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HUMAN RESOURCES – POLICY SERIES HR 14 A PART-TIME OPERATIONAL

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HUMAN RESOURCES – POLICY SERIES HR 14 A PART-TIME OPERATIONAL Powered By Docstoc
					HUMAN RESOURCES – POLICY SERIES


HR 14 A

PART-TIME OPERATIONAL PROCEDURES FOR TEACHERS (SCHOOLING
SECTOR)




Attention            District Directors,   Principals   and   Teaching   Staff
                     (Schooling Sector)


File reference       4584/2006-1


Responsible unit     HR and Industrial Relations Services
                     Phone 08 82261169
                     Fax 08 82262100

Date of issue        October 2006

Date of operation    January 2007



Replacing            Teacher Placement Process Policies and Procedures-
                     Appendix 4- Part Time Employment

Authorised by:       This policy is issued under the authority of the Minister
                     and the Chief Executive. The Executive Director, Office
                     of People & Culture is responsible for the maintenance
                     and review of this policy. This policy will be subject to
                     review in May 2008, in consultation with the unions.

                     ______________________________________
Position title       Executive Director, Office of People & Culture
Contents
1              Introduction                                                        3
2              Changes in time                                                     3
2.1            Application Process                                                 3
2.2            Requests for change in time                                         4
2.3            Tandem Teaching Applications                                        4
3              Decision Making                                                     5
3.1            Decision Making Process                                             5
3.2            Principles of Decision Making                                       5
3.3            Role of the PAC in Decision Making                                  6
3.4            Compassionate Considerations                                        6
3.5            Teachers Returning from Parental Leave                              6
3.6            Declining a request for part-time working arrangements              7
4              Management of part-time teachers                                    7
4.1            Proportion of part-time teachers                                    7
4.2            Minimum fraction of time                                            7
4.3            Part-time Working Arrangements                                      7
4.4            Timetabling                                                         8
4.5            Part-time teachers’ responsibilities                                8
4.6            Part-time appointments in more than one school                      10
5              Conditions of employment for part-time teachers                     10
5.1            Allowances                                                          10
5.2            Leadership positions in schools                                     11
5.3            Leave                                                               11
5.4            Outside employment                                                  12
5.5            Placement process                                                   12
5.6            Probation                                                           13
5.7            Rates of pay                                                        13
5.8            Salary increments                                                   13
5.9            Superannuation                                                      13
5.10           Professional Learning and Development                               13
Appendix 1     Decision Making Model                                               14
Appendix 2     Considerations for management of part-time Teachers-                15
               Checklist




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1        Introduction

Part-time work provides teachers with a diversity of choice regarding patterns of work
on a long or short term basis and may be available as the following.
   • Part-time work on a permanent basis, which allows a teacher to make a long
        term variation to work hours while retaining permanent status. Permanent
        part-time work involves a deliberate decision by a teacher to work less than
        full time on an ongoing basis.
   • Part-time work on a temporary basis enables a teacher to make a short term
        variation to working hours while retaining permanent status and their
        substantive full time position. Temporary part-time working arrangements are
        valid for a 12 month period and should be reviewed annually.

The effective delivery of educational programs must be maintained in all schools and
preschools, and requests for part-time work will be considered reasonably with
regard to the teachers’ circumstances and the effect on the workplace.

Throughout this document all references to teachers apply to teachers, Advanced
Skills teachers, Special Seniors, Seniors, Coordinators, Assistant Principals and
Deputy Principals.

Conditions of employment for part-time teachers are as for full-time teachers, except
where otherwise specified and are covered by the appropriate Acts, Regulations,
Administrative Instructions and Guidelines and industrial instruments.


2        Changes in Time
The delegation for decisions regarding changes in time within the same school rest
with the Principal in consultation with the PAC.

2.1      Application Process

Permanent Employees
Permanent teachers may:
      1. Request a change in time on a permanent basis in the same school.
      2. Request a temporary increase or reduction in time in the same school.
      3. Apply for an advertised position at a different time fraction at a different
         school.
A temporary change in time (increase or reduction) is to be approved for a maximum
of one year only. A change in time may be re-negotiated each year.
For temporary changes in time, the teacher will continue to maintain their permanent
substantive fraction of time in the school.
If a temporary request on compassionate grounds for change in time is unable to be
accommodated at that school teachers may submit a Special Placement request.
Refer to Section 3.4: Compassionate Considerations.


Temporary Employees
Applicants for part-time employment must inform the Recruitment Unit in writing, of
their preferred fractions of time.

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Requests for a change in time to an existing contract should be directed to the
Principal and will be considered in accordance with the decision making process
outlined in this policy.
Requests to Principals for a change in time in the same school should be made on
form X - Request for reduction in time (teachers). If the request is successful form
VL112A should be submitted to the Superintendent, Site Human Resources for
approval.

2.2    Requests for changes in time
Teachers applying for a change in time are encouraged to familiarise themselves
with the decision making processes that Principals use when considering requests,
see Section 3.1: Decision Making Process for further details.

Principals and Personnel Advisory Committees (PACs) making decisions about
teachers’ requests for changes in time will seek to facilitate optimal educational
outcomes for students, the school’s curriculum and management requirements and
the individual’s needs. Teachers are encouraged to discuss how their proposed
change in time will impact on educational outcomes and, where possible, propose
strategies to promote positive outcomes.
Positive outcomes for teachers and schools are reached through negotiated
solutions.

Teachers will prepare a written request on form X and be prepared to discuss their
request at a formal meeting with their Principal.

The request should contain the following information:
   • The reasons for seeking a change in time. These may be recorded in general
       terms if confidential
   • The proposed changes in work arrangements, including envisaged changes
       to duties and responsibilities (see also Section 4.5: Part-time Teachers
       Responsibilities)
   • Time fraction sought
   • Preferred days and times of work


2.3    Tandem Teaching Applications
Tandem teaching is an arrangement where two teachers work part-time to jointly fill
one position. Effective tandem teaching teams can benefit both the school and the
individual teachers.
Applications for tandem teaching can be made:
     • in the same school through the normal request process for a change in time;
        or
     • at a different school through a joint application for an advertised vacancy
        (see Recruitment and Selection of Teaching Staff in the School Sector
        http://www.leadersdesktop.sa.edu.au/resource/files/links/Selection_of_Staff_
        05_05_2.doc for further details).

Effective tandem teaching teams demonstrate:
    • shared educational philosophies
    • shared values
    • complementary teaching practices
    • experience and willingness to work as a team



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      •   a commitment to finding solutions to the challenges presented by working as
          part of a tandem team

These attributes should be clearly demonstrated in the application for tandem
teaching (whether at the same school or through the local selection process).


3         Decision Making

3.1       Decision Making Process
Requests to vary the normal method of working as a permanent part-time teacher
from the normal method of a weekly (or fortnightly) fraction of time, will be considered
after negotiations with the PAC, the teacher(s) involved and the Superintendent, Site
Human Resources. Such arrangements will be for a limited period of up to 12
months.
Requests for a change in time on compassionate grounds will be considered at any
time during the year, and may include but are not limited to circumstances such as
medical issues, family caring responsibilities and pregnancy complications.
Principals are encouraged to develop and communicate to staff a formal system to
manage requests for changes to time that clearly articulates the responsibilities of all
parties.
Principals will inform and support teachers requesting a change in time and keep
them informed throughout the decision making process.
Under normal circumstances, the Principal, on the advice of the PAC, can arrange for
an increase in time for individual teachers up to a maximum variation of 0.3 FTE time
where they have the flexibility to accommodate these requests within the school.

All changes in time must be recorded on the VL112A form and forwarded to the
Superintendent, Site Human Resources for approval.

3.2       Principles of Decision Making
Decisions about changes to teachers’ time should be based on the following
principles:
    • Each request will be considered on its merits
    • Fair and transparent processes and decision making will be used
    • Confidentiality will be maintained

Principals and PACs will seek to accommodate both school and individual needs,
where possible. Benefits of providing flexible working arrangements at the worksite
may include:
    • Attraction and retention of quality staff
    • Motivation, performance and satisfaction of staff
    • Attraction and retention of a more diverse staff group
    • Enhanced staff health and well being by supporting a positive work/ life
       balance

Student learning outcomes and efficient school management are significant factors
when considering changes to time. Principals and PACs must consider:
   • The circumstances of the teacher requesting the reduction in time
   • The primacy of children’s learning, with an understanding that this can occur
      in different ways


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      •   Impact of the proposed reduction in time on other staff
      •   Operational management matters, including the number/ proportion of part-
          time teachers already on the staff
      •   Communication and participation strategies
      •   Level of resourcing
      •   Curriculum needs

Principals and PACs must refer to Section 4: Management of part-time teachers in
considering the implications of decisions and the Decision Making Model when
considering changes to teachers’ time.

3.3  Role of the Personnel Advisory Committee (PAC) in decision
making
In considering requests for temporary reductions in time, the Principal will consult
with the PAC except where it is not practicable because of the nature or urgency of
the matter.
For further information see the Personnel Advisory Committee Handbook.

3.4       Compassionate Considerations
A range of personal circumstances may affect teachers that require them to reduce
their time fraction. Compassionate grounds may include, but are not limited to family
caring responsibilities, medical issues, pregnancy complications, impairment or
bereavement.
A teacher who is pregnant may, by consultation, reduce the teacher’s hours of
employment to an agreed extent, where it is necessary or desirable to do so because
of the pregnancy.
A teacher, who on compassionate grounds can demonstrate the need to work part
time has the right to request a reduction in time. Such requests will be considered
having regard for the teacher’s circumstances and provided the request is genuinely
based may only be refused on reasonable grounds related to the effect on the
workplace or the employer’s business.
Teachers should clearly articulate the compassionate reasons to support their
request for a change in time. Principals considering such requests should initially
consider confidentiality issues and clarify these with the teacher. In decision making
processes compassionate considerations should take precedence.

If a request for part-time working arrangements on compassionate grounds cannot
be accommodated in the same school, teachers may submit a Special Placement
request (form VL729). Contact Site Human Resources for further information.
Decisions regarding Special Placement cases rest with the Superintendent, Site
Human Resources.

3.5       Teachers returning from Parental Leave
Teachers returning from Maternity Leave, Parental leave or Adoption leave have the
right to request a reduction in time, until the child is of school age, to assist the
teacher in reconciling work and parental responsibilities.
 Such requests will be given positive consideration by Principals in line with the
factors outlined in Section 3.2: Principles of Decision Making. DECS is an
organisation that supports a healthy work/ life balance for staff, particularly those with
families and caring responsibilities. Therefore, support will be given to the use of
flexible conditions such as part-time working arrangements for teachers returning
from Maternity Leave, subject to genuine operational needs. Provided that the
request is genuinely based on the teacher’s parental responsibilities, the request may



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only be refused based on reasonable grounds related to the effect on the workplace
or the employer’s business.


3.6       Declining a request for part-time working arrangements
Where a request for part-time working arrangements cannot be accommodated the
reasons for declining the request and the decision making processes used will be
documented. The applicant will be informed of the decisions and the reasons for
declining the request, where appropriate.
If the teacher submits a written request for documentation within two weeks of the
refusal, the reasons for refusal will be provided to them in writing.


4         Management of part-time teachers

4.1       Proportion of part-time teachers
Part-time working arrangements have been shown to benefit both the individual and
the organisation. These benefits have been recognised by DECS as an organisation.
In some circumstances where there is a large proportion of part-time employees
operational pressures may arise. Principals in such situations are encouraged to
work with the PAC to develop progressive solutions to issues which may arise. The
effective proportion of part-time teachers will differ based on the circumstances of
each school.
Principals should monitor, in relation to the proportion of part-time staff, the school’s:
      •   Educational outcomes
      •   Curriculum requirements
      •   Management requirements
Where the Principal, on the advice of the PAC, can demonstrate that increasing the
proportion of part-time teachers in the school will mean operational needs cannot be
effectively met, the teacher’s request for part-time working arrangements may be
declined. Refer to HR 14: Part-time Policy, Section 1.10: Rights of Appeal for
grievance procedures.
Where a part-time teacher is being placed in a school through the priority placement
pool and it can be demonstrated that the placement will create curriculum and
management difficulties for the school, the matter should be referred to the
Superintendent, Site Human Resources for negotiation.


4.2       Minimum fraction of time
The minimum fraction of time which is available for part-time is 0.4 FTE unless
special circumstances apply
Appointments of less than 0.4 FTE are temporary, for up to one year. The conditions
of such appointments will be formally stated in writing and accepted by the appointee


4.3       Part-Time Working Arrangements
Teachers accessing part-time working conditions are regarded as equal practitioners
in professional and decision making responsibilities. Part-time teachers should have
the opportunity to access training and development, information and promotion.


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Similarly, teachers accessing part-time working arrangements have a responsibility to
share proportionally in all aspects of employment.
When a teacher’s part-time request is approved the changed working arrangements
should be agreed between the Principal, the PAC and the teacher and documented
to ensure that all parties are aware of the school and teacher’s needs.

The responsibilities of both the teacher and Principal should be agreed on, as well as
issues that may need different management due to the teacher’s part-time working
arrangements. These may include:
      •   classroom responsibilities
      •   days worked
      •   performance management arrangements;
      •   communication strategies;
      •   decision making processes; and
      •   non classroom responsibilities.
The PAC and the Principal should determine the issues that are relevant for
consideration based on the needs of the site. See appendix 2 for a checklist of issues
that may need consideration.
The detail of the part-time working arrangements should be developed through a
process of collaboration and negotiation. The arrangements should be reviewed and
updated at regular intervals.


4.4       Timetabling
The time worked by a part-time teacher will be fixed and constant over a normal
fortnightly period.
School management is encouraged to consider the impact on part-time teachers
when deciding the style of timetable to be adopted by the school.
In timetabling part-time teachers, principals in consultation with the PAC, will take all
reasonable steps to accommodate the requests of part-time teachers in terms of their
preferred working days. Where this is not possible, their time will be organised in half
day blocks wherever possible.
Teachers will not be required to teach spilt working days unless the teacher requests
his/her working day to be structured in that way and negotiates this at the school
level.
Timetables, once set, should not be varied if the changes proposed impact on the
negotiated working arrangements of part-time teachers, unless a negotiated
agreement has been made with the part-time teachers likely to be affected by the
change.
If timetabling issues are unable to be resolved, the teacher may refer the issue to the
Personnel Advisory Committee.


4.5       Part-time teachers’ responsibilities
Part-time teachers are expected to undertake, within the context of the school's total
program, a proportion of the duties of a full-time teacher relative to their fraction of
time. This includes such factors as instruction time, student assessment, reporting,


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preparation, planning, non-instruction time, staff meetings, whole staff professional
development, school closure days, yard duty and other rostered duties.
It is recognised that part-time teachers are also involved in extra-curricula activities,
decision making, committee membership and professional development. There are
no prescriptions for full or part-time teachers as to their level of commitment in these
activities. This is expected to be part of negotiated workloads for all teachers.
If disputes arise and issues are unable to be resolved, may refer the issue to the
Personnel Advisory Committee. For all administrative decisions the individual has a
right of appeal. See HR 14 Part-time Policy, Section 1.10: Right of Appeal for further
details.


Staff Meetings
Attendance at staff meetings is a requirement of all teachers under regulation 37-
2(b). As such, Principals are encouraged to schedule staff meetings on days that
maximise attendance. Principals should negotiate with part time teachers attendance
at staff meetings. Situations should be avoided where part-time teachers would have
to return to school just to attend a staff meeting. In particular circumstances
Principals may excuse a teacher from attendance at staff meetings.
If issues in relation to attendance at staff meetings are unable to be resolved, the
teacher may refer the matter to the Personnel Advisory Committee for resolution
For part-time teachers who do not attend staff meetings, procedures should be
developed to communicate agenda, minutes and tabled documents of the meeting.
Responsibility for such procedures should be jointly undertaken by the teacher and
Principal.


Commencement of the School Year
All teachers must report for duty on the two teacher preparation days immediately
prior to the commencement of the school year.
Part-time teachers will be paid at their fractional rate for these days. Their attendance
should be negotiated with the Principal and they may opt to attend for the appropriate
fraction on each day.
Schools are encouraged to plan these days to enable maximum participation by part-
time teachers. Part-time teachers are encouraged to attend for the full program on
each day.
The arrangement regarding attendance at the commencement of the school year
may be documented in the teacher’s part-time working arrangements.
If issues in relation to the two teacher preparation days are unable to be resolved, the
teacher may refer the issue to the Personnel Advisory Committee.

Student Free Days
Staff who are normally on duty on school closure or professional development days
are required to attend.
Part-time staff who are not normally on duty on these days are encouraged to attend.
This should be taken into account when determining the allocation of non-teaching
duties for part-time teachers.
Principals and part-time teachers may negotiate changes in the working week to
accommodate attendance on school closure days. Such an arrangement should not
reduce instruction time.



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The arrangement regarding attendance at student free days may be documented in
the teacher’s part-time working arrangements.
If issues in relation to attendance on student free days are unable to be resolved, the
teacher may refer the issue to the Personnel Advisory Committee.


4.6    Part-time appointments in more than one school
General conditions for such teachers are the same as for other part-time teachers.
While the intention is to avoid split appointments, each case will be treated on its
merits. Wherever possible, part-time teachers will not have appointments that require
travel between schools on any one day per week. If, however, a part-time teacher is
required by the Department of Education and Children’s Services to work a fraction
of time in more than one school on one day, the Department of Education and
Children’s Services is responsible at the prescribed rates for the travel costs
involved.
Time should be allocated for travel between workplaces. Schools (Principals or their
nominee) should negotiate travel between the two (or more) work places, and time
allocated for this should be shared proportionally. Travel time should not reduce
instruction or non-instruction time., but the negotiated workload should be adjusted
accordingly.

5      Conditions of employment for part-time teachers
Except where otherwise specified conditions of employment for part-time teachers
are as for full-time teachers, on a pro-rata basis.

5.1    Allowances
Eligibility and access to allowances are as for full-time teachers. Allowances are
granted on a pro-rata basis, except where otherwise specified.
Special Education
Teachers not entitled to this payment automatically, can apply on form VL196 if their
instruction time is 0.4 or more per week, and they are directly responsible for
teaching pupils placed on the recommendation of a guidance officer. The Principal
must certify this application.
Protective Clothing
This allowance is prescribed in the Administration Instructions and Guidelines,
Section 2, Division 2, Pt 114.1, 2 and 3.
Teachers eligible are secondary teachers of art, science, technical studies, home
economics, agricultural studies, physical education, teachers at special schools and
in special units or classes, and is only applicable to employees who work with
students in the above areas for at least 50% of their time.
Teachers who meet the above eligibility requirements will receive the full Protective
Clothing allowance.

Part-time teachers in the above categories who have taught less than the full year
will be paid the allowance on a pro-rata basis.




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5.2       Leadership Positions in Schools
Permanent part-time teachers are able to apply for all promotion positions.
Successful applicants will need to re-negotiate their part-time working arrangements
and may not be able to retain their reduced fraction of time.

Temporary teachers may apply for:
      •   positions advertised within the school if the term of the position falls within the
          term of their contract.
      •   "open" positions if they are employed on any day during the period
          applications are being accepted for the position advertised (that is, from the
          date of issue of the circular to the closing date for applications for the
          position).
The following four options are available for all Band 2 positions and also Deputy
Principals:
      •   The continuation of the current practice of tandem appointments, eg two
          teachers on fractional time (which adds up to 1.0FTE) apply separately and
          indicate their willingness to work together in a promotion position (see Internal
          Selection Procedures Policy).
      •   The extension of the above, by which the aggregation of the fraction of time of
          part-time teachers in promotion positions equals the total number of positions,
          eg 0.6 + 0.7 + 0.7 = 2.0 positions.
      •   The part-time appointee undertakes the whole of the leadership role and the
          appropriate teaching responsibilities. Another teacher would then fulfil the
          remaining teaching component.
      •   Where school resources allow, a part-time teacher has the option of
          increasing their time for the duration of the appointment.


5.3       Leave
Part-time teachers have access to the same types of leave as permanent full-time
teachers and should refer to the Administrative Instructions and Guidelines and the
Teachers’ Leave Handbook.
Sick Leave
      •   Part-time teachers accrue an entitlement to ten working days sick leave per
          year of service. This should be viewed as 10 units of sick leave.
      •   Unused sick leave entitlements aggregate from year to year.
      •   For part-time teachers, paid sick leave can only be applied for and granted in
          whole days. They are credited with 10 whole working days of sick leave
          entitlement each year, rather than a pro rata fraction and must therefore claim
          the total number of working days, each counted as a whole day, for which
          they are absent, whether or not they are timetabled or required to be on duty.
      •   Examples - A part-time teacher is timetabled to teach for parts of Monday,
          Tuesday, Thursday and Friday of each school week: If the teacher was
          absent on Tuesday and Thursday, he/she would be required to claim each
          working day falling during the period of absence, ie 3 whole days. If the
          teacher was absent on Monday and Tuesday and returned to work on
          Thursday, then 2 working days leave must be claimed.


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The above assumption also applies to salary payments, arrears, pay suppressions,
long service leave, special leave with pay etc.




Long Service Leave
      •   Teachers whose eligible service includes part-time employment, accumulate
          an entitlement in calendar days as though they were full-time. Their salary,
          however, while on long service leave, is calculated according to a formula
          which takes into account the different fractions of time worked. For example,
          a teacher who worked for five years at 0.5 time and five years at full-time,
          accumulates 10 x 9 = 90 days long service leave entitlement but is paid at a
          percentage (75%) salary which reflects, pro-rata, the length of time served at
          each of the two fractions.
      •   Alternatively, employees may opt to take long service leave at their current
          rate of pay with the number of days being adjusted pro-rata. In the example
          above, the teacher could opt to receive full salary for 75/100 x 90 calendar
          days.
      •   Upon return to full-time employment, previous part-time employment will
          affect subsequent Long Service Leave entitlements, where previous
          entitlements, accumulated during part-time employment, have not been fully
          exhausted.

5.4       Outside Employment
Part-time teachers are referred to Regulation 127 (b) - "A teacher shall not - take any
office, perform any duties or receive any remuneration which in the opinion of the
Director General [Chief Executive] may interfere with the proper discharge of his or
her duties to the Department".
Teachers are encouraged to consult the Code of Conduct for South Australian Public
Sector Employees
(http://www.ope.sa.gov.au/ref_docs/Code_of_Conduct_050622.pdf) for discussion of
the principles underpinning conflict of interest issues.
Approval for part-time teachers to engage in outside employment may be granted by
the Superintendent, Site Human Resources.

5.5       Placement Process
Permanent part-time teachers are subject to the same processes and conditions that
apply to full-time teachers in the Recruitment and Selection of Teaching Staff in the
School Sector policy.
(http://www.leadersdesktop.sa.edu.au/resource/files/links/Selection_of_Staff_05_05_
2.doc)
Part-time teachers are subject to the required placement procedures under exactly
the same conditions as full-time teachers. They must not be identified for required
placement, however, solely because their placement fraction coincides with the
necessary reduction in staff target. Refer to Appendix 8 of the Recruitment and
Selection of Teaching Staff in the School Sector policy for further information.
Teachers may wish to consider a change in fraction of time, on an annual or
permanent basis, in order to avoid the possibility of required placement. They are not
required to either increase or decrease their fraction of time worked in order to
facilitate such an adjustment to the level of staffing in a school unless it is their wish
to do so.



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5.6    Probation
Permanent part-time teachers are subject to the same conditions for probation as
full-time permanent teachers, including the maximum 2 calendar years. Contract
service can be taken into account in assessing the period of probation when the
teacher becomes a permanent employee.

5.7    Rates of pay
The rates of pay for part-time teachers are in accordance with the Teachers (DECS)
Award.
Permanent part-time
Pro-rata rates of pay apply.
Temporary part-time
Temporary teachers are paid a daily rate of pay.
Temporary part-time teachers are paid a pro-rata Daily Rate.

5.8    Salary increments
Salary increments are granted after 207 days of equivalent full-time service. As a
consequence part-time teachers are required to accumulate the equivalent of 207
full-time days of service before proceeding to the next incremental step.

5.9    Superannuation
Teachers reducing their fraction of time should consider the impact on their
superannuation contributions. For more information contact SuperSA
www.supersa.sa.gov.au.

5.10   Professional Learning and Development
Part-time teachers may negotiate professional development or training within the
normal approval processes for the school.
Part-time teachers should also refer to the Professional Learning Support Strategy.




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Appendix 1- Decision Making Model




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Appendix 2 – Considerations for management of part-time
teachers - Checklist
In the management of part-time teachers it is important to ensure that school leadership and
the teacher have a common understanding of how the part-time working arrangements will
operate.
Principals and PACs are encouraged to develop guidelines that describe the strategies and
plans that should be implemented to ensure that:
     • teachers accessing part-time working arrangements remain connected and
         responsive to their school
     • principals actively engage part-time employees in the decision making and
         communication processes of school
     • the educational outcomes for students are considered in all decisions.

The details of how the part-time working arrangement will operate should be negotiated
between the Principal and teacher at the beginning of a new part-time working arrangement
and documented to indicate acknowledgement of the planned arrangements.

How the arrangements operate will vary from worksite to worksite and for individual teachers.
The following checklist is provided as possible consideration for a Part-Time Working
Arrangements framework.
The framework may be used as a tool in performance management discussions and may
include details of the action plans needed to address the issues raised and where the
responsibility for implementation rests.

Issue                                                                                Check
Working Arrangements eg. Days worked, classroom responsibilities



Performance Management



Professional Learning eg. Training and development, student free days



Communication Strategies eg. Parents, staff, leadership, community




Decision Making Processes eg. Staff meetings, committee meetings



Non class room responsibilities eg. Parent/ teacher nights, sports
carnivals



Other issues, as relevant to individual sites, could be included in the framework.




DECS HR Policy Series: HR14A Part-Time Operational Procedures for Teachers (Schooling
Sector)                                                                        15 of 15

				
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Description: HUMAN RESOURCES – POLICY SERIES HR 14 A PART-TIME OPERATIONAL