Scottish Borders Council Supply Teachers’ Handbook 2013-2014
Developing Excellence in Supply Teaching
Written by the Supply Teachers’ Network Focus Group Department of Education and Lifelong Learning Contents Introduction and Support Welcome to the Supply Teachers’ Network 3 Continuing Inclusion on the Supply Register 3 Induction for Supply Teachers’ new to SBC 3 What Can Be Expected from Schools 3 What Schools Can Expect From Supply Teachers 4 Supply Teachers’ Network and GLOW 5 Home Tutors 5
Pay and Conditions Short term Supply 6 Fixed/Long Term Supply 6 Completing your Time Sheet 7 Pay Slips 8 School Closure & Annual Leave 8 Sick pay 9 Pension 9
CPD and PRD Continuing Professional Development (CPD) 10 The Professional Review and Development Process (PRD) 10 Self-evaluation & keeping a CPD Portfolio 11 Revised Professional Standards 11 Professional Update Pilot SBC 2013 11 Using the Online CPD Management System 12 Langlee CPD Centre 14 In Service/ INSET Days and Network Meetings 15 Behaviour Management for Supply Teachers 16 How Do I Access CPD Funding for other Opportunities? 16
Other Useful Information Scottish Borders Council Structure 17 Curriculum for Excellence 17 Education & Lifelong Learning Strategic Improvement Plan 17 Tapestry 18 HGIOS (How Good is Our School) 18 Health and Safety 18 Complaints Awareness Management 18 Health & Safety 18 Data Protection 19 Identity Badges 20 Enhanced Disclosure PVG 21 Insurance – Personal & Vehicle 21 Disclosure 21 Mileage and VAT receipts 21 General Teaching Pool 21
Appendices Appendix 1: Details of Schools by Learning Community 22 Appendix 2a: Salary Scales for teachers 34 Appendix 2b: Frequently Asked Questions - Engagement of Short & Long Term Supply 35 Appendix 3a: Time sheet example Long/Fixed term supply 37 Appendix 3b: Time sheet example Short term supply 39 Appendix 4a: Ready Reckoner for long term/fixed supply claims 41 Appendix 4b: Ready Reckoner for short term supply claims 42 Appendix 5: Travel Mileage Chart 43 Appendix 6: Travel Expenses Form 44 Appendix 7: School term, Holiday and Closure Dates 46 Appendix 8: Map to CPD Resource Centre, Langlee 47 Appendix 9: Floor Plan of CPD Resource Base 48 Appendix 10: Standard for Full Registration 49 Appendix 11: ID Security Card Form 50 Appendix 12: Glossary of Acronyms 51 Welcome to the Supply Teachers’ Network
Welcome to Scottish Borders Council in your role as a Supply Teacher. It is hoped that you find this information helpful. Feedback on anything in this guide, or for the Supply Teachers’ Network, would be genuinely appreciated. This can be passed on to:
Jacqueline Morley CPD Manager [email protected]
We hope that you enjoy working as a supply teacher for SBC. The Supply Teachers’ Network meets regularly throughout the year to share issues and concerns, and for CPD events. See CPD section of this handbook or check online (www.sbc-cpd. co.uk) for details of these events
Continuing Inclusion on the Supply Register
Once a year, usually in April/May, supply teachers are contacted by letter to see whether they wish to remain on the SBC Supply Register. You must reply by the stated date to remain on the list. If you fail to fill in the form in time, SBC will assume you no longer wish to be on the register. You can indicate on this form where you prefer to work and which days of the week you are available. While it is likely that you will be offered a variety of supply work, Scottish Borders Council has no obligation to offer work to you, nor do you have any obligation to accept the offer of work if the days or school offered are not suitable to you. If you feel that you are not being offered work, please get in touch the Education and Lifelong Learning Department (tel: 01835 525108) to discuss this.
The main contacts in SBC responsible for updating Supply Register details are:
Primary: Lucy Gordon (01835) 824000 ext. 5468 Email: [email protected]
Secondary: Harriet Hinchliffe (01835) 824000 ext. 5678 Email: [email protected]
As many vacancies are advertised internally, being on the supply register is a flexible route into permanent teaching in the Scottish Borders.
Induction and welcome for Supply teachers new to SBC
The CPD plan for supply teachers begins with an Induction Meeting on the first day of term in August which is designed to introduce those new to the supply register to the Department. This course is designed to provide an insight into various aspects of the role of a Supply Teacher within Scottish Borders Council. It offers an overview of the Supply Teachers’ Handbook and Network, of the Education & Lifelong Learning department, and the Strategic Improvement Plan that underpins the focus of our work, considering promotion of Better Partnership Working across the department and the authority, and developing awareness of the role of CPD in professional development.
Everyone who joins the supply register should also complete mandatory training on Child Protection and Health & Safety within their first year, this is offered on the first November INSET day. A range of courses on all aspects of CPD are available via the CPD Online booking system (see p12.)
Copies of the general SBC employee handbook are available in the CPD Centre Resources Base at Langlee, Galashiels (appendix 8). An e-induction is available for new employees in an e-learning package to be worked on in sessions totalling about 3 hours. This flexible package can only be accessed through the SBC intranet. Contact Karen Niven if you would like computer access, at [email protected] .
What Can Be Expected From Schools
Information for Supply Teachers should be available on arrival or ready in the classroom. This should include: l Timetable, including lesson times, class and its regular teacher, subject, room number, contact name (with room number and phone extension) for assistance with work and in case of emergency. l Map/school layout l Staff List (including non-teaching staff). Internal phone extension numbers, where applicable.
3 l Register A hard copy of the class list/attendance register and school routine for registering attendance should be easily available. This is essential where attendance is completed on computer software which supply teachers do not have access to. l Routines A folder or sheet outlining different routines throughout the school day, e.g. entering building, movement around school, permission slips, toilet & water policies, lunch time, wet weather breaks, visiting teacher arrangements, etc. l Discipline Policy and Procedures l Access to Resources This should include basic stationery items, information on where equipment is kept and how to gain access to it if needed. l Access to computers for staff: Help for supply teachers to log on to computers as currently we do not have passwords, e.g. temporary log-in or information on how to set one up, (calling yourself ‘Supply Supply’ sometimes works.) Be aware that work may have been left for you that requires accessing the computer system, such as showing cds and using Smartboards. Permanent school staff may not be aware that you do not have a logon! l Codes for IT equipment, white board, smart board l Child Protection Card (primary) l Health and Safety information (fire drills, first-aider, emergency procedures) l Medical Action Plans and Additional Support for Learning information l An introduction, if possible, to Infant Classes to avoid the supply teacher arriving in front of them as a stranger. l Seating Plans: Where applicable l Name Labels (Primary): Pupil names for the class. For their safety, remove names from young children before they leave the school building.
The following should be available for:
Long-term/Fixed Supply l Work: If the teacher wishes specific work to be done it should be clearly available with notes of what is expected, along with details of differentiation and extra support needed. l SQA Exam Requirements: Briefly list what SQA demands (subject by subject) and relevant school timetable for completion e.g. folio dates, deadlines, etc.
Short term supply Short term Supply Teachers only have 30 minutes a day of non-contact time. Therefore they are not expected to prepare lessons in advance nor spend more than 30 minutes on marking and feedback. Please see the duties as set out on page 8 and taken from the SNCT handbook.
It is the responsibility of the school to prepare and leave appropriate work for the classes. There should be: l A plan for the day listing lessons to be taught l Details of work to be taught l Appropriate textbooks and jotters/worksheets/paper l Resources needed for the planned activities
(Please also see Appendix 2b: Frequently Asked Questions - Engagement of Short & Long Term Supply)
What Schools Can Expect From Supply Teachers
Timetable: Follow the provided plan of work as far as possible.
Work: Aim to complete work left for you or your own work in the absence of this.
Discipline: Make every effort to maintain the order necessary for a good learning environment.
4 Reporting: Complete a handover form, where supplied, or leave information so that the class teacher is aware of incidents and work completed along with any comments.
Child Protection: Any observations or confidences should be reported immediately to the appropriate person as indicated in the school’s guidelines.
GLOW and Supply Teachers’ Network (STN)
Glow is a developing on-line community to allow contact and discussion between people interested in education. If you are linked to a school on a temporary contract (e.g. perhaps ‘point two’ status) there should be a Glow log-in waiting there for you.
As a Supply Teacher you can get a Glow log-in from SBC. This will allow you access to the National site and Scottish Borders Council Glow site from a personal computer. You will require your GTCS number, SBC Employee number and to give your name and title. Contact Carol Douglas for further information:
If you are regularly in a school on supply you will find after a period of time, your name appears on a staffing list. After that, you will be able to access Glow in that school with your own login. Your login will take you automatically into that particular school’s Glow site.
When you become a Supply Teacher for Scottish Borders Council you are automatically a member of the Supply Teachers’ Network. The Supply Teachers’ Network aims to maintain and drive forward standards in our sector and enhance our sense of being part of a working community that matters. This is done through CPD, PRD, professional guidance documents, meetings and our new glow group. We organise topics and speakers, along with Jacqueline Morley (CPD Manager) for Inset days and Twilight meetings held five or six times over the year.
Within the Scottish Borders Council site there is a Glow group for SBC Supply Teachers. We would welcome your input to this forum and hopefully you will find lots of useful information and links. Apart from discussing things on-line, we have regular meetings of the Supply Teachers’ Network where we can chat about problems and put forward ideas face to face.
Home Tutors
Occasionally teachers from the supply list may be asked to under take one-to-one tuition with pupils who are not attending school due to a variety of circumstances.
Please refer to the guidance note on home tuition which details the procedures on home tuition and the specific responsibilities of the tutor.
Generally pay will be at the full supply teachers rate with paid preparation time of 15 minutes per hour taught. (Claim with long term supply form). Home tutors are able to claim travelling expenses for the round trip from home to the pupil and back. (Claim with travelling expenses form, Appendix 6)
Much of the information contained in this handbook will apply equally to home tutors, who are welcome to attend any of the Supply Teachers Network meetings and CPD events.
Working individually with pupils requires a different set of considerations whether it is in the pupil’s own home or a neutral setting. Good communication with the pupil’s school is essential. Some aspects you may wish to consider are: l The specific school contact(s) responsible for the pupil’s progress in each subject, e.g. the regular class teacher and the guidance teacher l The specific work the pupil needs to cover, including details of what the regular class teacher should receive and how it will be delivered to them l The additional needs of the pupil and how these will be met/supported l Any medical needs of the pupil l The possible presence of another adult while working with the pupil l Risk Assessment l Arrangements for teaching resources l Arrangements for coursework for exam pupils l Exam arrangements 5 Pay and Conditions
IIn September 2011 there was a series of national changes to Supply Teachers’ terms and conditions of employment. These changes led to a number of revisions to the Scottish Negotiating Committee for Teachers (SNCT) handbook and revised terms and conditions for Supply Teachers.
Short Term Supply / Fixed Term (Long Term) Supply Contracts There are two different types of supply work which have different hours and rates of pay: short term supply and fixed/ long term supply. Supply Teachers will work either on short term or fixed/long term supply contracts with different rates of pay, terms & conditions and timesheets to be submitted. Any periods of employment known to be for 4 weeks+ (e.g. maternity leave) will be appointed to a temporary (salaried) contract. employment known to be for 4 weeks+ (e.g. maternity leave) will be appointed to a Temporary (salaried) contract.
Short term Supply
Teachers will be employed on short term supply when the period of work they are engaged for is, at the outset, 5 days or fewer. Engagement should be on a day-to-day basis, with short term supply teachers expected to undertake the following range of duties: l teaching assigned classes l correction of work, as part of ongoing class work l maintaining a record of work l promoting and safeguarding the health, welfare and safety of pupils l working in partnership with support staff and other professionals in class l contributing towards good order in the school
(SNCT Handbook, Part 2, Section 2, Main Duties, Paragraph 2.2)
All short-term supply teachers will be paid on point 1 of the main grade scale (point 0 if not fully registered) and for a maximum of 25 hours per week (22.5 hours contact time, 2.5 non-contact).
Non contact time is calculated as 11.1% of contact time (See Appendix 4b - ready reckoner)
Short term supply claims are recorded on a beige form. A different form is required for each month and each school. It is the supply teacher’s responsibility to ensure during a week they are not exceeding the 22.5 hours contact and 2.5 non- contact time because you cannot be paid for any extra minutes.
It is very important that Supply Teachers are clearly advised, at least verbally, of the reasons for the short term cover (e.g. the prescribed purpose such as absence, CPD etc), the hours of work and advised of the daily rate of pay (i.e. point 1 on the scale, or point 0 if the supply teacher is not fully registered).
Supply Teachers should be clearly informed that they are engaged on a daily basis, and immediately advised of any change to the terms of their engagement. There should be clear communication between the school and the Supply Teacher about when the work is likely to stop.
Fixed/Long Term Supply
Supply Teachers will be employed on fixed term contracts when the period of work they are engaged for is knownat the outset to be 6 days or more. However, please note, IF a supply teacher is asked to take on cover for an absence that has extended beyond 5 days then they will be paid full rate even though, for them, this is their first day of cover! This is because it is the absence that is considered, not the individual supply teacher’s engagement.
Home Tutoring – because the teacher is engaged on a long term contract, they will be paid at the full rate from day one.
Supply Teachers on fixed term contracts will be paid on their individual salary assessed pay scale point and for a maximum of 35 hours per week (including 12.5 hours non contact time, calculated as 55.55% of contact time), or a pro- rata basis according to the needs of the service. Refer to Appendix 4a – ready reckoner.
Fixed/Long term supply claims are recorded on a blue form. A different form is required for each month and each school.
6 The Supply Teacher on a fixed term temporary contract will be expected to carry out the full range of duties of a teacher as set out in the SNCT Handbook of Conditions of Service: l teaching assigned classes together with associated preparation and correction l developing the school curriculum l assessing, recording and reporting on the work of pupils l preparing pupils for examinations and assisting with their administration l providing advice and guidance to pupils on issues related to their education l promoting and safeguarding the health, welfare and safety of pupils l working in partnership with parents, support staff and other professionals l undertaking appropriate and agreed continuing professional development l participating in issues related to school planning, raising achievement and individual review l contributing towards good order and the wider needs of the school
(SNCT Handbook, Part 2, Section 2, Main Duties, Paragraph 2.3)
(Please also see Appendix 2b: Frequently Asked Questions - Engagement of Short & Long Term Supply)
Completing your Time Sheet
You are responsible for completing your timesheet – not the office staff. Your timesheet should be completed andhanded in before or on the 7th of each month. NB The December deadline is usually in late November. Check with your school office staff. It is advisable to always take a photocopy of your timesheets as a record of hours worked in case of any enquiries.
See Appendix 3 for an example of the timesheet which includes instructions. The latest edition of the timesheet is divided into blocks: ‘WEEK 1’ begins on the 8th of the month for Supply Teachers. Thus, if the 8th is a Friday, that date goes in the block for ‘Week 1’, with Monday 11th in ‘Week 2’, etc. See Appendix 4 for the ‘Ready Reckoner’ which shows you the ratio between class contact hours and preparation, correction and collegiate duties.
All Supply Teachers
Working up to 5 days Working beyond 5 days Working for more with any class with the same class or than 4 weeks and (excluding job share for a pre-arranged known in advance taking own class) fixed term
Complete new Complete the blue Headteachers should “beige” timesheet timesheet (as before) request a Temporary contract. Teachers will be SHORT TERM LONG TERM salaried and will not need SUPPLY SUPPLY a timesheet
7 Important Notes You could find yourself filling intwo different forms for the same week depending on the type of supply cover you have been engaged for. As an example, you may be on a spell of long-term cover, such as covering one day a week for one particular teacher for a set period of time, (blue form, claiming 7 hours’ pay) while also being asked to cover a short term day of, say, sickness, (beige form, claiming 5 hours’ pay.) It is the Supply Teacher’s responsibility to ensure they are not exceeding the statutory 22.5 hours contact time across a week.
Other Scottish Councils may implement the changes slightly differently.
Job share or part time Job-share or part-time teachers could also be engaged on short-term supply work. When considering this situation, the main consideration is the teacher’s substantive post.
In circumstances where a job-share or part-time employee is offered additional hours to teach in a class other than their own and the duration of the engagement is less than 5 days, short-term supply provision would apply for the additional hours worked. This means payment at SCP1 for every class contact hour worked (or SCP0 if the teacher is not fully registered).
If the job-share or part-time teacher is working extra hours teaching their own class, this would be considered a continuation of their work and not classed as short term supply. Payment under these circumstances would be paid at the teacher’s main grade scale salary point, with the expectation that the teacher would undertake all the duties associated with the class, for which payment would be made on the basis of 35 hours per week for 1.0 full time equivalent.
Primary RICCT entitlement In primary schools, the entitlement to RICCT applies to temporary or Supply Teachers as well as to teachers with permanent contracts. This will usually happen through the existing RICCT provision carrying on as for the regular teacher’s normal timetable. You do not have a daily entitlement to RICCT; it is a weekly average. However, short-term Supply Teachers who do not get any RICCT time in the day, still claim for the standard non-contact time. It is therefore important that the contact time recorded on the timesheet accurately reflects the actual contact time undertaken. The additional non-contact payment applied ensures that payment for any RICCT entitlement is correctly paid.
Pay Slips
It is in your interest to regularly check your payslips. Any enquiries about your pay slip can be addressed to the staff named on the pay slip itself.
Please check that your GTC Scotland Registration Fee is paid each year. If the SBC doesn’t deduct it from your pay slip (probably in March) you MUST pay it yourself or you cannot be employed and it may take several months to get re-registered. A reminder letter is likely to be sent from GTCS in time.
If the Council makes a payment to you to which you are not entitled, or is more than that to which you are entitled, the Council has the right to recover the overpayment by deductions from your salary or other payments due to you. Any deduction will normally be made over the same period that the overpayment was made.
School Closure & Annual Leave
A teacher’s working year is 195 days per annum. The school calendar will be as follows: l 190 teaching days l 5 In-service or development days l 40 annual leave days: You will be entitled to annual leave accruing at the rate of 0.2051 for all time worked subject to a maximum of 40 days annual leave per annum. l Usually 26 school closure days, unpaid: this is the balance of days these are classified as school closure days.
Teaching days, in-service or development days and holidays attract salary. Supply Teachers will receive Holiday Pay based on the number of days worked.
Leave will be taken during school holiday periods, and any accrued holiday entitlement will be paid in the first holiday period following the period of work up to the maximum number of holidays in that period. Please note that accrued holiday pay is not paid for allocated school closure days. Any outstanding balance due will be paid on termination of your employment as a teacher or by 31st July in any year, whichever is the earlier. For examples, see the following table:
8 Holiday Period Payment made October November Christmas/New Year January Easter May Summer July e.g. 4.5 hours contact time plus 2.5 hours non contact time worked accrues 7 hours x 0.2051= 1.4357 hours of accrued holiday pay, which will be paid at the next holiday period. Sick Pay
Subject to the provisions of Paragraph 13 of the Conditions of Service for Teaching Staff you will receive, in any one period of 12 months’ sickness absence, payment in accordance with the following:-
Service at Commencement of Absence Full Salary Period Half Salary Period
Less than 18 weeks nil nil 18 weeks but less than 1 year 1 month 1 month 1 year but less than 2 years 2 months 2 months 2 years but less than 3 years 4 months 4 months 3 years but less than 5 years 5 months 5 months 5 years or more 6 months 6 months
18 weeks service does not need to be full time. It could be, for example, 18 x 1 day a week on a regular basis. You may need to discuss any issues with SBC but they are willing to help you and check what you are entitled to, especially if you have worked regularly in many schools over the 18 weeks.
Pension
The appointment is subject to the provisions of the Scottish Teachers’ Superannuation Scheme which is contracted out of the State Earnings Related Pension Scheme (SERPS). You will automatically be admitted to the Scheme in respect of remuneration received as a teacher and the employees’ share of the appropriate contributions will be deducted from your salary. (You pay between 6.4% and 8.8%, dependent on the level of your annual salary, SBC pay 14.9%). You are entitled to opt out of the Scheme in order to make alternative pension provision at any time. As Scottish Borders Council will pay the employer’s contributions to the Superannuation scheme only, you should take financial advice before contracting out of the scheme. You can contract back in, if you are currently contracted out.
Further information can be obtained from the Scottish Public Pensions Agency who can be contacted at www.sppa.gov.uk. If you are already in receipt of a pension, you should remember to inform SPPA (or other appropriate pension agency).
CPD and PRD
The Continuing Professional Development Strategy within Education and Lifelong Learning recognises the importance of investing in our staff. Supporting and developing people is central to Education and Lifelong Learning’s Strategic Improvement Plan and lies at the heart of our ability to deliver high quality service provision. Through encouraging and supporting Continuous Professional Development for all, we can enable staff to identify their learning needs and to realise their potential.
A Teaching Profession for the 21st Century, the agreement reached following recommendations made in the McCrone Report, stated that “all teachers shall have an ongoing commitment to maintain their professional expertise through an agreed programme of continuing professional development.” It also made clear that from August 2003, teachers would be required to engage in an additional contractual 35 hours of CPD, to agree an annual CPD plan with their managers and to maintain an individual CPD record. Guidelines placed the process of Professional Review and Development (PRD) at the heart of this commitment. As a Supply Teacher this will also apply to you on a pro-rata basis. This could include courses, reading, shadowing and many other activities.
In addition, the agenda set out in Ambitious Excellent Schools and A Curriculum for Excellence requires that all pupils should be taught by teachers who are familiar with curricular change, knowledgeable about teaching and learning methodologies, up to date with rapidly changing technology and who can enable them to reach their full potential and equip
9 them for the changing world in which they live. It is therefore important that every teacher has easy access to a wide range of high quality CPD activities which are personally relevant to them at every stage in their career. The basis for good high quality CPD is the Professional Review and Development process.
The Education and Lifelong Learning CPD policy and guidelines documentation can be found on the online CPD Management System. The Professional Review and Development Process (PRD)
All Supply Teachers have an opportunity and entitlement to an annual Professional Review and Development meeting. The Supply Teacher may choose the appropriate person to carry this out. This may be a line manager, such as the Headteacher, Depute Head or Principal Teacher in the school they most often work in but can also be organised through the Supply Teachers’ Network, please contact Jacqueline Morley [email protected] for advice or information.
Professional Review and Development (PRD) has a number of elements, or components: l Preparation for the interview, including self-evaluation against the professional standards l PRD interview with appropriate line manager *(see above), including CPD needs identification l The CPD Plan and Record (also referred to as a profile) l Allocation of resources l Undertaking professional development activity l Assessing impact of CPD on practice
Details of the PRD process and paperwork for teaching staff can be found on the CPD online management system, along with information on Frequently Asked Questions on CPD and PRD. Training for reviewers and reviewees is also available to all members of staff and more details can be found in the CPD directory.
Continuing Professional Development (CPD)
As CPD is a contractual requirement, all teachers should complete a maximum of 35hrs CPD per annum. Teachers on Part Time or Fixed/Long term supply complete CPD per annum on a pro rata basis. Short term Supply Teachers are excluded from this contractual requirement but can opt into CPD opportunities.
The PRD process is intended to ensure that all teachers experience professional development on a continuing basis. The range of activities that can support this development is very wide; any activity that causes a teacher to reflect on and develop his or her professional practice, knowledge or understanding does so. It is therefore increasingly understood that CPD is very much more than attendance at courses or other such events, and increasingly the case that teachers are seeking professional development through collaborative, workplace–based activity, peer support, professional reading, classroom visits and observation, ‘acting’ posts and other practice–based activity. l Courses l Membership of Curriculum/Work Support Groups l Observation of a colleague, in own or other establishment l Peer support/mentoring l Personal research l Personal Study l Placement in business or industry l Responsibility for specific whole establishment task l Secondments at establishment or authority level l Service on establishment/authority/national committees l Shadowing class/group l Shadowing colleagues l Team teaching/working
Please remember that CPD is about much more than only attending courses!
You are responsible for keeping your own record of all CPD undertaken including time and date (see Online CPD Learning Log below). Please take this record along to your PRD meeting.
10 Self-evaluation & keeping a CPD Portfolio
“Effective CPD which raises standards only happens as a result of rigorous, thoughtful and ongoing self-evaluation” (Scottish Government).
It is clear that time set aside for personal reflection and self-evaluation is welcomed by the profession. Self-evaluation is recognised as being a good way for teachers to consider the outcomes from the personal development activities they undertake and to evaluate how these impact on learning and teaching within the school. Teachers are expected to use the professional Standards for Teachers as a key resource for their self-evaluation (see appendix 10). It also allows time to determine future personal development requirements and to highlight areas of personal strength which could be shared with colleagues. The CPD online management system has a number of useful self evaluation tools you may wish to use. See www.sbc-cpd.co.uk
The maintenance of a CPD Portfolio is good practice for all teachers, regardless of their experience or aspirations. It can offer a systematic method for recording professional analysis and development throughout a teacher’s career. New teachers entering the profession will maintain a professional development portfolio and profile for the duration of their induction post and should be encouraged to continue this practice once fully registered. (Please see PRD information for teachers on the online CPD management system for a helpful list of what to include in your professional portfolio.) The CPD online management system now offers the ability to keep an online learning log. (See Online CPD Learning Log below.)
Revised GTCS Professional Standards
The revised professional standards are underpinned by the themes of values, sustainability and leadership. Professional values are at the core of the Standards for Registration. They are integral to, and demonstrated through, all our professional relationships and practices.
The Structure of the Suite of Professional Standards
This suite of Professional Standards provides a framework for teachers to examine, inform, and continually develop their thinking and practice. The suite includes: l The Standards for Registration (incorporating Provisional and *Full Registration) (*see appendix 10 for SFR Summary) l The Standard for Career-Long Professional Learning l The Standards for Leadership and Management (incorporating Middle Leadership and Headship)
Professional Values and Personal Commitment
Democratic values are at the heart of Scottish society. Therefore, Professional Values and Personal Commitment are at the core of this suite of Standards. They are integral to, and demonstrated through, all our professional relationships and practices. For the first time, the same values are replicated across each standard, in recognition that these are the same for all teachers, irrespective of experience and stage in career.
Learning for Sustainability
‘Learning for sustainability’ is a whole-school commitment that helps the school and its wider community develop the knowledge, skills, attitudes, values and practices needed to take decisions which are compatible with a sustainable future in a just and equitable world. All teachers should be confident in their knowledge and understanding of the challenges facing society locally and globally. Teachers support learners to become responsible citizens contributing to a fair and equitable society. Learning for sustainability has been embedded within the suite of Standards to support teachers in actively embracing and promoting principles and practices of sustainability in all aspects of their work.
Leadership
We recognise that effective leadership depends on the principles of collegiality. All teachers have opportunities to be leaders. They lead learning for, and with, all learners with whom they engage. They also work with and support the development of colleagues and other partners. Different forms of leadership are expressed across the suite of Professional Standards including leadership for learning, teacher leadership and working collegiately to build leadership capacity in others.
Professional Values and Personal Commitment l Social Justice l Integrity- Demonstrating, honesty, courage and wisdom by critically examining personal and professional attitudes and beliefs, challenging one’s own assumptions and professional practice l Trust and Respect l Professional Commitment 11 For further detail please see: http://www.gtcs.org.uk/standards/revised-professional-standards.aspx
Professional Update SBC Pilot 2013
From August 2014 a new system of professional update (PU) is being brought in by the GTCS for all registered teachers. The GTC Scotland Position Paper provides a summary statement of the proposals for the introduction of Professional Update for the teaching profession in Scotland along with useful further information on the progress of ongoing pilots. The Position Paper can be accessed at: http://www.gtcs.org.uk/professional-development/professional-update.aspx
SBC is taking part in the pilot of PU from June13 to June 14. Two learning communities (Eildon East and Teviot and Liddesdale) will be involved in the pilot, and Supply Teachers are actively encouraged to take part to help shape this work.
PU will take place every 5 years following the cycle of PRD meetings and reflection on the impact of CPD and next steps. As SBC already has our online CPD system with learning logs, records of PRD etc (see below *) we anticipate that the PU processes will eventually be an automatic part of the way we already work. We hope that by having this online facility there will be no significant extra time involved in gathering your previous 5 years’ record for the GTCS re-registration. Professional Update is about ‘improving not proving’ and is meant to be a supportive process.
Using the Online CPD Management System
The SBC CPD Online system is at: www.sbc-cpd.co.uk where you can book courses, update your Learning Log, keep your profile up-to-date and prepare for your PRD review. In addition, you can use the ‘blue bar’ links at the top of the page to find out about SBC CPD Information, the CPD Resource Centre, CPD FAQs, Contact details, etc.
In order to access the system, you need a CPD username and password.
12 Registration
For new SBC employees, you should register to use the Online CPD Management System. Simply access the site via www. sbc-cpd.co.uk and submit your details via the ‘Sign Up’ link (on the right-hand side). Upon approval of your submission, a CPD Username and Password will be emailed to you directly. We recommend that you change your password as soon as possible to something easy to remember using the ‘Change My Password’ link.
Problems Getting Online?
Unless you are a new SBC Employee, it is likely that you are already registered for the Online CPD System and already have a username and password.
If you have forgotten your password and/or username, go to www.sbc-cpd.co.uk and click the ‘Forgotten Password’ link (on the right-hand side). Follow the instructions to receive your new password. We recommend that you change your password as soon as possible to something easy to remember using the ‘Change My Password’ link.
However, if you have changed your email address, the team will not be able to contact you to send you your new password nor will you be able to receive the emails sent out by the system. To remedy this, you should contact the Online CPD Team – contact: [email protected]
Finding Courses
CPD Courses available for booking can be browsed either in A-Z or Date format. By clicking on the course title in either of these, you will be able to access the full published details of the course. The details will enable you to make an informed decision regard- ing the suitability of the course in terms of your own professional development needs. Once a course has been identified as suitable, making your application is a straightforward affair: simply click on ‘Book Course Online’ and complete the online Booking Form to submit your application. (For Supply Teachers, ‘Base School’ = ‘Supply Teachers’ Network’.) You can alter your base in the Change My Details link in the right-hand menu. However, you can have more than one base for funding. See section on How Do I Access CPD Funding?
You will be told when your application has been approved by your CPD Co-ordinator, although notification of a place is only pro- vided when the course is determined to be going ahead. This notice-period depends on the individual Course Administrator, although they try to allow seven days’ notice, wherever possible, out of consideration for their clients. Online CPD Learning Log
Keeping a complete record online of your CPD is now very easy to do. Log in to the Online CPD System and click the ‘My CPD Learning Log’ link, which is found in the right hand menu. You will see that any SBC courses that you have booked online (and attended) have been automatically added to your Learning Log, saving you time. What do teachers say?
“I have just finished updating my CPD Learning Log. This is a task I normally dread as it is cumbersome, thankless and to some degree pointless. However, having just used the new system I am chuffed to bits. It was quick and easy and the presentation is clear and organised. This is how I.T.should be; a help rather than yet another burden ...what a difference!”
By using the ‘Add New Activity’ link, you can add any other CPD activities you have undertaken, from Professional Reading to Mentoring, from Observation to Membership of Committees. This is simply a matter of choosing from a drop-down list and filling in the details. In this way, you can build up a complete and valuable record of your CPD.
By using the ‘Add New Activity’ link, you can add any other CPD activities you have undertaken, from Professional Reading to Mentoring, from Observation to Membership of Committees. This is simply a matter of choosing from a drop-down list and filling in the details. In this way, you can build up a complete and valuable record of your CPD.
For every course and activity in your Learning Log, there is the option to reflect on the impact of your learning on your own and others’ practice. This reflective commentary can be edited and added to at any time.
13 Langlee CPD Centre
Langlee Complex, Marigold Drive, Galashiels, TD1 2LP Phone: 01896 662170 Fax: 01896 662160
Resource Base
There is online access to the CPD Library and Database. This means that you can find out if a resource is in the library before travelling. Go to www.sbc-cpd.co.uk and look for the CPD Resource Library links on the Home Page, or use the side menu links.
The CPD Centre Resource Base contains a broad range of educational resources in the following ranges:
u Big Books u Technology u Literacy u Early Years u Maths u Professional Library u Music u Physical Education u Myths & Legends u Art & Drama u Novel Sets u Reading Schemes u Reference u Support for Learning u Religious Education u Science u Secondary u Citizenship u Social Studies u Health & Wellbeing u Story Sacks u Enterprise u Support for Learning u Adult Literacy
Please see Appendix 10 for the Floor-Plan of the Resource Base There is on-line access to the CPD Library and Data-base. Search Go to www.sbc-cpd.co.uk and look for CPD Resource Library links on (using the on-screen the Home Page, or use the side menu links. database search) Borrowing Resources Log in The CPD Resource Library database is now part of CPD Online. When you (with your CPD Online come to borrow resources, you will be asked to log in to username and password CPD Online, so please bring your CPD Online username and password.
Borrowing resources uses a self-service system. Scan the barcode (with the barcode reader)
To find resources, either search the database (using the CPD Library Return resources computer) or browse the shelves. Please see Appendix 10 for the Floor-Plan (to the Returns trolley) of the Resource Base. A-V/Reprographics
To find resources, either search the database (using the CPD Library computer) or browse the shelves. Please see Appendix 10 for the Floor-Plan of the Resource Base. Meeting Rooms There are three Meeting Rooms available to book at Langlee CPD Centre, namely: Eildon, Ellwyn and Tweed.
A-V/Reporgraphics
Any enquiries regarding A-V/Reprographics services should be addressed to: l David Thomson [email protected] 14 In Service/INSET Days and Network Meetings
A programme for Supply teachers has been established for 2013-2014. INSET opportunities will take place on two of the five Local Authority In-Service/INSET days, including an Induction day for new Supply Teachers on the first day of the new session. Supply Teachers and Home Tutors are also welcome to attend any Authority or School-based INSET activity that may be of interest. In addition, the CPD Directory may contain information on other activities offered centrally on the INSET days.
For Fixed/Long term Supply Teachers and Home Tutors, these activities will be a way of meeting the collegiate time put in place by the teachers’ agreement. Remember, payment for attendance at INSET courses and CPD has already been made in your daily payment in proportion to the number of days worked. If the school you are working in wishes a Fixed/Long term supply teacher to take part in activities on an In Service Day, then payment for this would come from the school supply or CPD budgets. NB: Travel claims for distances in excess of 20 miles can be made for attendance at CPD sessions, (see Appendix 6 for claim form).
CPD Plan 2012- 2013
Date Category Description 19/08/13 INSET (9.30-12.30) Supply Teachers’ Induction 01/10/13 Twilight (16.30 – 18.30) Supply Teachers’ Network 07/11/13 Twilight (16.30 – 18.30) Supply Teachers’ Network 14/11/13 INSET (9.00 -12.30) Agnes Hendry: Building relationships with other adults in the learning community (9.00 -12.15) Child Protection Training* (12.30 - 4.00) Health & Safety Training*
15/11/13 INSET Please see school/learning community provision 07/02/14 INSET (9.00 – 4.00) Supply Teachers’ Network 02/05/14 INSET Please see school/learning community provision 08/05/14 Twilight (16.30 – 18.30) Supply Teachers’ Network
*Indicates Mandatory Training.
Attendance at the sessions identified above as Mandatory is a requirement of all teaching staff employed by Scottish Borders Council. Members of staff who have not previously undergone this training are expected to attend one of these sessions; attendance at these sessions will be paid on the short term supply rate. If you register as a Supply Teacher subsequent to the available dates of the relevant training (above), please contact the Supply Network.
Supply Teachers’ Network The programme of CPD for 2013-2014 is not fixed but responds to our end of year needs analysis. This means deciding which training Supply Teachers would find most useful and interesting. The following list includes some commonly covered topics: l Managing Challenging Behaviour l Glow l Personal skills e.g. Assertiveness or Communication l Additional Support Needs l Curriculum for Excellence l Building the Curriculum Series
The above sessions are available to book via the Online CPD Management System at www.sbc-cpd.co.uk. If there is anything you want as a Supply Teacher and it is not covered please contact Jacqueline Morley with your suggestions.
15 Behaviour Management for supply teachers
Information on Behaviour Management, particularly with reference to Supply Teachers, is most often requested topic for CPD. Courses on Behaviour Management are available in SBC – see online CPD directory. The Supply Teachers’ Network sometimes has meetings on this topic specifically for Supply Teachers. The Professional Library section in the CPD Resource Base has a variety of helpful books on Behaviour Management, e.g. those by Bill Rogers, including ‘Effective Supply Teaching.’ Here are a few top tips to get you started: l Treat pupils with respect and expect them to treat you with respect. l Be in charge: you should be seen to be in control at all times. Have Positive Classroom Rules and make the class aware of your rules at the beginning of your lesson. Also have clear consequences of non-compliance. Find an outcome that will be best for both parties when a difficulty arises.
Keep to these rules: l Reinforce good behaviour with praise. ‘Catch them being good.’ Make rewards work for you as well as for the class. l Deal with low-level unhelpful behaviour before it escalates. l Try to get to know the children as individuals. l Establish ‘Start of the Lesson’ routines. l Manage how a lesson ends. l Use clear and concise language in your lessons and constantly check that everybody has understood you instructions. l Ask immediately if you need help from other staff or management – it is not a sign of weakness.
How Do I Access CPD Funding for other Opportunities?
Where courses in the SBC CPD Directory indicate a charge, this is paid for from the Supply Teachers’ CPD budget. However, when a CPD course is being offered outwith our region, a Supply Teacher would approach the CPD manager to discuss individual funding needs.
If you have any queries and/or suggestions concerning CPD, please contact:
Jacqueline Morley 01896 662185 CPD Manager [email protected]
Carol Douglas 01896 664161 CPD Clerical Support [email protected]
Other Useful Information Scottish Borders Council Structure
Scottish Borders Council is a complex organisation providing a diverse range of services to the Borders public. It is important to understand a little bit about the structure and how we fit into that.
Council Departments 1. Chief Executive 2. Education and Lifelong Learning 3. Environment and Infrastructure 4. Resources 5. Social Work
1. Chief Executive is the head of the paid service and principal policy advisor to the Council with overall responsibility for the co-ordination & management of the Authority and for ensuring that the Council meets its overall objectives.
2. Education & Lifelong Learning comprises of Community Services, Planning & Performance Team and Schools’ Service. The structure of the schools section can be seen in the table below;
16 Director of Education & Lifelong Learning
Head of School Services Head of School Services
(EAST) WEST) Lead SEO Senior Senior Senior Senior Senior Senior Education Education Education Education Education Education
Officer Officer Officer Officer Officer Officer (SEO) (SEO) (SEO) (SEO) (SEO) (SEO)
Berwickshire Cheviot Teviot & Eildon East Eildon Tweeddale Learning Learning Liddesdale Learning West Learning Community Community Learning Community Learning Community Community Community
Senior Education Officers – each SEO has a responsibility for a learning community as well as specific authority wide responsibilities. They are based in Council Headquarters.
4. Resources include; Wellbeing & Safety and Human Resources i.e. payroll and pensions. Any enquires relating to Human Resources can be directed to: Human Resources (01835) 825052 [email protected]
5. Social Work department includes Integrated Children’s Services (ICS). This combines the Children and Families elements of the Social Work Service with the Additional Support for Learning aspect of the Education Service and additional services from the Educational Psychology Service to promote positive educational outcomes for all children and young people.
Curriculum for Excellence (CfE)
CfE as the centrepiece of the Scottish Government’s Ambitious, Excellent Schools agenda, represents the biggest educational reform since the advent of 5-14. It aims to focus classroom practice upon the child and around the four capacities of education: l Successful Learners l Confident Individuals l Responsible Citizens l Effective Contributors
It also aims to: l simplify and prioritise the current curriculum l encourage more learning through experiences l create a single framework for the curriculum and assessment 3-18
Other relevant information on CfE, including Experiences and Outcomes for all curricular areas, is available on http://www. educationscotland.gov.uk/thecurriculum/
Education & Lifelong Learning (Schools) Strategic Improvement Plan 2012 - 2015
This recently improved document has children and young people at the centre. It aims to support and empower them to meet the four capacities of the Curriculum for Excellence. For learners in Scottish Borders this means: l They will feel confident about the help they are getting. l They understand what is happening and why. l They have been listened to and their wished have been heard and understood l They are appropriately involved in discussions and decisions that affect them. l They can rely on appropriate help being available as soon as possible.
The Strategic Improvement Plan underpins action at the Local Authority, Learning Community and School level. Please see the ‘Key Priorities table’ Appendix 11
17 Tapestry - Sustaining Formative Assessment through Teacher Learning Communities (TLC)
Tapestry is a powerful initiative to improve Assessment for Learning, addressing requirements of Building the Curriculum 5. It stitches together all sorts of ideas to improve assessment. This is led by: Emeritus Professor Paul Black of King’s College, London along with Dylan Wiliam(sic), Professor of Educational Assessment at the Institute of Education, University of London, co-authors of Inside the Black Box, who have developed this comprehensive plan.
Tapestry is an on-going project in SBC, involving classroom teachers, rather than school leaders. At least two from each school attend regional training focussing on a specific agenda which is to be delivered at CAT sessions and INSET days. Staff are then supported in trying out new strategies to improve Assessment for Learning. Working with a partner in your school, you plan a lesson each, watch each other deliver it, followed by a review offering constructive feedback. After the review, next steps can be planned. At the next Tapestry meeting in your school, everyone can discuss and consider what worked best, one strategy at a time.
One of our Supply Teachers, who works in Primary schools, gave us her thoughts on Tapestry meetings:
Tapestry is a great way of getting together with your colleagues in an informal way to discuss and share practice, almost like a forum for professional dialogue. A typical session begins with a 30 second moan or a 30 second share of positivity, it allows you to understand that others feel the same as you, have the same problems but also there are some times for sharing our successes too.
Good practice is shared, not reinventing the wheel but reminding ourselves of different ways to use innovative practice, as simple as using lolly sticks with names on instead of always holding hands up or remembering to use white boards, thinking about sharing our success criteria and allowing our colleagues to observe this and help us reflect, but as we are all participating this is non-threatening and is useful as a reminder of things to try. It serves as a time for staff to get together and share, help each other improve practice and give feedback. Each meeting you set yourself a target for the next meeting and at some point you may observe or be observed by a col- league (quick 15 min non-intrusive). This, I feel keeps you thinking of your current approaches and reminding yourself to reflect.
HGIOS (How Good Is Our School?) www.educationscotland.gov.uk has detailed information about this way to look at improving education. Its Key Features are given as follows: ‘This indicator relates to the quality of teaching for effective learning in the context of a positive climate and range of experiences that promote active learning by making learners think. It stresses the need for a varied and considered range of skilful and well-paced teaching approaches where teachers and learners interact to ensure that teaching is motivating and relevant to learners’ needs. It highlights the use of teacher-pupil interactions to form judgements of how teaching and tasks should be directed to meet learners’ needs. The indicator recognises the important role of information and communications technology (ICT) in enriching teaching, and supporting and motivating learning.’
Observing other teachers working is part of this initiative. Supply staff can use their own time to observe other teachers, with their permission. It would depend on the goodwill of a Headteacher for a permanent teacher to observe a Supply Teacher as there is no funding for that situation.
Health and Safety
You have a duty to take reasonable care to avoid injury to yourself, other employees, those in the care of the Council and members of the public. The Council’s Health and Safety Policy is available from Education and Lifelong Learning or Human Resources; a copy will be provided on request.
Complaints Awareness Management
Scottish Borders Council (SBC) is committed to providing high quality services to our community. Occasionally things go wrong and when this happens it is important that we act quickly to resolve the situation.
Each member of staff is responsible for good “customer service” whether dealing with members of the public such as parents, carers and guardians, or with colleagues from your own school or visitors from other services, and therefore has a responsibility to ensure complaints are recognised, recorded and dealt with in accordance with the Complaints Handling Policy, (CHP).
18 More information can be found on our Scottish Borders website by following the link below: http://www.scotborders.gov.uk/info/672/complaints_procedure/539/resolving_complaints
For more information on Complaints Awareness please contact Lisa Anderson, Policy, Planning and Performance Officer responsible for parental involvement and complaints [email protected] tel: 01835 824 000 ext 8855.
The following ‘live’ table links will take you to the appropriate training sites and can be readily accessed through the online supply teachers handbook as www.sbc-cpd.co.uk. It is mandatory that all E & LL Staff read this document.
Title Clip Duration of clip
1 Why do we have a CHP? 2 mins 00 secs 2 What is a complaint? 1 min 42 secs 3 What is NOT a complaint? 1 min 30 secs 4 Who can make a complaint? 1 min 22 secs 5 The Complaints Handling Procedure (CHP) 1 min 38 secs 6 Stage one: Frontline Resolution 2 mins 06 secs 7 Resolving complaints at Stage one: Frontline Resolution 2 mins 24 secs 8 Stage two: Investigation 1 min 30 secs 9 Complaints Timelines (part 1) 5 mins 05 secs 10 Complaints Timelines (part 2) 4 mins 27 secs Total 23 mins 44 secs
More information on the http://www.scotborders.gov.uk/info/672/complaints_procedure/539/resolving_complaints
Parental Involvement
Scottish Borders Council places great importance on involving parents in their children’s education and learning. Supply teachers should adhere to the Education and Lifelong Learning parental involvement policy which can be found in the parental involvement section of the SBC website: http://www.scotborders.gov.uk/info/859/parental_involvement
For more information on parental involvement please contact Lisa Anderson, Policy, Planning and Performance Officer responsible for parental involvement and complaints [email protected] tel: 01835 824 000 ext 8855.”
Data Protection - What you need to know as an employee of Scottish Borders Council
All organisations must comply with the Data Protection Act. The Act applies to data held electronically or on paper and digital images. By doing so, we demonstrate to our customers that we can be trusted to handle personal and sensitive information with due diligence and responsibility.
If we fail to comply with the Data Protection Act, we run the risk of fines, prosecution and negative publicity.
Personal Information must be: 1. fairly and lawfully processed; 2. processed for limited purposes; 3. adequate, relevant and not excessive; 4. accurate and up to date; 5. must not be kept for longer than is necessary; 6. processed in line with the data subject’s rights; 7. secure; 8. must not be transferred to other countries without adequate protection.
19 How Does it Affect Me?
Employees can be prosecuted for unlawful action under the new Data Protection Act. Fines could result if you use or disclose information about other people without their consent or proper authorisation from the Council. You may even be committing an offence if you give information to another employee who does not need the details to carry out their legitimate duties. Care should be taken when using the Intranet, Internet or e-mail especially when dealing with sensitive data, e.g. ethnic origin, religious/political beliefs, health data, disabilities, details of any offences/alleged offences, sexual life and trade union membership.
What are My Responsibilities?
Supply Teachers/Home Tutors should follow any guidelines applicable to your Section or received from your Line Manager very carefully. You will be advised what you are permitted to do with the personal information of the Council’s staff, clients, customers or suppliers. There should be proper procedures in place as to what data should be held and how it should be secured and disclosed. If you are unsure about any disclosure of information you may have to make then you should contact either your line manager, Data Protection Liaison Officer or the Data Compliance Officer (DCO) in Chief Executive, Business and Transformation. If you are unsure who your Data Protection Liaison Officer is then please check with your Line Manager or on the Intranet, (see below).
Any disclosures to external organisations, e.g. Police, should only be undertaken if appropriate checks have been made. These requests should be passed to DCO. A note should be made of any such request and who it was passed on to. An exception to this rule is if it is likely that the information being requested is in order to prevent injury. If you are certain that disclosure of personal information is for this purpose then you should give the requester the information they require. You should also make a note of the date and time, the officer who you disclosed the information to and the content of the information given.
If you feel that any information being requested is excessive or if you are unsure whether you are permitted to disclose the data, you should always check with your Line Manager, Data Protection Liaison Officer or DC Officer. Disclosures to other staff or managers will be set down in procedures and these should be adhered to.
General Security:
You should be aware of your own role within the Council’s security system. When dealing with personal information you should ensure that it is not left lying on your desk if it is not being used; filing cabinets should be locked; data should not be left displayed on a computer screen; always log out of your computer if you are leaving your desk; do not reveal your password to anyone and when choosing a password; try to include both letters and figures. When sending information by fax or e-mail, please remember that this is not secure (unless you have a secure e-mail address, e.g. GSX/GSI). Data should be deleted or destroyed securely when no longer required. Further information is available in the IT Information Policy.
What are My Rights?
As an employee of the Council you have a right to see information we hold about you. If that information is incorrect or out of date please let us know and it will be amended. Certain changes may only be made to data when appropriate proof is supplied, e.g. a marriage certificate.
More information can be found on the SBC Intranet http://hq-intranet-01/content/sbcbrief/data%20protection%20leaflet.pdf
If you need further advice or information, please contact at SBC HQ, 01835 824000 Doreen Broom (Data Compliance Officer (DCO) Teresa Maley (Records Management Officer); Gordon Rogerson (Information Security); Andrew Medley (Information Management)
Identity badges
In line with SBC Data protection all school staff have been provided with a security card which should be worn at all times. Supply Teachers/Home Tutors are encouraged, and more than welcome, to have their own security identity badge. You can obtain an ID card as follows:
Security cards are issued by Customer Services. In order to obtain a new or replacement photo card, employees should come to Customer Services, Council Headquarters, to have their photograph taken. Cards will be printed and issued to 20 employees shortly after. All employee requests for cards must be accompanied by the appropriate form, (see Appendix 11,) ticking non security identification badge and once completed then signed by the appropriate Line Manager, i.e. a Head teacher who knows you, or Jacqueline Morley.
1. Security cards can, usually, only be issued to staff after they have been allocated an employee number. Normally, staff are allocated an employee number by Payroll at the point of receiving their first pay.
2. Requests for replacement cards will only be accepted where appearances have been changed beyond recognition.
3. Please notify Customer Services of any changes to Surname, Department or Job Title. They will arrange for an Overlay card to be issued. Photographs do not need to be retaken in these circumstances as originals are held on the system. Disclosure
When you first apply to go on the Supply Register, you will go through an Enhanced Disclosure PVG (Protection of Vulnerable Groups) process (paid for by SBC). If at anytime during your employment you are involved in any incident, however minor, within or outwith the workplace, which may call into question your suitability to work with children, vulnerable adults, or in a position of trust, you must report it to HR immediately. If in any doubt, speak to SBC Human Resources for guidance.
Insurance – Personal & Vehicle
You may wish to join a teaching union, in which case your membership will normally include some insurance. Otherwise, you might want to consider taking out some form of insurance through one of the private insurance companies.
It is your responsibility to make sure that any vehicle used on Council business is appropriately covered by an insurance policy, and that the Council is indemnified against all third party claims arising out of the use of the vehicle on official business. This will apply when you use your own car to transport pupils or school equipment, and make sure you have ‘Business Use’ on your insurance when working in different schools.
Mileage and VAT Receipts
You will be reimbursed for travelling expenses (in excess of 20 miles per day) necessarily incurred in travelling to and from schools attended. See Appendix 5 for Travel Mileage Chart. You will be reimbursed at 45p per mile for car users, 24p by motor cycle and 20p if you travel by bicycle. If you travel by public transport, and your return journey is over 20 miles, then you may claim the entire cost of the ticket. If you move onto a fixed-term contract, then you will no longer be eligible for travelling expenses. This must be claimed for within 2 months.
When claiming travelling expenses, you are required to attach a VAT receipt for fuel, if claiming mileage, and a ticket if you travel by public transport. Get in the habit of asking for a VAT receipt each time you go for fuel. Also add your name and employee number to this receipt. It is normally only necessary to attach the VAT receipt to one of your claim forms. On further claims that month you may refer to the original receipt or attach photocopied receipts provided they cover your mileage. This is necessary to allow Scottish Borders Council to reclaim VAT. Without a VAT receipt, allowances may not be paid. Further information and guidance can be obtained from HR Shared Services Help Desk, 01835 825052 or 825053.
Filling in the form is very straightforward: on the form you merely fill in the actual distance travelled each day in the ‘Work to Work’ column. Ignore the other columns. The 20 miles will be deducted at Council Headquarters. See Appendix 6. Remember to sign the space on the back of the form!
General Teaching Pool
If you would like to be considered for a permanent or temporary, full-time or part-time job, vacancies are filled through the General Advert. . Even if you have been employed previously as a permanent teacher by SBC, you still have to apply to the General Teaching Pool.
Application forms are available online from the SBC website and paper copies from Headquarters. For Primary candidates, initial interviews will be held at SBC headquarters and following these, successful candidates’ names will be placed on the General Teaching Pool list. Headteachers use this list to invite candidates for further local interviews as vacancies occur in their schools. For the Secondary candidates, all applications are passed to the Headteachers and they invite candidates to interview for any vacancies they may have.
Other vacancies, including those marked ‘internal’, should also be applied for in the normal way.
21 Appendix 1: School Details (in Learning Communities)
Berwickshire Learning Community (Berwickshire and Eyemouth High Schools)
Secondary
School & Address Berwickshire High School, Duns, Berwickshire, TD11 3QQ Telephone 01361 883710 Pupil Contact Hours Mon, Tue & Thurs 8.55 – 15.45 Wed & Fri 8.55 – 15.20 Headteacher John Clarke [email protected] Supply Contact Avril Merryfield [email protected]
School & Address Eyemouh High School, Gunsgreenhill, Eyemouth, TD14 5LZ Telephone 01890 750363 Pupil Contact Hours 08.55 - 15.30 Headteacher Dave Watson [email protected] Supply Contact Louise Harvey [email protected]
Primary
School & Address Ayton Primary School, Ayton, Eyemouth, Berwickshire, TD14 5QZ Telephone 01890 781350 Pupil Contact Hours 09.00 – 15.15 Headteacher Louise Sanders [email protected] Supply Contact Michelle Crowe [email protected]
School & Address Chirnside Primary School, Chirnside, Duns, Berwickshire, TD11 3HX Telephone 01890 818274 Pupil Contact Hours 09.15 – 15.30 Headteacher Nick Trussler [email protected] Supply Contact Mandy Gregory [email protected]
School & Address Cockburnspath Primary School, Cockburnspath, Berwickshire, TD12 5XX Telephone 01368 830333 Pupil Contact Hours 09.00 – 15.30 Headteacher David Ward [email protected] Supply Contact Janet Anderson [email protected]
School & Address Coldingham Primary School, Coldingham, Berwickshire, TD14 5HN Telephone 01890 771241 Pupil Contact Hours 08.45 – 14.50 Headteacher David Ward [email protected] Supply Contact Sheila Wilson [email protected]
School & Address Coldstream Primary School, Coldstream, Berwickshire, TD12 4DT Telephone 01890 882189 Pupil Contact Hours 08.45 – 15.00 Headteacher Miora Hall (Acting) [email protected] Supply Contact Janet Faldon [email protected]
School & Address Duns Primary School, Duns, Berwickshire, TD11 3AG Telephone 01361 883797 Pupil Contact Hours 09.00 – 15.15 Headteacher Liz Wharton [email protected] Supply Contact Kirsten Fairclough [email protected]
22 School & Address Eccles/Leitholm Primary School, Eccles, Kelso, Roxburghshire, TD5 7QS Telephone 01890 840224 Pupil Contact Hours 08.40 – 15.10 Headteacher Miora Hall [email protected] Supply Contact Patricia Low [email protected]
School & Address Eyemouth Primary School, Eyemouth, Berwickshire, TD14 5BY Telephone 01890 750692 Pupil Contact Hours 08.55 – 15.00 Headteacher Catriona Stewart [email protected] Supply Contact Tammie Hamilton [email protected]
School & Address Greenlaw Primary School, Greenlaw, Berwickshire, TD10 6XJ Telephone 01361 810254 Pupil Contact Hours 08.30 – 14.45 Headteacher Jayne Waite [email protected] Supply Contact Marion Fairbairn [email protected]
School & Address Reston Primary School,Reston, Eyemouth, Berwickshire, TD14 5LD Telephone 01890 761205 Pupil Contact Hours 08.45 – 15.00 Headteacher Louise Sanders [email protected] Supply Contact Anne Ebner [email protected] Additional Info School located at the Duns end of the village
School & Address Swinton Primary School, Swinton, Duns, Berwickshire, TD11 3JE Telephone 01890 860237 Pupil Contact Hours 08.45 – 15.30 Headteacher Jayne Waite [email protected] Supply Contact Eilidh Ellwood [email protected]
23 Cheviot Learning Community (Kelso High School/Jedburgh Grammar)
Secondary
School & Address Jedburgh Grammar School, High Street, Jedburgh, Roxburghshire, TD8 6DQ Telephone 01835 863273 Pupil Contact Hours 09.00 – 15.40 Headteacher Kevin Ryalls [email protected] Supply Contact Tracy Lowrie [email protected]
School & Address Kelso High School, Bowmont Street, Kelso, Roxburghshire, TD5 7EG Telephone 01573 224444 Pupil Contact Hours 08.55 – 15.40 Headteacher Ruth McKay [email protected] Supply Contact Fiona Bryson [email protected],uk Additional Info School car park closes at 8.30am (also space to park in street)
Primary
School & Address Ancrum Primary School, Ancrum, Jedburgh, Roxburghshire, TD8 6XA Telephone 01835 830208 Pupil Contact Hours 08.45 – 15.00 Headteacher George Gilchrist [email protected] Supply Contact Jane Pow [email protected]
School & Address Broomlands Primary School, Ednam Road, Kelso, Roxburghshire, TD5 7SW Telephone 01573 223070 Pupil Contact Hours 09.00 – 15.30 Headteacher Michelle Matthews [email protected] Supply Contact Elaine Pettigrew [email protected]
School & Address Edenside Primary School, Inch Road, Kelso, Roxburghshire, TD5 7SW Telephone 01573 224264 Pupil Contact Hours 09.00 – 15.30 Headteacher Anne-Marie Bready [email protected] Supply Contact Mhairi Jamieson [email protected]
School & Address Ednam Primary School, Ednam, Kelso, Roxburghshire, TD5 7QJ Telephone 01573 224172 Pupil Contact Hours 09.00 – 15.15 Headteacher Barbara Sheil (Acting) [email protected] Supply Contact Susan Elliot [email protected]
School & Address Howdenburn Primary School, Lothian Road, Jedburgh, TD8 6LA Telephone 01835 862542 Pupil Contact Hours 09.00 – 15.15 Headteacher Margaret Norman [email protected] Supply Contact Alison Donachie [email protected] Additional Info There is very limited parking space at the school; park on the street if necessary
School & Address Morebattle Primary School, Main Street, Morebattle, Kelso, TD5 8QG Telephone 01573 440236 Pupil Contact Hours 08.30 – 14.45 Headteacher Linda McCall [email protected] Supply Contact Amy Leslie [email protected]
24 School & Address Parkside Primary School, Jedburgh, Roxburghshire, TD8 6HD Telephone 01835 863318 Pupil Contact Hours 08.55 – 15.15 Headteacher George Gilchrist [email protected] Supply Contact Louise Rose [email protected]
School & Address Sprouston Primary School, Sprouston, Kelso, Roxburghshire, TD5 8HP Telephone 01573 224873 Pupil Contact Hours 08.40 – 15.00 Headteacher Barbara Sheil (Acting) [email protected] Supply Contact Leigh Brown [email protected] Additional Info The village is south of the new bridge from Kelso, on the Carham to Cornhill road
School & Address Yetholm Primary School, Yetholm, Kelso, Roxburghshire, TD5 8RD Telephone 01573 420363 Pupil Contact Hours 08.40 – 14.55 Headteacher Linda McCall [email protected] Supply Contact Angela Hinnigan [email protected]
25 Eildon East Learning Community (Earlston and Selkirk High Schools)
Secondary
School & Address Earlston High School, Earlston, TD4 6HF Telephone 01896 849282 Pupil Contact Hours 09.00 – 15.50 Headteacher Michelle Strong [email protected] Supply Contact Marie Colvine [email protected]
School & Address Selkirk High School, Hillside Terrace, Selkirk, Selkirkshire, TD7 4EW Telephone 01750 720246 Pupil Contact Hours 08.55 – 15.40 Headteacher Wilma Burgon [email protected] Supply Contact Judith Bryson [email protected]
Primary
School & Address Channelkirk Primary School, Oxton, Lauder, Berwickshire, TD2 6PT Telephone 01578 750242 Pupil Contact Hours 09.00 – 15.00 Headteacher Kay Livingston [email protected] Supply Contact Amanda Young [email protected] Additional Info To locate the school, go to the top of the village; at the last house on the right, turn right down the lane. Parking can be found at St. Cuthbert’s View (top-left of the village) before 08.45, or beside the school
School & Address Earlston Primary School, Earlston, Berwickshire, TD4 6ED Telephone 01896 848551 Pupil Contact Hours 09.00 – 15.20 Headteacher Lesley Munro [email protected] Supply Contact Katie Gorman [email protected]
School & Address Gordon Primary School, Gordon, Berwickshire, TD3 6LW Telephone 01573 410245 Pupil Contact Hours 09.00 – 15.15 Headteacher Lesley Munro [email protected] Supply Contact Margaret Fullerton [email protected]
School & Address Kirkhope Primary School, Kirkhope, Ettrickbridge, by Selkirk, TD7 5JJ Telephone 01750 52231 Pupil Contact Hours 08.30 – 15.00 Headteacher Maureen Brown [email protected] Supply Contact Anne Turnbull [email protected]
School & Address Knowepark Primary School, 1 Curror Street, Selkirk, TD7 4HF Telephone 01750 721736 Pupil Contact Hours 08.50 – 15.00 Headteacher Maria Mc Ginley [email protected] Supply Contact Shona Bryce [email protected]
School & Address Lauder Primary School, Allanbank Gardens, Lauder, Berwickshire, TD2 6AB Telephone 01578 722346 Pupil Contact Hours 08.45 – 14.45 Headteacher Alan Vannan [email protected] Supply Contact Gill Brooks [email protected]
26 School & Address Lilliesleaf Primary School, Lilliesleaf, Melrose, TD6 9HX Telephone 01835 870251 Pupil Contact Hours 08.45 – 15.00 Headteacher Grace Frew [email protected] Supply Contact Kathleen Hughes [email protected]
School & Address Melrose Grammar School, Huntly Road, Melrose, Roxburghshire, TD6 9SB Telephone 01896 822103 Pupil Contact Hours 09.00 – 15.15 Headteacher Gilly Innes [email protected] Supply Contact Elaine Webster [email protected]
School & Address Newtown Primary School, Sprouston Road, Newtown St. Boswells, TD6 0RZ Telephone 01835 822263 Pupil Contact Hours 09.00 – 15.00 Headteacher Margaret Nailen [email protected] Supply Contact Elizabeth Craig [email protected]
School & Address Philiphaugh Community School, 2 Linglie Road, Selkirk, TD7 5LT Telephone 01750 721774 Pupil Contact Hours 09.00 – 15.00 Headteacher Grace Frew [email protected] Supply Contact Pauline Muir [email protected]
School & Address St. Boswells Primary School, Greenside Park, St. Boswells, TD6 0AH Telephone 01835 823252 Pupil Contact Hours 08.45 – 15.00 Headteacher Margaret Nailen [email protected] Supply Contact Janet Shirra-Gibb [email protected]
School & Address St. Joseph’s RC Primary School, Back Row, Selkirk, Selkirkshire, TD7 4AQ Telephone 01750 720343 Pupil Contact Hours 08.55 – 15.00 Headteacher Karen Gray [email protected] Supply Contact Elaine Handyside [email protected]
School & Address Westruther Primary School, Westruther, Gordon, TD3 6NE Telephone 01578 740271 Pupil Contact Hours 09.00 – 15.15 Headteacher Kay Livingston [email protected] Supply Contact Valerie Young [email protected]
School & Address Yarrow Primary School, Yarrow, by Selkirk, Selkirkshire, TD7 5NE Telephone 01750 82235 Pupil Contact Hours 09.20 – 15.20 Headteacher Maureen Brown [email protected] Supply Contact Samantha Steele [email protected]
27 Eildon West Learning Community (Galashiels Academy)
Secondary
School & Address Galashiels Academy, Elm Row, Galashiels, Selkirkshire, TD1 3HU Telephone 01896 754788 Pupil Contact Hours 08.45 – 15.15 Headteacher Kenny McKay [email protected] Supply Contact Barbara King [email protected]
Primary
School & Address Balmoral Primary School, Balmoral Avenue, Galashiels, TD1 1JJ Telephone 01896 753400 Pupil Contact Hours 09.00 – 15.00 Headteacher Alison Murray [email protected] Supply Contact Nicola Fairbairn [email protected]
School & Address Burgh Primary School, Galapark Road, Galashiels, TD1 1EZ Telephone 01896 752761 Pupil Contact Hours 09.00 – 15.00 Headteacher Christine Hill [email protected] Supply Contact Anne Paterson [email protected]
School & Address Clovenfords Primary School, Muscat Brae, Clovenfords, Galashiels, TD1 3LQ Telephone 01896 662755 Pupil Contact Hours 09.00 – 15.00 Headteacher Amanda Findlay (Acting) [email protected] Supply Contact Hazel Campbell [email protected] Additional Info Parking spaces can be found opposite the school
School & Address Fountainhall Primary School, Fountainhall, Midlothian, TD1 2SY Telephone 01578 760247 Pupil Contact Hours 09.00 – 15.00 Headteacher Jennifer Grant [email protected] Supply Contact Lindsay Officer [email protected]
School & Address Glendinning Terrace Primary School, Glendinning Terrace, Galashiels, TD1 2JW Telephone 01896 753104 Pupil Contact Hours 09.00 – 15.15 Headteacher Alison Murray [email protected] Supply Contact Joan Mann [email protected]
School & Address Heriot Primary School, Heriot, Midlothian, EH38 5YE Telephone 01875 835223 Pupil Contact Hours 09.00 – 15.15 Headteacher Jennifer Grant [email protected] Supply Contact Penny Wilson [email protected] Additional Info The school is situated two miles from the A7 turnoff, and is not approachable by public transport.
School & Address Langlee Primary School, Langlee Drive, Galashiels, TD1 2EB Telephone 01896 757892 Pupil Contact Hours 09.00 – 15.15 Headteacher Sandra Davidson [email protected] Supply Contact Karen Laurie [email protected]
28 School & Address St. Margaret’s RC Primary School, Livingstone Place, Galashiels, TD1 1DQ Telephone 01896 752096 Pupil Contact Hours 09.00 – 15.00 Headteacher Karen Gray [email protected] Supply Contact Alison Hardie [email protected]
School & Address St. Peter’s Primary School, Parsonage Road, Galashiels, TD1 3DS Telephone 01896 753185 Pupil Contact Hours 09.00 – 15.00 Headteacher Christian Robertson [email protected] Supply Contact Morag Swinton [email protected]
School & Address Stow Primary School, Station Yard, Stow, Galashiels, TD1 2SQ Telephone 01578 730218 Pupil Contact Hours 09.00 – 15.00 Headteacher Amanda Findlay (Acting) [email protected] Supply Contact Tracey Hutchison [email protected]
School & Address Tweedbank Primary School, Cotgreen Road, Tweedbank, TD1 3RR Telephone 01896 754807 Pupil Contact Hours 09.00 – 15.00 Headteacher Alyson Weir [email protected] Supply Contact Helen Stenhouse [email protected]
29 Teviot and Liddesdale Learning Community (Hawick High School)
Secondary
School & Address Hawick High School, Buccleuch Road, Hawick, Roxburghshire, TD9 0EG Telephone 01450 372429 Pupil Contact Hours 09.00 – 15.40 Headteacher Susan Oliver 9Acting) [email protected] Supply Contact Scott Lees [email protected]
Primary
School & Address Burnfoot Community School, Kenilworth Avenue, Hawick, TD9 8EQ Telephone 01450 373043 Pupil Contact Hours 09.00 – 15.00 Headteacher Janice Chapman [email protected] Supply Contact Amanda Gray [email protected]
School & Address Denholm Primary School, Denholm, Hawick, Roxburghshire, TD9 8LZ Telephone 01450 870254 Pupil Contact Hours 08.45 – 15.15 Headteacher Morag McCreadie [email protected] Supply Contact Catherine Rose [email protected]
School & Address Drumlanrig St. Cuthbert’s Primary School, The Loan, Hawick, TD9 0AU Telephone 01450 373521 Pupil Contact Hours 09.00 – 15.15 Headteacher Jeanette Gordon [email protected] Supply Contact Andrena Hedley [email protected]
School & Address Hobkirk Primary School, Hobkirk, Hawick, Roxburghshire, TD9 8JU Telephone 01450 860220 Pupil Contact Hours 09.00 – 15.00 Headteacher Morag McCreadie [email protected] Supply Contact Elizabeth Johnston [email protected]
School & Address Newcastleton Primary School, Montague Street, Newcastleton, TD9 0QZ Telephone 01387 375240 Pupil Contact Hours 09.00 – 15.15 Headteacher Anne Carruthers [email protected] Supply Contact Melissa Turnbull [email protected] Additional Info The school is 20 miles from Hawick, but allow 45 minutes travelling time; it is a narrow, winding road
School & Address St. Margaret’s RC Primary School, Buccleuch Street, Hawick, Roxburghshire, TD9 0HH Telephone 01450 373478 Pupil Contact Hours 09.00 – 15.15 Headteacher Karen Gray [email protected] Supply Contact Anne Graham [email protected]
School & Address Stirches Primary School, Hawick, Roxburghshire, TD9 7QP Telephone 01450 374389 Pupil Contact Hours 09.00 – 15.15 Headteacher Anne Carruthers [email protected] Supply Contact Lisa Oliver [email protected]
30 School & Address Trinity Primary School, Trinity Street, Hawick, Roxburghshire, TD9 9NR Telephone 01450 373434 Pupil Contact Hours 09.00 – 15.15 Headteacher Martin Wilson (Acting) [email protected] Supply Contact Susan Anderson [email protected]
School & Address Wilton Primary School, Wellfield Road, Hawick, Roxburghshire, TD9 7EN Telephone 01450 372075 Pupil Contact Hours 08.55 – 15.15 Headteacher Zena Richardson (Acting) [email protected] Supply Contact Marion Webb [email protected]
31 Tweeddale Learning Community (Peebles High School)
Secondary
School & Address Peebles High School, Springwood Road, Peebles, EH45 9HB Telephone 01721 720291 Pupil Contact Hours 08.55 – 15.40 Headteacher Campbell Wilson [email protected] Supply Contact Andrea Hall [email protected]
Primary
School & Address Broughton Primary School, Broughton, by Biggar, Lanarkshire ML12 6HQ Telephone 01899 830224 Pupil Contact Hours 09.00 – 15.00 Headteacher Maureen Sharp [email protected] Supply Contact Barbara Whitten [email protected]
School & Address Eddleston Primary School, Eddleston, Peebles, Peeblesshire, EH45 8QP Telephone 01721 730210 Pupil Contact Hours 08.30 – 14.45 Headteacher Shirley Bean [email protected] Supply Contact Julie MacKenzie [email protected]
School & Address Halyrude Primary School, Rosetta Road, Peebles, EH45 8HQ Telephone 01721 720238 Pupil Contact Hours 09.00 – 15.15 Headteacher Karen Gray [email protected] Supply Contact Caroline Learmond [email protected]
School & Address Kingsland Primary School, Neidpath Road, Peebles, EH45 8NN Telephone 01721 720025 Pupil Contact Hours 09.00 – 15.15 Headteacher Jacqueline Wilson [email protected] Supply Contact Mary MacIntyre [email protected]
School & Address Newlands Primary School, West Linton, Peeblesshire, EH46 7BZ Telephone 01968 660211 Pupil Contact Hours 08.30 – 14.45 Headteacher Maureen Sharp [email protected] Supply Contact Mary Calvely [email protected] Additional Info On the A701 in Romannobridge, not West Linton. Park in the lay-by next to the school
School & Address Priorsford Primary School, Marmion Road, Peebles, EH45 9BE Telephone 01721 721236 Pupil Contact Hours 09.00 – 15.15 Headteacher Sandra MacGregor [email protected] Supply Contact Karen Pawlak [email protected]
School & Address St. Ronan’s Primary School,Innerleithen, Peeblesshire, EH44 6PB Telephone 01896 830349 Pupil Contact Hours 09.00 – 15.00 Headteacher Keith Belleville [email protected] Supply Contact Clifford Balson [email protected]
32 School & Address Walkerburn Primary School, 9 Caberston Road, Walkerburn, EH43 6AU Telephone 01896 870235 Pupil Contact Hours 08.55 – 15.00 Headteacher Shirley Bean [email protected] Supply Contact Sheila Horsburgh [email protected]
School & Address West Linton Primary School, West Linton, Peeblesshire, EH46 7DU Telephone 01968 660222 Pupil Contact Hours 09.00 – 15.15 Headteacher Hilary Elliott [email protected] Supply Contact Debby Whyte [email protected]
33 Appendix 2: Salary scales for teachers: SNCT SALARY TABLES
Main Grade Scale
Point Annual Salary 1.4.11 to 31.3.13 .
0 (Probationer) 21438
1 25716
2 27243
3 28794
4 30465
5 32394
6 34200
34 Appendix 2b: Salary scales for teachers:
General
Q. How will I know whether I am being engaged on a short term supply or a long term supply contract? A. The headteacher or representative will verbally confirm with you prior to you commencing cover: l if the engagement will be classed as a short term or long term supply engagement l The reason for the engagement l The hours to be worked
Duties
Q. I am currently engaged on a short term supply basis. Can I be required to work at the parents evening tonight? A. Supply teachers are not employed for any collegiate time which would include parent evenings therefore this would not be required. Likewise supply teachers should only be required to carry out correction of work only as part of ongoing classwork. Please refer to the SNCT Handbook (Part 2, Section 2, paragraph 2.2) for further details on the duties required of the Supply Teacher.
General Pay/Duty/Hours
Q. I work as a part- time job share teacher and I am currently on Point 3 of the main grade scale and my job-share partner is off sick for 1 day. I have agreed to cover this day. Will I be paid at Point 1of the main grade scale? A. No because you are covering your job-share partner’s hours and this is a class you would normally teach and you will be will be maintaining the full range of duties of a Teacher you will be paid at your normal incremental point. (See SNCT Handbook, Part 2, Appendix 2.8A (2) e)
Q. I am a Part Time Teacher and I am currently on Point 4 of the main grade scale, I have been asked to cover classes for one of my colleagues who is off for 1 day. How will I be engaged to cover these duties? A. If you are being engaged to teach your own class or classes you will be engaged on long term supply at full duties, hours and your normal salary point. You should claim this on a long term supply timesheet. This would apply to, for example, a part-time secondary teacher covering a timetable which included teaching their own subject to their own class or classes for part of the day. However if you agree to provide cover for a class or classes you don’t normally teach you will be engaged on a short term supply contract and will claim your hours on a short term supply timesheet and be paid at Point 1 (orPoint 0 if not fully registered) of the main grade scale for the day worked. The duties required will be that of a short term supply teacher.
Q. I have been asked to cover at a School for 10 days, will I be paid at Point 1 for the first 5 days and then my normal incremental point for the subsequent 5 days? A. If it is know at the onset the cover will extend beyond 5 days this will be long term supply and you will claim on long term supply timesheets for the whole period and be paid at your normal incremental point and carry out the full range of duties from day 1 through to day 10.
Q. I have been covering an absence on a short term supply engagement for 5 days. I have been asked to cover the following week however I am unable to. Will my colleague, who covers the absence the following week, be engaged on a short term contract or will they automatically go on to long term supply? A. The initial teacher covering the absence should be offered the long term supply when it is clear that the requirement will extend beyond 5 days. If this teacher is unable to accept the long term engagement any further cover should be agreed on a long term basis. This should cover the full range of duties for up to 35 hours a week and be claimed on a long term supply form. Similarly if one teacher has covered the first three days of an absence and then another teacher covers the remaining days then long term supply should apply on the sixth day of absence and not once the second supply teacher has done 5 days (i.e. on the ninth day of absence in this example).
Q. I covered a period of sickness for a period of 5 days on a short term supply basis, then, after the 5th day I was asked to cover for a further 3 days - do I claim for the maximum 25 hours for the whole 8 days? A. No for the first 5 days you would be engaged on a short term supply basis on reduced hours, duties and at Point 1 (or point 0 if not fully registered) and will claim on a short term supply timesheet for the hours worked up to a maximum 35 of 25 hrs. For the 6th and subsequent days you will be engaged on long term supply with the full range of duties and will claim on the long term supply claim form for the hours worked up to a maximum of 35 hours per week (or pro rata if part time) at your normal incremental point.
Q. I worked for 5 days in a school on a short term supply basis and then I was asked to cover for 1 day in a different School which is a total of 6 days. Would I be paid at point 1 for 5 days and at my normal incremental point for the further day at the different School? A. No you would claim for 5 days on the short term supply timesheet for the first school and 1 day on another short term supply timesheet for the second school you covered. The cover for the first 5 days and then the 1 day at a different School would be classed as 2 separate engagements of cover for 5 days or less and would both be short term supply engagements.
Q. I was asked to cover in a school for 5 days, at the end of the 5th day I was asked to cover for a different teacher within the same school for one day. How do I claim for this? A. This would be classed as 2 separate engagements of short term supply cover and would be claimed on a short term supply timesheet and paid at Point 1 (or Point 0 if not fully registered) of the main grade scale. Please note that there is a box on the timesheet for you to enter the name (or names) of the Teacher (or Teachers) you are providing cover for.
Working Hours
Q. What are the maximum hours I will work and claim in any one week as a Short Term Supply Teacher covering for 5 days or less? A. The maximum amount of hours you can claim in any one week on a short term supply basis is 25. This comprises of a maximum of 22.5 hours class contact time and 2.5 hours non class contact time. Your daily working hours will be confirmed by the HT prior to commencement of your short term supply engagement.
Supply teachers should be aware that if working in more than one school in any week, they should not commit to contact time in excess of 22.5 hours per week as they cannot be paid for anything in excess of 25 hours per week including non contact time. (as per the SNCT directive). This responsibility must lie with the supply teacher as schools do not know what other commitments the supply teacher has made in that week.
Q. Is this different if I have been asked to cover on long term supply lasting 10 days from the outset? A. Yes if you have been asked to cover a period of 10 days from the outset then you will fulfil the full range of duties of a Teacher and will be engaged for 35 hours per week or on a pro rata basis if engaged on a part-time long term supply
36 Appendix 3a: Time sheet example Long/Fixed term supply (Blue Form)
37 38 Appendix 3b: Time sheet example Short term supply (Buff Form) (Buff
39 40 Appendix 4: Ready Reckoner for long term/fixed supply claims LONG TERM SUPPLY TEACHER READY RECKONER
CONTACT TIME CONTACT TIME LONG LONG TERM LONG TERM LONG TERM LONG TERM TERM NON NON TOTAL TIME TOTAL TIME TOTAL CONTACT CONTACT IN IN MINUTES IN DECIMAL TIME IN IN MINUTES MINUTES Hours Minutes Hours Minutes MINUTES 0 5 0.03 0.08 0.13 3 5 1.43 4.48 0 10 0.06 0.16 0.27 3 10 1.46 4.56 0 15 0.09 0.24 0.40 3 15 1.49 5.04 0 20 0.11 0.31 0.52 3 20 1.52 5.12 0 25 0.14 0.39 0.65 3 25 1.54 5.19 0 30 0.17 0.47 0.78 3 30 1.57 5.27 0 35 0.20 0.55 0.92 3 35 1.59 5.34 0 40 0.23 1.03 1.05 3 40 2.02 5.42 0 45 0.25 1.10 1.17 3 45 2.05 5.50 0 50 0.28 1.18 1.30 3 50 2.08 5.58 0 55 0.31 1.26 1.43 3 55 2.11 6.06 1 0 0.34 1.34 1.57 4 0 2.13 6.13 1 5 0.37 1.42 1.70 4 5 2.16 6.21 1 10 0.39 1.49 1.82 4 10 2.19 6.29 1 15 0.42 1.57 1.95 4 15 2.22 6.37 1 20 0.44 2.04 2.07 4 20 2.25 6.45 1 25 0.47 2.12 2.20 4 25 2.27 6.52 1 30 0.50 2.20 2.33 4 30 2.30 7.00 1 35 0.53 2.28 2.47 4 35 2.33 7.08 1 40 0.56 2.36 2.60 4 40 2.36 7.16 1 45 0.58 2.43 2.72 4 45 2.39 7.24 1 50 1.01 2.51 2.85 4 50 2.41 7.31 1 55 1.04 2.59 2.98 4 55 2.44 7.39 2 0 1.07 3.07 3.12 5 0 2.47 7.47 2 5 1.10 3.15 3.25 5 5 2.50 7.55 2 10 1.12 3.22 3.37 5 10 2.53 8.03 2 15 1.15 3.30 3.50 5 15 2.55 8.10 2 20 1.18 3.38 3.63 5 20 2.58 8.18 2 25 1.21 3.46 3.77 5 25 3.01 8.26 2 30 1.24 3.54 3.90 5 30 3.04 8.34 2 35 1.26 4.01 4.02 5 35 3.06 8.41 2 40 1.29 4.09 4.15 5 40 3.09 8.49 2 45 1.33 4.18 4.30 5 45 3.12 8.57 2 50 1.35 4.25 4.42 5 50 3.14 9.04
41 Appendix 4b: Ready Reckoner for short term supply claims SHORT TERM SUPPLY TEACHER READY RECKONER
CONTACT TIME CONTACT TIME SHORT SHORT SHORT SHORT SHORT TERM NON TERM TERM NON TERM TOTAL TERM CONTACT TOTAL CONTACT TIME IN TOTAL TIME IN TIME IN IN DECIMAL IN MINUTES MINUTES MINUTES MINUTES Hours Minutes Hours Minutes 0 5 0.01 0.06 0.10 3 5 0.21 3.26 0 10 0.02 0.12 0.20 3 10 0.21 3.31 0 15 0.02 0.17 0.28 3 15 0.22 3.37 0 20 0.02 0.22 0.37 3 20 0.22 3.42 0 25 0.03 0.28 0.47 3 25 0.23 3.48 0 30 0.04 0.34 0.57 3 30 0.24 3.54 0 35 0.04 0.39 0.65 3 35 0.24 3.59 0 40 0.05 0.45 0.75 3 40 0.24 4.04 0 45 0.05 0.50 0.83 3 45 0.25 4.10 0 50 0.06 0.56 0.93 3 50 0.26 4.16 0 55 0.06 1.01 1.02 3 55 0.26 4.21 1 0 0.07 1.07 1.12 4 0 0.27 4.27 1 5 0.07 1.12 1.20 4 5 0.28 4.33 1 10 0.08 1.18 1.30 4 10 0.28 4.38 1 15 0.09 1.24 1.40 4 15 0.28 4.43 1 20 0.09 1.29 1.48 4 20 0.29 4.49 1 25 0.09 1.34 1.57 4 25 0.30 4.55 1 30 0.10 1.40 1.67 4 30 0.30 5.00 1 35 0.11 1.46 1.77 4 35 0.31 5.06 1 40 0.11 1.51 1.85 4 40 0.32 5.12 1 45 0.12 1.57 1.95 4 45 0.32 5.17 1 50 0.13 2.03 2.05 4 50 0.32 5.22 1 55 0.13 2.08 2.13 4 55 0.33 5.28 2 0 0.13 2.13 2.22 5 0 0.34 5.34 2 5 0.14 2.19 2.32 5 5 0.34 5.39 2 10 0.15 2.25 2.42 5 10 0.35 5.45 2 15 0.15 2.30 2.50 5 15 0.35 5.50 2 20 0.16 2.36 2.60 5 20 0.36 5.56 2 25 0.17 2.42 2.70 5 25 0.36 6.01 2 30 0.17 2.47 2.78 5 30 0.37 6.07 2 35 0.17 2.52 2.87 5 35 0.37 6.12 2 40 0.18 2.58 2.97 5 40 0.38 6.18 2 45 0.19 3.04 3.07 5 45 0.39 6.24 2 50 0.19 3.09 3.15 5 50 0.39 6.29 2 55 0.20 3.15 3.25 5 55 0.39 6.34 3 0 0.20 3.20 3.33 6 0 0.40 6.40
42 Appendix 5: Travel Mileage Chart (N.B. Approximate) Selkirk Mileage 2 4 4 6 9 7.5 7.5 2 2 Peebles 20.5 To school To Ayton Reston Ancrum Denholm Hobkirk Morebattle Yetholm Ednam Sprouston Newtown 25 8.5 From Eyemouth Jedburgh Kelso Melrose 3 21 7.5 Mileage 13.5 13 6 17 12 14 6.5 7 9 18 21.5 5 Lauder 12 12 29 17 Kelso 18 14 12 36 19 To school To Co’path Coldingham Chirnside Eccles/Leitholm Swinton Westruther Caddonfoot Kirkhope Yarrow Ettrick Newcastleton Roberton
Jedburgh 11.5 22 13 10 34 16 From Duns Selkirk Hawick Innerleithen 28 29 23 15 18.5 6 14 Mileage 3.5 12 16 8 3 9 5 7 11 6 13 Hawick 26 14 21 29 19 17.5 32.5 12 To school To Clovenfords Fountainhall Heriot Stow Tweedbank Galashiels Newtown Lauder Channelkirk St Boswells Westruther Galashiels 17 12 16 17 10.5 3.5 6.5 19 6 From Galashiels Earlston Eyemouth 40 50 52 43 31 32 37 35.5 58 44 Mileage 12 4.5 15 10.5 15.5 6.5 36 11.5 9.5 14 5 9 Duns 13 26 37 38 27.5 16 18 23 23 44 30 To school To Denholm Earlston Greenlaw Gordon Hawick Lilliesleaf Newcastleton Broughton Newlands Linton West Eddleston Walkerburn Coldstream 12 24 26 30 38 20 9 22 23 21 44 28 Berwick 15 15 9 41 45 53 35.5 24 33 37.5 34.5 59 47 From Newtown Peebles
43 Appendix 6: Travel expenses form
44 45 Appendix 7: School Term, holiday and closure dates School term dates for 2012/13 Autumn term
Date Details Monday 19 August 2013 Staff resume, in service day Tuesday 20 August 2013 Pupils resume Friday 11 October 2013 All break, mid-term Monday 21 October 2013 Pupils resume Thursday 14 November 2013 Staff in service day Friday 15 November 2013 Staff in service day Monday 2 December 2013 St Andrew’s Day holiday, school closed Friday 20 December 2013 All break, term ends
Winter term
Date Details Monday 6 January 2014 Pupils resume Friday 7 February 2014 Staff in service day Monday 10 February 2014 February holiday, school closed Friday 4 April 2014 All break, term ends
Summer term
Date Details Monday 21 April 2014 Pupils resume Friday 2 May 2014 Staff in service day Monday 5 May 2014 May Day holiday, school closed Friday 27 June 2014 All break, term ends
Casual holidays Each learning community allocates 2 casual holidays for pupils and staff which are usually aligned to their local festivals
Learning Community Dates Berwickshire Friday 11 October 2013 and Monday 26 May 2014 Cheviot Friday 11 October 2013 and Tuesday 6 May 2014 Eildon East (Selkirk) Thursday 12 June 2014 and Friday 13 June 2014 Eildon East (Earlston) Tuesday 11 February 2014 and Monday 2 June 2014 Eildon West Tuesday 11 February 2014 and Friday 6 June 2014 Teviot and Liddesdale Friday 6 June 2014 and Monday 9 June 2014 Tweeddale Friday 11 October 2013 and Tuesday 11 February 2014
46 Appendix 8: Map to CPD resource centre
N.B. The Langlee Reception staff leave at 5pm. As they control the lock to the main building, arrive before then to gain straightforward access to the building! Otherwise, you may have to wave at a colleague already in- doors, who could then unlock the front door for you!
47 Appendix 9: Floor-Plan of CPD Resource Base
48 Appendix 10: Standard for Full Registration Summary
The Professional Standard for Full Registration Summary 1. Professional Values and Personal Commitment
Professional Values • Social justice and Personal • Integrity Trust Commitment Core to • Respect being a teacher are • Professional Commitment
2. Professional Knowledge and Understanding - Professional Actions Registered teachers:
2.1 2.1.1 Registered teachers have knowledge and understanding of the nature of the curriculum and its Curriculum development 2.1.2 Registered teachers have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum 2.1.3 Registered teachers have knowledge and understanding of planning coherent and progressive teaching programmes 2.1.4 Registered teachers have knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning 2.1.5 Registered teachers have knowledge and understanding of the principles of assessment, recording and reporting
2.2 2.2.1 Registered teachers have knowledge and understanding of the principal features of the education Education system, educational policy and practice Systems and 2.2.2 Registered teachers have knowledge and understanding of the schools and learning communities Professional in which they teach and their own professional responsibilities within them Responsibilities
2.3 2.3.1 Registered teachers have knowledge and understanding of relevant educational principles and Pedagogical pedagogical theories to inform professional practices Theories and 2.3.2 Registered teachers have knowledge and understanding of the importance of research and Practice engagement in professional enquiry
3 Professional Skills and Abilities - Professional Actions Registered teachers:
3.1 3.1.1 Registered teachers plan coherent, progressive and stimulating teaching programmes Teaching and which match learners’ needs and abilities Learning 3.1.2 Registered teachers communicate effectively and interact productively with learners, individually and cTollectively 3.1.3 Registered teachers employ a range of teaching strategies and resources to meet the needs and abilities of learners 3.1.4 Registered teachers have high expectations of all learners 3.1.5 Registered teachers work effectively in partnership in order to promote learning and wellbeing
3.2 3.2.1 Registered teachers create a safe, caring and purposeful learning environment Classroom 3.2.2 Registered teachers develop positive relationships and positive behaviour strategies Organisation and Management
3.3 3.3.1 Registered teachers use assessment, recording and reporting as an integral part of the Pupil teaching process to support and enhance learning Assessment
3.4 3.4.1 Registered teachers read and critically engage with professional literature, educational research Professional and policy Reflection and 3.4.2 Registered teachers engage in reflective practice to develop and advance career-long professional Communication learning and expertise
For the full version of Standards for Registration please see General Teaching Council www.gtcs.org.uk
49 Appendix 11: ID Security Card Form
I.D. SECURITY CARD FORM
PART 1 – PLEASE SEE OVERLEAF FOR GUIDELINES ON COMPLETION
EMPLOYING DEPARTMENT
JOB TITLE:
EMPLOYEE NUMBER:
PLACE OF WORK:
IS THIS POST PERMANENT TEMPORARY
IF TEMPORARY PLEASE STATE POST END DATE:
PART 2
TITLE
FIRST NAME
SURNAME
PART 3
PLEASE INDICATE WHICH TYPE OF I.D. BADGE IS REQUIRED BY TICKING THE APPROPRIATE BOX BELOW.
SECURITY ACCESS CARD
NON SECURITY IDENTIFICATION BADGE
OVERLAY CARD
REPLACEMENT CARD
PLEASE STATE WHY A REPLACEMENT CARD IS REQUIRED
PLEASE NOTE THAT IT IS ESSENTIAL FOR SECURITY PURPOSES THAT YOU CONTACT LINDA OVENS ON Ext 6551 TO REPORT A CARD LOST, STOLEN OR DAMAGED. THIS ENABLES YOUR DETAILS TO BE DELETED FROM THE SYSTEM
LINE MANAGER AUTHORISATION
SIGNED: ...... DATE: ...... PRINT NAME & JOB TITLE:
PERSONNEL USE ONLY
DATE CARD ISSUED: ......
SIGNED: ......
Manager! Please note that the completed form should be given to your employee prior to them attending Personnel Services to have their photograph taken. Photographs will not be taken without this authorisation.
50 Appendix 12: Glossary of Acronyms
AifL Assessment is for Learning A-V Audio-Visual BtC Building the Curriculum CAT Collegiate Activity Time CfE (A) Curriculum for Excellence COSLA Convention of Scottish Local Authorities CHP Complaints Handling Policy CPD Continuing Professional Development CST Curriculum Support Teacher ELL Education and Life-long Learning E’s & O’s Experiences and Outcomes GIFREC Getting It Right For Every Child HGIOS How Good is Our School? HMIE Her Majesty’s Inspectorate of Education HR/HRD Human Resources/ HR Department ICS Integrated Children’s Services ICT Information and Communications Technology LC Learning Community LNCT Local Negotiating Committee for Teachers MLPS Modern Languages in Primary School NAR National Assessment Resource PAT Professional Activity Time PLP Personal Learning Plan PRD Professional Review and Development PVG Protection of Vulnerable Groups QAM Quality Assurance and Moderation QIO Quality Improvement Officer RICCT Reduction in Class-Contact Time SBC Scottish Borders Council SCQF Scottish Credit and Qualifications Framework SEED Scottish Executive Education Department SEEMIS SE Education Management Software SEO Senior Executive Officer SERPS State Earnings-Related Pension Scheme SFR Standards For Registration SIP School (or Strategic) Improvement Plan SMT Senior Management Team SNCT Scottish Negotiating Committee for Teachers SPPA Scottish Public Pensions Agency SQA Scottish Qualifications Authority SSA Scottish Survey of Achievement STN Supply Teachers’ Network TLC Teacher Learning Communities WALT We Are Learning Today... (learning outcomes) WILF What I’m Looking For... (success criteria) WILT What I Learned Today
51 You can get this document on audio CD, in large print and various computer formats by contacting the addressee below. Education & Lifelong Learning’s CPD Team can also provide information on other language translations, as well as providing additional copies.
Carol Douglas CPD Assistant Education & Lifelong Learning Langlee CPD Centre Langlee Complex Marigold Drive Galashiels TD1 2LP
Designed by Scottish Borders Council Graphic Design Section August 2013