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VASSP Implementation Workshops

VASSP Implementation Workshops. Term 3 2008. Welcome. Introduction Workshop Plan Overview Main Changes to 2004 VGSA What and what not to expect today? SRP implications Consultation, the key Staffing: Leadership structures, allotments Final Questions and Answers. OVERVIEW.

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VASSP Implementation Workshops

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  1. VASSPImplementation Workshops Term 3 2008

  2. Welcome • Introduction • Workshop Plan • Overview • Main Changes to 2004 VGSA • What and what not to expect today? • SRP implications • Consultation, the key • Staffing: Leadership structures, allotments • Final Questions and Answers

  3. OVERVIEW • Agreement until 31/12/2011 • Face to face approved by employer (from Principal, SC or VCAA) • School improvement strategies in context of “resources available to support outcomes”. • References to employer now to Principal as employer’s representative.

  4. OVERVIEW… Consultation • Direct input of staff required in consultation (incl AP’s) • “Default” consultative arrangements apply if local agreement not reached • Can be requested to provide reasons for decision re class size in excess of planning guidelines (clause 23(3)) • More specific re data provision available to staff (ref pg 7) • New section re Principal consultation – APF MOU re grievances • Deleted sub-branch grievance process becomes Dispute Resolution Process and will be determined by DEECD rather than specified in the Agreement

  5. OVERVIEW…Classification • Principal – 3 classification levels with 6 ranges • AP – 2 classification levels with 4 ranges • LT – 1 classification level • T – 1 classification level with 3 ranges • Intro of executive class & paraprofessional class • Movement between classification levels will be by promotion, not as part of “normal” remuneration progression

  6. OVERVIEW…Staffing • Teachers not meeting standards need to be notified in writing before date specified, 1st Feb or 1st April. Common increment date • Able to advertise 1 further fixed term without advertisement provided first position was advertised • Reasons for fixed term vacancies unchanged but will be specified in the letter of offer • Employer to “proactively” ensure fixed term vacancies follow criteria • Changes eligibility for translation to on-going – 2 contracts less than 12 months, family leave vacancies after 1st year

  7. OVERVIEW…Duties • Teaching hours unchanged • Mentors’ workload to be recognised as part of total work over 38 hours • Time-in-lieu for parent teacher nights (if over 38 hrs) at time of least disruption to program • Organisational Duties – differential payments, EOI, merit process, teacher may decline offer, Principal can allocate. • Expert teacher role description is changed in wording

  8. OVERVIEW … • Some Key Dates • Sept 1 • Have Consultation Structure in place and local agreement registered • Aug – Sept … • SRP Implications • Revisit Leadership Structure • Special Payments/time allowances • Staff allotments/class sizes/etc

  9. Session 2 - SRP • Any funding on an average-in model will generate winners and losers • So don’t personally wear workforce deficits • … Don’t slash and burn to meet budget • VASSP can support Principals in Workforce Bridging process - don’t be frightened of going down that path

  10. SRP … • About 85% of SRP is staffing so don’t spend hours on adjusting other small items • Spreadsheet available to calculate % increase required to meet status quo and compare

  11. SRP…Fund In • DEECD has recognised the differential pay rises to different levels of teachers • A fund in model is being developed to address this issue • It will operate in a similiar way to past “transition” funding models – e.g the EGB to the SRP

  12. SRP … • Winners should not spend all profits on staffing to allow for increment creep in later years. • It is always best to be conservative with enrolment predictions and staffing levels until numbers are confirmed. • Be careful that special payments are not greater than leading teacher jobs unless roles are commensurate. (always difficult) • Refer to VASSP Top Ten Tips (TTT) Tip 9.

  13. Session 3 - Consultation • What it means? • Clause 11 (3) of VGSA: “Consultation is not perfunctory advice on … Consultation allows the decision making process to be informed, particularly as it may affect the employment prospects of individuals”. “The consultative arrangements must allow for the direct input of staff and the union at the school”. • Read and be very familiar with the EBA document

  14. Consultation … • Always best if you can have a positive, healthy dialogue with AEU and staff and remember sometimes the fight is not worth having. • The Committee gives advice to the Principal. • If ‘it ain’t broke don’t fix it’ - if current processes are working well for you and the school confirm/update to ensure EBA obligations are met and move on. • Consultation processes can be agreed for 1 or more years, if happy with, lock in until 2011.

  15. Consultation … • What you may expect from your AEU sub-branch? • The AEU Guide for Implementing the VGSA. • A deputation (3+) and/or letter with their proposals on models, structures, etc. • They may demand that if they, sub-branch, are not satisfied with access to decision making processes then there is no agreed consultation structure. • So …

  16. Consultation … • Remind all that you will be appropriately putting in place a process that addresses the needs of all staff including the AEU as the agreement states ref p. 5 Clause11 (4). • Remind staff of the fall back position • Ref p. 6 Clause 11 (5d). • As Principal take the initiative, plan what you see as the best for all staff and lead the process to gain this position eg use this opportunity to improve communication or realign roles within school.

  17. Consultation . . . • Committee composition • Important to have clear the purpose of the Committee • Use ‘default’ as a useful guide • Balance between small enough to be manageable and large enough for wide representation • Consider need for SSO representation if members at school

  18. Consultation … • Committee Operations • Decided by the Consultative Committee • Use ‘default” as a useful guide, ref p. 6 Clause 11, 5d (iii) • Consensus decisions worth aiming for

  19. Consultation … • Committee Business ref p. 7 Clause 11 (6) • ‘Development of workforce plans’ a good reason to have Business Manager on committee? • Be aware of scope and detail of EBA eg. Business involves ‘the composition of selection and other panels’, this doesn’t mean an AEU rep has to be on special payment and selection panels

  20. SRP & Consultation … • Sharing Expertise/Ideas • Key points for implementation • Key points for consultation • Funding model - reaction • Any unanswered questions or concerns put on group sheet

  21. Leadership Structures • Implications of new One level of LTs • Potential Costs, do your arithmetic • Spreadsheet in SRP session and next slide • Be aware of the relative cost changes when reviewing roles. What is fair and equitable? • Implications of DEECD’s commitment to maintain a statewide profile of between 10 - 15% of LTs compared with current 25%, including Principal class • Refer to LT role sheets and school examples of leadership structures. (Be sure you are comparing apples with apples)

  22. Leadership …

  23. Leadership … • Agree on some criteria to make judgements about relative levels and time allowances of roles • Eg.Level of Complexity • No. of staff responsible for • No. of students responsible for • Dealing mainly with students, therefore time • Complexity of issues usually being meet? Level of Independence • Decisions made autonomously? • What supervision required? Any special qualifications or expertise required?

  24. Leadership … • LTs clearly ‘lead and manage’ see Schedule 2 • Experts ‘supervise and train student teachers’ • All teachers can be given extra organisational duties provided the duty is consistent with the roles and responsibilities of the particular teacher level see Clause 21(11)

  25. Leadership … • If need for major review of Leadership Roles, extend for one year • Refer to TTT Tip 9 • In groups refer to documents: • Leading teachers: Roles and Responsibilities • Leadership Structure Examples • Make sure you are comparing apples with apples • ..and Leadership Cost Document for further considerations

  26. Allotments • 25 Hours/week of instruction reinforced • 300 mins per day, so 6 x 48 plus 12 of HG, Form/YL assemblies still possible • Time allowances, be aware of true cost, refer to TTT Tip 2 • 20 hours (1200 mins) still max or 1240 if 2 hours of sport involved

  27. Allotments … • Where no local agreement for face to face requirements the 480 rule clicks in, otherwise not needed • Consider SSOs for some jobs, see TTT Tip 3 and CRT budgets Tip 6 • If agree 1 extra/fortnight then this equates to 0.5 in weekly face to face

  28. Allotments … • Aim to get agreement on what constitutes a fair and equitable face to face at your school within the 1200 min. limit • Include ‘replacement classes’ to build up those under allotted • Be aware of costs of time allowances see TTT Tip 2

  29. Leadership and Allotments … • Sharing Expertise/Ideas • What has worked and what hasn’t – each person one example • Key points for Leadership and Allotments • Any unanswered questions or concerns put on group sheet

  30. Question and Answer Time

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