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New ‘in-principle’ agreement to reduce teacher workloads and boost support staff pay in Victoria
The Victorian Teachers Union, AEU has negotiated a new in-principle enterprise agreement, with the Department of Education, aimed at reducing excessive teacher workloads.
The agreement, which was endorsed on 4 February, will see 2000 more teachers join the Victorian state school system, cutting face-to-face teaching hours and giving teachers more time to prepare lessons within their paid hours. The agreement includes a salary increase for the lowest paid education support staff and an investment of $12 million a year to reduce the administrative burden faced by principals.
The 1.5 hour a week reduction is planned to be phased in during 2023 and 2024, and aims to give teachers more time for preparation and planning for student learning within their paid hours.
“Our new agreement, endorsed by the AEU Joint Primary and Secondary Sector Council, makes important and significant inroads to address the excessive workloads faced by teachers.” says AEU Victorian Branch president, Meredith Peace.
“When we launched our campaign in April 2021, teachers wanted excessive workloads addressed, additional teachers employed, and salaries that reflect the value of the work of all school staff, particularly education support staff.’’
The draft Victorian Government Schools Agreement (VGSA 2021) also features significantly expanded time-in-lieu arrangements, enabling Victorian teachers, for the first time, to access time in lieu for time spent working outside paid hours for activities such as excursions, after hours sport and camps. Similarly, for education support (ES) staff, there will be much clearer requirements that any work required of ES outside of normal hours must be recorded and attract time-in-lieu.
The new agreement provisions sees superannuation being paid to employees on Parental Leave for 12 months, with paid Maternity Leave to increase to 16 weeks. Partner Leave has been increased from one week to four weeks, and other paid Parental Leave increasing from eight weeks to 16 weeks.
Education Minister James Merlino told 7 News that after a challenging two years, the government was proud to support the state’s teachers; “This proposed deal will cement our state as the best place in the nation to work as a teacher and the best place to send a child to school,” he said.
New provisions will give teachers dedicated time within working hours to undertake essential work in relation to their classes and provide improved professional autonomy. A pupil-free day dedicated to assessment and reporting, and the re-introduction of professional practice days, will also assist teachers to better manage their workload.
Principals will benefit from more consultation about their workload when there are significant school operational changes, and a funded commitment to reduce their administrative burdens. EM
A new in-principle enterprise agreement with the Department of Education is aimed at reducing excessive teacher workloads.
Ms Beth Blackwood, CEO AHISA
AHISA calls for a strengths-based approach to education policymaking to support Australian schools
The Association of Heads of Independent Schools of Australia (AHISA) launched a policy manifesto for school education on 24 March, as a contribution to public debate in the lead up to the federal election.
The manifesto calls for a strengths-based approach over deficit-model thinking to improve education policy making.
“Australia’s recent experience of whole-scale remote learning due to COVID-19 has created curiosity and expectation around the possibilities for re-shaping the way we deliver school education,” said AHISA’s CEO, Ms Beth Blackwood.
“The disruption of COVID-19 may have given us the opportunity to hit the reset button on schooling, but we also need to review and reset approaches to national policymaking in education to ensure support for the successful transformation of school education in Australia.” continued Blackwood.
“AHISA has been advocating since 2015 for policymakers to drop deficit-model thinking about schools and adopt a strengths-based model of policymaking,” said Ms Blackwood. “Over the last two-and-a-half years, our schools and teachers have conclusively demonstrated their amazing strengths. Now is the time to build on those strengths and accelerate the great work that schools are initiating for the benefit of their students.”
Ms Blackwood said that in recent years the federal government had made significant and welcome investment in resources to support teachers’ work with students and to assist their professional development.
AHISA’s policy manifesto offers six priority areas where the federal government can help to rapidly strengthen Australia’s school system using a strengths-based policy approach, which includes, supporting the digital transformation of Australian education, upskilling the teaching profession, re-establishing and strengthening students’ learning journeys, supporting student wellbeing and strengthening all levels of school leadership and engaging parents in their children’s education.
“We call on policymakers to seek ways to support and accelerate the progress schools have made in the face of extraordinarily difficult and uncertain conditions,” said Ms Blackwood. “By working with the profession, and building on the strengths of educators and schools, governments can support schools to rebuild and reshape learning pathways to help all students achieve their best possible futures,” said Ms Blackwood. “A strengths-based approach to policymaking is the best way of bringing together the expertise of educators and the resources of governments to realise a new vision for Australia’s school system.” EM
AHISA’s policy manifesto offers six priority areas where the government can help rapidly strengthen Australia’s school system.
Schools across QLD and NSW recover from floods
New standards for senior secondary students in literacy and numeracy
Schools damaged by floods in NSW have returned to face-to-face learning while schools in QLD are preparing for a return at the start of term two
Queensland Education Minister Grace confirmed all six impacted schools in QLD, including Milpera State High School, Aviation High, Rocklea State School, Milton State School, One Mile State School, and St Helens State School were hoping to reopen on site in time for the start of term two.
“The work being put into cleaning up these schools is phenomenal: I want to thank the staff, principals, and the entire school communities, as well as organisations like QBuild that are making a huge difference on the ground,” Ms Grace said.
Creative solutions such as using a cinema as a classroom have helped facilitate a quick return to face-to-face learning for flood-affected students in NSW. Children in the Northern Rivers impacted by recent floods are back learning face to face in school and early childhood education and care (ECEC) services, with a range of plans in place depending on students’ needs and the extent of damage to individual schools and services.
Minister for Education and Early Learning Sarah Mitchell said the NSW Government’s priority was the health and wellbeing of staff and students, which included access to face-to-face learning and care.
“The department is working closely with education communities to support students’ specific needs, including quickly mobilising existing partnerships with leading mental health organisations to provide wellbeing support to students, staff and families during the recovery period.’’ Ms Mitchel said. EM
As part of the Victorian Government’s reform of the VCE (Victorian Certificate of Education) and VCAL (Victorian Certificate of Applied Learning) system, Victorian senior secondary students will have their literacy and numeracy skills measured against new standards in a reformed General Achievement Test (GAT).
As part of the reform of the VCE and VCAL system, Victorian senior secondary students will this year have their literacy and numeracy skills measured against new standards in a reformed GAT. The 2022 GAT will be held on Wednesday 7 September. The slightly later test date provides the time required to ensure the revised GAT is valid and reliable, and for teachers and students to understand the changes – with the test expected to return to its traditional June date from 2023.
The reformed GAT follows a comprehensive review conducted by the VCAA (Victorian Curriculum and Assessment Authority). It will see Victoria join other jurisdictions who already incorporate literacy and numeracy standards as part of their senior secondary reporting. The GAT will provide specific information on each student’s key skills for life beyond school. EM
Victorian senior secondary students will have their literacy and numeracy skills measured against new standards in a reformed General Achievement Test.
