web viewif there are issues of legibility etc, then the diary can of course subsequently be word...

SSO2 DUTIES WORK LEVEL DIARY

Name: Job Title: School:

THE CLASSIFICATION STANDARDS WHICH APPLY TO AN SSO RECLASSIFICATION APPLICATION

From 1 July 2016, School Services Officer employment is governed by Part 7 of the Public Sector Act 2009 (PS Act). This includes Determinations issued by the Commissioner of Public Sector Employment (CPSE) pursuant to section 16 (3)(f) of the PS Act, which are binding (section 16 (3)(f)) on the public sector agency (i. e. DECD).

In particular, CPSE Determination 5: Classification and Remuneration for Employees (http://publicsector.sa.gov.au/wp-content/uploads/Commissioners-Determination-5-Classification-and-Remuneration-1-June-2016.pdf) has at Attachment 3: CLASSIFICATION STANDARDS: CLASSIFICATION RULES AND REQUIREMENTS. These Classification Standards now apply to the classification and reclassification of SSO duties. What this means is that, to the extent there is any variance or discrepancy between (say) a DECD statement or policy on classification or reclassification, the CPSE Determination and attachments take precedence and are determinative.

The SSO Work Level Definitions in the School Services Officers (Government Schools) Award (cl 5.1.5) still apply. Also, this statement in the Award is still relevant: “Reclassification … will not be dependent upon organisational vacancies but will be (where) … the work value of the duties being undertaken justifies such reclassification.” (cl 5.1.3).

Before undertaking a reclassification application, you are strongly advised to read both the Determination and these Classification Standards as they now apply to the reclassification of SSO duties; with the exception that instead of a Classification Assessment Template, SSOs will continue to need to complete DECD form VL187a RECLASSIFICATION SUBMISSION. In other respects, the binding rules, requirements and obligations on both employer and employee are as set out in the Classification Standards.

In the event that a reclassification application is not approved, you now have a right to internal review (by DECD) under section 61 of the PS Act and if required, external review (by the Public Sector Grievance Review Commission) under section 62 of the PS Act.

The PSA can advise you on all of this.

Current as at: 5 December 2016 of 9

http://publicsector.sa.gov.au/wp-content/uploads/Commissioners-Determination-5-Classification-and-Remuneration-1-June-2016.pdf


RECLASSIFICATION PROCESS

Please note: “The fundamental industrial underpinning of any classification (for remuneration) of the work value is an assessment of the actual work being undertaken at that time.” (Classification Rules and Requirements page 2); and “The objective is to arrive at a reasonable, well rounded classification judgement about the overall responsibilities and value of the contribution for the duties, that one person can reasonably be expected to carry out.” (Classification Rules and Requirements page 4).

What this means is that no one set of duties performed by one person will cover all the work level definitions and undertake all of the commonly listed tasks. No one set of duties is ever constantly and completely at one classification level. That is, the expectation is that people whose duties are classified at SSO2 level may well be appropriately directed to intermittently or periodically perform tasks at either SSO1 or SSO3 level as required in support of the school.


The purpose of this diary is to assist those SSO1s who wish to apply for reclassification to SSO2 level.

It attempts to capture “the actual work being undertaken at that time” to provide a documented, verified evidence base of work done at the SSO2 level, as assessed against activities or tasks commonly undertaken at this level and the work levels definitions. This version is specific to the stream of Student Learning and Support (Special Education/Classroom, Curriculum Support Officer, Disability Support Officer, Bilingual Services Officer, School Community Officer etc) but could be adapted to other fields and other classification levels.

The intention is for the completed diary to be attached to the DECD Reclassification Submission form VL187a Section 4: Main Areas of Tasks/Responsibility in support of statements you may make in addressing the criteria set out there. This is also important when it comes to completion of Section 5 of this form for completion by your Principal/Line Manager, in giving assurance to that person and also subsequently to DECD HR. Needless to say, completing this diary does not ensure a reclassification, it is part of the ‘fact finding’ material.

COMPLETION OF THE DIARY

To provide a sufficient and properly representative evidence base, the diary needs to be filled out for all work tasks or activity you undertake over at least five successive days, or approximately 37.5 successive hours of work for a part time SSO, which is the majority of people.

This gives a valid picture of a ‘typical’ week of work. However, if there are regular tasks at SSO2 level that you are required to carry out not necessarily within a week, or that particular span of hours for part-time, then you can also record these in the diary over a period of weeks. There may be specific end of semester/year tasks that you are (always) required to undertake. Even if you are filling in the diary mid-term, make sure you list and evaluate, and try to get assurance from your teacher/supervisor, that you have done these tasks. Similarly, if you are



regularly (not intermittently) called upon to perform different tasks which appear to correspond to SSO3 work level definitions these can also be recorded, again with appropriate verification of the task having been undertaken, and level of direction given.

There is no ‘formula’ or ‘percentage’ applicable to classification (remember the “reasonable, well rounded classification judgement”) but it will be possible aggregate the proportion of time spent working at the SSO2 level, and with only General Direction, and the range of activity covered; all of which can be set out in DECD Reclassification Submission form VL187a Section 4: Main Areas of Tasks/Responsibility.

The (paper) diary is designed to be carried around and filled out or at least noted as activities and tasks are completed. Realistically, consideration of “assessing” tasks etc may come later in the day, but it is important to get the tasks you have undertaken validated at the time if possible by the relevant teacher/supervisor, before recollection is lost.

If there are issues of legibility etc, then the diary can of course subsequently be word processed (but always retain the original). Attach the diary in full to the DECD Reclassification Submission form VL187a Section 4: Main Areas of Tasks/Responsibility.

SUBJECT TO DIRECTION

A critical distinguishing characteristic between SSO1 and SSO2 is the level of direction required.

Close Direction (SSO1): Employees working under close direction undertake a range of operational functions which are normally routine in nature, with limited responsibility for the final outcome. Only limited discretion is available in selecting the appropriate means of completing work assignments.

Guidance: Closely directed means being directed to undertake a particular task or activity, or a succession of similar or identical tasks with, at least initially, a detailed explanation as to the particular way in which the task(s) is required to be carried out; without deviation or variation. Closely directed means monitoring or some oversight as the task is undertaken, often by line of sight but not necessarily; and, if required, correction or intervention as the task is being undertaken. Close direction means a requirement for reporting back upon completion and may involve a detailed examination or critique of the standard of performance, at least before the task becomes routine.

General Direction (SSO2): Employees working under general direction undertake a range of operational functions and receive only general instruction for each work assignment. Discretion is normally available in selecting the appropriate means of completing assignments.

Guidance: Generally directed means being directed to undertake a task or activity with an only an outline of the parameters; the focus and/or outcome, those (students) to be involved, an indicative time frame, if not already understood, and an often implicit shared understanding of the performance standard to be achieved.



Being generally directed means that you yourself are exercising an appropriate degree of autonomy and judgement in determining the means of going about the task or activity; taking the appropriate level of responsibility for application of appropriate methodology and management of (safe) process for the task or activity; with appropriate guidance input as required, taking all necessary decisions for effective carriage of the task or activity; collaboratively and cooperatively engaging colleagues and/or associates in contributing to the success of the endeavour; taking responsibility for outcomes, albeit where actual delegated accountability may rest with another( e.g. teacher); exercising timely initiative, especially where individuals may be at risk or retrieval and adaptation of the process is required if the successful outcome is in jeopardy.

Actual examples of the above can be derived from the recorded diary activities and utilised to fulfil the required criteria of DECD form VL187a Section 4 Main Areas of Tasks/Responsibility. Attach as much additional evidence based material to the diary as required to assist the understanding of the assessor.



FILLING OUT THE DIARY

When you have filled out the description of the task or activity you have just undertaken/completed, try to seek verification of the activity undertaken from the relevant teacher or supervisor; later if necessary.

NB The typical task/activity examples given on the diary pages are for Student Learning and Support roles. They are indicative – you may have others you wish to record. HOWEVER, if you undertake other School Administration, Finance and Operations or Technical Support Services tasks, definitely include these tasks in the diary, verified by the relevant supervisor/teacher, and at least assign them a Close or General direction assessment. Equally, if you are employed in either an Administrative or Technical Support role, you can adapt the diary to suit.

SSO2

School Administration, Finance and Operations (SA)

Technical Support Services (TS) Student Learning and Support (SLS)

1. Provide high level clerical and administrative support functions and provide customer/student service including taking responsibility for preparation of quality documentation and accurate maintenance of data with guidance from a supervising staff member

2. Provide advice to staff, parents and students on school procedures, systems and operations.

3. Provides high quality finished work meeting appropriate quality standards for data collection and document presentation.

4. Assist with the coordination and organisation of tasks within a defined functional area and determine work priorities.

5. Contribute to school efficiency through review of basic operating procedures.

6. Support financial and budgetary processes by taking responsibility for routine financial tasks, maintenance of financial records/data and generation of system financial reports with guidance from a supervising staff member.

1. Apply specialised technical knowledge to perform a variety of interrelated tasks and to provide high level, reliable technical support and advice to staff and students within a defined functional area (e.g. information technology, science, resource centre).

2. Take responsibility for effective operation and maintenance of the administration and curriculum computer systems within a school or cluster with guidance from a supervising staff member.

3. Take responsibility for preparation of teaching resources, maintenance and minor repairs of equipment, care of facilities and ordering/stocktaking of resources together with any related record keeping within a specialised technical area with guidance from a supervising staff member.

4. Assist with the coordination and organisation of tasks and work priorities

1. Provide support for teachers and/or students including responsibility for the support of student learning, behaviour and wellbeing.

2. Assist teachers with the development of learning activities and management of resources.

3. Monitor student learning outcomes and provide feedback to students in regard to their progress under the guidance of a teacher. This will include proficient application of learning and assessment tools that include but not restricted to Mini Lit, Multi Lit, PAT Maths, Jolly Phonics and Running Records.

4. Provide feedback to teachers regarding student progress and effective learning support strategies.

5. Assist with the development and





7. Coordinate standard school communication including the preparation of school circulars, newsletters, correspondence and rosters.

8. Provide a confidential support service for the principal and/or other leaders and taking responsibility for responding to non-routine enquiries.

9. Manipulate data/information, undertake basic analysis and prepare documentation/ reports to school.

within the specialised technical area, including supervision of task completion for other school services officers where applicable.

5. Provide classroom support for teachers and students as appropriate including assistance with use of specialised equipment.

implementation of student individual learning plans and collection and interpretation of relevant data.

6. Assist with the planning and coordination of student support services including supporting and organising the work of other school services officers.

7. Assist teachers in supervision of students in a non-classroom setting including extra curricula activities, excursions and yard duty.

Source: DECD draft document June 2016

Assign a number from the list(s) to identify, where possible (again, at the end of the day if you have to) that which most closely correlates with the type of typical SSO2 level activity/task; if it seems to take two numbers, assign them both. Where there is no close match, use ‘other’; and then you may wish to go back and reference a (broad) SSO2 work level definition that fits.

Then assign Close or General Direction as per the explanation above. If you think the task was either an SSO1 or SSO3 task just mark it “SSO1” or “SSO3” but remember to also assign the level of direction at which the particular task was undertaken and completed.

Reclassification always require comparison with more than one level; this will be done by the assessor, including comparison with the SSO1 Work Level Standards. In addition, the following typical, indicative task/activity examples are for SSO1 roles are provided to assist. They may correspond to tasks that you undertake and if so, need to be recorded, and again assign Close or General Direction as per the explanation above.



SSO1



1. Providing routine clerical and administrative support e.g. word processing, photocopying, filing.

2. Preparing standard documentation, correspondence and data entry that requires little or no manipulation of information and/or data.

3. Handling of customer, teacher and/or student enquiries and referral to appropriate personnel where appropriate.

4. Provide routine financial support services including payment of accounts petty cash and basic reconciliation functions.

5. Operate office equipment and computers.

6. Provide routine customer and/or student service tasks such as reception, receipting payments and providing straight forward advice about the school.

1. Operate and instruct others in the routine use of equipment and ICT systems.

2. Provide administrative support and/or teacher and/or teacher and/or student support in a technical environment.

3. Undertake routine preparation and basic maintenance of equipment in a technical environment

1. Provide routine support for teachers including administrative support, data collection, and class room set up.

2. Communicate with students regarding tasks and information as determined by the teacher.

3. Communicate with teachers about routine matters and the needs of students.

4. Provide basic physical and emotional care for students such as toileting, meals and lifting.

5. Provide learning support to students with close direction from a teacher.

6. Provide support for student behaviour or wellbeing issues within a classroom setting.

Source: DECD draft document June 2016If you need help, contact the PSA.



Day/date Class Description of task/activity undertaken

Time takenxx:xx to xx:xx

Activity verified by relevant teacher/supervisor

Generic task number(s) 1-8 (or “SSO3” etc)

Assign a level of direction (either General or Close)

Example only: Monday 23/7

Reception Assessed student AB for reading development plan using Mini Lit

9:00 – 9:45

J Smith SSO2 SLS 3 General

SSO2 SLS1. Provide support for teachers and/or students including responsibility for the support of student learning, behaviour and wellbeing. 2. Assist teachers with the development of learning activities and management of resources.3. Monitor student learning outcomes and provide feedback to students in regard to their progress under the guidance of a teacher. This will include

proficient application of learning and assessment tools that include but not restricted to Mini Lit, Multi Lit, PAT Maths, Jolly Phonics and Running Records.

4. Provide feedback to teachers regarding student progress and effective learning support strategies.5. Assist with the development and implementation of student individual learning plans and collection and interpretation of relevant data.6. Assist with the planning and coordination of student support services including supporting and organising the work of other school services officers.7. Assist teachers in supervision of students in a non-classroom setting including extra curricula activities, excursions and yard duty.8. Other… including reference to a particular work level definition.

Your signature: Date:



Day/date Class Description of task/activity undertaken Time taken

xx:xx to xx:xx

Activity verified by relevant teacher/supervisor

Generic task number(s) 1-8 (or “SSO3” etc)

Assign a level of direction (either General or Close)

SSO2 SLS1. Provide support for teachers and/or students including responsibility for the support of student learning, behaviour and wellbeing. 2. Assist teachers with the development of learning activities and management of resources.3. Monitor student learning outcomes and provide feedback to students in regard to their progress under the guidance of a teacher. This will include

proficient application of learning and assessment tools that include but not restricted to Mini Lit, Multi Lit, PAT Maths, Jolly Phonics and Running Records.

4. Provide feedback to teachers regarding student progress and effective learning support strategies.5. Assist with the development and implementation of student individual learning plans and collection and interpretation of relevant data.6. Assist with the planning and coordination of student support services including supporting and organising the work of other school servces officers.7. Assist teachers in supervision of students in a non-classroom setting including extra curricula activities, excursions and yard duty.8. Other… including reference to a particular work level definition.

Your signature: Date:


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