AEU Claim For Notice Of Intention To Bargain

ANNEXURE A

WITHOUT PREJUDICE

AEU CLAIMS FOR A NEW ANNEXURE A AEU CLAIMS FOR A NEW AGREEMENT FOR 2005 2 AGREEMENT FOR 2005

FOR NOTICE OF INITIATION OF BARGAINING PERIOD – 31 MARCH 2005

28/11/2017, 9:34 PM WITHOUT PREJUDICE ANNEXURE A AEU CLAIMS FOR A NEW AGREEMENT FOR 2005 3

Table of Contents Page Table of Contents...... 2 1 Introduction...... 3 2 General - Family and Personal Leave Provisions and Entitlements...... 4 3 General – Sick Leave Bank...... 6 4 General - Sabbatical/Deferred Leave...... 6 5 General - Wages and Salary...... 6 6 General – Fair and Reasonable Treatment...... 9 7 General – Union Rights...... 9 8 General – Notification of Change...... 12 9 General – Safer Sites...... 13 10 General – Aboriginal Education...... 16 11 Preschool - Preschool Leadership...... 21 12 School & Preschool – Early Childhood Education...... 21 13 School & Preschool - Advanced Skills Teacher 3...... 25 14 School & Preschool - Country Education...... 25 15 School & Preschool – Travel...... 28 16 School & Preschool – Special Education...... 29 17 School & Preschool – Student Health Management...... 31 18 School & Preschool – Professional Development...... 31 19 School & Preschool – Beginning Teachers...... 34 20 School & Preschool – Temporary Relief Teachers...... 35 21 School & Preschool – Departmental Responsibilities...... 35 22 School & Preschool – Information and Communications Technology (ICT)...... 36 23 School & Preschool – Officers on Secondment...... 36 24 School & Preschool - Officers Appointed Under 9(4) of the Education Act...... 38 25 School & Preschool – Educators in Non-School Based Sites...... 38 26 School & Preschool – Behaviour Management...... 39 27 School & Preschool - Democratic Decision Making At the District Level...... 40 28 School - Personnel Advisory Committee...... 41 29 School – Workload...... 42 30 School - School Services Officers (SSOs)...... 44 31 School – School Leadership...... 48 32 School – Technology Studies...... 49 33 School – Language Teachers...... 49 34 School – Country Sites Using Open Access Curriculum...... 50 35 School - Swimming And Aquatic Instructors...... 50 36 TAFE - Lecturer Assistants...... 52 37 TAFE – Hourly Paid Instructors Conditions of Employment and Classification Structure...... 53 28/11/2017, 9:34 PM WITHOUT PREJUDICE ANNEXURE A AEU CLAIMS FOR A NEW AGREEMENT FOR 2005 4

38 TAFE – Democratic Decision-Making...... 55 39 TAFE – Workload...... 55 40 TAFE - Induction Program...... 57 41 TAFE – Program Co-Ordination...... 57 42 TAFE - Student Services Officers...... 57 43 TAFE – Principal Lecturers...... 57 44 TAFE - Lecturer Progression...... 58 45 TAFE – Educational Managers...... 58 46 TAFE – Professional Development...... 58 47 TAFE – Travelling Time, Country Conditions and Overseas Travel...... 60

1 INTRODUCTION 1.1 Claims for a new Agreement The current South Australian Education Staff (Government Preschools, Schools and TAFE) Agreement 2002 (Certified Agreement 2002) nominally expires on 31 March 2005 and provides that negotiations for a new Agreement may commence not later than 31 October 2004. This document contains claims for the next Agreement. It is intended that these claims are in addition to the following matters contained in the current Certified Agreement 2002. Where there is inconsistency between the existing entitlements under the Certified Agreement 2002 and this document, the latter prevails. Clause 6 Awards Clause 7 Cross Sector Flexibility Clause 9 General – Integrated Sites Clause 10 General – Notification of Change Clause 13 General – Procedures for Preventing and Settling Industrial Disputes Clause 14 General – Salary Packaging Clause 16 Preschool – Early Childhood Workers (ECWs) Clause 18 School – Advanced Skills Teacher 2 Clause 19 School – Country Incentives – Schedule 2 Clause 20 School – Officers on Secondment Clause 21 School – Personnel Advisory Committee Clause 22 School – School Services Officers (SSOs) Clause 23 School – Teacher Placement Clause 25 TAFE – Employment Conditions Clause 27 TAFE – Hourly Paid Instructors – Visiting Specialist Clause 31 TAFE – Institute Directors – Essential Qualifications Clause 33 TAFE – Lecturers’ Loss of Non-Attendance Days

Clause 35 TAFE – Consultative Processes Appendix A Commitment to the AIRC in Relation to Staffing of Schools and Preschools It is intended that all claims contained in this document, to the extent that they pertain to the employment relationship between the parties to the agreement, will be included in a new agreement. 1.2 Duration of Agreement This agreement will commence on the date of certification by the Australian Industrial Relations Commission and will have a nominal expiry date of 31st March 2008. 1.3 Reviews Unless otherwise stated, all reviews will be completed by 1 April 2007. Any changes to existing classifications, policies or practices will be agreed by the parties to this Agreement. No individual or class of employees will suffer detriment in regard to current entitlements.

2 GENERAL - FAMILY AND PERSONAL LEAVE PROVISIONS AND ENTITLEMENTS 2.1 Personal Leave 2.1.1 Employees may access up to 20 days paid leave entitlement in any one year for the purposes of providing care and support to others; to attend pre- determined religious and cultural activities, and for bereavement. 2.1.2 In relation to bereavement leave for country employees, the employer will pay the employees travel costs equivalent to the cheapest available return airfare to Adelaide or if travelling by car that this be paid at a set rate. 2.2 Maternity Leave and Adoption Leave 2.2.1 An employee who has completed 12 months continuous service immediately prior to the birth of the child is entitled to 16 weeks paid maternity leave. Adoption leave is to be the same. 2.2.2 An employee who has completed 12 months continuous service and suffers a miscarriage, stillbirth, termination or neonatal death after 20 weeks pregnancy will be entitled to up to 16 weeks paid maternity leave. 2.2.3 For the purposes of this clause, “12 months continuous service” will be determined on the same basis as maintaining an employee’s right to the accrual of long service leave entitlements. Provided an employee has maintained their right to accrue long service leave entitlements during the 12 month period immediately preceding the birth of the child or taking custody of an adopted child the employee will be entitled to paid maternity or adoption leave. 2.3 Miscarriage, Stillbirth, Termination and Neonatal Death 2.3.1 If miscarriage, stillbirth, neonatal death or termination occurs six weeks paid leave will be available to the employee concerned followed by any period of sick leave as required. 2.4 Primary Care Giver Leave

2.4.1 An employee who has completed 12 months continuous service is entitled to 36 weeks leave at 60% of their current salary at the birth or adoption of their child as the primary carer. 2.5 Partner Leave 2.5.1 A staff member who is a father of and/or a person who accepts the responsibility for the care and maintenance of an expected or newly born child shall be entitled to 15 days paid leave and 15 days unpaid leave to provide care and support for their partner and child on the birth each child, with no service requirement for eligibility. Adoption Leave to be the same. 2.6 Prenatal leave 2.6.1 An employee who is pregnant is entitled to paid leave of 35 hours to attend routine medical appointments associated with the pregnancy. 2.6.2 An employee whose partner is pregnant is entitled to paid leave of 7.5 hours for medical appointments for the period of each pregnancy to enable his/her attendance at routine medical appointments associated with the pregnancy. 2.7 Foster Parenting Leave 2.7.1 Persons acting as the primary care giver of a foster child will be granted: 2.7.1.a) up to six weeks on half pay on the child entering their care if the child is not enrolled in school OR 2.7.1.b) three weeks on half pay on the child entering their care if the child is enrolled at school. 2.8 Family Carer’s leave 2.8.1 Employees will be entitled to 52 weeks unpaid family carers’ leave in any one year to provide family care. 2.8.2 The employer will grant this leave as continuous service and it will not impact on the superannuation, long service leave or right of return entitlements of the employee. 2.9 Family Friendly Practice 2.9.1 Benchmarks will be established to identify best practice family friendly work arrangements in all sites whereby the employer acknowledges the value of 'family friendly' practices within the workplace. The employer will encourage worksites to implement employment conditions that allow employees the flexibility to arrange their family responsibilities. Initiatives will include, but not be limited to employees having access to: 2.9.1.a) Breastfeeding and lactation breaks; 2.9.1.b) Part-time employment; 2.9.1.c) Flexible work arrangements; 2.9.1.d) Meeting arrangements which consider family responsibilities

2.10 Flexible Work Options 2.10.1 The parties acknowledge that flexible work practices, including part-time employment, are employment arrangements that aim to achieve the best possible match between the interests of the worksite and the personal/professional interests of individual employees. 2.10.2 The employer will investigate and promote flexible timetabling practices which better suits the needs of part-time staff. 2.10.3 Within six months of the ratification of the Agreement, the industrial parties will identify which provisions in the Public Sector Voluntary Flexible Working Arrangements may be accessed by employees under the Education Act and the TAFE Act. 2.11 Minimum Required Days 2.11.1 A part-time employee cannot be required to work more than four days a week if they are employed on 0.6 or less fractional status. 2.11.2 A part-time employee cannot be required to work more than three days a week if they are employed on a 0.4 fractional status. 2.12 Principals and Part-time work 2.12.1 Principals may opt to work on a part-time arrangement. 2.12.2 Part-time principals will be supported by job sharing arrangements. 2.13 Policy 2.13.1 To improve the working conditions of employees, the parties agree to undertake a joint review of the 1992 Part-time Teachers policy, with agreement between the parties to any change from the existing policy. 2.13.2 The parties agree to undertake a joint development of a part-time policy for all education workers, negotiated with and agreed to by all industrial parties for implementation in the 2006 school year. 2.13.3 Each department will develop a policy which protects and promotes the health and safety of pregnant and breast feeding employees. 2.13.4 DECS will conduct a review of leave and payment entitlements for all part- time staff by 1 July 2006. Any changes will be agreed to by the parties to this agreement. 2.13.5 DECS will conduct a review to ensure there is equity in leave entitlements for all education employees by 1 July 2006. Any changes will be agreed to by the parties to this agreement. No classification will suffer detriment to current entitlements.

3 GENERAL – SICK LEAVE BANK 3.1 A Sick Leave Bank will be established to provide employees with additional sick leave days.

4 GENERAL - SABBATICAL/DEFERRED LEAVE 4.1 On application, the employer may grant an employee leave of one year every five years on 80% salary subject to the following conditions: 4.1.1 The employee agrees to have his or her annual salary reduced by 20% for the relevant work period preceding the leave; and 4.1.2 The employer and the employee enter into an agreement covering the terms and conditions of the sabbatical/deferred leave. 4.2 Unless otherwise agreed, the leave shall be taken immediately following the completion of the relevant work period during which the salary was reduced. 4.3 Sabbatical/deferred leave shall count as service for all purposes.

5 GENERAL - WAGES AND SALARY 5.1 To ensure that South Australia attracts and retains quality education workers, and to value teaching as a profession, South Australian salary levels must at least be in line with the highest interstate salaries on offer, and adequately reflect the work value of all classifications. 5.2 Increase all salaries by the percentages or flat rates below. All percentages are calculated as cumulative percentage increases upon the October 2004 salaries in the South Australian Education Staff (Government Pre-schools, Schools and TAFE) Certified Agreement 2002. 5.3 DECS 5.3.1 A 24.5% cumulative percentage increase over the life of the Agreement for DECS Teacher and Pre-school Teaching Staff classifications, and a $4,000 cash amount and 18% cumulative percentage increase, or 24.5% cumulative percentage increase, whichever is the greater, over the life of the Agreement for Aboriginal Education Worker, School Services Officer and Early Childhood Worker classifications. Teacher, Pre-school AEWs, SSOs, ECWs To Teacher, AEWs, SSOs, which $4,000 cash ECWs to which 6.5% increase applies on 1 applies on 1 April 2005 April 2005

1 April 2005 6.5% $4,000 or 6.5% 1 Oct 2005 3% 3% 1 April 2006 3% 3% 1 October 2006 6% 6% 1 April 2007 3% 3% 1 October 2007 3% 3% 31 March 2008 Expiration of Agreement

Example of Step 12 teacher: 28/11/2017, 9:34 PM WITHOUT PREJUDICE ANNEXURE A AEU CLAIMS FOR A NEW AGREEMENT FOR 2005 9

Date Percentage Step 12 Increase

1 April 2005 6.5% $62,563

1 October 2005 3% $64,440

1 April 2006 3% $66,373

1 October 2006 6% $70,355

1 April 2007 3% $72,466

1 October 2007 3% $74,640

31 March 2008 Expiration of Agreement

5.4 Changes to Classification at 1 April 2005 5.4.1 Band 1 Teachers 5.4.1.a) Incremental progression to AST1 following 200/207 duty days served at Step 12 (pursuant to the Teachers (DECS) Award), ie removal of assessment process for progression to AST1 level. 5.4.1.b) Automatic progression of existing AST1s to AST2 classification for the duration of current AST1 tenure. 5.4.1.c) Assessment process and admin time allocation for AST 2 and 3. No quota on number of AST 2 and 3 positions. 5.4.1.d) Existing Key Teacher (fallback) paid at AST 2 salary. 5.4.2 Band 2 Promotional Classifications. 5.4.2.a) Conversion of existing Coordinator 1 positions to Coordinator 2. Amendment to the Staffing Allocation Document to convert existing allocation of Coordinator 1 to Coordinator 2 (including admin time), with the conversion option of two Coordinator 2 positions for allocation of an Assistant Principal. 5.4.2.b) Fallback equivalent to AST2 salary. 5.4.3 Band 3 Principals/Deputy Principals 5.4.3.a) Reclassification of Principals at the PC01 level to PC02. 5.4.3.b) Reclassification of Principals at the PC02 level to PC03. 5.4.3.c) Implementation of agreed new Band 3 classification system. 5.4.3.d) Fallback equivalent to AST2 salary. 5.4.4 Officers on Secondment

5.4.4.a) Level 1 paid equivalent to PCO 1 classification. 5.4.4.b) Fallback equivalent to AST2 salary. 5.4.5 Early Childhood Workers 5.4.5.a) Equalisation of ECW-2 with SSO-2 and ECW-3 with SSO-3 5.4.5.b) Equalisation of ECW-2(K) with SSO-2 5.4.5.c) ECW-1(K) and ECW-2(K) classification have an option of working 52 weeks of the year in order to be paid at the ECW-1 or ECW-2 level of classification. 5.4.6 Pre-school teaching staff 5.4.6.a) Access to all AST levels of classification with pre-school specific criteria developed for pre-school teaching staff at the AST 1, 2 and 3 levels. 5.4.6.b) Progression to AST classifications in line with teachers in the schooling sector including automatic progression to AST 1. 5.4.6.c) Abolish PSD 1 classification, ie all PSD 1 become PSD2/PCO2 5.4.6.d) Equalisation of PSD 2 with PCO2 and PSD 3 with PCO3. 5.4.7 Swimming and Aquatics Instructors 5.4.7.a) The industrial parties will agree a five level classification and wage structure comprising Instructor Level 1, Instructor Level 2, Instructor Level 3 (Senior Instructor), Instructor in Charge (Level 1), Instructor in Charge (Level 2) which will be based on skill levels, qualifications and responsibility. 5.5 TAFE 5.5.1 24.5% cumulative percentage increase over the life of the Agreement for all TAFE Act classifications.

Date Percentage Step 8 Increase

1 April 2005 6.5% $62,563

1 October 2005 3% $64,440

1 April 2006 3% $66,373

1 October 2006 6% $70,355

1 April 2007 3% $72,466

1 October 2007 3% $74,640

31 March 2008 Expiration of Agreement

5.5.2 Reconfiguration of the HPI hourly rates of pay are paid from five to three teaching rates and amendment to the payment formula to take account of the 17.5% annual leave loading (refer to TAFE Section – Clause 36). 5.6 Allowances 5.6.1 In order to achieve increases for all allowances available to employees covered by this Agreement the parties will conduct a joint review. The intention of the review will be to achieve agreement on the allowance criteria; the formulae on which they are based; the mechanism and timing for their variation; and the appropriate industrial instrument in which they will appear. 5.6.2 Joint DECS/AEU Committee 5.6.2.a) A joint committee will be established to review and examine concerns with the operation of award based entitlements such as locality allowance and non metro with the view to establish an agreed position on the variation of such awards by 1 April 2007.

6 GENERAL – FAIR AND REASONABLE TREATMENT 6.1 The employer shall not treat an employee covered by this agreement, in relation to her or his employment, in a manner which is harsh, unjust or unreasonable.

7 GENERAL – UNION RIGHTS 7.1 Unions play an important role in the conduit of information between employees (in so far as they are union members) and management and vice versa about employment matters. It is vital to the effective operation of the PAC, consultative provisions, dispute settling procedures and other elements of the Agreement that employees are informed of their rights and responsibilities and that the employer is promptly informed of any employee grievances or concerns. 7.2 It is recognised that the AEU assists effective workplace relations by facilitating such communication and that the smooth and effective operation of the Agreement depends on the employees being adequately represented in relation to their employment entitlements. 7.3 Union Representatives 7.3.1 An employee who has been appointed as a Union representative will be allowed reasonable time off, during working hours, for the conduct of essential Union affairs. 7.3.2 For the purposes of implementing this Agreement, DECS and DFEEST will provide the following information and resources: 7.3.2.a) Reasonable union-related use of employer-provided email and web access is an accepted aspect of working life at the preschools, schools and TAFE Institutes. There will be no surveillance by the employer of email or web communication with employees initiated 28/11/2017, 9:34 PM WITHOUT PREJUDICE ANNEXURE A AEU CLAIMS FOR A NEW AGREEMENT FOR 2005 12

from the Union offices or officers at the workplace or off-site, or from an employee of DECS or DFEEST to those offices or officers, and 7.3.2.b) Accessible office space and reasonable facilities for the AEU sub- branches at the worksite. 7.3.3 Time Release for Union Team Members For Workplace Bargaining 7.3.3.a) No employee will be disadvantaged in their employment as a result of Union activities conducted in accordance with responsibilities incurred as a result of bargaining for, or implementation of, certified agreements. 7.3.3.b) The employer will provide funding for essential replacement of employees who are members of the AEU, either being on the AEU team or providing extensive assistance to the team, for an average for each of one day per week or 52 days per annum. 7.3.3.c) Funding will be provided in respect of the employees beyond the date of certification to permit the conduct of joint meetings as arranged from time to time. 7.4 Right of Entry of Union Officials 7.4.1 AEU officials will be permitted at any time during working hours to: 7.4.1.a) enter worksites; 7.4.1.b) investigate suspected breaches of the Act, an Award, an Order, or an Agreement; 7.4.1.c) inspect or view any work, material, machinery, appliance, article, Agreement or other thing on the worksite and make copies of relevant documents; and 7.4.1.d) meet and hold discussions with or interview, on the worksite, any employee who is, or is eligible to be, a member of the AEU. 7.5 Union Meetings 7.5.1 Employees will be entitled to attend AEU meetings on the premises of the school, preschool or TAFE campus. Adequate notice will be given to the worksite of the intention to hold formal meetings and the location. 7.6 Attendance at Union Training 7.6.1 The employer will support leave for courses, seminars and conferences which improve the skills of elected workplace representatives. 7.6.2 Leave of absence on full pay for up to five working days in any one calendar year may be granted to an employee, who is a member of the AEU, for the purpose of attending AEU courses or seminars, subject to the following conditions: 7.6.2.a) the scope, content and level of the courses must be such as to contribute to a better understanding of industrial relations;

7.6.2.b) such leave will only apply to employees who hold a formal position with the AEU or AEU sub-branch; 7.6.2.c) leave on full pay in excess of five working days and up to 10 working days may be granted to an employee in any one calendar year subject to the total leave granted in that year and in the subsequent year not exceeding 10 working days; 7.6.2.d) expenses associated with attendance at such courses or seminars, e.g. fares, accommodation, meal costs, will be required to be met by the employee concerned or the AEU but, subject to the maximum prescribed above, leave of absence may include travelling time necessarily required during working hours to attend the course or seminar. 7.6.3 Applications for leave must be accompanied by a statement from the Union that it has nominated the employee concerned for such a course or seminar and supports the application. 7.6.4 Leave granted for these courses will count as service for all purposes. 7.7 Attendance at External Union Meetings 7.7.1 Employees who are designated by the Union or branch as delegates will be granted leave of absence to attend external Union meetings, such as delegates meetings and Branch Executive meetings, provided that adequate notice has been given to the Director, Human Resources. 7.7.2 Examples of other such external meetings are: 7.7.2.a) meetings of the Union's Branch Executive/Federal Committees/Federal Executive; 7.7.2.b) the annual conference of the SA Unions; 7.7.2.c) Union working parties; and 7.7.2.d) the biennial congress of the Australian Council of Trade Unions. 7.7.3 The granting of leave of absence to attend external Union meetings: 7.7.3.a) will require prior approval and be at the employee’s convenience; 7.7.3.b) must be confined to a minimum of employees; 7.7.3.c) will be for the minimum necessary period; 7.7.3.d) will be payable at ordinary pay rates; 7.7.3.e) must not incur liability by the employer in fares, overtime, travelling and sustenance allowances, meal money, etc. 7.8 Period of Notice 7.8.1 Generally, dates of conferences or meetings are known well in advance and it is expected that the Director, Principal or Institute Director will be notified as

soon as possible, to enable the employer to make arrangements for performance of duties. 7.9 Travel Time 7.9.1 When an employee has to travel to attend a conference or meeting, leave of absence will also apply to reasonable travelling time to and from the venue of the conference or meeting. 7.10 Witness on Behalf of Unions Before an Industrial Tribunal 7.10.1 Employees may attend as witnesses on behalf of Unions before Industrial Tribunals for such period as is necessary for them to give evidence and be regarded as on duty. They should return to the workplace as soon as the evidence has been given unless required by the Tribunal to remain in attendance. 7.11 Distribution of Union Material 7.11.1 For the purposes of implementing this Agreement, the employer will provide employees with relevant information and resources. 7.12 Notice Boards 7.12.1 Adequate facilities for the posting of notices will be provided by the employer for use by the AEU and its members. 7.13 New Employees 7.13.1 The employer will notify the AEU of the commencment of new employees, and as part of their induction, provide the new employee with brochure information supplied by the AEU regarding union coverage. 7.14 Provision of Facilities and Resources for Workplace Bargaining 7.14.1 Information Sharing 7.14.1.a)The employer will provide relevant statistical data, joint financial briefings, financial reports, details of projected expenditures and long-term financial commitments to the AEU team as requested. Arrangements will be made where appropriate for DECS and DFEEST finance officers to assist in the provision of these briefings. 7.15 Child Care Arrangements 7.15.1 When joint meetings take place outside the hours of 9am to 5pm and employees on the Union team are required to make child care arrangements beyond their normal arrangements, the costs of such arrangements will be borne by the employer.

8 GENERAL – NOTIFICATION OF CHANGE 8.1 Where the Department (DECS or DFEEST) is planning the introduction of major changes in work arrangements and practices that are likely to have significant effects on employees, the Department (DECS or DFEEST) shall notify the employees who may be affected by the proposed changes and their union or unions prior to the trialling or implementation of such changes.

8.2 The Department (DECS or DFEEST) shall consult with the employees affected and their union or unions and discuss the introduction of the changes referred to above, the effects the changes are likely to have on employees, measures to avert or mitigate the adverse effects of such changes on employees, and shall give prompt consideration to matters raised by the employees and/or their union or unions in relation to the changes. Consultation shall commence as early as practicable after the Department (DECS or DFEEST) believes that change may be necessary. 8.3 For the purposes of such consultation, the Department (DECS or DFEEST) shall provide in writing to the employees concerned and their union/s, all relevant information about the changes, including the nature of the changes proposed, the expected effects of the changes on employees and any other matter likely to affect employees. 8.4 This will involve the Department (DECS or DFEEST) providing relevant information to assist the employees and their union/s to understand the reasons for the proposed changes and their likely impact so that the employees and their union/s are able to contribute to the decision making process. For this purpose, adequate time will be provided to employees and their union/s to consult with the Department (DECS or DFEEST) and for union/s to consult with members.

9 GENERAL – SAFER SITES 9.1 Objectives 9.1.1 This agreement acknowledges and supports the right of employees to work in an environment which is as far as practicable, safe and without risks to health and safety. 9.1.2 The parties are committed to a joint and united approach to consultation and resolution of occupational health, safety and welfare issues. 9.2 Systems of Work 9.2.1 The agreement commits the parties to improving health and safety through the ongoing development, in consultation with employees and their representatives, of management systems and procedures designed to: 9.2.1.a) Identify, assess and control workplace hazards 9.2.1.b) Reduce the incidence and cost of occupational injury and illness; and 9.2.1.c) Provide a rehabilitation system for workers affected by occupational injury or illness 9.2.2 The parties agree that the responsibility of senior management (central office), district and site management (in terms of responsibility under the OHS&W Act and authority for budgets), will be clearly defined. Relevant information, instruction, training and supervision will be provided to employees including site leaders in relation to these matters.

9.2.3 The employer recognises that for the purposes of the OHS&W and WRAC Acts, the definition of employee is inclusive of all classifications, notwithstanding variations in role and responsibility. 9.2.4 The parties agree that generic procedures/safe operating procedures designed to control identified risks will be provided and implemented. 9.2.5 Accident and Injury Reporting and Investigation 9.2.5.a) The parties agree to promote and support accident and incident reporting and investigation as a key component of injury prevention. 9.2.5.b) Thr data arising from this will be viewed as a positive performance indicator for the life of this agreement. 9.3 Hazard Management 9.3.1 The parties agree that while hazards in education workplaces are not confined to psychosocial hazards, this class of hazard demonstrated by workers’ compensation claims data to require specific attention. 9.3.2 The parties agree to address psychosocial hazards using, but not limited to, the following approaches: 9.3.2.a) A commitment to work together to implement programs and strategies to reduce bullying and occupational assault in the workplace. 9.3.2.b) The employer recognises that the allocation of workload must include consideration of the employee’s hours of work, health, safety and welfare, and undertake that work will be allocated accordingly. 9.3.2.c) The above clause will be implemented with particular attention to part-time and casual workers of all classifications, and also in relation to yard duty, meal breaks and overall span of hours. 9.3.2.d) The parties agree within their agencies to address recognised risk factors through cooperating to implement a system wide co-ordinated safe management approach to placement, housing, induction, health and disability management and other risk factors as outlined in the document “Safe Management of Staff Diversity”. 9.3.2.e) The parties agree to implement reductions in class size and to factor in student complexity and to improve student behaviour support. 9.3.2.f) The employer agrees to implement processes to ensure timely reporting of all classes of injury to facilitate early intervention and the greatest opportunity for successful rehabilitation. 9.3.2.g) The employer will provide timely support and debriefing to staff who have experienced a critical incident. 9.3.2.h) The employer agrees to support employees’ involvement in decisions affecting them through implementation of agreed democratic decision making processes.

9.3.2.i) The parties agree that strategic planning at system and site level will recognise OHS&W requirements, including those relating to psychological health, and that impact statements that assess risk of injury/illness will be prepared in consultation with relevant employees and their representatives, prior to implementation of proposed changes to structures, policy, practices and procedures. 9.3.2.j) It is agreed that risks identified through the above process will be controlled by actions determined and implemented in consultation with relevant employees and their representatives e.g. modifying timelines. 9.4 Safe Work Environment 9.4.1 The parties agree that risk assessment including a resource impact statement will be integrated into all decision making processes at all levels. 9.4.2 The parties agree that in establishing and maintaining a safe and healthy work environment, the employer will not require an employee to have an unreasonable workload in the ordinary discharge of the employee’s duties. 9.4.3 It is agreed that funding for facilities and amenities maintenance and, where required to meet OHS&W standards, upgrade and replacement, will be identified as a specific budget allocation at system, district and site level, in order to prioritise and facilitate resolution of OHS&W and environmental issues through programmed expenditure. 9.4.4 It is agreed that procedures for accessing centrally held specific purpose funds to meet the requirements of the OHS&W and WRAC Acts will be clarified and publicised at system, district and worksite level. 9.4.5 The parties agree that the employer will continue to work towards compliance with current Exempt Employer Standards as they relate to all systems, facilities and amenities, at system and site level including by supporting regular site audits through funding and advice. 9.4.6 The parties agree to review from a safety perspective the physical space per student benchmark, taking into account: 9.4.6.a) changes in student size; 9.4.6.b) technology in classrooms; 9.4.6.c) the need for designated specialist teaching spaces; 9.4.6.d) students with disabilities; 9.4.6.e) behaviour management support; and 9.4.6.f) adequate storage. 9.5 Information, Instruction, Training and Supervision 9.5.1 It is agreed that all staff education and training programs, including induction and on the job training, will outline details of relevant OHS&W policies and procedures.

9.5.2 It is agreed that the content of specific OHS&W training programs will outline the OHS&W roles and responsibilities of the employer, managers, supervisors, employees and HSRs; OHS&W policies and procedures; particular hazards associated with a specific workplace; control measures applicable to each hazard, and how to utilise OHS&W systems to identify hazards and instigate preventative action. 9.5.3 The employer will provide, as soon as practicable after election, a minimum of five days fully funded training per annum for each HSR. Full funding includes cost of course, travel, accommodation and replacement of all staff. 9.5.4 The employer will provide and fully fund such other prescribed training (eg for committee members, Deputy HSRs) as provided for under the OHS&W Legislation. 9.5.5 It is agreed that the training provided under 9.5.3 and 9.5.4 to a HSR, Deputy HSR or committee member shall be undertaken at his/her choice of training organisation approved under the relevant legislation. 9.5.6 The employer will provide fully funded “Safe Work” training for staff in areas recognised/agreed to be high risk e.g. Tech Studies, special needs students, staff who work with chemicals and specialised equipment, managers. 9.5.7 The employer will provide fully funded retraining for employees who are required to re-skill or undertake new work. 9.5.8 The employer will provide induction/training for all workers whose role, site or area of work has changed or is expected to change. 9.5.9 The employer will provide ongoing professional development during normal hours of duty to eliminate hazards associated with the DECS Shorter School Year Policy. 9.6 Consultation 9.6.1 Consultative mechanisms will be established/maintained by the employer to address OHS&W and Rehabilitation issues: 9.6.1.a) Such mechanisms will be: 9.6.1.a.i) in accordance with the SA OHS&W Act and SA Workers Rehabilitation and Compensation Act 9.6.1.a.ii) established in consultation with employees and their representatives 9.6.1.a.iii) consistent with the employer’s agreed grievance resolution procedures and those available under the OHS&W and WRAC legislation. 9.6.2 The employer shall facilitate the election of a HSR for each designated work group, as defined by the OHS&W Act. 9.6.3 The AEU will be notified of vacancies for HSRs where the majority of designated work group employees are eligible to be members of the AEU.

9.6.4 The AEU and the employer will establish a central register of HSRs (updated quarterly, and maintained by the employer) to monitor the maintenance of effective OHS&W structures and training delivery. 9.6.5 The employer will post and maintain current in each workplace the names and contact details of elected health and safety representatives for designated work groups. 9.6.6 Information from this register will be provided to the AEU on a quarterly basis, in accordance with the provisions of the Privacy Act. 9.6.7 Where possible, the register will include: 9.6.7.a) the location of each designated work group; 9.6.7.b) the name and contact details, including email, of each elected HSR; 9.6.7.c) Date of election of the HSR; 9.6.7.d) Description of training the HSR has attended. 9.6.8 Each elected HSR will be provided with reasonable access to facilities such as email, telephone, fax, office and computer. 9.6.9 The employer shall support a state wide consultative structure by providing fully funded release time for OHS&W consultative processes at site, district and state level. 9.6.10 The site staffing formula shall be supplemented to include designated time allocation for the HSR and for managers and SSOs/ECWs to fulfil the requirements of the OHS&W and WRAC Acts, including regularly inspecting workplaces and consulting with employees and with other persons involved in the organising of employees’ health, safety and welfare.

10 GENERAL – ABORIGINAL EDUCATION 10.1 Increased permanency for Aboriginal employees 10.1.1 A target of 95% permanent employment will be set for Aboriginal employees in all employment categories in DECS and DFEEST. 10.1.1.a)For AEWs 95% of the AEW hours will be allocated on a permanent basis. 10.1.2 These targets are to be progressively achieved through the life of the agreement incorporating a continual review of every Aboriginal person employed by DECS and DFEEST. 10.2 Implementation of Aboriginal Employment Plan 10.2.1 The parties agree to the implementation of the Aboriginal Employment Strategy, to the extent that it relates to employment matters, with a numerical target developed based on achieving 4% permanent FTE of the workforce for each category of employment.

10.2.2 The process will be monitored and a report tabled by DECS and DFEEST to the AEU. This requirement shall be met on a six monthly basis throughout the life of the agreement. 10.3 Cultural Awareness Training 10.3.1 DECS and DFEEST will provide an approved course of cultural awareness training for all employees which will be implemented throughout the life of this agreement. 10.3.2 In the first instance cultural awareness training will form part of an induction process for all new employees upon commencement of employment with DECS and DFEEST and for employees who have performance management responsibilities for Aboriginal employees. 10.4 Implementation of the Reconciliation Statement 10.4.1 DECS will establish a committee to ensure implementation of the Reconciliation Statement to the extent it relates to employment matters. 10.5 Aboriginal Educators Support Scheme 10.5.1 DECS and DFEEST will develop and implement a mentoring program for Aboriginal employees. 10.5.2 The Departments will identify and provide opportunities to Aboriginal employees who have career aspirations to understudy or work-shadow DECS and DFEEST staff in higher positions. 10.5.3 The Departments will provide an annual two day state forum to enable Aboriginal educators to come together. 10.5.4 A committee will be established in each department along the lines of the former joint DECS/AEU Aboriginal Teachers Reference Group to monitor the movement of Aboriginal employees in all sectors. 10.5.4.a)The above mentioned committee will monitor the family friendly provision to ensure that they are implemented appropriately for Aboriginal educators. 10.5.5 DECS and DFEEST will provide scholarships in external studies in education similar to the Teachers Pathway Program aimed at providing career opportunities in teaching and lecturing to Aboriginal employees. 10.5.6 DECS/DFEEST will pay HECS fees for Aboriginal undergraduate students subsequently employed by DECS/DFEEST. 10.5.7 Aboriginal educators employed by DECS/DFEEST who seek to further their education qualifications, to assist with their career paths, will be fully funded. 10.6 Cultural Leave for Aboriginal and Torres Strait Islander employees 10.6.1 For the purposes of this provision - 10.6.1.a)Aboriginal or Torres Strait Islander is a person who identifies as such and is regarded as an Aboriginal or Torres Strait Islander (ATSI)

person by the Aboriginal and Torres Strait Islander Community and is of Aboriginal descent. 10.6.1.b)NAIDOC Week shall mean the week in which the National Aboriginal and Islander Day falls as determined by the National Aboriginal and Islander Day Observance Committee (NAIDOC) 10.6.1.c)For the purpose of this leave category, “Family” represents the extended families that exist within Aboriginal society and the obligations that may exist regardless of the existence of a bloodline relationship or not. Family also extends to cover relationships where there is a close association which again need not be a blood relationship. 10.6.1.d)‘Cultural Leave’ refers to: 10.6.1.d.i) leave to fulfil ceremonial cultural responsibilities 10.6.1.d.ii) leave to fulfil family cultural obligations 10.6.1.d.iii) leave to fulfil community obligations such as attendance at community meetings 10.6.1.d.iv) leave to celebrate cultural national days related to the Aboriginal and Torres Strait Islander culture with which the employee identifies 10.6.2 Entitlement:- 10.6.2.a)All Aboriginal and Torres Strait Islander people are eligible to apply for cultural leave entitlements of up to 15 days special leave with pay per calendar year plus up to 1 year Leave Without Pay. 10.6.2.b)Cultural leave is subject to agreement between employer and employee and sufficient leave credits being available 10.6.2.c)Cultural leave may be taken as whole or part days off and will be calculated on an hourly basis. Each day or part thereof, shall be deducted from: 10.6.2.c.i) the employee’s cultural leave entitlements 10.6.2.c.ii) accrued days off or time off in lieu, or 10.6.2.c.iii) if sufficient leave credits are not available, the employee can access LWOP by negotiation between the employer and the employee. 10.6.2.d)The employer may request reasonable evidence of the legitimate need for the employee to be allowed time off. 10.6.3 Definition 10.6.3.a)Cultural leave is a separate category to other leave entitlements 10.6.3.b)Cultural leave may be granted to enable an employee to perform a service to the community, or to fulfil a community obligation 28/11/2017, 9:34 PM WITHOUT PREJUDICE ANNEXURE A AEU CLAIMS FOR A NEW AGREEMENT FOR 2005 22

10.6.3.c)‘Funeral Business’ – applies to the process of mourning and paying respect to a deceased person and their family 10.6.4 Leave to fulfil ceremonial/cultural responsibilities: Funeral Business 10.6.4.a)In addition to the existing entitlement to bereavement leave, the employee may be granted special leave on full pay to discharge the employee’s obligations and/or to pay the employee’s respects to a deceased person with whom the employee had a close association. Such obligations may exist because of blood or family ties, or because of particular cultural requirements such as attendance at part or all of the Funeral Business. 10.6.4.b)In granting time off the employee’s manager must administer these provisions in a culturally sensitive manner taking into account: 10.6.4.b.i) The closeness of the association between the employee and the deceased (NOTE: this association need not be a blood relationship) 10.6.4.b.ii) Whether the employee has to take significant responsibility for any or all of the arrangements to do with the ceremonies 10.6.4.b.iii) The amount of time needed to discharge properly any responsibilities or obligations 10.6.4.b.iv) adequate travelling time will be granted 10.6.4.b.v) a decision must be made as quickly as possible so that the employee is given maximum time possible to make any arrangements necessary. In most cases the necessary decision will be made immediately, but may be made retrospectively where appropriate 10.6.4.b.vi) if a bereavement occurs while the employee is absent on any other form of leave, then such leave may be interrupted and cultural leave granted 10.6.4.c)Leave to fulfil ceremonial/cultural responsibilities: Ceremonial/cultural obligations 10.6.4.c.i) The employee may be granted special leave on full pay to discharge employee’s ceremonial and or cultural obligations 10.6.4.d)Leave to fulfil ceremonial/cultural responsibilities: Leave to fulfil community obligations e.g. attendance at community meetings 10.6.4.d.i) A Director, Principal or Educational Manager may approve attendance during working hours to a staff member of Aboriginal or Torres Strait Islander descent to attend meetings of cultural significance to the employee on behalf of their respective community or cultural group

10.6.4.d.ii) Evidence must be provided to the Principal or line manager of the employee’s direct involvement with the committee, and the committee member status of the employee 10.6.4.d.iii) Leave is dependent upon the level of participation on any given committee 10.6.4.d.iv) the time frame of cultural leave needs to be negotiated with the Director, Principal or Educational Manager prior to taking leave 10.6.4.e)Leave to fulfil ceremonial/cultural responsibilities: Leave to celebrate cultural national days related to the Aboriginal and Torres Strait Islander culture with which the employee identifies 10.6.4.e.i) Aboriginal and Torres Strait Islander people are able to access 1 day paid leave for the purpose of attending NAIDOC celebrations 10.6.4.e.ii) Aboriginal and Torres Strait Islander people able to access 1 day paid leave for the purpose of attending Sorry Day celebrations 10.6.4.f) Leave to fulfil ceremonial/cultural responsibilities: Leave to fulfil family obligations: 10.6.4.f.i) Obligations may exist because of blood or family ties, or because of particular requirements such as those where there is a close association which is not necessarily due to blood relationships 10.6.4.g)Leave to fulfil ceremonial/cultural responsibilities: Appeals against decisions of Directors, Principals or Educational Managers: 10.6.4.g.i) Employees have the right to appeal decisions 10.6.4.g.ii) The employee may have an support person present during this appeal process 10.6.4.g.iii) The appeal will be forwarded to the Executive Director Aboriginal Education and Employment Strategies unit, the Superintendent Aboriginal Education or to the Superintendent Anangu Education Services for action 10.6.4.g.iv) In cases where the employee does not want to apply for cultural leave in person, they may access the assistance of another person 10.7 REM Housing 10.7.1 Rental concessions will be provided for all Aboriginal Employees (AEWs, SSOs and ECWs) working in country locations on the same basis as teachers.

10.7.2 DECS will incorporate Aboriginal employees (AEWs, SSOs and ECWs) into the housing allocation criteria for REM housing. 10.8 Aboriginal Education – Schooling and Preschool 10.8.1 Competency Based Classification Structure 10.8.1.a)A joint AEU/Department committee will be established to undertake a review of the current AEW classification structure. 10.8.1.b)The Review shall consider replacement of the current classification structure with a competency based classification structure which may incorporate self assessment, cultural learning and recognition of prior learning. 10.8.1.c)The review shall be completed within six months of the agreement coming into force and agreed recommendations will be implemented within the following six months. 10.8.1.d)A new classification structure will be provided by DECS 10.9 Aboriginal Education Staffing 10.9.1 Aboriginal education staffing will be delivered as part of the Staffing Allocation Document. 10.9.2 AEW staffing in schools and pre-schools will be provided on a ratio of one AEW to 10 Aboriginal students. 10.9.3 All three year old Aboriginal children attending preschools as part of the early entry for Aboriginal children program to receive a weighting of 1.5 on the child:teacher ratio to account for increased work load associated with early entry. 10.10 Aboriginal Education Funding and School and Preschool Resource Profile 10.10.1 The parties recognise that the provision of additional Aboriginal education funding is to assist those staff, Indigenous or otherwise, who have specific responsibility for Aboriginal education to perform their duties. Therefore, Aboriginal education funding will be clearly defined and stated in the school or preschool resource profile or its equivalent. The spending of this funding will be reported to the Aboriginal school community and to the Aboriginal Education Unit on an ongoing six monthly basis. 10.11 Special Education Plan for Aboriginal students 10.11.1 Provision of a special education plan for Aboriginal students to include staffing of AEWs to students with special needs on a ratio equivalent to SSO staffing in special schools and mainstream schooling. 10.11.2 Provision of targeted scholarships for Aboriginal teachers willing to specialise in special education. 10.11.3 The allocation of additional time for AEWs involved in the planning of NEPs for Aboriginal students with disabilities on the same basis as SSOs employed in special education in the mainstream.

10.12 Aboriginal Education Support – DECS 10.12.1 The AEU and DECS will provide greater recognition and support to Aboriginal teachers through the provision of a joint annual Aboriginal Teachers’ Conference. 10.12.2 DECS to develop and maintain an Aboriginal Teachers network and mentoring program. 10.12.3 Support structures will be set up by the Department for Aboriginal teachers and Band 3 Aboriginal teachers/Directors including mentoring/support by a coordinator (new position – DECS appointment) of Aboriginal students/graduates to assist with career path and preparation for Band 3 roles. 10.12.4 DECS will fund upfront HECS fees for all AEWs engaged in approved education courses that will assist the career path of employees.

11 SCHOOL & PRESCHOOL – EARLY CHILDHOOD EDUCATION 11.1 Leadership 11.1.1 Continuation and expansion of the additional administration/leadership time allocation for primary schools, schools with a primary component and preschools with an increased quantum, to $15 million. 11.1.2 A review of the leadership classification structures (PSD/PCO) to provide salary parity between Director and Principal classification structures. This will include the removal of the PSD 1 classification and the placement of all substantive Directors into PSD 2 centres. 11.1.3 Maintenance of Director classification and salary for the duration of the tenure or placement. 11.1.3.a)Tenures will be of three to seven years to provide parity with principal positions in schools. 11.1.4 Provision and retention of early childhood education qualified leadership positions in all preschools. 11.1.5 Provision and retention of early childhood education qualified, autonomous leadership in early years of schooling. 11.1.6 Expansion of the current integrated sites agreement to include a set of protocols for future proposals including integration of other services. 11.1.7 The parties recognise that in order to alleviate excessive workloads and to provide additional leadership administration time in schools and preschools, the following will occur: 11.1.7.a)Directors to receive an increase in leadership administration time of proportionally commensurate with the increase in quantum pursuant to clause 11.1.1. 11.1.7.b)Provision of early childhood leadership positions in CPCs with additional increase in leadership time.

11.2 Staffing/Workload 11.2.1 The parties recognise that the child/staff ratio is a critical component of staff workload, hence: 11.2.1.a)A review of the current preschool (kindergarten and CPC) staffing allocation formula will occur for implementation at the commencement of the 2006 School Year. This will include the replacement of bandwidths with staffing on actual enrolments. 11.2.1.b)The staff/child ratio in preschools will be replaced with a teacher/child ratio. 11.2.1.c)An additional base SSO allocation of six hours will be provided to all child parent centres to undertake admin/curriculum support. 11.2.1.d)An additional base ECW allocation of 12 hours will be provided to all preschools according to complexity to undertake finance duties. 11.2.1.e)A weighting of 1.5 per child will be provided for all early enrolments (three years +) in preschools based on teacher/child ratio on enrolments. 11.2.1.f) All preschools, including CPCs, will be staffed at all times with a minimum of two adults, at least one of whom must have an early childhood education qualification. 11.2.1.g)A weighting of 1.5 for each child with identified special learning/development needs and challenging behaviours for additional staffing will occur. The requirement to cluster children with identified special learning/development needs and challenging behaviours will be abolished and replaced with 1:1 additional staffing based on individual needs. 11.2.1.h)Pre-entry programs based on teacher/child ratio on enrolments will be provided. 11.2.1.i) An allocation of additional TRT hours to manage teacher workload caused by absenteeism will be provided. 11.2.1.j) All identified five year old children will receive additional weighted staffing to extend their eligible preschool year. 11.2.1.k)SSO hours in full-time CPCs will be increased to 37.5 per week to provide additional admin/curriculum support and reduce the workload of teachers and SSOs. 11.2.1.l) All teachers in preschools will have access to a minimum 10% NIT (non-contact) allocation with part-time teachers accessing NIT on a pro-rata basis. 11.2.1.m) No less than four ECW/SSO hours per week per child to support children in preschools and schools with identified special needs and challenging behaviours will be provided and a guaranteed

rapid response time will be adhered to in the provision of such support and time for referrals. 11.2.1.n)Automatic annual indexation of all preschool centre operational grants (e.g. finance and administration support, early assistance, early intervention assistance) to match CPI indexation and/or salary increases with an immediate injection of 10% increase to address the 15.3% CPI increases since March 2002 will be provided. 11.3 Classification 11.3.1 ECW classification – the parties recognise that, in order to enhance the career pathways of ECWs, the following needs to occur: 11.3.1.a)Development and provision of ECW level 3 admin/finance support classification for all preschools and 11.3.1.b)Development of a level 3 ECW occasional care classification. 11.3.2 Access to AST for pre-school teachers with automatic progression to AST 1. 11.3.2.a)Preschool specific criteria for AST 2 to be developed for implementation by commencement of the 2006 school year. 11.3.2.b)Pre-school specific criteria for AST 3 to be developed for implementation by commencement of 2007 school year. 11.4 Leave of Absence for Study and Staff Development for ECWs 11.4.1 Eligibility 11.4.1.a)Available to all part-time and full-time temporary and permanent employees. 11.4.2 Nature of Leave 11.4.2.a)Leave may be with pay or without pay depending on benefits to the Department and the employee. Other assistance, e.g. fees, allowances etc may also be available. 11.4.3 Definitions 11.4.3.a)Study or Staff Development: The enhancement of the skills of individual employees so they can perform at optimum levels and meet the operational needs of the service. This can be achieved through a formal course of study at a recognised institution or through development activities, e.g. management programs, conferences, seminars, workshops, general development, trade union training. 11.4.4 Criteria, Entitlements, and Responsibilities for Types of Leave for Study Purposes 11.4.4.a)Each application should be assessed and balanced against the following criteria:

11.4.4.a.i) the relevance of the proposed study to administrative unit or service wide needs 11.4.4.a.ii) the operational requirements of the agency 11.4.4.b)Use the table below to help decide level of assistance (apply criteria more generously for designated groups).

BENEFIT TO

DECS EMPLOYEE RECOMMENDED TYPE OF LEAVE

L L No leave or LWOP

L M Leave without pay

M L Leave without pay

L H Leave without pay

M M Leave without pay counts for long service leave

M H Leave without pay counts for long service leave

H L/M/H Leave with pay

(L = low, M = medium, H = high) 11.4.5 Part-Time Study 11.4.5.a)Paid leave up to five hours/week is available for approved study activities, lectures, tutorials, practicals, correspondence study. Additional support, including paid leave for compulsory full-time segments of part-time courses, may be provided if study has high priority. 11.4.5.b)Up to five hours additional paid each week for necessary travelling time. 11.4.5.c)Up to 20 days with pay for compulsory full-time segments of a part- time course is available but more may be granted. 11.4.5.d)Expenses, e.g. fees, fares etc up to current rates may be paid depending on benefits agency derives. 11.4.5.e)Paid leave may be granted plus necessary travelling time for exams including ‘take home’ exams. 11.4.5.f) Compulsory tuition and examination fees, subject to proof of passing, may be paid. General service/student union fees not reimbursable. 11.4.5.g)Fees are reimbursed if employee withdraws from course because of operational requirements.

11.4.6 Full-Times Studies Assistance 11.4.6.a)The level of support provided depends on the perceived benefit to the agency or service and to individual. The agency may wish to enter into an agreement (e.g. work contract, monetary) with the employee where support is given by way of paid absence of fees and other costs. 11.4.7 Options for Support 11.4.7.a)On duty – full pay and relevant allowances only when substantial benefits to agency or service up to a maximum of 12 months. Periods longer than 12 months must be approved by the Commissioner for Public Employment (CPE). 11.4.7.b)Full salary only – up to 12 months refer to CPE. 11.4.7.c)Part salary and allowances. 11.4.7.d)Leave without pay, with or without relevant allowances and with or without counting as service for various purposes. 11.4.7.e)If travel is involved within Australia approval is required by the Director, Personnel. If travel overseas is involved, the Overseas Travel Committee must approve. 11.4.7.f) External Development Activities e.g. management development, programs, conferences, seminars, workshops, general development, trade union training. 11.4.7.g)Various levels of support depending on benefits. If little benefit to the school then the employee may use long service leave, leave without pay or recreation leave. 11.4.8 Employee’s Responsibility 11.4.8.a)Apply appropriate form and attach all necessary supporting information. 11.4.9 Director’s Responsibility 11.4.9.a)The director is to assess the application, determine benefits to the Department, determine the appropriate type of leave to grant, the level of benefits or conditions which are to apply (e.g. for leave without pay the extent it is to count for service for other purposes) and to counsel employees whose applications are refused. 11.4.9.b)The director may approve leave with pay in normal working hours to Early Childhood Workers for part-time study.

12 SCHOOL & PRESCHOOL - ADVANCED SKILLS TEACHER 3 12.1 Criteria will be developed and agreed by the AEU for Advanced Skills Teacher (AST) 3 classification and implemented from the beginning of the 2006 school year and the parties will agree to an award variation to include AST2 and AST3 in clause 5.7 of the Teachers (DECS) Award to give effect to the following: 28/11/2017, 9:34 PM WITHOUT PREJUDICE ANNEXURE A AEU CLAIMS FOR A NEW AGREEMENT FOR 2005 30

12.1.1 A teacher who has been assessed in accordance with the State Award as satisfying the criteria to be paid at the level of AST Level 2 may apply to be assessed to be paid at the level of AST Level 3. Such a teacher shall be referred to in this clause as an "eligible teacher". 12.1.2 An eligible teacher will be assessed in accordance with the procedure(s) and the criteria as agreed from time to time between the Chief Executive, DECS and the AEU and published from time to time by DECS. 12.1.3 An eligible teacher who is assessed as satisfying the criteria will be entitled to be paid at the level of AST 3 commencing on and from the first duty day in the year following the year in which the eligible teacher is assessed.

13 SCHOOL & PRESCHOOL - COUNTRY EDUCATION 13.1 Improvements to Country Incentives 13.1.1 Annual cash incentive payments will be increased to the amounts of: Zone 2 $2,000 Zone 3 $3,000 Zone 4 $6,000 Zone 5 $10,000 The One off incidentals payment will increase to: Zone 2 $600 Zone 3 $700 Zone 4 $800 Zone 5 $900 13.1.2 Review Schedule 2.2 – Appendix 3A – Country Zones of the Certified Agreement 2002 to accurately reflect the needs of hard to staff locations. 13.1.3 Country incentives payment will apply during all years of service at a site listed under Schedule 2.2 – Appendix 3A – Country Zones of the Certified Agreement 2002. 13.1.4 DECS will establish and provide a recruitment, mentoring and development scheme for new leaders in country locations. 13.1.5 The moving costs of a TRT, SSO, AEW or ECW to take up appointment in a country location will be paid equivalent to teachers. 13.1.6 A cash payment equivalent to 7.5% of their final year salary will be made to all leaders in Country Zones 4 and 5, and other designated sites as agreed by DECS and the AEU, on completion on the advertised period of tenure. 13.2 Entitlements on appointment or Transfer to Country Locations 13.2.1 DECS will credit to an eligible employee’s nominated bank account the following financial entitlements within five working days of appointment:

13.2.1.a)one off Country Incentive payment for graduates to cover utility connection fees and setting up home costs; 13.2.1.b)removals depreciation allowance; 13.2.1.c)packing allowance; 13.2.1.d)travel reimbursement/allowance; 13.2.1.e)generic allowance for travel/accommodation to place of employment to organise housing, meet principal, line manager, staff etc; 13.2.1.f) one way travel reimbursement for travel to take up appointment. 13.3 Leave 13.3.1 A leave purchase scheme will be established to enable conversion of salary and country incentives to purchase special leave with pay or increase long service leave. 13.3.2 Coober Pedy and Mintabie will be included in the remote schools study leave scheme. 13.3.3 The study leave scheme will be expanded to provide one term’s leave following two years of service and again following four years of service. 13.4 Transfer Rights 13.4.1 Changes to the Teacher Placement Processes, Policies and Procedures (TPP) and Appendix 1 of the TPP will be amended by agreement between DECS and the AEU to include priority transfers between country locations. 13.5 Staffing 13.5.1 The parties recognise that delivering curriculum and supervising students is a critical component of staff workload, particularly in relation to addressing issues of equity, social justice and geographic isolation in country schools with an index of disadvantage category 1, 2 or 3 and country preschools with an index of disadvantage category 1. 13.5.2 In order to alleviate teacher workload Index of Disadvantage category 1, 2 and 3 country schools and Index of Disadvantage category 1 country preschools will be provided with additional differential staffing to compensate for isolation and disadvantage. 13.5.3 In order to alleviate teacher workload, additional teacher staffing will be provided to country schools with secondary cohorts, including Aboriginal and Anangu schools to ensure a guaranteed curriculum of locally delivered SACE subjects to each student enrolled, and to provide adequate supervision and support for students undertaking Open Access subjects. 13.5.4 Permanent and stable employment will be the preferred mode of employment in country schools and preschools. 13.5.5 All teachers appointed to country schools and preschools attracting a Zone 2, 3, 4 or 5 incentives allowance will be appointed on a permanent basis.

13.5.6 Differential staffing will be provided for country areas to take into account the lack of TRT availability and extra yard duty responsibilities. 13.6 Incentives for Experienced Teachers to Relocate to Country 13.6.1 Enable experienced teachers to work part-time without adversely impacting on superannuation contributions and entitlements. 13.6.2 Increase employer contributions to superannuation by 4% for the duration of country service. 13.6.3 The employer will reimburse employees for the cost of rental property management fees in Adelaide. 13.6.4 The employer will reimburse the cost of supervised boarding facilities to employees to enable their children to attend public schools in large centres or Adelaide. The employer will reimburse the cost of boarding fees for children attending university. 13.6.5 A guaranteed right of return to the metro area after a prescribed period of time. 13.7 Incentives Package for Teachers, AEWs and SSOs in Aboriginal and Anangu schools and Remote Schools 13.7.1 All employees working in Aboriginal, Anangu and Remote Schools will receive in addition to other incentives outlined in this agreement the following entitlements: 13.7.1.a)SSOs, AEWs and teachers who do not fall under the definition of ‘prescribed teacher’ will be eligible for the same entitlements as those under clause 5.9 Travel and Accommodation Expenses- Medical and Dental Treatment of the Teachers (DECS) Award. 13.7.1.b)All employees will be eligible for the same entitlements as those under clause 5.8 Locality Allowances of the Teachers (DECS) Award. 13.7.1.c)All employees will be eligible for REM housing. 13.7.1.d)All employees living in REM housing will receive a housing rental concession of 100% market rate. 13.7.1.e)DECS will cover costs of freight of foodstuffs up to a maximum weight of 100 kilograms per month for employees located in schools on the Anangu Lands, and at Yalata, Oak Valley and Oodnadatta. 13.7.1.f) Travel days. 13.7.1.g)Removal expenses. 13.7.1.h)Country incentives. 13.7.1.i) Study leave. 13.7.1.j) Mandatory induction

13.8 Payment of HECS 13.8.1 Teachers appointed to those schools listed in Schedule 2.1: Appendix 1A – List of Designated Schools of the Certified Agreement 2002 will be paid on completion of four years (zones 4 and 5 of Schedule 2.2 of the Certified Agreement 2002) and five years (zones 2 and 3 of Schedule 2.2 of the Certified Agreement 2002) an amount equivalent to their HECS debt.

14 SCHOOL & PRESCHOOL – TRAVEL 14.1 DECS will honour the Commissioner for Public Employment Determination No. 8 that no employee may be required to use their own vehicle for work related travel if they do not wish to do so. 14.2 If an employee chooses to use their own vehicle the rate of reimbursement will be negotiated and agreed by the parties and will take into account increased costs of running vehicles, including 4WD vehicles, in country locations, and will be indexed annually in line with CPI increases (DECS travel rate). Further, this rate will be paid when employees travel for all work related travel including training and professional development and movement between multi campus sites or if an employee is appointed over more than one site travel between such sites. 14.3 DECS will enter into an agreement with the AEU on the availability and provision of government vehicles. All employees will have access to a cluster pool of government cars for work related travel. This includes travel for training and professional development and movement between multi campus sites or if an employee is appointed over more than one site travel between such sites. Improved access to government vehicles, including an agreement between DECS and the AEU on their availability and provision. 14.4 Any travel reimbursement cost met by a worksite will be credited by DECS. 14.5 Employees working across multi sites will be provided with a time allocation of 0.2 for travel. 14.6 Guidelines for work related travel will be negotiated and agreed by the parties. The guidelines will include but not be limited to prescribing the number of sites an employee can be required to work across, the number of times an employee is required to travel, driving time limits, travel on weekends, and advanced driver training. In addition where employees are required to travel one way greater than three hours or before and after dark, then accommodation will be provided and funded by DECS. 14.7 All employees living in locations attracting country incentives cash payment where there is no REM housing within 40 kms of the school or preschool, will be paid a travel allowance based on the agreed DECS travel rate.

15 SCHOOL & PRESCHOOL – SPECIAL EDUCATION 15.1 Replacement School Service Officers (SSOs) 15.1.1 SSOs working with students with disabilities will be replaced with a relieving SSO when they are absent.

15.1.2 A pool of 25 permanent relieving SSOs will be established to provide relief staff for special schools, units and classes. 15.1.3 The permanent relieving SSOs will be paid a loading of 12.5%. 15.1.4 A jointly agreed conditions handbook will be developed for these employees. 15.2 Permanent Relieving Teachers (PRTs) 15.2.1 17 PRTs with specialist skills in special education shall be employed. These PRTs will be deployed across the 17 DECS districts. 15.3 Training and Development 15.3.1 PRTs, TRTs, ECWs, preschool support and Permanent Relieving SSOs who work in special education shall have access to five days specialist training. This training should include: 15.3.1.a)Specific disorders 15.3.1.b)OHS&W requirements 15.3.1.c)Student Behaviour Management 15.3.1.d)General understandings/teaching strategies 15.3.1.e)Health and personal care 15.4 Negotiated Education Plans 15.4.1 0.05 teaching time shall be provided for each NEP student to develop and implement NEPs. This staffing provision would provide: 15.4.1.a)release time to meet with students and caregivers. 15.4.1.b)time for teachers, SSOs and ECWs to plan together. 15.4.1.c)If necessary to release OHS&W reps to be involved in NEP meetings. 15.4.1.d)Time for teachers to write plans. 15.5 Allowances 15.5.1 The parties will agree to vary the Teachers (DECS) Award to increase the Teachers of Special Classes allowance in line with CPI increases since 1992. 15.5.2 SSOs, ECWs and AEWs will be paid a special education allowance equivalent to that of teachers. 15.6 Permanency 15.6.1 Permanency for SSOs, ECWs and preschool support shall increase to meet a target of 95% of SSO, ECW and preschool support hours. 15.7 Training and Development 15.7.1 All teachers teaching students and children with NEPs shall be eligible for extra training and development around modifying the curriculum. This

training will be provided during normal school and preschool hours, with release provided. 15.8 Behaviour Management 15.8.1 The parties acknowledge that to alleviate the workload of all staff working with students with disabilities the following will apply: 15.8.1.a)Increased resources will be provided to manage behavioural problems. 15.8.1.b)Intensive student behaviour management funding will be available to assist staff. 15.9 SSO Classification – Special Education 15.9.1 SSOs will be provided with paid release time and course costs to complete Certificate III and IV working with students with disabilities. 15.9.2 A competency-based classification system for SSOs working with students with disabilities will be explored. 15.10 Special Schools 15.10.1 Admin Leadership Time 15.10.1.a) $0.6 million to provide admin/leadership time to special schools and increment in line with salary adjustments. 15.10.2 Contact time 15.10.2.a) Teachers working in Special Schools will be provided with NIT in line with mainstream teachers. 15.10.2.b) Contact time shall be set at 20 hours maximum. 15.10.3 Class sizes 15.10.3.a) The parties recognise class sizes to be a critical component of staff workload. Therefore: 15.10.3.a.i) Amend Staffing Allocation Document in relation to ‘Special school teacher and support staff formula’ to read 1:6 for both Identified Disabled students and students with Severe Multiple Disability (SMD). 15.10.3.a.ii) Autism shall be recognised as a sensory impairment in determining: 15.10.3.a.ii.1) student:staff ratios 15.10.3.a.ii.2) autism 1:4 staffing ratio. 15.10.3.a.iii)Class sizes in special schools will not increase to provide NIT (refer to differential class sizes). 15.10.4 Wellbeing Coordinator

15.10.4.a) Special Schools shall be allocated time and salary for a wellbeing coordinator whose main function shall be to liaise between support agencies, the school and parents. This time will be allocated at a rate of 0.2 per 10 students. 15.10.5 SSO Allocation 15.10.5.a) Special Schools will receive a base allocation of 50 SSO hours. 15.10.6 TRT Allocation 15.10.6.a) TRT Allocation in Special Schools will reflect actual usage. 15.10.7 Centres of Expertise 15.10.7.a) In order to upgrade the skills and knowledge of the entire education workforce and to provide professional development opportunities to education workers special schools will become centres of expertise with increased release time to: 15.10.7.a.i) Research rare conditions 15.10.7.a.ii) Provide release time for ‘experts’ to deliver training and development; and 15.10.7.a.iii)Connect with universities 15.11 Mainstream 15.11.1 Class size 15.11.1.a) The parties recognise class sizes to be a critical component of staff workload. Therefore: 15.11.1.a.i) Differential class sizes depending on individual needs of particular students will be implemented. 15.11.1.a.ii) Special classes in mainstream schools shall have a cap of:

Junior Primary 6 Primary 8 Secondary 10

15.11.2 Coordination 15.11.2.a) Special education support shall be provided to enable the coordination of support services and to release teachers. This shall be provided at a rate of 0.2 per 10 students. 15.11.3 SSO Allocation 15.11.3.a) Each special education class shall have a minimum of a full- time SSO employed for 37.5 hours per week.

16 SCHOOL & PRESCHOOL – STUDENT HEALTH MANAGEMENT 16.1 A review of student and staff health management in DECS sites will be undertaken to address the OHS&W, workload and legal liability issues for DECS staff while retaining educational access for students with serious health problems or disabilities. Agreed outcomes will be fully implemented within the life of this agreement.

17 SCHOOL & PRESCHOOL – PROFESSIONAL DEVELOPMENT 17.1 Shorter School Year 17.1.1 The substantiation requirements for 37½ hours of Professional Development undertaken outside of “work time” are removed, with the recognition that educators have always chosen to undertake and will continue to undertake relevant professional development in a variety of ways for their professional growth. 17.2 Professional Development Entitlement 17.2.1 Paid PD leave with replacement for individual employee professional development undertaking in work time. In addition to current entitlements, paid (and funded replacement cover) for all DECS employees to attend PD activities selected by employees: 17.2.1.a)Up to eight days over two years for every city based employee and twelve days over two years for remote and isolated employees per annum; 17.2.1.b)Part-time and casually employed staff, including contract employees, SSOs, ECWs, AEWs, HPIs, TRTs, are entitled to pro rata paid professional development pay based on previous years employment (i.e. work for a year) (Payment for PD leave may be on top of usual work. Claim form and substantiation of professional development attended would be required in order for payment to be made.); 17.2.1.c)DECS permanent employees should notify their line manager of the intention to take any PD leave as soon as practicable as per normal leave management arrangements; 17.2.1.d)Backfill and any paid leave entitlements would be paid from additional DECS central budget and not site budgets; 17.2.1.e)Work sites will democratically develop an agreed formula for the equitable allocation of site based funds for Professional Development; 17.2.2 Support for Approved Union Training Leave 17.2.2.a)Union members are currently entitled to paid leave to attend union training. Union members workplaces will be funded with full replacement costs for union members on paid union training leave up to 10 days over two years in line with current award provisions for DFEEST employees and Early Childhood Workers and DECS Leave provisions for SSOs, AEWs and School Admin Officers.

17.2.2.b)Travel and accommodation to attend approved Trade Union Training will be met by the relevant union. 17.2.3 Grievance Procedures 17.2.3.a)Employees should be informed of existing structure to support the resolution of grievances, including sites having a staff-elected T&D committee. 17.2.3.b)Employees in schools having access through the PAC via AEU or Staff PAC reps for the resolution of grievances. PAC formal grievance procedures should be followed for unresolved issues. 17.2.4 DECS will budget adequately to meet these additional PD costs to ensure existing site budgets are protected. 17.3 Support For System And Mandated Training 17.3.1 System-run professional development and mandated training will be fully funded, including replacement cover, travel, accommodation and all costs reasonably incurred. 17.3.2 System and mandated training will be held in work time. Where mandated training cannot be held in work time (i.e. out of hours and school holidays), time off in lieu shall apply, with this additional cost for replacement staff being met by DECS, not the worksite, e.g. PAC, Merit Selection and School Choice training. 17.4 Course Costs 17.4.1 DECS should not charge DECS or DFEEST employees attendance costs to attend DECS run or organised professional development. 17.4.2 DFEEST should not charge DECS or DFEEST employees attendance costs to attend DFEEST run or organised professional development. 17.4.3 Course costs for DECS employees presenting workshops at national or international conferences representing DECS will be centrally funded by DECS. 17.5 Professional Development Coordination Committee 17.5.1 A joint DECS and Union Professional Development Coordination Committee be established to administer a new Professional Development Fund: 17.5.1.a)Such a fund will be to assist employees undertaking relevant study or training in areas not otherwise provided for by the department through the professional development support outlined above. DECS formal recognition through release time scholarships and full HECS payment for the pursuing of post graduate qualifications by graduate employees and certificate, undergraduate and graduate qualifications for others to upgrade skills and retrain staff. 17.5.1.b)The fund be governed by a committee comprised of equal numbers of representatives of the AEU and DECS.

17.5.1.c)Coordination, guidance, assistance of PD to include the needs and requirements of practitioners as well as DECS. 17.5.1.d)Mandatory training for TRTs and other casually employed employees and also across site employees (specific sector/location based employees) are met. 17.6 Proposed Restructuring of the School Year 17.6.1 DECS will agree to award variations to reduce duty days from 207 to 200. 17.6.2 Award variations to cover all employees (including casuals) subject to this Agreement will include changes to provisions for incremental progression, all formula based rates of pay, accrual provisions for long service leave and other entitlements, such as superannuation to ensure that no employee will suffer detriment. 17.6.3 There will be no change to the current start and end dates for SSOs, ECWs and AEWs. 17.6.4 Increase the number of pupil free days to accommodate site based/team professional development and whole school/preschool organisation and development: 17.6.4.a)Week One Term 1 – Pupil Free 17.6.4.a.i) Minimum two days individual preparation and organisation; whole staff (democratic decision making) to decide how the balance of week is spent between whole site PD and site and sub-group organisation (including planned induction of new staff and students). 17.6.4.b)Day One - Terms 2, 3 and 4 – Pupil Free 17.6.4.b.i) Whole staff (democratic decision making) to decide use of the days. Suggestions include personal preparation, team planning, induction, training and development, sub branch/worksite organisation. 17.6.4.c)Pupil Free Days – Professional Development 17.6.4.c.i) During the course of the year a maximum of two Pupil Free days for professional development.

18 SCHOOL & PRESCHOOL – BEGINNING TEACHERS 18.1 Structured Teaching Prac Program 18.1.1 This should involve: 18.1.1.a)Joint training and support by universities, AEU and DECS for mentor teachers which includes appropriate remuneration and accountability guidelines. 18.2 Recruitment Days

18.2.1 Joint AEU/DECS recruitment days (putting in your package etc.) for all students in their final year of university study (around February for mid year graduates, July for end year graduates) – funded by DECS. 18.2.2 Joint AEU/DECS induction day programs (April for mid year, December for end year) – funded by DECS. 18.2.3 Agreed AEU/DECS resource package forwarded to applicants for employment with DECS which includes a summary of entitlements and a service guarantee from payroll, removals and housing. 18.3 Entitlements on Appointment 18.3.1 Teachers will be paid at a minimum of Incremental Step 5 under Schedules 1.1. and 1.4 of this Agreement. 18.3.2 An allowance for beginning teachers to purchase basic teaching resources, equipment etc. 18.4 Mentoring/Induction (District level 18.4.1 District Induction Day (Friday week two of first term) in conjunction with the AEU (role of district office staff, student intervention support available, opportunity for all beginning teachers to meet all other beginning teachers and ask questions). 18.4.2 Identification of and training for mentors of all beginning teachers. 18.4.3 District half day training sessions (every fortnight after District Induction Day for Term 1), (practical student behaviour management, getting started, catering for students of all abilities, students with special needs, ESL, specific needs of Aboriginal students, gaining verifications/ additional skills, OHS&W etc.) 18.4.4 Follow up district sessions at the end of each term after Term 1 with mentor/line manager/principal. 18.4.5 Provision of 0.3 extra staffing allocated to each school/preschool for beginning permanent and contract teachers (0.2 for beginning teacher, 0.1 for mentor teacher) with flexibility to allow for options ranging from, employing a teacher in a 12 month position to cover mentoring/induction time, to “cashing in” for TRT days. This 0.3 extra staffing to be a personal allocation. 18.5 Mentoring/Induction (School/Preschool level 18.5.1 Structured mentor meetings which work through a program developed to meet the needs of all beginning teachers (student/class profile, school/preschool and community context, school procedures, reporting and assessment, school policy, OHS&W, performance management, role of specific staff, values of school etc.) Flexible provision for sites to access more staffing entitlement during the year/term dependent on when beginning teacher commences employment. 18.5.2 One student free day (TRT allocation only to be used for this purpose) for all beginning teachers to meet with their line manager/mentor to debrief at the

end of each term. Opportunity for all beginning teachers to allocate some of this time for report writing.

19 SCHOOL & PRESCHOOL – TEMPORARY RELIEF TEACHERS 19.1 Guidelines and procedures will be developed to ensure the fair and equitable employment of TRTs. 19.2 DECS will manage TRT employment systems provided that: 19.2.1 Any outsourcing must be on the basis that any contractors, direct or indirect, are to receive total remuneration and conditions of employment no less favourable than are applicable under the terms of this agreement. 19.2.2 No person who is, has been or would be engaged as a TRT shall lose any opportunity to be employed as a TRT nor any potential remuneration as a result of any decision to outsource. 19.3 All TRTs will be given access to appropriate induction, regular developmental performance management, and access to training and development. 19.4 Improved payment processes and procedures will be developed and implemented to ensure the timely and correct payment of TRTs. 19.5 DECS agrees to an award variation which provides incremental progression for TRTs in line with permanent and contract teachers.

20 SCHOOL & PRESCHOOL – DEPARTMENTAL RESPONSIBILITIES 20.1 An agreed whole of department governance framework be developed by which policies, initiatives and processes are evaluated against. This will include industrial, social and equity considerations. All new initiatives and priorities developed at the state, district and site level will be assessed against this framework. 20.2 A systems workload committee will be developed to monitor workload and assess risk before the implementation of any new system initiative. 20.3 All new initiatives to be introduced into districts and sites will be preceded by a Resource Impact Statement/Risk Assessment and accompanied by a Resource Guarantee in order that no additional impost is posed for existing preschool/school finances by the initiative. 20.4 Social, equity and work life benchmarks will be established and DECS will report against these annually. 20.5 The level of contract employment will be agreed between the parties to this agreement. The parties acknowledge that the “Permanency Working Party” established by the Minister for Education and Children’s Services for the purpose of providing advice on the implementation of Government policy will continue to operate. 20.6 DECS will provide adequate curriculum support at a system, regional and district level.

20.7 Preschool/CPC operational grants to be fully indexed, including in line with salary increases where there is a salary component within the grant in line with CPI for non salary items. 20.8 DECS will provide fully resourced coverage for employees on leave. 20.9 DECS will provide all ‘tools of trade’ including laptops and internet access.

21 SCHOOL & PRESCHOOL – INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) 21.1 A review will be undertaken to establish the ICT needs for DECS. The implementation of the agreed outcomes of the review will occur during the life of this Agreement. 21.2 The identification of specific educational leadership/administrative positions within DECS, which require classification and/or introduction to provide career pathways and support the implementation of changed duties: 21.2.1 a curriculum-based school leadership position in information technology above existing band 2 formula allocation; 21.2.2 Technical Information Management SSO classifications (SSO 4 and 5) above will be developed. Each site will have an SSO/ECW allocation above existing formula; 21.2.3 Designated Curriculum Advisory Teacher in each district positions (non- school based); and 21.2.4 The role for teachers will be in terms of curriculum provision rather than technical systems management, which is the role of SSOs. 21.3 An undertaking that DECS agrees to adhere to the appropriate consultative mechanisms (as required by the OHS&W Act) and negotiates with AEU when introducing and implementing any processes, procedures and workplaces practices related to ICT. 21.4 The identification of conditions and entitlements such as training, funding and support and the provision of hardware and peripherals, software and associated infrastructure under which members will continue to implement DECS initiatives related to the use of information technology. 21.5 An appropriate amount of time will be negotiated to provide sites with the ability to meet the OHS&W requirements, including daily technology workshop checks.

22 SCHOOL & PRESCHOOL – OFFICERS ON SECONDMENT 22.1 Decision Making 22.1.1 All work units will establish a PAC to advise the Manager/Director and/or make decisions regarding human resources matters. 22.1.2 The staffing configuration and budget will be provided to PAC and staff and managed in a similar way to schools to enable staff input and in the case of a change to the staffing configuration, agreement of the PAC to implement.

22.1.3 Membership of PAC to be Manager/Director, AEU nominee, EO representative and elected member of non teaching staff for matters affecting those staff. 22.2 Classification 22.2.1 Retain nexus with Band 3 classifications. A review may be required in the event of any changes to Band 3 classifications. 22.2.2 DECS will review the range of new positions and roles which were established through restructuring and realignment since 2000, including both seconded and non seconded teacher positions, to ensure that all positions have appropriate role statements and the correct classification. 22.3 Country Incentives 22.3.1 Seconded teachers working in remote areas with equivalent disadvantage to other teachers and leaders with respect to cost of living, relocation, access to training and development and other incidentals will be eligible for country incentives available to leaders in that country zone. 22.4 Conditions 22.4.1 DECS will conduct a review of wages and working conditions for seconded teachers and PSM Act employees doing similar work to ensure consistency and equity of treatment in April 2007. 22.4.2 Officers on Secondment are entitled to time off in lieu (TOIL) in recognition of excess hours worked. 22.4.3 Line management and reporting responsibilities will be clearly and explicitly stated. 22.4.4 DECS will guarantee that any DECS officer having direct contact with students in a teaching capacity or advising classroom teachers on classroom practice must be a registered teacher. 22.5 Fallback 22.5.1 In recognition of advanced skills developed in the role of a seconded teacher, after five years of cumulative and an accumulation of experience in seconded and/or leadership positions, the fallback salary will be commensurate with leaders in schools. 22.6 Tools of the Trade 22.6.1 Seconded teachers carrying out their normal duties will be provided with appropriate and relevant tools of the trade including: 22.6.1.a)mobile phones (CDMA/satellite phones for OHS&W reasons for those working in remote locations); 22.6.1.b)computing equipment. This could include laptop computers and/or palm pilots for those working off site for a significant percentage of time, to improve their efficiency and effectiveness, and remote access to email;

22.6.1.c)adequate car pools to meet work requirements. 22.6.1.d)Adequate clerical support will be provided to allow seconded teachers to devote their time and expertise to providing a quality service to sites and site leaders.

23 SCHOOL & PRESCHOOL - OFFICERS APPOINTED UNDER 9(4) OF THE EDUCATION ACT 23.1 The provisions set out in clause 22 will also apply to all officers appointed under s.9(4) of the Education Act who do not have individual contracts.

24 SCHOOL & PRESCHOOL – EDUCATORS IN NON-SCHOOL BASED SITES 24.1 Decision Making 24.1.1 All sites, including support centres and units, such as IMS, Beafield Education Centre, will establish a PAC to advise the Principal/Manager and/or make decisions regarding human resources matters. 24.1.2 Staffing configuration and site budget will be provided to PAC and staff and managed in a similar way to schools to enable staff input and in the case of a change to the staffing configuration, agreement of the PAC to implement. 24.1.3 Membership of PAC to be Principal/Manager of support centre/unit, AEU nominee, EO representative and elected member of non teaching staff for matters affecting those staff. 24.2 NIT/Contact time/Workload 24.2.1 Staffing levels to be included in the Staffing Allocation Document (or similar document), and provided at differential levels depending on needs of students and complexity of work at the site (eg Beafield), and reasonable service delivery based on number of staff (eg IMS, Visiting Teacher Service). 24.2.2 Class size, staff:student ratio or student load to be determined through agreement with the AEU and prescribed in the Staffing Allocation Document, or stated as ‘reasonable’ with a clause for dealing with grievances. 24.2.3 NIT to be included in Staffing Allocation Document (or similar document), and provided at the same level for schools. 24.2.4 An agreed SSO/support staff formula to be included in Staffing Allocation Document. 24.2.5 A time allocation in the Staffing Allocation Document to provide guaranteed lunch breaks for all staff. 24.2.6 Additional time for school liaison (eg for re-entry of Beafield students). 24.3 Placement 24.3.1 Allowances 24.3.1.a)All current allowances specified in the new Agreement with a provision for them to increase at the same rate as salaries, or inserted in an appropriate Award.

24.3.1.b)A review of criteria for the responsibility allowance to increase the number of eligible sites. 24.3.2 Tools of Trade 24.3.2.a)Provision of ‘tools of trade’ for specialist fields, such as musical instruments, mobile telephones, vehicles, lap top computers. 24.3.3 Travel 24.3.3.a)Travel to be a designated allocation in program budgets. For example the Agreed Conditions for the Reimbursement Expenses Relating to the Use of Private Motor Vehicles by Peripatetic Music Teachers dated 1982 will be designated in the program budget in addition to staffing allocation. 24.3.3.b)All staff will be fully reimbursed for all work related travel costs. 24.3.4 Replacement of staff 24.3.4.a)Paid training and professional development for relief staff who express an interest in undertaking TRT or temporary work as an SSO or other non teaching role at specific support centres and units. 24.3.5 Instrumental Music Service (IMS) 24.3.5.a)That all IMS teachers who currently have unlimited tenure are grand- parented to remain in a position within the IMS. This does not preclude the use of ‘Appendix 3 Required Placement’ provisions of the Teacher Placement Processes Policies and Procedures’ document nor does it preclude a teacher from requesting a transfer from the IMS. 24.3.6 Conditions 24.3.6.a)All classifications, including leadership positions, in all sites which manage students to be employed under Education Act conditions. Any DECS proposal for PSM Act conditions to be applied to any such position must be agreed to by the AEU.

25 SCHOOL & PRESCHOOL – BEHAVIOUR MANAGEMENT 25.1 The development of school and preschool Behaviour Management Strategies to alleviate the workload of teachers through: 25.1.1 Staffing 25.1.1.a)Delivery of additional classroom teachers through the staffing model to schools, preschools and CPCs in Index of Disadvantage 1, 2, 3, 4 and category 1 preschools to reduce class sizes. 25.1.1.b)Provision in workplaces of additional teaching support staff, including staff for on-campus withdrawal facilities. 25.1.1.c)Staff for additional alternative education facilities and behaviour management units in each district.

25.1.1.d)Additional non-teaching professional staff and para-professionals in schools and preschools to address behaviour management issues. 25.1.1.e)Where contract teacher positions are not filled during term time, that salary will be paid to the school to provide for the flexibility required to adjust for increased workloads. 25.1.2 Professional Development for Student Behaviour Management 25.1.2.a)The development of a Behaviour Management Professional Development Strategy funded by $10 million per annum for the life of this Agreement to implement state wide professional and teacher development programs developed collaboratively by the AEU, university sector and DECS. 25.1.2.b)The establishment of this state wide professional development program will involve up skilling of teachers and non teaching staff in classroom management techniques, including an understanding of cross-cultural issues and inclusive practices. This program will have a practical focus and be provided in school time. 25.1.2.c)A joint Behaviour Management Strategy Reference Group will be established comprising the AEU, DECS and the university sector to enable consultation to occur regarding the allocation and overall expenditure of this funding.

26 SCHOOL & PRESCHOOL - DEMOCRATIC DECISION MAKING AT THE DISTRICT LEVEL 26.1 Staff will be more effective and have more satisfying employment if they are consulted about matters that affect them industrially and professionally in their employment. Therefore: 26.1.1 District Consultative Committees 26.1.1.a)In line with a commitment given in the Local management Operational Handbook (Draft) January 2004 to create stakeholder focus groups, each District will form a Consultative Committee chaired by the District Director or nominee to comprise of AEU representatives from the following sectors: 26.1.1.a.i) Preschool 26.1.1.a.ii) Junior Primary 26.1.1.a.iii) Primary 26.1.1.a.iv) Secondary 26.1.2 Role and Function of District Consultative Committees 26.1.2.a)Provide advice to the District Director on matters such as: 26.1.2.a.i) District Human Resources 26.1.2.a.ii) planning and implementation of system and district initiatives at a district level

26.1.2.a.iii) Workload created by implementation of system and district initiatives at a district level 26.1.2.a.iv) The allocation of funds and other resources at the district level 26.1.2.a.v) perceptions of educators to district plans, initiatives and issues 26.1.2.a.vi) impact of particular innovations on the learning achievement and well being of students in a locally managed context 26.1.3 Relationship to other district based decision making groups 26.1.3.a)The District Consultative Committee will be provided agendas from any other forum and advised of matters before discussion at any other forum established at the District level and their view sought with regard to such matters. 26.1.3.b)The views of the District Consultative Committee will be formally recorded and presented at any other District based forum by two representatives from the District Consultative Committee. 26.1.3.c)District Consultative Committee meetings frequency 26.1.3.c.i) This committee will be convened at least twice each term by the District Director. 26.1.4 Time Allocation for District Consultative Committee Representatives 26.1.4.a)Each AEU District sector representative will be allocated 0.1 in recognition of the significant time commitment required for reading, meeting, and responsibilities to consult with the district based sectors that they represent. 26.1.5 Dispute settling procedures 26.1.5.a)The District Consultative Committee may if need be, resolve any grievance using the procedures pursuant to Clause 13.6 of the current 2002 Agreement.

27 SCHOOL - PERSONNEL ADVISORY COMMITTEE 27.1 Staff will be more effective and have more satisfying employment if they are consulted about matters that affect them industrially and professionally in their employment. Therefore: 27.1.1 PAC Composition 27.1.1.a)The Personnel Advisory Committee (PAC) is the primary representative decision making body and will be established in all sites, including schools, support centres and units. 27.1.1.b)The PAC will consist of:

27.1.1.b.i) Principal/Manager or nominee; 27.1.1.b.ii) a nominee elected by the AEU members at the site; 27.1.1.b.iii) an equal opportunity representative elected by all staff at the site; and 27.1.1.b.iv) an elected non teaching staff member for matters affecting non teaching staff. 27.1.2 PAC Role and Function 27.1.2.a)The PAC will make decisions by agreement, on any proposal or matter that affects: 27.1.2.a.i) working conditions 27.1.2.a.ii) workload and welfare of staff 27.1.2.a.iii) configuration and deployment of staff (including increases or decreases to the staffing configuration, as determined by the Staffing Allocation Document, and any staffing resources provided by this Agreement or by government policy) 27.1.2.a.iv) the management and process of a matter referred to the PAC pursuant to Clause 13.6 of the 2002 Agreement. 27.1.3 All members of the PAC will have regard to the Personnel Advisory Committee Handbook 27.1.3.a)Where the AEU and DECS agree changes from time to time to the PAC Handbook, the terms of each such change will apply and the PAC handbook will be taken to have been amended accordingly. 27.1.4 Matters to be referred for decision at PAC 27.1.4.a)Any proposal or matter included in the role and function of PAC must be referred by the principal to the PAC. 27.1.5 Consultation 27.1.5.a)PAC Nominees and Representatives must consult the bodies which they represent and represent the view of the bodies they represent on PAC. 27.1.5.b)DECS will include in the PAC Handbook a statement of consultation principles, in a form agreed by the parties. 27.1.6 Agreement and Implementation 27.1.6.a)The PAC must agree to any proposal or matter included in 27.1.2 prior to implementation. 27.1.6.b)An allocation of 0.1 to all PAC representatives in recognition of the significant time commitment required for reading, meeting, and responsibilities to consult with the bodies they represent. 28/11/2017, 9:34 PM WITHOUT PREJUDICE ANNEXURE A AEU CLAIMS FOR A NEW AGREEMENT FOR 2005 49

28 SCHOOL – WORKLOAD 28.1 Class Size 28.1.1 The parties recognise class sizes to be a critical component of staff workload. Therefore a staged implementation working towards reduction of class sizes in all schools. 28.1.2 Stage 1: Schools with an Index of Educational Disadvantage Categories 1, 2 and 3 schools are to be staffed on the following formula: 28.1.2.a)No R-2 class need be, on average, greater than 18; 28.1.2.b)No 3-12 class need be, on average, greater than 25; 28.1.2.c)No 8-12 practical class need be, on average, greater than 16. 28.1.3 Stage 2: Class sizes for all schools be reduced by three for years R, 1 and 2; by two for years 3-7; and by two for secondary general classes as the first step in a staged reduction, phased in over three years, to achieve the following absolute maximum class sizes:

Reception 15

Year 1 18

Year 2 21 (18 for Index of Disadvantage category 1 and 2 schools)

Years 3-12 25

Practical 16

28.1.4 Secondary schools must staff 50% as practical classes as determined by the PAC, with smaller classes where required by safety and design limitations, also determined by the PAC. 28.1.5 Where there is a composite class the lower class size will be the absolute maximum class size. 28.1.6 Schools that form part of the disadvantaged schools program will have class sizes at least two below the above targets. 28.1.7 To assist in the retention of students, for staffing purposes, part-time students be given a loading. 28.1.8 Time allocation to recognise VET responsibilities in and out of school sites. 28.1.9 That a maximum class size be established for teachers providing instruction via distance education. 28.1.10 Schools must use international student fees to provide adequate staffing, at a level which is agreed to by the PAC.

28.1.11 Differential Class Sizes Depending on Individual Needs of Particular Students 28.1.11.a) A key factor impacting on workload and occupational stress is associated with working with students with a range of behavioural, intellectual, motor or health concerns. Over the life of the agreement, the AEU will work with DECS towards a modification of class size based on student complexity to target OHS&W risk. This would be based on a loading factor which gives a student multiplier rating for all those students identified as having a complexity rating who are placed in mainstream classes. It would be mandatory for sites to be provided with additional resources commensurate with the diagnosed risk to reduce the absolute class size. This would be incorporated into the Negotiated Education Plan (NEP) and include a risk assessment for staff. 28.2 Contact Time 28.2.1 Primary – 20 hours, maximum 28.2.2 Secondary - 20 hours, maximum 28.2.3 Notwithstanding the equalisation of NIT across the primary and secondary sectors, in recognition of the methodology used in middle schooling, in those sites that offer a middle school programme teachers will be provided with NIT in line with secondary teachers. 28.2.4 All new educators have smaller maximum class size. 28.2.5 Teachers who teach complex composite classes receive 0.1 extra NIT time for planning. 28.3 Flexible Initiatives Resourcing 28.3.1 An additional indexed FIR allocation through a formula of 0.25 FTE teaching staff per 100 students, specifically to reduce teacher workload; its use at the site level determined through agreement of the PAC following consultation with AEU members/all staff. 28.3.2 FIR to be specifically allocated to teaching staff to allow more flexibility. 28.3.3 FIR for all CPCs and kindergartens to reduce teacher workload. 28.4 Additional Administration and Leadership Time 28.4.1 Continuation and expansion of the additional administration/leadership time allocation to $15 million, with an additional $0.6 million allocation for special schools. 28.5 Junior Primary Teachers 28.5.1 The parties acknowledge that the “160 Junior Primary Teachers Working Party” established by the Minister for Education and Children’s Services will continue to operate for the purpose of improving junior primary staffing and class size.

28.6 Student Counsellors 28.6.1 An allocation of student counselling time for all primary schools, at a minimum of 0.5. 28.7 Time Allocation for Representatives and Nominees 28.7.1 In addition to FIR, a time allocation of 0.1 to carry out the roles of PAC nominee and representative (AEU and EO), and Sub-branch secretary; and a time allocation of 0.2 to carry out the role of OHS&W representative. 28.8 PATs 28.8.1 That employment conditions for PATs be improved to take into account their need for induction, moving time, and consultation, in accordance with the requirements of the OHS&W Act. 28.9 Relief Teachers 28.9.1 Guaranteed access to TRTs through increased numbers of PRTs; differential staffing; and cash payments to teachers working “above load” due to taking relief lessons, combining classes etc. 28.9.2 In designated hard to staff locations TRTs are paid country incentives, travel costs, accommodation and sustentation allowances. 28.9.3 That an induction, mentoring, performance management and training and development scheme be developed for country TRTs by the beginning of the 2006 school year.. 28.9.4 An increase in PRTs in hard to staff country locations to enable appropriate curriculum delivery, staff relief and the ability to release staff for training. 28.10 Fair and Reasonable Treatment 28.10.1 In relation to workload, a specific grievance process through PAC which takes into account the total package of any staff member’s workload. This would include but is not restricted to contact time, class size, yard and bus duty, meeting attendance, administration and leadership responsibilities, and other extra-curricula and general duties.

29 SCHOOL - SCHOOL SERVICES OFFICERS (SSOs) 29.1 Workload 29.1.1 The parties recognise that in order to alleviate excessive workload of SSOs, the following will occur: 29.1.1.a)An increase in formula hours to Base + 5 x T + 3.5 x A, where T = number of “peak” teachers at the school, A = area of grounds in hectares and Base = primary including junior primary and special schools is 50 hours, high schools and area schools is 100 hours will be provided. 29.1.1.b)Separate allocation of SSO administration hours to each worksite will be provided.

29.1.1.c)SSO staff absent for six days or more will be replaced with SSOs who have relevant skills. 29.2 Reclassification 29.2.1 Streamline the process. 29.2.2 Creation of additional PIDs to reflect changing SSO roles. 29.2.3 Review SSO work, including consideration of a competency based classification structure, to take into account the increased complexity of schools. 29.3 Working outside of ordinary hours in re-entry schools 29.3.1 If a part-time SSO agrees to work outside of ordinary hours Monday to Friday or on a Saturday or Sunday, that SSO will in respect of time worked before 7.00am or after 6.00pm Monday to Friday or on a Saturday or Sunday be entitled to time off with pay equal to the time worked outside of ordinary hours. 29.3.2 The time off is to be taken as soon as practicable after the working of the additional hours at a time convenient to the re-entry school provided that the SSO must be permitted to take the time off with pay when the time accrued by working outside of ordinary hours exceeds the normal rostered hours per week worked by the SSO. It will be the responsibility of the line manager to ensure that the entitlement is taken. 29.3.3 A part-time SSO will be permitted to use those accrued hours to compensate for any restriction of working time caused by a public holiday or holidays provided that the total number of hours used from the time bank does not exceed the normal hours which would have been worked had the public holiday or holidays not occurred. 29.3.4 A part-time SSO who agrees to work in excess of 37.5 hours per week is entitled to access overtime provisions in the same manner as full-time employees. 29.3.5 If a full-time SSO agrees to work outside the ordinary hours Monday to Friday or on a Saturday or Sunday that SSO may access the overtime provisions pursuant to this agreement. 29.4 Time Bank 29.4.1 When a public holiday falls at the beginning or end of the school term part- time SSOs will be permitted to use accrued time bank hours to compensate for any restriction of working time caused by that public holiday or public holidays. 29.4.1.a)SSO term time contract dates will be inclusive of the public holiday or public holidays which fall at the beginning or end of school term. 29.5 Permanency for cluster or district SSOs

29.5.1 Employment of SSOs across clusters or districts in those areas where it is difficult to meet the criteria for permanency. These include the areas of special education, bi-lingual programs and community liaison. 29.6 Training and Development 29.6.1 Designated budget line for training and development for SSOs. 29.6.2 The percentage of SSOs to other employees at worksites be reflected in the proportion of budget allocated to training and development and specifically identified. That an SSO Training and Development Committee develop the mechanism for allocation and guidelines to ensure that contract SSOs have access to training and development. 29.6.3 SSOs who seek retraining to better suit the skills required at the worksite will be provided with training in work time. 29.6.4 Training required as a result of systemic changes will be provided by DECS with an option for part-time SSOs to be backfilled or paid for the training hours undertaken outside of their normal rostered hours. 29.7 Leave of Absence for Study and Staff Development for SSOs 29.7.1 Eligibility 29.7.1.a)Available to all part-time and full-time temporary and permanent employees. 29.7.2 Nature of Leave 29.7.2.a)Leave may be with pay or without pay depending on benefits to the Department and the employee. Other assistance, e.g. fees, allowances etc may also be available. 29.7.3 Definitions 29.7.3.a)Study or Staff Development: The enhancement of the skills of individual employees so they can perform at optimum levels and meet the operational needs of the service. This can be achieved through a formal course of study at a recognised institution or through development activities, e.g. management programs, conferences, seminars, workshops, general development, trade union training. 29.7.4 Criteria, Entitlements, and Responsibilities for Types of Leave for Study Purposes 29.7.4.a)Each application should be assessed and balanced against the following criteria: 29.7.4.a.i) the relevance of the proposed study to administrative unit or service wide needs 29.7.4.a.ii) the operational requirements of the agency

29.7.4.b)Use the table below to help decide level of assistance (apply criteria more generously for designated groups).

BENEFIT TO

DECS EMPLOYEE RECOMMENDED TYPE OF LEAVE

L L No leave or LWOP

L M Leave without pay

M L Leave without pay

L H Leave without pay

M M Leave without pay counts for long service leave

M H Leave without pay counts for long service leave

H L/M/H Leave with pay

(L = low, M = medium, H = high) 29.7.5 Part-time Study 29.7.5.a)Paid leave up to five hours/week is available for approved study activities, lectures, tutorials, practicals, correspondence study. Additional support, including paid leave for compulsory full-time segments of part-time courses, may be provided if study has high priority. 29.7.5.b)Up to five hours additional paid each week for necessary travelling time. 29.7.5.c)Up to 20 days with pay for compulsory full-time segments of a part- time course is available but more may be granted. 29.7.5.d)Expenses, e.g. fees, fares etc up to current rates may be paid depending on benefits agency derives. 29.7.5.e)Paid leave may be granted plus necessary travelling time for exams including ‘take home’ exams. 29.7.5.f) Compulsory tuition and examination fees, subject to proof of passing, may be paid. General service/student union fees not reimbursable. 29.7.5.g)Fees are reimbursed if employee withdraws from course because of operational requirements. 29.7.6 Full-time Study Assistance 29.7.6.a)The level of support provided depends on the perceived benefit to the agency or service and to individual. The agency may wish to enter into an agreement (e.g. work contract, monetary) with the

employee where support is given by way of paid absence of fees and other costs. 29.7.7 Options for Support 29.7.7.a)On duty – full pay and relevant allowances only when substantial benefits to agency or service up to a maximum of 12 months. Periods longer than 12 months must be approved by the Commissioner for Public Employment (CPE). 29.7.7.b)Full salary only – up to 12 months refer to CPE. 29.7.7.c)Part salary and allowances. 29.7.7.d)Leave without pay, with or without relevant allowances and with or without counting as service for various purposes. 29.7.7.e)If travel is involved within Australia approval is required by the Director, Personnel. If travel overseas is involved, the Overseas Travel Committee must approve. 29.7.8 External Development Activities e.g. management development, programs, conferences, seminars, workshops, general development, trade union training. 29.7.8.a)Various levels of support depending on benefits. If little benefit to the school then the employee may use long service leave, leave without pay or recreation leave. 29.7.9 Employee’s Responsibility 29.7.9.a)Apply of appropriate form and attach all necessary supporting information. 29.7.10 Principal’s Responsibility 29.7.10.a) The principal is to assess the application, determine benefits to the Department, determine the appropriate type of leave to grant, the level of benefits or conditions which are to apply (e.g. for leave without pay the extent it is to count for service for other purposes) and to counsel employees whose applications are refused. 29.7.10.b) The principal may approve leave with pay in normal working hours to SSOs for part-time study. 29.8 Transfer and Placement 29.8.1 A central placement exercise that discloses all vacancies to enable SSOs to properly assess a position before applying for transfer/placement. 29.9 Salary Option 29.9.1 SSO salary spread 46/52 weeks as an option.

30 SCHOOL – SCHOOL LEADERSHIP 30.1 Salaries

30.1.1 Benchmarking 30.1.1.a)During the life of this agreement, a new classification structure shall be developed to cover principals, deputy principals and assistant principals. This classification structure shall be devised so as to achieve salary levels equal to the best on offer interstate. In the first instance, benchmarking will be against the NSW classification system. Benchmarking reviews shall occur on at least an annual basis. 30.2 Professional Development 30.2.1 DECS shall provide professional development free of charge and in paid time to allow continuing and aspirant leaders to meet any leader standards set nationally or in SA. 30.2.2 For the period of this agreement, SACLE shall be required to target an agreed proportion of its program each year to new leaders (both metropolitan and country) and country leaders. These programs should allow country leaders in particular to attend conveniently and face-to-face near to the sites in which they work. A Non-Metropolitan Sub-Committee of SACLE should be established to negotiate and manage country leader PD. 30.3 New Classification System 30.3.1 Abolition of PCO1 30.3.1.a)The current PCO1 classification, or its equivalent under any new system, ought to be abolished for principals but retained for other Band 3 positions. The nexus between the classification of the school/principal position and the deputy principal and assistant principals in the same school should be retained. 30.4 Assistant Principals 30.4.1 Deputy principals and assistant principal 2s in the same school should be at the same classification level, i.e. at the appropriate deputy principal classification. 30.5 Improvements to Administrative/Leadership Time 30.5.1 An amount of $15 million for additional leadership administration time for schools with a primary component and preschools on an annual basis for the life of this Agreement. This annual amount will be indexed against general cost factors. (refer 11.1.1) 30.5.2 The Staffing Document of 1999 should be amended to provide additional leadership time to all schools. Leadership time should be allocated in the following manner: 30.5.2.a)Principals of all schools,1.0 30.5.2.b)Deputy Principals of all schools, 0.8 30.5.2.c)Assistant Principals of all schools, 0.8.

30.5.2.d)A Deputy Principal shall be allocated to all schools whose peak enrolment exceeds 120 students. Assistant Principals will be allocated to all schools on the following basis: < 400 students = 1.0 (0.8 Leadership Time Allocation) – 599 = 2.0 (1.6 Leadership Time Allocation) 600-899 = 3.0 (2.4 Leadership Time Allocation) 900 -1199 = 4.0 (3.2 Leadership Time Allocation). 30.6 Reviews 30.6.1 A significant number of structures and processes which operate in schools are now out-dated and often dysfunctional. Therefore, the AEU seeks to expedite reviews which identify and introduce agreed changes and improvements to: 30.6.1.a)The Staffing Allocation Document of 1999; including current leadership configurations 30.6.1.b)Merit Selection procedures for all Band 3 leadership positions, after placement of those with substantive rights; 30.6.1.c)SACLE; 30.6.1.d)Mechanisms for the placement of unplaced Band 3 members. 30.6.1.e)DECS will conduct a review of secondary coordinator positions to ascertain the impact recent changes have had on faculty leadership. Extra leadership time will be a component of any new initiatives or programme.

31 SCHOOL – TECHNOLOGY STUDIES 31.1 To alleviate the workload of technology studies teaching staff: 31.1.1 An appropriate amount of time will be negotiated to provide schools with the ability to meet the OHS&W requirements for tech studies workshops. 31.1.2 There will be a maximum class size cap of 16 for practical technology studies classes with smaller classes where required by safety and design limitations to address duty of care and OHS&W concerns. 31.1.3 DECS will provide training, an SSO staffing allocation, and equipment renewal and replacement to meet the OHS&W requirements of workshop machine maintenance.

32 SCHOOL – LANGUAGES OTHER THAN ENGLISH TEACHERS 32.1 To alleviate the workload of language teachers: 32.1.1 Reasonable work practices and patterns will be adopted by schools to ensure that non instruction time is delivered to language teachers and in reasonable blocks of time.

32.1.2 DECS will develop agreed processes and procedures that value language teachers and address concerns in relation to increasing numbers of part-time positions described, difficulty for language teacher transfer, vacancy descriptions and vertical grouping of language classes particularly in secondary schools. 32.1.3 The staffing allocation for language teachers will be clearly identified within a school’s staffing resource profile. 32.1.4 DECS will produce a list of language schools before the start of each placement exercise to assist teachers in making placement decisions and provide advice to the placement exercise. 32.1.5 The parties will agree to the implementation of the Languages Plan to the extent that it relates to employment matters. 32.1.6 In recognition of the additional workload created by combined year level and vertically grouped secondary language classes, DECS will provide sufficient staffing to minimise this practice.

33 SCHOOL – COUNTRY SITES USING OPEN ACCESS CURRICULUM 33.1 To alleviate the workload in country sites using open access curriculum the parties agree that: 33.1.1 A 1.0 FTE teaching position, in addition to staffing allocation, for all schools utilising Open Access Learning for students will be provided. 33.1.2 Additional staff at the rate of 0.1 FTE teacher for each ten subject enrolments or part thereof will be provided. 33.1.3 In calculating the site’s staffing allocation and the allocation of TRT days at the student’s home school, any student enrolled in Open Access Learning will count for the purpose of assessing FTE student numbers. 33.1.4 Five additional training and development days for teachers using open access technology and/or programming implementation for the first time will be provided. 33.1.5 An additional TRT day each semester for liaison with Open Access College personnel will be provided.

34 SCHOOL - SWIMMING AND AQUATIC INSTRUCTORS 34.1 The following terms and conditions of employment and rates of pay will apply to Swimming and Aquatics Instructors. 34.2 Definitions 34.2.1 “Swimming and Aquatics Instructor” means an employee who is engaged to instruct students in the skills and safety procedures associated with swimming and aquatics activities. 34.3 Contract of Employment

34.3.1 Swimming and Aquatics instructors are employed under s.9(4) of the Education Act 1972. 34.3.2 All Swimming and Aquatics Instructors, at the commencement of their employment, will be advised by the employer in writing, of their duties, their employment conditions and entitlements which apply, the actual or likely number of hours required, and the relevant rate of pay. 34.4 Induction of New Employees 34.4.1 On commencement of employment with the employer, all new instructors will be entitled to two hours of workplace induction. The induction will be given by the instructor in charge and the new instructor will be paid at their full hourly rate for the time so spent. The new instructor will not be required to undertake swimming or aquatics instruction during that time. 34.5 Minimum Daily Hire 34.5.1 An Instructor will be paid for a minimum of two hours for each attendance whether or not the time for which the person is hired is less than two hours. 34.6 Conversion to Permanency 34.6.1 The parties will negotiate and agree criteria for the conversion to permanency of long term casual employees. The agreed criteria will be inserted as a schedule to the Teachers (DECS) Award. 34.7 New Classification Structure and Pay Rates 34.7.1 The Parties to the Agreement will negotiate an improved, fair and consistent classification and pay rates structure for swimming and aquatics instructors, including the managers of swimming and aquatics centres. The new classification structure will reflect the appropriate levels of skill, qualifications, experience and responsibility. 34.7.2 The parties will develop a Role and Function Statement for each classification in the new structure. 34.8 Complexity Allowance 34.8.1 Instructors in Charge who are responsible for pool and centres which have a significant degree of complexity related to high staff numbers, high student numbers and a broad program range will be entitled to a complexity allowance of $1,000 per annum. 34.9 Higher Duties 34.9.1 An instructor who is required to be responsible for a centre during a temporary absence of the Instructor in Charge will receive payment at the Instructor in Charge rate when the absence is greater than five days. 34.10 Use of Motor Vehicle for Work Purposes 34.10.1 An Instructor who is required to travel between worksites in his or her own vehicle will be entitled to reimbursement consistent with Public Sector Management Act Determination No. 15.

34.11 Payment for Time spent Travelling between Worksites 34.11.1 An instructor who is required to travel between worksites in their course of their duty will be paid at the full hourly rate for the time so spent. 34.12 Superannuation 34.12.1 All Swimming and Aquatics Instructors are entitled to employer superannuation contributions subject to the provisions of the Superannuation Act 1988 (as amended). 34.13 Rest breaks 34.13.1 Instructors will be entitled to a rest break of a minimum of 15 minutes for every three hours of instruction. At each centre adequate shade will be provided to allow instructors to take rest breaks out of the direct sun. 34.14 Cancellation of Lessons 34.14.1 Where a lesson, program or class is cancelled with less than 24 hours notice to the pool or centre, instructors rostered for that work will be entitled to a minimum of two hours pay. 34.14.2 In the event of classes being cancelled or terminated during the period when the instructors rostered for that work are already at their place of employment, the instructors concerned in recognition of the cancelled hours of instruction, will be paid for the hours of instruction completed or for two hours, whichever is the greater. 34.15 Maternity Leave 34.15.1 An Instructor who has been employed on a regular and systematic basis for the 24 months immediately preceding her period of maternity leave and who but for pregnancy or adoption has a reasonable expectation of ongoing employment, will be entitled to 16 weeks paid maternity leave at the average weekly salary of the previous 12 months service and a further 36 weeks at 60% of that salary. 34.16 Family Carers Leave 34.16.1 An Instructor who has been employed on a regular and systematic basis for the 24 months immediately prior may access up to 52 weeks unpaid leave in any one year to provide support for a family member. 34.17 Long Service Leave 34.17.1 Swimming and Aquatics Instructors are entitled to long service leave subject to the provisions of the Long Service Leave Act 1987. 34.17.2 Swimming and Aquatics Instructors will accrue long service leave provided they have had no break in service of greater than three months excluding semester breaks. 34.18 Mandatory Notification Training 34.18.1 An Instructor who has been employed on a regular and on-going basis for more than six months will be entitled to undertake DECS-approved Mandatory Notification Training in paid time at his or her usual hourly rate.

Time spent undertaking Mandatory Notification Training is additional to non-instruction time and in-service hours. 34.19 In-Service Time 34.19.1 In-service is paid time allocated to a centre or pool for work-related activities necessary for the efficient administration of a pool or centre, or for reasons of the occupational health and safety training of staff, or for the professional development of staff. 34.19.2 In-service will not be used for attendance at compulsory meetings or training such as Mandatory Notification Training or the Instructors’ Conference. 34.20 Schedule 34.20.1 The agreed conditions of employment, rates of pay and new classification structure will be inserted as a schedule into the Teachers (DECS) Award.

35 TAFE - LECTURER ASSISTANTS 35.1 Lecturers’ Assistants who obtain an undergraduate degree in adult education and who have a minimum of three years continuous employment with the employer will immediately progress to Step 5 of the Lecturers’ Incremental Scale and will be entitled to progress up that scale.

36 TAFE – HOURLY PAID INSTRUCTORS CONDITIONS OF EMPLOYMENT AND CLASSIFICATION STRUCTURE 36.1 Section 4 – Hourly Paid Instructors - DETAFE Conditions of Employment Manual which forms an attachment to the TAFE (Educational Staff) Interim Award will be rescinded. 36.2 Conditions of employment and a classification structure as follows will be agreed and will be inserted into Schedule 2 – Classification Criteria – of the TAFE (Educational Staff) Interim Award: 36.3 Characteristics of Engagement of an Hourly Paid Instructor (HPI): 36.3.1 An HPI is engaged on an hourly, casual basis where the work to be performed is of an irregular nature or for a short period of time. 36.3.2 An HPI is employed to implement a program of educational instruction to a group of students and is responsible to the Educational Manager. An HPI, in conjunction with temporary and permanent lecturing staff, is expected to undertake the following roles: 36.3.2.a)Agree upon a set of learning objectives; 36.3.2.b)Teach with the required level of expertise and knowledge of the subject area or discipline; 36.3.2.c)Evaluate and assess students’ learning; 36.3.2.d)Use supplied resource materials and adapt where necessary; and

36.3.2.e)Record student attendance. 36.4 Hourly Paid Instructors Rates of Pay 36.4.1 HPI rates of pay will be as follows: 36.4.1.a)Specialist Rate calculated as an hourly rate through the following formula: adding the annual salary for Step 8 of Lecturer incremental scale to the 17.5% recreation leave loading and dividing the total by 800. 36.4.1.b)Standard Teaching Rate calculated as an hourly rate through the following formula: adding the annual salary for Step 1 of Lecturer incremental scale to the 17.5% recreation leave loading and dividing the total by 800. 36.4.1.c)Marking/Preparation/Exam Setting Rate calculated as 60% of the Standard Teaching Rate. 36.4.1.d)External Marking Rate for formula-based or standardised assignments will be paid at the Standard Teaching Rate with 15 minutes allocated per paper. The marking and evaluation of essay type assignments will be paid at the Standard Teaching Rate allocating 30 minutes per paper. 36.4.1.e)External Teaching Rate will be paid where the Hourly Paid Instructor is engaged in external teaching and is employed to assess and mark assignments as the only instructor engaged to deliver the program from which the assignments arise and where the assessment and marking effectively constitute the instruction. Where an employee is engaged in external teaching they will be paid at the Marking/Preparation/Exam Setting Rate for each assignment. 36.4.1.f) Where an HPI has a significant level of preparation and/or marking and assessment to be undertaken outside of the classroom, that HPI will be paid for the additional hours so spent at the Marking/Preparation/Exam Setting rate. 36.4.1.g)An HPI who is required to contribute to curriculum by developing resources and learning materials in their area of vocational or educational specialism will be paid at the Specialist Rate for all time so spent. 36.5 Translation Arrangement 36.5.1 The parties will agree to a translation arrangement to come into effect within three months of the certification of this agreement. 36.6 HPIs and contract employment 36.6.1 The employer will offer an HPI a s.15(2) temporary contract of no less than 12 months duration where, over the preceding 12 months, the HPI has met the following criteria: 36.6.1.a)The HPI has been employed for a minimum of 320 hours;

36.6.1.b)Weekly instruction hours have been on average no less than eight hours per week; 36.6.1.c)Employment has involved starting and finishing times on prescribed days with pre-determined attendance; and 36.6.1.d)The employee has had no break in service of greater than three months excluding semester breaks. 36.6.2 Where a contract employee is offered additional teaching hours, those hours will be given as a fractional top-up to the contract. 36.7 Paid induction 36.7.1 A newly appointed HPI will be entitled to a paid induction period of three hours at the Marking/Preparation/Exam Setting Rate. The HPI will not be required to teach during this time. 36.8 Paid Meeting Attendance 36.8.1 Where an HPI is required to attend program or sub-program meetings, the HPI will be paid at the Marking/Preparation/Exam Setting Rate for all time so spent. 36.9 Paid Personal Leave 36.9.1 HPIs who accrue 320 hours teaching time in any one institute year will be entitled to 20 hours paid personal leave at the Teaching Rate. 36.9.2 HPIs who are employed on an hourly basis in excess of 320 hours will accrue additional hours of paid personal leave at the rate of one hour of personal leave for every 16 hours worked. 36.9.3 Paid personal leave is cumulative. 36.10 HPIs who are required to travel between worksites (eg. to supervise and assess students in workplace placements) will be paid at the Marking/Preparation/Exam Rate for all travel time so spent. 36.11 Professional Development 36.11.1 HPIs will have an entitlement to paid leave for approved program- based and personal professional development at the rate of one hour for every 30 hours of teaching cumulative up to a period of three years.

37 TAFE – DEMOCRATIC DECISION-MAKING 37.1 Employees will be more effective and have more satisfying employment if they are consulted about matters that affect them industrially and professionally in their employment. Therefore the AEU seeks the following: 37.2 A joint AEU/DFEEST review of the functioning and implementation of the current three tier consultative structure will be undertaken with the intention of developing ways to: 37.2.1 improve its effectiveness and efficiency;

37.2.2 take account of the reconfiguration of eight institutes into three, with particular regard to the constitution of Institute Consultative Committees (ICCs); and to 37.2.3 ensure that AEU members have genuine and effective representation in the revised structures. 37.3 Consultation issues at the local and institute/campus level will be broadened to include all matters impacting on workload. 37.4 The employer will give a commitment to 14 hours (two days) paid time release for ICC reps. to undertake specialist ICC training. 37.5 As far as possible the employer will hold ICC meetings outside of scheduled teaching contact times for AEU ICC reps. Where that is not possible the employer will arrange for paid back fill for such reps.

38 TAFE – WORKLOAD 38.1 Government Commitment 38.1.1 The AEU seeks agreement from the employer on the following: 38.1.1.a)A commitment to the valuing of the well-being of its employees ensuring that employees’ workloads are fair and reasonable. 38.1.1.b)The establishing of an agreed mechanism to assess, manage and monitor workloads. 38.1.1.c)In assessing the fairness and reasonableness of an employee’s workload, consideration will be given to weekly contact time; class size; student diversity; student support needs; teaching methodology, educational consultancy activities; meeting attendance; administrative duties; leadership responsibilities; and any other additional duties such as Quality Assurance Group (QAG) membership, OHS&W or ICC representation. 38.1.1.d)The employer will fully resource all new initiatives and consider their impact on family life before introduction. 38.2 Instruction time/contact hours 38.2.1 Definition of instruction time teaching/contact hours as follows: 38.2.1.a)“ Instruction time” means the time a lecturer spends with a regular and consistent group of students in class teaching; lecturing; tutoring or training delivered face-to-face, or by flexible learning methods including distance mode, video-conferencing and on-line. Instruction time also includes actively assisting students engaged in resource- based learning as well as observation, supervision and assessment of students. 38.2.1.b)The annual teaching load for a full-time lecturer will be variable between 720 and 800 hours. An annual workload model which include maximum teaching load, scheduled and non-scheduled

duties will be negotiated by the parties and implemented by the employer. 38.2.1.c)Within the 720-800 hours limit, workgroups and programs will through a consultative process between managers and teaching staff set the number of weekly face-to-face teaching hours that constitute a full-time teaching load (ie benchmark hours) in each program or sub-program. 38.2.1.d)In setting the number of weekly teaching hours for programs and individuals, the workgroup will take into consideration the following factors; the need for additional class preparation time, the size and complexity of the assessment task; the level of student support; the amount of administrative support available to the lecturer; travelling time; curriculum change and the number of non-teaching duties required of the lecturer. 38.2.1.e)Part-time lecturers will have a pro-rata teaching load expressed as a fraction of the agreed full-time teaching load for the program or sub- program. For example, where the benchmark is 20 hours per week for a full-time teaching load, a lecturer employed on a 0.8 fraction will be required to deliver up to 16 hours of instruction per week. 38.2.1.f) A joint AEU/DFEEST review of flexible mode delivery (including on- line learning, teaching and assessment) for the purpose of developing an award provision to manage contact hours and lecturer workload. All work undertaken by lecturers in alternate modes of delivery, including planning and development, delivery and assessment, evaluation and maintenance and administrative and other duties, will be acknowledged in the review. 38.2.2 The parties will negotiate and agree a formula through which an increased allocation of administrative assistance will be given to programs to reduce the level of non-teaching related administrative duties for lecturers, to better manage educational manager workload and to ensure the efficient local administration of educational programs and services. 38.3 Class size 38.3.1 Occupational Health and Safety Principles 38.3.1.a)No lecturer shall teach and no employer will require or allow a lecturer to teach, any class where student numbers may constitute a dangerous situation in that they exceed the number for which the workshop, laboratory or teaching area was designed or cannot be practically and safely supervised or accommodated in the teaching area or learning environment provided. 38.3.1.b)No lecturer will be required to continue with instruction in a class in which a student’s behaviour presents a safety risk to the lecturer or to other students. 38.3.2 Educational Principles

38.3.2.a)Class sizes must ensure that each student is guaranteed adequate time for effective participation and personal feedback and instruction. 38.3.2.b)Class sizes will be reduced and/or additional support given when there are student behaviour management issues. 38.3.2.c)The parties will agree a grievance mechanism to deal with Occupational Health and Safety Issues and extra marking and or preparation as a result of large class sizes.

39 TAFE - INDUCTION PROGRAM 39.1 The employer will develop an induction program for all newly appointed officers and to be undertaken in duty time. The program will include a three month period of mentoring by an Advanced Skills Lecturer in the officers’ program or sub-program. Where the new employee is engaged as a Student Services Officer, the mentoring will be undertaken by that employee’s line manager.

40 TAFE – PROGRAM CO-ORDINATION 40.1 Lecturers who are responsible for the co-ordination of programs and sub- programs will, in recognition of the impact on workload, be entitled to a reduction in their weekly teaching load. The reduction in the teaching load will be commensurate with the complexity of the co-ordination task and will be expressed as a percentage time reduction. 40.2 The industrial parties will negotiate a sliding scale of time reduction to apply to co-ordination duties. 40.3 Lecturers who are required to co-ordinate programs or sub-programs will not be classified below Step 8 of the Lecturer Incremental Scale.

41 TAFE - STUDENT SERVICES OFFICERS 41.1 The employer will increase the amount of Student Service Officer staffing at each institute/campus to enable Student Services Officers to better manage the expanding numbers of students with a diverse range of needs, program complexity, and to better support and assist teaching staff with such students. 41.2 The parties will agree a formula for allocating Student Service Officers time based on the number of students; the socio-economic background and needs of students; the complexity and number of courses available at the institute and the range of services it provides. 41.3 All employees employed as Student Services Officers will be entitled to a minimum of 15 days non-attendance leave per institute year. 41.4 A Student Services Officer – Disability appointed under the TAFE Act will be allocated to each of the three institutes. The role of the Student Services Officer – Disability will be to act as an advocate and services broker for students with disabilities; as a source of expertise on legislative obligations required of programs in regard to students with a disability; and as a source of support for teaching staff with such students. 41.5 The industrial parties will negotiate a Job and Person specification for Lecturer/Student Services Officer and Student Services Officer – Disability. 28/11/2017, 9:34 PM WITHOUT PREJUDICE ANNEXURE A AEU CLAIMS FOR A NEW AGREEMENT FOR 2005 67

42 TAFE – PRINCIPAL LECTURERS 42.1 To enhance the educational profile of TAFE programs and to build lecturers’ educational and vocational competence, the parties will negotiate the allocation of a Principal Lecturer position to activity areas within the TAFE SA Program Taxonomy. 42.2 Principal Lecturers will not undertake line management responsibilities but will be required to directly advise and liaise with Program Leaders on educational and discipline expertise matters. The role and function statement for Principal Lecturers will be renegotiated by the parties.

43 TAFE - LECTURER PROGRESSION 43.1 To recognise the increased diversity and range of vocational and educational qualifications and to provide an incentive for employees to undertake further study in their area of expertise (including the education of adults) the parties to the Agreement will discuss changes to the barriers to progression through the Lecturer Incremental Scale to recognise such qualifications. 43.2 The parties will make reasonable endeavours to achieve an agreed variation to the lecturer progression provisions in the Award during the life of the Agreement.

44 TAFE – EDUCATIONAL MANAGERS 44.1 The requirement that an EMA Step 1 be required “to lead and manage the development of innovative teaching methodologies and discipline expertise for the delivery of quality education programs within the work unit/s with support from a senior manager” and “to provide leadership for the work unit/s for the areas of training package/curriculum development and implementation” will be deleted from the role and function statement of the EMA. 44.2 Within three months of the ratification of the new Agreement, the position dimensions for the classifications of Educational Manager A, Educational Manager B, and Educational Manager C will be renegotiated by the industrial parties to reduce excessive Educational Manager workload, enhance the direct, local management of educational teaching staff and to better service the needs of clients. 44.3 Officers who are lecturers may be appointed to an EMA Step 1 classification on a fractional basis to provide them with the opportunity to develop management competencies and qualifications.

45 TAFE – PROFESSIONAL DEVELOPMENT 45.1 General professional development provisions 45.1.1 The employer will provide a range of professional development activities and entitlements aimed at improving the quality, currency and range of educational programs, to build the educational and vocational repertoire of educational staff, and to enhance the career development of individual employees. 45.1.2 Professional development activities will include the formal study in a recognised course, participation in workshop, seminar and conference 28/11/2017, 9:34 PM WITHOUT PREJUDICE ANNEXURE A AEU CLAIMS FOR A NEW AGREEMENT FOR 2005 68

sessions which may be conducted within TAFESA or by external institutions or persons, and formal skill formation and up-skilling processes conducted within Institutes or in industry. 45.1.3 Professional development will be undertaken during duty hours. 45.1.4 Professional development in duty time to be accessible by all TAFE Act employees, including Hourly Paid Instructors. 45.2 Professional Development Fund 45.2.1 The employer will establish a quarantined Professional Development Fund, with funding comprising a minimum of 0.5% of TAFE Act salaries as at the commencement of the Agreement, and advised in each successive year. 45.2.2 Each Institute will form a Professional Development Committee which will be broadly representative of all TAFE Act employees at the Institute and which will include AEU representatives. The Committee, which will have both educational manager and lecturer representatives, will develop policy to ensure fair distribution of all funds within the Professional Development Fund to individuals and groups. 45.2.3 The Professional Development Fund may be accessed by groups and employees for program-based or personal professional development. The Fund will not be used for systems-based initiatives. 45.3 Professional Development Leave 45.3.1 All officers will have an entitlement to paid professional development leave of 35 hours in duty time per year to enhance their vocational, educational or professional qualifications and skills. 45.3.2 This leave is cumulative for a period of three years and is in addition to the study leave provisions in the TAFE (Educational Staff) Interim Award. 45.4 Professional Development for Systems Initiatives 45.4.1 Professional development in regard to systems initiatives and compliance requirements required by the employer will be fully funded with release funding, replacement cover, travel, accommodation and all costs reasonably incurred. 45.4.2 Hourly Paid Instructors will have access to such professional development and will be paid for all time so spent. 45.4.3 As far as possible such training will be held in duty time, but where it cannot be held in duty time, 100% time off in lieu will apply. 45.5 Professional Development Program for Rural and Remote Employees 45.5.1 The employer will provide an annual training and professional development program of a minimum of five duty days for officers and HPIs in rural and remote campuses to enable them to develop and broaden their skill base, to keep up to date with systems initiatives and to assist with curriculum planning.

45.5.2 The program will be provided in duty time and travel and accommodation costs will be met by the employer. This professional development entitlement is in addition to the entitlements referred to at subclause 45.3 above. 45.6 Payment of Higher Education Fees 45.6.1 The employer will pay the HECS fees and post-graduate fees of officers enrolled in undergraduate and post-graduate study where the qualification to be achieved is relevant to the employee’s educational duties and/or vocational expertise or will assist the career path of the employee within TAFE. 45.7 Professional Development Outside of Duty Time 45.7.1 Where an officer, outside of duty time, undertakes approved professional development relevant to the officer’s duties, the officer will be entitled to 100% time off in lieu. 45.8 Release to Industry 45.8.1 The employer will encourage employees to take industrial leave, in accordance with Clause 7.4 of the TAFE (Educational Staff) Interim Award, where the experience in industry gained through the leave is of direct relevance and advantage to the employee’s role and function.

46 TAFE – TRAVELLING TIME, COUNTRY CONDITIONS AND OVERSEAS TRAVEL 46.1 Travelling time arrangements 46.1.1 Where lecturers are required to travel (exceeding one hour round trip) to deliver an educational program within the normal span of hours, credit will be given on the basis of 75% from contact time and 25% from non-contact time. Where a lecturer is required to spend a substantial period of time travelling to deliver an educational program, 100% credit will be given from contact time. 46.1.2 Where an employee’s chief/substantive workplace is changed by the employer the employee will not be required to attend that workplace if it is more than 45 kilometres from the employee’s residence. In such circumstances, the employer will place that employee at a workplace within the 45 km limit or will, by agreement with the employee, make an alternative arrangement to reduce the impact and inconvenience of longer distance travel. 46.1.3 DFEEST will honour the Commissioner for Public Employment Determination No. 8 that no TAFE Act employee may be required to use their own vehicle for work related travel if they do not wish to do so. 46.2 Country conditions 46.2.1 Where a TAFE Act employee uses their own vehicle for approved work related travel, rate of reimbursement will be negotiated and agreed between the parties and will take into account increased costs of running cars and 4WDs in country locations. Further, this rate will be paid when educational

staff travel for PD and between multi-campus sites and between the campus and educational delivery sites. 46.2.2 The parties will develop guidelines for the proper and fair management of long distance travel required by the employer. The guidelines will include but not be limited to matters such as driving time limits, travel on weekends, advanced driver training and relevant allowances such as living away from home allowances. 46.2.3 Additional management and administrative assistance to be provided to educational programs delivering vocational educational and training in rural and remote locations. 46.2.4 Community-based TAFE lecturers in remote locations will have access to a 4WD utility to assist with the collection and transport of project materials. 46.2.5 The employer will introduce a range of incentives in line with country incentives offered by DECS. 46.3 Overseas travel 46.3.1 Per diem allowances for travel and living costs for lecturers delivering Fee- For-Service vocational education and training outside Australia to be as indicated in Commissioner’s Determination No. 8. 46.3.2 Time spent in delivering instruction overseas will count as lecturer contact time.

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