encourage them to take reasonable risks in order to deliver on these goals. They understand risk as a precursor to success and recognise that risk sometimes results in mistakes that, if genuinely made, represent a genuine opportunity to find improvement. However, this acceptance of risk is not taken irresponsibly. The leader takes only those risks necessary for innovative improvement and the achievement of worthwhile goals within the College.
A Capable Decision Maker:The Penrhos leader is decisive and action oriented. They apply logical, balanced and transparent decision making processes, to quickly cut to the core issues and determine the best resolution, given available knowledge. They translate their decisions into action and follow through – even when the decision is unlikely to be popular. Having made their decision they are clear about separating relationships from the issues – they have the ability to make and act on decisions while still retaining the trustworthiness that is necessary in all beneficial relationships.
A Resourceful Facilitator:
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The Penrhos leader is resourceful, efficient and effective. They get the right things done in the best possible way. They are consistent, practical and time smart and they work with teams (as opposed to against teams) to come up with innovative solutions to repetitive problems. Having identified these solutions they systemise them to make sure that they can be deployed consistently and with integrity to the outcome. In short, they focus on making life easier for all people within the College (while still ensuring all College obligations are met) rather than creating issues for people within the College. They are collaborative and they build teams within the College through an atmosphere of trust and dignity.
A Continual Learner:The Penrhos leader is positive and inquisitive. They have professional knowledge and experience relevant to their role and they also display a willingness to continue to expand this knowledge and experience. They are typically well qualified and exhibit the skills of lifelong learning that are such an important part of the promise made to the students of the College. They realise that their perspective is not necessarily always the only perspective and they are willing to acknowledge their own mistakes and where necessary adjust their thinking and behaviour based on new knowledge. They are change ready and have developed a skilful approach to accepting and adopting appropriate changes.
What behaviour would we see if a leader at Penrhos is living by these Principles?
We would see a principled Penrhos Leader displaying a demeanour that inspires rather than inhibits. The Principled leader:
o Is sincere and displays enthusiastic and constructive behaviours;o Displays a sense of humour;o Is generally positive about the organisation. If they don’t agree with a decision they recognise the need
to either:1. Support the decision whilst also taking time to try and understand all perspectives of the
decision, or2. Honestly, openly and constructively giving feedback on the decision to broaden discussion
(if they have genuine concerns based on fact or experience as opposed to simply having a personal dislike for the decision).
3. If after 1 and 2 they cannot accept the decision at any level, stand down from the leadership role.
o Doesn’t focus on being right, instead they:1. Focus on doing the right thing for the organisation.2. Support the group decision.3. Maintain a consistent cycle of review and improvement.
Display self control and use communication to enrich the process of agreeing perspectives. He or she:
o Is honest, particularly when dealing with conflict and difference of opinion. They seek to clarify common understanding of the issues and do not destructively criticise and are courageous in their honesty.
o Doesn’t make a snap judgement – they use the principles to work back through the issues.o Uses ‘pause’ – seeks another viewpoint and reflects; is genuinely consultative and collaborative.o Pauses to listen carefully and to communicate well with people from a perspective of understanding
rather than a perspective of being right.o Pauses to take stock of their instinctive reaction.o Is more rational than emotional.o Seeks information.o Is fair and reasonable.o Responds in a considered way rather than just reacting.o Is pro-active more than re-active.o Identifies a strategy to get some common perspectives.
Navigates according to the College’s purpose by:o Visibly supporting College initiatives and the College agenda.o Consciously reconnecting to the bigger organisational picture, minimising the trivial and refocusing
people on the key issues.o Demonstrating belief in the vision (and the need to understand it).o Not managing in crisis – instead taking preventative action.o Having a ‘real’ feel for where the College is at.
Set an example for others to follow in every action they take:o Showing respect as a way of gaining respectfulness.o Putting people before tasks.o Being loyal.o ‘Walking the talk!’o Recognising deficiencies in changes that are implemented and seeking input from others. o Seeing all staff and departments as one team and therefore comprehending the value of all skills and
opinions and using positive relationships to move forward.o Taking time to stay in touch.
Accept accountability and responsibility as an integral aspect of leadership behaviour:o They use a clear and defensible decision making process.o They acknowledge their own mistakes.o Will back their own judgement and therefore will try to be informed and rational.o Balance urgency with importance.o Pacifies/diminishes conflict/anger/emotion before moving to a decision.
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o Has consistency between voice and action – they make these principles a daily event rather than a once a year event.
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APPENDIX ii
EXTRA-CURRICULAR ALLOWANCEAPPLICATION GUIDELINES
INTRODUCTIONThis allowance is in recognition of the extra support enthusiastically offered by staff to the co-curricula program of the College.
ELIGIBILITY All teaching staff (full or part-time). Staff, holding leading teacher positions and who receive a leading teacher allowance,
can apply providing that the extra-curricula responsibilitie/s have not formed part of an application for the Leading Teacher position.
APPLICATION PROCESS
The Application:Allowances are reviewed annually and indexed to the EBA increases.
Applications must be made at the beginning of a school year and applications must be forwarded to the Director of Co-curricular Programs by the end of Term 1.
An application should provide a statement of:
specific duties for which the applicant is seeking an allowance.
A schedule or program including the number of hours anticipated for the program.
Applicants are advised that, although they can offer extra-curricula programs to students, not all offerings will necessarily be permitted to run or be assigned an allowance. Decisions will be made based on the needs of the College, requests by departments, students and or parents, the value of the program, the number of students involved and potential costs of the program. Executive members and the Director of Co-Curricular, through the Executive can also initiate programs and offer to staff an allowance appropriate to the task as defined by the Extra-curricular Allowance Schedule.
The Selection Process:The Application is to be submitted to the Director of Co-Curricular Programs.The Director of Co-Curricular will evaluate the claim, identify the level of remuneration for the activity and forward the application with the recommended Level of allowance to the Executive. A written response from the Director of Co-curricular programs to the applicant regarding their application will be forwarded to the applicant. The response will indicate the success of the application as: Approved and supported: allowance scale; Approved and supported: no allowance; or Not approved
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APPLICATION FORM
Name: ___________________________________________
School: ___________________________________________________
Department: ___________________________________________________
Position: ___________________________________________________
Duties to be considered for an Extra-Curricular Allowance
Program/Tasks Title:
_________________________________
Term, Semester or Year Program:
Approximate Time Commitment
Description and Details of Program.
________________________________
Hours Per week
_______________Total Hours for Program_______________
Number of weeks
________________Total Weeks for Program________________
Approximate date/time of Start __________________ and Completion __________________
Do you intend this to be an ongoing program? Yes No
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EXTRA-CURRICULAR ALLOWANCE SCHEDULE
The following payment schedule has been updated from previous schedules and increased to match other salary increases. Payments match average time commitments of claims made. The following payment levels are recommended in the table below,
Level Salary as at 1/1/2007
$
1 Jan 2008
$
1 Jan 2009
$
1 Jan 2010
$A 800 856 899 944B 1,600 1,712 1,798 1,887C 2,400 2,568 2,696 2,831D 3,200 3,424 3,595 3,775
Note: Effective 1 January 2008, these amounts will be indexed annually against EBA salary increases.
Allowances will be payed as lump sums at the conclusion of a program if requested or at the end of the school year. Camps: Not all staff attend outdoor education or subject related camps. Camps represent a substantial time commitment. In recognition of this an application from a member of staff who has not attended a camp will have a downward adjustment of up to one Level made to their claim.
Departments, which involve large after hour commitments, such as PE, Drama and Music will be eligible to claim once base level commitments are agreed upon with the Principal and Executive.
Challenge: If an applicant is dissatisfied with the classification or non-classification of the program claimed for, then they should firstly discuss their concerns with the Director of Co-Curricular and if necessary then with the Principal.
A Guide to the allowance Levels:
Level A: Is the equivalent to a one-term commitment of about 2 sessions a week.
Level B: Is the equivalent to a two-term commitment of about 2 sessions a week.
Level C: Is the equivalent to a three-term commitment of about 2 sessions a week.
Level D: Is the equivalent to a four-term commitment of about 2 sessions a week.
A “session” is defined as a time period of at least one and up toapproximately two hours.
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APPENDIX iii
MIDDLE SCHOOL AND SENIOR SCHOOL TEACHER CO-CURRICULAR RESPONSIBILITIES AND ALLOWANCES
AFTER SCHOOL SUPERVISION
After School Supervision (otherwise known as Co-curricular supervision)
In order to allow the multitude of after school activities to run whilst meeting our duty of care obligations, teachers are required to participate in the supervision of these activities.
The various activities include (and may vary from time to time):
1. Drama Fest Rehearsals (Term 1)2. IGSSA Swimming Carnival (Term 1)*3. IGSSA Dance Festival (Term 3)4. Variety Night (Term 4)
How is After School Supervision allocated
At the beginning of each school year, teaching staff are requested to put their name down on a roster to complete their annual obligation of After School Supervision.
A Full time Teacher is required to commit to: 5 hours per year
A Part time Teacher is required to commit to a pro rata amount of:
0.0 – 0.2 FTE: 1 hour per year0.21 – 0.5 FTE: 2 hours per year0.51 – 0.8 FTE: 3 hours per year0.81 – 0.99FTE: 4 hours per year
NB: Prior to 2004, the following system applied:
1/5FTE: 1 hour per year2/5FTE: 2 hours per year3/5FTE: 3 hours per year4/5FTE: 4 hours per year
Departments who have a higher level of out of school activity relating to sports and performances are generally exempt from undertaking After School Supervision. These departments generally include: Music, Drama and PE.
*IGSSA Swimming Carnival: All teaching staff are asked to attend for a 1 hour time period to contribute to their After School Supervision hours. Staff who volunteer may take the responsibility for arriving by bus with students, staying for the night at a Swimming Carnival and then returning to the school grounds after the event. This commitment equates to the full 5 hours of After School Supervision being met.
From time to time Heads of School may agree to vary a teacher’s requirement to fulfil their time commitment based on personal circumstances and needs.
In relation to the annual IGSSA Athletics Carnivals, they are not considered part of After School Supervision as they are held during the school day. Some supervision is required by teachers depending on the arrangements made. When not providing a supervisory role, teachers need to be at school for DOTT time, including departmental meetings that may be held.
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In relation to camps, staff who attend whole year group camps in Year 7-10 will have fulfilled their 5 hour co-curricular expectations for that year. (refer to Guidelines for Day in lieu, Gifts, Exemptions etc after Year Level Camp, Tour and Subject Camp Attendance).
In addition, staff who attend subject camps/tours, ski tours and language tours will have also met their 5 hour co-curricular expectations for that year (effective from 2008).
The 5 hours (or pro rata amount) is not monitored formally as the system works on trust. It is believed that most people do the right thing and some give very generously of their time.
AFTER SCHOOL CLASSES
Teachers who elect to take after school classes in their subject area to enhance learning are granted one hour in lieu (during DOTT time). This provides these staff with an opportunity where possible to arrive later in the morning or leave earlier than usual in the afternoon.
CO-CURRICULAR (otherwise known as Extra curricular) ACTIVITIES and ALLOWANCES
The College offers an extensive range of co-curricular activities conducted out of school time. These activities are co-ordinated and supervised by teachers who volunteer their services as approved by the Director of Co-curricular activities. Teachers are paid to coordinate the activity(ies) according to a schedule as outlined in the Extra-Curricular Allowance Application Guidelines.
An allowance payable under this scheme is different to the role of a Coach who is paid an hourly rate to coach a particular sport/activity out of school time. An allowance under this scheme requires the teacher to co-ordinate the activity, supervise the activity and may involve a coaching role as well dependent upon need and/or the individual’s skill and choice. In some circumstances, the Coordinator may elect to employ a Coach to take the ‘coaching’ role whilst he/she focuses on the coordination and supervision role. The rate of pay does not vary for the Co-ordinator whether a coaching role is taken or not.
In relation to PE staff, they are provided with a 0.2 Time Allowance in lieu of an co-curricular Allowance for IGSSA co-curricular activities. PE staff who co-ordinate a non IGSSA co-curricular activity are eligible for an Extra Curricular Allowance as per the guidelines.
NB: In relation to Junior School Staff, they may co-ordinate an activity in the Middle or Senior School and access the same allowance as outlined in the Extra-Curricular Allowance Application Guidelines. In addition when a Junior School activity has been approved and budgeted for, staff may also access the same scheme and benefits.
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APPENDIX iv
Guidelines for Day in Lieu, Gifts, Exemptions etc after Year Level Camp, Tour & Subject Camp Attendance
The following guidelines have been determined for 2008:
1. All applications for a day-in-lieu must be submitted to the relevant Head of School for approval.
2. Applications must be made on standard yellow Special Leave request forms and submitted well in advance of the proposed date.
3. A day-in-lieu must take place at a time when there is minimal impact on the relief roster.
4. A day-in-lieu cannot be taken at the beginning or end of a term, or on either side of a mid-term break.
5. A day-in-lieu can only be taken in the year that the applicant has attended the camp and cannot be carried over to another year.
6. A day-in-lieu will be granted if the applicant has attended a whole year group camp and that camp has been of at least 5 consecutive days in length. This will therefore apply only to Years 8, 9 and 10 year level camps.
7. A day-in-lieu will be granted if the applicant has attended a tour that has been of at least 14 consecutive days in length (the majority of the time being during school holidays) and the applicant has been the organiser of the tour.
8. Staff who attend camps that begin on the Monday after the IGSSA Swimming carnival (eg: Year 8 camp) will be expected to attend the carnival. If the IGSSA carnival occurs on the last day of a camp, staff who attended the camp will not be expected to attend the carnival.
9. Staff who attend Year 10 camp will be expected to attend the IGSSA Athletics carnival with the other members of their department.
10. Staff who attend whole year group camps in Years 5-10 will be entitled to a $50 book voucher.
11. Staff who attend whole year group camps in Years 7-10 will not have to fulfil the 5 hour co-curricular expectations for that year.
12. Staff who attend whole year group camps in Years 5-10 and subject camps in Years 7-12 will be entitled to claim the cost of catching a taxi to and from the College, so that they do not have to leave their cars unattended while they are at camp. Staff are encouraged to travel together wherever possible.
13. Every effort will be made to ensure that staff will not be given any reliefs in their first week back from camp.Any queries, please see Melissa, Meg or Anne 8 August 2007
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APPENDIX v
POLICY ON FTE SALARY CALCULATIONS FOR PART TIME TEACHING STAFF IN THE MIDDLE AND SENIOR SCHOOL
INTRODUCTION
This policy outlines the new method of salary calculation for part time teaching staff in Middle and Senior School effective from 1 January 2004.
The policy also outlines the manner in which current part time staff (those employed in a part time capacity prior to 1 January 2004) will be managed in relation to this policy change.
BACKGROUND
Prior to 2002, the timetable structure of the Middle and Senior Schools consisted of a 6 day cycle with 6 periods per day, making a total of 36 periods per cycle. A full load was 27/36. Form and Chapel Assembly were considered an integral component of the teaching role but were not recognised distinctly in the calculation. The calculation of the FTE for a part time Teacher was calculated as no. teaching periods/36.
As the demand for Form Teachers increased with the introduction of the Middle School philosophy through the College, the need to recognise the importance of time spent in Form duties became apparent. It was clear that Teachers were investing comparable energy and responsibility in pastoral duties as academic duties and that Form duties should be included in the Teachers Position Statement and salary calculation.
In 2002, the Middle and Senior School timetable was changed from a 6 x 6 structure to a 5 x 8 structure. This restructure allowed for, among other changes, the inclusion of Chapel Assembly and Meetings period to be incorporated as discrete periods within the timetable. A full load was therefore 30/40 plus Form, Meetings period and Chapel Assembly.
This immediately created a discrepancy in the FTE of part time Teachers who were not involved in Form duties, but who were teaching an equivalent number of periods in academic classes as the previous year.
As the School had no desire to reduce the salary of its existing part time Teachers who were performing the same role as in previous years, any salary variance was provided as ‘make up’ pay to the affected staff. This however created a larger scale issue, that is, the parity between the pay of a part time Teacher in relation to a full time Teacher.
On the basis that the school considers that the contribution and value provided by a full time Teacher is equivalent to that of a part time Teacher, the method of salary calculation ultimately needs to be the same.
POLICY OBJECTIVES
POLICY OBJECTIVE 1 – CALCULATING PART TIME TEACHING FTE BY ‘MINUTES’.
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The change to an 8 day timetable structure, the recognition of form duties as a distinct and definable component of the role, the need to achieve relativity between part time and full time teaching staff and finally, the need to have a system that is flexible and efficacious for any future timetable structural changes implemented, has prompted the review of the formula applied to calculate a part time Teacher’s FTE and associated salary.
Effective 1 January 2004, all part time teaching staff salaries will be calculated based on the minutes formula outlined below.
FULL TIME TEACHING LOAD (32 periods including Chapel Assembly and Meetings Period)
PERIODS MINUTESTEACHING PERIODS 30 x 65 30 1950DOTT TIME 8/30 x30x65 8 520Total 38 2470
CHAPEL ASSEMBLY 1 x 65 1 65MEETINGS PERIOD 1 x 65 1 65Total 40 2600FORM 8 X 25 - 200TOTAL 40 2800FTE 1.0
PART TIME TEACHING LOAD (eg 18 periods and no Form)
PERIODS MINUTESTEACHING PERIODS 18 x 65 18 1170DOT TIME 8/30 x18x65 4.8 312Total 22.8 1482
CHAPEL ASSEMBLY 1 x 65 0 0MEETINGS PERIOD 1 x 65 0 0Total 22.8 1482FORM 8 X 25 0 0TOTAL 22.8 1482FTE (minutes/2800) 0.529
PART TIME TEACHING LOAD (eg 18 periods plus Form)
PERIODS MINUTESTEACHING PERIODS 18 x 65 18 1170DOT TIME 8/30 x18x65 4.8 312Total 22.8 1482
CHAPEL ASSEMBLY 1 x 65 1 65MEETINGS PERIOD 1 x 65 1 65Total 24.8 1612FORM 8 X 25 - 200TOTAL 24.8 1812FTE (minutes/2800) 0.647
NOTE:
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A calculation in minutes is a mathematical formula derived to compare a full time Teacher load to a part time Teacher load. It should not be interpreted in literal terms due to the standard and explicitly stated expectation across the teaching profession that all teaching staff undertake additional work outside the defined parameters of teaching periods, DOTT time and Form eg Relief, Duty, attendance at Sporting events, etc. The School has in response to these expectations, established a fair and equitable system of distribution so as not to disadvantage either part time teaching staff or their full time counterparts.
POLICY OBJECTIVE 2 – ACKNOWLEDGEMENT OF CONSTRAINTS OF PART TIME TEACHING
Consideration has not historically been given to some of the inherent consequences associated with working part time as a Teacher at Penrhos College. This policy introduces the concept of providing formal recognition of some of these ‘constraints’. These include:
a) Cyclic Timetable
Due to a cyclic timetable, there is an inherent restraint on activities outside the school meaning that part time staff may be hindered in holding other part time employment and/or may be unable to make adequate child care arrangements whilst fulfilling their employment obligations.
b) Broken working days
Due to timetable constraints, the working day for a part time Teacher regularly results in a split day being worked on some or all rostered days. This may result in a Teacher requiring to be ‘on campus’ far in excess of the required DOTT allocation whilst ‘waiting’ for classes.
c) Insecurity
A part time Teacher experiences general insecurity of year by year workload which may result in difficulty in securing loans/mortgages and in determining long terms financial plans if teaching load varies. This is particularly so with non core subject teachers.
d) Miscellaneous
It is inherent within a teaching role that a Teacher must take on associated responsibilities to classroom teaching to fulfil their employment obligations and to ensure the highest standard of education and pastoral care to students. These associated responsibilities include: professional development (eg Departmental meetings, IT sessions, Day 1 of each new term), co-curricular activities, duties (bus duty, recess/lunch duty), relief duty, attendance at sports carnivals, study skills day (Year 11 Form Teachers), etc. Over a year, these responsibilities amount in total to numerous days of work.
In order to ensure equity and fairness between part time teaching and full time teaching staff, the School has recognised and adapted its policies and practices as far as is practicable to ensure that the division of responsibility does not fall too heavily either way. Hence, systems have been introduced in many cases to provide a ‘pro rata’ responsibility for part time teaching staff eg Relief duty, attendance at sports carnivals, co-curricular supervision and Duty (bus duty and recess/lunch duty).
In areas where a pro-rata system has not been practical however, the part time teacher allowance offers recognition of the commitment required of a part time Teacher. For example, in relation to professional development a part time staff member is required to commit to a full time day/load on Day 1 of each Term and when computer skills workshops are conducted. There may be other instances where a part time teacher takes on additional responsibility eg mentoring a new teacher, which once again requires a full commitment.
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e) Form
Part time teachers with Form, dependent upon timetable requirements may be required to come into the College especially for the Form period or may experience inconvenience due to a broken day ie Teaching Period 1 followed by a ‘waiting’ period for Form.
NOTE: Definition of a Form Teacher (irrespective of full time or part time status)
The College expects a Form Teacher to undertake the following responsibilities:
Participate fully in Form period on a daily basis; Attend Chapel Assembly one period per cycle; Attend Meetings Period one period per cycle; Actively promote Pastoral Care requirements for Form class; Attend College Sundays, Socials, Student Orientation and Camps in relation to the
Form Year taken; Complete all Form related administration including reports as per Form Year
requirements
Effective 1 January 2004, a ‘Part time Teacher Allowance’ indexed against any EBA will be paid to all part time Teachers to recognise the inherent constraints outlined above.
The Part time Teacher Allowance is designed as follows:
FTE Allocation of Part Time Allowance
Part time Teacher
Allowance (if Form is not
taken)
Form Allowance Total Part time
Teacher Allowance including
Form0.00-0.60 100% 4% of Step 13* 1% of Step 13* 5% of Step
13*0.61-0.80 70%0.80-0.99 0NB: * Step 13 or relevant step.
The following rationale determined the abovementioned part time teacher allowance structure:
a) Overall a staff member with a lower to middle FTE (up to and including an FTE of 0.6 which accommodates staff who may have Middle School classes) is more likely to be more highly inconvenienced by the identified constraints;
b) Overall, a staff member working an FTE of between 0.61-0.80 is still considered to be inconvenienced by the identified constraints but to 70% of the extent as to their lower FTE counterparts;
c) Overall, higher part time FTE’s are rare and usually involve a requirement to be on campus to a greater extent, therefore the inherent constraints are not considered significant enough to justify a monetary allowance.
d) The part time teacher allowance is tied to the Teacher’s Award and EBA to allow for it to be indexed against any future salary increases.
POLICY OBJECTIVE 3 – APPLICATION OF THE NEW SYSTEM TO STAFF EMPLOYED ON A PART TIME BASIS PRE 01 JANUARY 2004.
In relation to staff employed in a part time capacity prior to 1 January 2004, the new formula will be applied including payment of the part time teacher allowance. In addition, this policy will ensure in the event of a variance, that these staff will be paid a ‘make up’
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allowance to ensure their previous salary (based on the 2002 x/30 periods formula) ‘period’ for ‘period’ will not drop. This will be calculated as follows:
(i) Application of the new calculation according to teaching periods based on minutes plus the relevant part time teacher allowance;
(ii) In the event of a shortfall between the 2003 annual salary and subsequent annual salary, the School will make up the difference on the equivalent number of periods taught in 2003. This amount is paid as a Personal Allowance.
(iii) Each annual increment and/or EBA increase will continue to be paid but this increase reduces the Personal Allowance until the end of 2005. In a practical sense, a staff member with a Personal Allowance will not, in effect, receive a ‘real’ salary increase for 2004 and 2005 (or a lesser period if the Personal Allowance is less than the 2004 EBA increase). At the commencement of 2006, each annual increment and/or EBA increase will be paid but this increase will not be offset against the Personal Allowance. Therefore, part time staff will not be required to bear the burden as the School will continue to pay the Personal Allowance at the 2005 rate from 1 January 2006 and beyond.
Due to the cost burden this places on the College, the School retains the right to review (iii) at the end of 2009 for possible variation to this agreement effective 1 January 2010. This review will be undertaken in consultation and by agreement with the staff (maximum of 5) who may still be affected at this time.
POLICY OBJECTIVE 4 – MINIMUM AND MAXIMUM FTE FOR PART TIME TEACHING STAFF
Effective from 1 January 2004, part time positions with an FTE of less than 0.20 or ranging between 0.8-0.99 may not be created due to the financial burden placed on the School, unless there are specific timetable requirements as determined by the School which deem it necessary to do so.
ADOPTION AND REVIEW
The policy is available on the Penrhos College intranet.
Completion Date: April 2004Next Review Date: November 2005, for implementation in January 2006
Ratified by the Principal
Signature:
Date:
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TEMPORARY APPENDIX
CO-CURRICULAR SUPERVISION
For the purposes of clarification, the issue of co-curricular supervision is documented here for the short term. Over the course of the coming months, it should be documented more formally in a separate policy. A review will be undertaken by the Executive in Term 2, 2004.
The School has an informally recognised system of allocating co-curricular supervision duty on a pro rata basis for part time staff.
The system operates on the following basis:Full time teacher 5 hours per year
Part time teacher
Originally:1/5 – 1 hour per year2/5 – 2 hours per year3/5 – 3 hours per year4/5 – 4 hours per year
Under the new system:0.0 - 0.2 FTE 1 hour per year0.21 - 0.5 FTE 2 hours per year0.51 – 0.8 FTE 3 hours per year0.81 – 0.99 FTE 4 hours per year
BUS DUTY AND RECESS/LUNCH DUTY
For the purposes of clarification, the issue of Duty is documented here for the short term. Over the course of the coming months, it should be documented more formally in a separate policy. A review will be undertaken by the Executive in Term 2, 2004.
The School has an informally recognised system of allocating bus and recess/lunch duty on a pro rata basis for part time staff.
The system operates on the following basis:Full time teacher Maximum of 3 duties per cycle
Part time teacher
0.0 - 0.19 FTE 0 duties per cycle0.2 – 0.5 FTE 1 duty per cycle0.51 – 0.99 FTE 2 duties per cycle
In determining the application of duties, consideration is given to the following: Duty of Care: Extended cover may be required in certain areas (eg Sports Centre and ‘out
of bounds’ areas) to ensure the school is meeting its Duty of Care obligations. Exceptional circumstances: eg Staff may be given an altered allocation if ‘under’ or ‘over’
load or due to ill health. The composition of full time to part time teaching staff The allocation may require review
based on the number of full time teaching staff in relation to part time teaching staff to ensure adequate cover is provided by the school.
APPENDIX vi36
STRATEGIC PLAN
A 21ST CENTURY SCHOOLOUR VISION FOR 2003 - 2010
PUBLIC DOCUMENTNovember 2003 – with 2007 update (Section 11)
CONTENTS
VISIONS AND OBJECTIVES
1. Mission/Aims of the College2. Christian Life and Witness3. Size and nature of the student body4. Programs – academic and co-curricular5. Pastoral care6. Management of the College7. Staff8. Marketing/public relations/communication9. Physical facilities10. Community and Beyond11. Health and Wellbeing (2007 Draft update)
Graham C Rixon, Principalon behalf of
The Strategic Planning Steering Committee & The Strategic Planning Advisory Focus Group
1. MISSION/AIMS OF THE COLLEGE
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VISION
Penrhos College will provide girls from Kindergarten to Year 12 with a balanced, quality education in a caring Christian environment. Within the framework of that environment, Penrhos seeks to provide every girl with an education which equips her to live and work confidently, wisely and effectively in a complex and changing world.
To achieve this, Penrhos aims to:
encourage in each student a desire to achieve her full potential in all aspects of school life: academic, creative, physical, social/emotional and spiritual
encourage the desire and provide opportunities for each student to become: a proactive member of society; a responsible, socially and environmentally aware citizen; and a lifelong learner who meets challenges with confidence and enthusiasm
ensure that each student is equipped with the technological competence to live effectively in the global community and
provide, as a Uniting Church school, an environment conducive to the establishment and nurturing of Christian faith and the adoption of sound moral and ethical values.
2. CHRISTIAN LIFE AND WITNESS
VISION
Penrhos College will provide a contemporary ‘Christian Life and Witness’ environment.
OBJECTIVES
1. Provide worship that is contemporary, meaningful, and relevant to students across the developmental spectrum.
2. Increase student participation in the planning and expression of each service (Chapel, Chapel Assemblies, College Sundays).
3. Relate the visibility, purpose and relevance of community service programs clearly to the themes of the Chapel Assemblies.
4. Appoint a Chaplain who will complement the Christian Life and Witness Model of the College.
5. Encourage students to become involved in community service.6. Investigate the possibilities for the College to be a ‘Faith Community’.
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3. SIZE AND NATURE OF THE STUDENT BODY
VISION
Penrhos College will remain a girls’ day and boarding school which supports a diverse student body.
OBJECTIVES
1. Develop an enrolment policy that ensures a student population of approximately 1150 subject to optimising educational outcomes based on phases of development.
2. Offer scholarships and bursaries consistent with the College’s aims.
3. Develop a boarding house enrolment policy that will ensure an enrolment of 100 boarders in Years 7 to 12 (either full time or weekly) at full cost recovery.
4. PROGRAMS - ACADEMIC AND CO-CURRICULAR
VISION
The College will deliver academic and co-curricular programs which give each student a broad and balanced education in a stimulating, positive and safe learning environment.
OBJECTIVES
1. Identify, develop and implement programs that excel in quality, enhance the performance of all students and cater for their particular needs.
2. Continue to maintain our variety of co-curricular programs. Investigate options of management of these programs and extend the range.
3. Extend the Learning Support Program that enhances the learning outcomes of students in the areas of literacy and numeracy.
4. Continue to develop technology skills that are integrated with and coordinated within the mainstream curriculum K to 12.
5. Develop a vision that defines the Senior School’s identity by focusing on the needs of the young adult, her journey through post-compulsory education and transition from school to post school, enhancing her independence and life-long learning skills.
6. Support an interactive educational and social program with boys’ schools and the wider community.
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5. PASTORAL CARE
VISION
The College will provide an effective pastoral care system that meets the needs of students.
OBJECTIVES
1. Enrich the College's pastoral care system with the intention of meeting the needs of students.
2. Communicate with staff and the College community about ways in which parents can best utilise the College's pastoral care resources, and participate in school activities.
6. MANAGEMENT OF THE COLLEGE
VISION
The College Council will manage the business of the College having proper regard to the requirements of the Constitution and consistent with achievement of the Strategic Plan.
OBJECTIVES
1. Ensure that the College operates in a responsible financial manner.
2. Institute policies and procedures which ensure responsible risk management and compliance.
3. Implement an appropriate quality of service monitoring program, covering management, facilities and programs (academic and co-curricular) of the College.
4. Provide for the Council to regularly review progress against Strategic Plan Objectives.
5. Review regularly the Council role and expertise of its membership to ensure the best management of the College.
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7. STAFF
VISION
The College will attract, select, value and develop the highest calibre staff who support the Christian ethos of the School. This is to be achieved through the creation and continuous improvement of an open, challenging and participative workplace culture.
Within the context of a comprehensive HR Strategic Plan, the objectives are:
OBJECTIVES
1. Recruit and select the right people for the right positions in a transparent and consistent manner.
2. Promote a culture of continuous learning within the context of the Strategic Plan and provide equal access to Professional Development opportunities to ensure staff are skilled for their roles and potential future career paths within the College.
3. Meet all legal obligations in the management of Occupational Health and Safety, Equal Opportunity and Harassment, and Employee Relations in a consistent, fair and pro-active manner.
4. Promote a working environment whereby staff and management work collaboratively and harmoniously in the development and progression of the College’s objectives in a spirit of continuous improvement and open communication.
5. Foster a culture whereby staff are rewarded, continuously appraised, recognised and ultimately retained for their contribution to the College and whereby pastoral care and collegial support is considered a key aspect of sustaining staff.
8. MARKETING/PUBLIC RELATIONS/COMMUNICATION
VISION
Penrhos College will provide a high standard of communication with all sections of the College community.
OBJECTIVES
1. Produce regular newsletters for staff, students, parents and the wider College community.
2. Maintain an effective development and enrolment program.
3. Continue to support and enhance the archival plan that preserves the College traditions and records.
4. Develop a policy for community use of College facilities.
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9. PHYSICAL FACILITIES
VISION
The College will provide high quality facilities in a safe learning environment for students and staff to meet the mission and aims of the College.
OBJECTIVES
1. Review and update the physical facilities master plan that covers 2003-2013
2. Progressively upgrade information technology facilities.3. Continue the development of a safe learning environment, including facilities, traffic flow
and grounds.
10. COMMUNITY AND BEYOND
VISION
The College will promote a progressively strong sense of community both locally and beyond.
OBJECTIVES
1. Support, encourage and maintain close links with the parent support groups, former students and the Foundation.
2. Promote the positive participation of parents in school activities and in parent bodies.
3. Develop constructive relationships with other schools, local community organisations (viz, Technology Park), the Uniting Church and other organisations for mutual benefit.
4. Ensure that communication between the school and parents highlights the achievements and special features of the school and the members of the community.
5. Enhance the role that Penrhos plays in the education of girls from local to international level.
11. HEALTH AND WELLBEING
VISION
The College will be recognised for the healthy lifestyle choices made by its students and as an Employer of choice due to its active interest in the Health and Wellbeing of all members of the Penrhos Community.
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OBJECTIVES
1. Educate, involve and inspire students to make lifestyle choices that support their health and wellbeing.
2. Raise awareness and involve the Penrhos community in empowering students to make lifestyle choices that support their health and wellbeing.
3. Ensure that all products and services delivered by Penrhos College support and reinforce healthy lifestyle choices by students and the College community.
4. Inform, inspire and provide a conducive working environment to staff that encourages healthy lifestyle choices and fosters a sense of staff satisfaction.
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APPENDIX vii.
APPENDIXvii
STAFF LEAVE GUIDELINES (TEACHING STAFF)
These guidelines have been developed to provide supplementary information (to the EBA and Teacher Award) for staff and line managers in relation to the application for and taking of leave.
The College recognises the importance of promoting a work-life balance for staff and recognises the value of providing flexible working practices so as to attract and retain high calibre teachers. Whilst some categories of leave, such as Annual leave are standardised, other categories offer more flexibility for staff. In some cases, leave requests need to be considered by the College Executive, taking into consideration the merits of the request and the impact on the College and students on the granting of such leave.
Whilst these guidelines will apply in the majority of circumstances, it should be noted that the Principal has discretion to go beyond the parameters of these guidelines on compassionate grounds.
The Payroll department records all leave taken by each teacher and maintains a record of entitlements. This information is available to the teacher, Human Resources staff, Heads of Departments, Heads of School and the Principal on request. Information regarding leave accrual is available to the teacher on request to Payroll. The College is legally responsible for ensuring leave records are maintained; such records may be used to generate reports ie funding liabilities for accrued leave etc.
The following types of Leave are covered in these Guidelines:1. Annual Leave
2. Bereavement Leave
3. Carer’s Leave
4. Day in Lieu for ‘Camps’
5. Leave without Pay
6. Long Service Leave
7. Parental Leave
8. Sick Leave
9. Special Leave
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OVERVIEW & PROCEDURES FOR LEAVE
TITLE ANNUAL LEAVE
OVERVIEW Annual leave is taken by teaching staff during School holiday periods and is provided on a ‘paid’ basis.
DETAILS 1.Pro-rata annual leave is paid in accordance with the Award if a teacher leaves the College during a school year. Where a teacher has been paid for leave, which at the time of leaving has not been fully accrued, the College may deduct this amount from monies owed.
2.17.5% of four weeks salary leave loading will be paid to a teacher who has completed twelve months continuous service with the College or who has been employed for all four terms in a calendar year. Leave loading is paid in December each year.
3.If a teacher works less than four terms but is returning in the following year, in December they will be paid pro rata leave loading for the first year.
LEAVE REQUEST PROCEDURE
The completion of a Staff Leave Request Form is not required.
TITLE BEREAVEMENT LEAVE
OVERVIEW Two days entitlement to paid leave is provided to teachers upon the death of a spouse, de-facto spouse, parent, grandparent, sibling, child, step child, grandchild, parent in law and sibling in law.
DETAILS 1. The two days need not be consecutive.2. Bereavement leave is not available if it coincides with another period of leave.3. If required by the College, reasonable evidence and information regarding the relationship
of the teacher to the deceased person may be requested.4. An additional three days leave may also be granted for a close family member as
mentioned above, but will be provided via sick leave.LEAVE REQUEST PROCEDURE
Completion of a Staff Leave Request Form. The form should be processed through the HOD (in MS/SS) for final approval from the HOS.
TITLE CARER’S LEAVE
OVERVIEW Carer’s Leave is an entitlement available to a teacher who may need to support and care for family members or members of his/her household during an illness.
DETAILS 1. Teachers are entitled to take up to a maximum of 10 days of non cumulative carer’s leave per year which shall be debited to the teacher’s accrued sick leave.
2. Except for the first day’s absence in the sequence of consecutive days and, if requested by the College, provide a written statement as to the fact of illness of the person for whom the care and support is required.
3. The word family shall include: parents, grandparents, siblings, parents in law, step parents, spouse (including a former spouse), de facto spouse, children, step children, ex-nuptial children, grandchildren, adult child and, at the discretion of the Principal, other persons for whom the teacher has responsibility.
4. The teacher may elect, with the consent of the College, to take unpaid leave for the purpose of providing care to a family member who is ill.5.See Bereavement Leave section for additional access to Carer’s leave.6. Carer’s leave shall not prejudice a teacher’s right to special leave in accordance with the
provision of the Award.LEAVE REQUEST PROCEDURE
Completion of a Staff Leave Request Form via the HOD (in MS/SS) through to the HOS.The teacher, wherever practicable will give notice prior to the absence of the intention to take leave, naming the person requiring care, his/her relationship, reasons for taking leave and the estimated length of absence.If it is not practicable to give notice, the staff members should telephone as soon as possible on the day of absence to the DHOSS/HOJS. The form should be processed through the HOD to the HOS. If it relates to a variation of Clause 3 above, the Principal may provide final approval.
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TITLE DAY IN LIEU FOR CAMPSOVERVIEW See the Guidelines for Day in Lieu, Gifts, Exemptions etc after
Year Level Camp, Tour & Subject Camp Attendance (EBA Appendix).DETAILS As above.LEAVE REQUEST PROCEDURE
Completion of a Staff Leave Request Form. To be passed to HOD (in MS/SS) followed by the Head of School for final approval.
TITLE LEAVE WITHOUT PAY
OVERVIEW Leave without pay (LWOP) is granted at the discretion of the Principal. DETAILS 1.A teacher may apply for a period of leave without pay giving reasons for the request.
Applications will be considered on their merit, but at all times approval will be subject to the convenience and operational requirements of the department and College.
2.LWOP would not normally exceed 1 year.3.Longer periods (ie for a term or greater) of LWOP would not normally be considered
unless the teacher had no less than five years continuous service at the College4.The College believes that it is particularly important for teachers to work through to the
final day of term and to commence work at the beginning of term. Applications for LWOP at this time will only be granted under exceptional circumstances. Please refer to the EBA for further details.
5.Periods of LWOP exceeding five weeks will not count as qualifying periods of employment for the purpose of calculating sick leave, long service leave, or any other entitlement.
6.Contributions to a Superannuation Fund are not normally made by the College during periods of LWOP. It is recommended that decisions are made regarding superannuation contributions prior to commencement of LWOP exceeding a period of 1 month.
7.Where a staff members request is agreed, approval of the application will be in writing, specifying the conditions on which the leave is granted and the details of the staff members return to work. If no prior arrangement is made a staff member, upon return to service shall be entitled to a position commensurate with the position held immediately prior to the commencement of such leave.
8.A teacher on a minimum of one (1) years leave without pay, whether taken on its own or in conjunction with Long Service Leave or Parental Leave is required to notify the Principal in writing to confirm the return date, by giving no less than two (2) terms notice.
LEAVE REQUEST PROCEDURE
Application using the Staff Leave Request Form, including the reasons for the application. The form should be processed through the HOD (in MS/SS) to the HOS followed by the Principal.
TITLE LONG SERVICE LEAVE
OVERVIEW Teachers who have completed 8 years continuous service or a further 7 years continuous service are entitled to take 10 weeks paid Long Service Leave (LSL), taken within a school term.
DETAILS 1. The rate of accrual is1.25 weeks per year for the first eight (8) years and 1.42 weeks per year for the subsequent seven (7) years.
2. In the case of a teacher leaving the College after seven (7) years of continuous service up to completion of eight (8) years of continuous service, the pro-rata rate of Long Service Leave pay out will be calculated at the accrual rate of 1.3 weeks per year.
3. Part Time Teachers – Where the period of accrual contains any period which is less than full time, then that teacher’s entitlement shall be calculated as follows;
(i)the number of weeks accrual shall be in accordance with subclauses (a) and (b) above; and
(ii)payment for the period accrued shall be the average that the teacher’s part-time service bears to that of a full time teacher (pro-rata) over the accrual period.
4. All Long Service Leave will be required to be taken within 12 months of its falling due, unless the teacher has indicated in writing his/her intention to retire within 24 months or unless special circumstances pertain which affect the teacher or the College.
(iii) If a teacher wishes to defer the Long Service Leave such leave will be paid at the rate prevailing on the date on which it fell due.
(iv) If the College wishes the teacher to defer the Long Service Leave such leave will be paid at the rate prevailing at the time the teacher accesses the leave.
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5. Long Service Leave should be taken in one block. Consideration will be given by the College to split the taking of Long Service Leave when an application is made in writing, demonstrating that exceptional circumstances prevail. Authorisation will only be given if the College is able to efficiently and effectively make teacher cover arrangements.
6. Further details may be found in the Teaching staff EBA and the Award.7. Requests for the taking of LSL over extended terms or attaching LSL to Leave
without Pay will be considered by the Principal.LEAVE REQUEST PROCEDURE
Term 1 – Payroll Supervisor identifies Long Service Leave entitlements for the following year
Staff member advised by email of entitlement and Staff Leave Request Form attached
Leave form submitted to HOD then processed to HOS at a specified date early in Term 2.
HOS brings leave form to a designated Executive meeting early in Term 2 for discussion and approval
If leave NOT approved, Principal to notify teacher via email. Staff member to re-submit ‘alternative’ request
Approvals to Human Resources Coordinator for recruitment
Payroll Supervisor processes and sends copy to staff member. The process should be finalised within Term 2 each year.
College audits that all LSL applications have been submitted
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TITLE PARENTAL & ADOPTION LEAVE
OVERVIEW 1. A female teacher who has completed two (2) years’ continuous service with the College, shall be entitled to take ten (10) weeks’ Maternity leave on the birth of a child on full pay.
2. In order to access subsequent periods of paid maternity leave, the teacher will need to serve a minimum of twelve (12) months with the College in between periods of paid maternity leave. This does not affect the rights of a teacher to access unpaid maternity leave.
3. A male teacher who has completed two (2) years’ continuous service with the College, shall be granted after consultation with the Principal one (1) week Paternity leave on full pay up to the child’s first birthday.
4. A female teacher who has completed two (2) years’ continuous service with the College, shall be entitled, to take an additional fifty two (52) weeks unpaid maternity leave in addition to the standard fifty two (52) weeks entitled unpaid maternity leave as per the prevailing Award (that is a total of 104 weeks). An application of this nature will be made in writing to the Principal prior to the taking of any maternity leave. The College’s preference in the taking of leave beyond 52 weeks is for ‘full’ years so that a return to work is planned for the beginning of a school year.
5. A teacher may still however, apply for an extension of maternity leave during a period of maternity leave. The Principal, in this event, will take into consideration the needs of the College and students in forming a decision. If further leave is granted, it will be on the basis of leave without pay.
DETAILS 1. An application for Parental leave must be made not less than 10 weeks before the expected date of birth of the child.
2. Maternity leave normally commences no later than six weeks before the anticipated date of birth. Leave may commence earlier or later at the request of the teacher, provided the College may request a medical certificate for an earlier or later commencement. The taking of such leave should commence at the end of a school term.
3. Maternity leave is paid at the teacher’s averaged time fraction or FTE over the immediate preceding two years at the salary rate being paid at commencement of leaving and is paid at that time. If the taking of the leave coincides with the end of a school year, the paid maternity leave is paid at the following year’s rate.
4. A teacher returning to work from parental leave shall be entitled to return to the position held immediately before taking parental leave. If that position no longer exists the College shall employ him/her in a position commensurate with the classification and duties for which he/she is qualified.
5. Taking parental leave shall not prejudice the employment career or career progression of a teacher. A teacher absent on parental leave may apply for promotional positions that may become vacant and such an application will be considered on its merits.
6. A teacher on parental leave is required to notify the Principal in writing, of an intention to return to work or any request to seek a variation of return to work under different arrangements by giving due notice to the College. The standard period of notice required will be between a term and up to a term and one half based on consultation between the College and the teacher taking into consideration recruitment needs. This provision allows the College to offer maximum flexibility to staff requests whilst maintaining teaching staff levels.
7. A teacher does not have to re-accrue the entitlement for second and subsequent children.8. Paid maternity leave counts for continuous service but the teacher does not accrue
entitlements during this period.9. Further details may be found in the Award/EBA.
LEAVE REQUEST PROCEDURE
Completion of the Staff Leave Request Form accompanied by a Medical Certificate with the expected date of delivery included. The form should be processed through the HOD (in MS/SS) to the HOS and finally the Principal.
TITLE SICK LEAVE
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OVERVIEW When a teacher who is unable to attend or remain at the College during the normal hours of duty by reason of personal ill health, injury or medical consultation/treatment is entitled to payment during such absence as outlined below.
DETAILS 1. Entitlement to payment will be 12.5 days for each completed year of service. 2. Sick leave will be paid if the teacher has sufficient accrued sick leave entitlement.3. A medical certificate is not required in respect to absences of two days or less unless
after two such absences in any year of service, the College, requests, in writing, that the next and subsequent absences in that year, if any, shall be accompanied by evidence that would satisfy a reasonable person.
4. A part time teacher shall accrue payment for sick leave pro rata to the proportion of hours worked.
5. Any portion of unused sick leave entitlements will accumulate from year to year.
LEAVE REQUEST PROCEDURE
Completion of a Staff Leave Request Form via the HOD (in MS/SS) through to the HOS.If a teacher is unable to work due to unexpected illness or emergency, notification must be given to the DHOSS/HOJS at the earliest convenience either by the staff member or a nominated person on their behalf. (Preferably before commencement of the working day).Following an absence for an unexpected illness or emergency, a leave form must be completed.
TITLE SPECIAL LEAVE
OVERVIEW Special leave is paid leave and may be granted under situations which: have no other leave available; where no other arrangements can reasonably be made the absence from duty is required due to pressing necessity
DETAILS 1. For periods of a day or less, the teacher is not required to provide reasons for the request for Special leave. For periods greater than a day, the reasons need to be stated via the Staff Leave Request Form.
2. The HOS authorises Special Leave for periods of a day or less.3. The Principal authorises Special Leave for periods greater than a day.4. Each request will be treated on its merits and with discretion, such discretion will not be
harshly or unfairly exercised.5. Special leave does not normally exceed 3 days in any one instance.6. In cases where Special Leave is not granted, Leave without pay may be granted as an
alternative.7. When applying for Special leave, teachers are asked to give consideration to minimising
the disruption to their teaching responsibility.8. Exceptional Leave
(a) It is extremely important for the effective operation of the College for academic staff to work through to the final day of each term and to commence work on the first day of the start of each term. Whilst under exceptional circumstances, ‘Unpaid Leave’ or ‘Special Leave’ may be granted, in general, applications made by staff to take leave during these periods, or anytime during term for the purpose of ‘extending’ the holiday period or taking a holiday will not be considered.
(b) Exceptional circumstances may include but are not limited to:(i) Attendance to a family members wedding or(ii) Visiting a very ill family member*
(c) Additional consideration will be given when country, interstate or overseas travel is required.
LEAVE REQUEST PROCEDURE
Completion of the Staff Leave Request Form to the HOD (in MS/SS) followed by the HOS prior to the taking of leave. For Special Leave greater than a day, the form needs to be sent from the HOS to the Principal for authorisation.If circumstances prevent notice, the teacher or nominated person to contact the DHOSS/HOJS as soon as possible on day of absence. Following an absence without notice a Staff Leave Request form with a statement outlining the reasons for the request to the HOD (in MS/SS) followed by the HOS upon return to work.
PENRHOS COLLEGE (ENTERPRISE BARGAINING) AGREEMENT, 2008
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WESTERN AUSTRALIAN INDUSTRIAL RELATIONS COMMISSION
PARTIES THE INDEPENDENT EDUCATION UNION OF WESTERN AUSTRALIA, UNION OF EMPLOYEES AND PENRHOS COLLEGE
APPLICANT-v-
(NOT APPLICABLE)RESPONDENT
CORAM COMMISSIONER J L HARRISONDATE WEDNESDAY, 18 FEBRUARY 2009FILE NO/S AG 4 OF 2009CITATION NO. 2009 WAIRC 00072
Result Agreement registered
Representation
Applicants Ms M Cook on behalf of the Independent Education Union of Western Australia, Union of Employees
Ms V Hughes on behalf of Penrhos College
Order
HAVING heard Ms M Cook on behalf of the Independent Education Union of Western Australia, Union of Employees and Ms V Hughes on behalf of Penrhos College, and by consent, the Commission, pursuant to the powers conferred on it under the Industrial Relations Act, 1979 ("the Act") hereby orders:
THAT the Penrhos College (Enterprise Bargaining) Agreement, 2008 in the terms of the agreement filed on 16 January 2009 be registered under s 41of the Act as an industrial agreement in substitution for the Penrhos College (Enterprise Bargaining) Agreement, 2005 (No AG 177 of 2005).
COMMISSIONER J L HARRISON
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