A: GENERAL

 

PREMISE 10A (a)

 

The key to the continuing development of our public system of education is well educated, highly motivated, professional teaching staff, supported by a sympathetic education authority and working in close co-operation with the community. Teachers should be endowed with the following personal attributes: the ability to communicate a high level of knowledge and skill; imagination, enthusiasm, tolerance, judgment, sensitivity, perception and individuality; and an awareness of people, of nature and of the dignity of those whom they teach. It is self-evident, therefore, that teachers should be qualified for the work they do and sufficient in number to allow for effective school organisation, including remedial teaching, student welfare programs, career advice and appropriate programs for students with special needs. The selection of potential teachers and their training and development are of the utmost importance since the quality of schools is positively and significantly related to the quality of their teachers.

 

PREMISE 10A (b)

 

Children must be encouraged to accept responsibility for their own learning. If this educational philosophy is adopted it follows that urgent attention should be given to reducing class sizes, particularly in lower grades. The early years of schooling form an all-important period crucial for the development of a healthy self-concept and a pleasurable desire for learning. It is also a period when individual differences should be recognised and catered for as indeed they should be throughout the school years. Allowances should be made for smaller classes or individual attention when this is educationally advisable.

 

POLICY

 

10.1    The Government of New South Wales is responsible for the staffing of all government schools. It is the employer and as such has the responsibility of guaranteeing promotion, transfer and ongoing training for all staff.

 

10.2    Allocation of teachers to schools must:

 

(a)    be planned well in advance, with consideration being given to expected leave requirements, resignations and retirements and to the overall balance of experience and qualifications among the staff of each school; and

 

(b)   be improved in such ways as to facilitate the speedy filling of vacancies while protecting the rights of teachers and causing minimal interference to school organisation.

 

10.3    In all cases staffing ratios should be assessed without the inclusion of non-teaching staff, i.e. the ratios must relate to teaching loads based on actual face-to-face teaching.

 

10.4    The DET should take a more flexible approach to the teacher/pupil ratio, establishing the ratio for each school only after an accurate examination of basic needs has been made and the results have been taken into account together with the mandatory cut-off figures currently issued.

 

10.5    P&C Federation should liaise with the Department of Education and Training and the NSW Teachers P&C Federation to determine which schools or types of schools should receive a more favourable staffing ratio because of special needs. Study Leave and transfers to other areas of the Department should wherever possible take place during the long vacation. The general rule should be that staff remain in their appointed positions for the entire school year. In particular, the staffing ratio should be examined as it applies to:

 

(a)    Disadvantaged Schools Program schools;

 

(b)   schools or classes including large numbers of immigrant children; and

 

(c)    schools or classes including large numbers of children from economically, culturally or emotionally deprived backgrounds.

 

10.6    There should be a relaxation of the rigid staffing formula so that small changes in enrolments cannot cause or threaten major changes in class organisation; as such changes are likely to cause learning problems for students and a lowering of staff morale. In particular, staffing of any school should be held at a level that will enable the school to provide continuous instruction in subjects begun by students and appropriate to their needs.

 

10.7    Where a school loses a full-time teacher because of falling enrolments, provision should be made for a pro rata position corresponding to student numbers.

 

10.8    The DET should implement a process of staffing that allows flexibility by:

 

(a)    accepting that 85 students be the number for the creation of a fourth permanent position;

 

(b)   if enrolments fall below that fourth teacher allocation, but within a band of five, in this situation (80-85), the DET should provide a 12 month period of grace to allow for possible increases in enrolments from that zone, to avoid profound educational disruption to the children and to avoid relative financial costs associated with movement of buildings and the reallocation of resources;

 

(c)    applying this formula state-wide, allowing that band widths would necessarily vary dependent on size of schools and levels of itinerant population.

 

10.9    In the interests of effective school administration and, ultimately, student welfare:

 

(a)    Principals should be notified of incoming and outgoing moves, but particularly the former, simultaneously with the members of staff receiving notification; and

 

(b)   lines of communication between Head Office and Regional Office should be streamlined so that official notifications of appointments made outside the area are available at the school before the commencement of a new term.

 

10.10      Steps should be taken to ensure that all schools are fully staffed with appropriately qualified teachers by the end of February each year. To this end, ten applicants should be short-listed for each vacancy, with the highest ranked applicant indicating willingness to accept appointment being appointed. If this procedure is impractical, some other means of ensuring full and stable staffing by the end of February should be implemented.

 

10.11      In the event of the Principal and the Deputy and/or Assistant Principal from the one school obtaining promotion, transfer or retirement at the same time, every effort should be made to stagger the times at which they leave the school to allow a more efficient and less disruptive change of administration.

 

10.12      Appointment of teachers to a Deputy Principal position should require completion of a formal course in management techniques.

 

10.13      When assessing teachers for promotion, greater emphasis should be placed on recognition of their enthusiasm, the interest they display in their students and the results obtained.

 

10.14      The DET should continually re-examine the procedures for granting maternity, long service and extended sick leave to ensure that there is the minimum of disruption to school programs. In particular, the DET should ensure that study leave and transfers, whenever possible, take place during the long vacation. The general rule should be that staff remain in their appointed positions for the entire school year.

 

10.15      The DET should analyse the distribution of staff to ensure that a balance of male and female teachers be maintained in each school.

 

10.16      Schools must cater for the welfare and other needs of all students. All students are entitled to access to a head teacher or supervisor with specific responsibility for dealing with issues relevant to their gender.

 

10.17      P&C Federation endorses the principle of a child's right to be taught by a competent teacher according to the school's curriculum. To this end, the DET, through its Regional Offices, should create lists of approved casual teachers who could be telephoned as required and be available immediately a member of staff is absent for any reason and cannot be replaced by a similarly qualified teacher from within the school.

 

10.18      P&C Federation supports the concept of part-time teaching and job sharing provided that:

 

(a)    parents are consulted at the inception of any process involving the planned sharing of a class by part-time teachers;

 

(b)   there are no more than two part-time teachers sharing a position, and this must be ensured by departmental guidelines;

 

(c)    where part-time teachers share a class both must be available for parent-teacher interviews and should be involved in all consultative processes and activities related to the class; and

 

(d)   principals must ensure that account be taken of the past experience of children before deciding which classes should be shared.

 

10.19      Support Teachers (Learning Difficulties) should be appointed to all schools, with preference to schools with a shifting population or other special identified needs.

 

10.20      Schools should be staffed with STLD (Support Teacher Learning Difficulties) on a needs basis, K-12, and not on whole school numbers.

 

10. 21 (a)      A full-time School Counsellor should be appointed to each High School and each first-class Primary or Central School. Counsellors should be appointed part-time to smaller schools, their time allocation for each school being related to the student population of the school. These Counsellors should work closely with Social Workers and other health and welfare personnel in the area.

 

10. 21 (b)     The DET should provide additional and ongoing teacher and counsellor support and resource the programs that will assist students with behaviour problems and that will assist their parents or caregivers.

 

10.22      P&C Federation believes all government schools should be allocated one day per week of school counselling per 100 students, or part thereof.

 

10.23      Society continues to ask that such concerns as Child Sexual Assault, Drug Abuse, AIDS Education and Multicultural Education be included in the schools' curriculum. A staffing supplement, over and above the established formula, should be given by the DET to allow creation of organisational structures permitting the small group learning situations necessary for successful implementation of such programs.

 

10.24      A Physical Education Adviser should be appointed to each District or Educational Resource Centre so that small schools have the benefit of a trained Physical Education instructor, at least in a supervisory capacity.

 

10.25      Students who are bus or train travellers and who arrive at and/or leave school outside 'teachers' hours' should be adequately supervised, by employing a suitable person if necessary.

 

10.26      Selection of Principals should be on the basis of an overall appointment policy developed with input from P&C Federation, but having the following general characteristics:

 

(a)    appointment is on the basis of merit and appropriateness;

 

(b)   criteria for selection include the school community's stated special needs and desires; and

 

(c)    selection is based on modern personnel management techniques, similar to the best in the public service or the private sector.

 

10.27      Whilst supporting the participation of parents on school panels for the selection of principals and teachers in promotions positions, the participation of the school in the selection of classroom teachers should be limited to the development of a profile of desired criteria. The DET should be responsible for finding the best match between applicants and the school's needs. Only if no match can be found should the school consider local placement.

 

10.28      Promotions positions, in Disadvantaged Schools Program schools, should be regarded as 'Special Fitness' positions. Teachers applying for such positions should have a demonstrated interest and/or experience in appropriate programs, submission writing and in-servicing.

 

10.29      The position of the New South Wales Director-General of Education and Training should be filled by a nonpolitical appointment and maintained as such, as should all other positions within the DET. As a corollary, the increasing politicisation of public education should be forcefully resisted by P&C Federation.

 

B: SELECTION OF STAFF

 

PREMISE 10B

 

Parents, through their representatives, should play an active role in setting general staffing policies for their schools and in establishing the criteria for selecting staff to fill particular vacancies as they occur. Parent representatives should also play an appropriate role in selecting staff to fill such vacancies.

 

POLICY

 

10.30      A duly elected representative of the parent body or bodies should be included on a school staffing committee to be established in each school. This committee's task is the establishment of general criteria for appointments to the school's staff and specific additional criteria for each vacancy to be filled. These criteria are to be established within the framework of the school's educational needs, goals and philosophies.

 

10.31      A duly elected representative of the parent body or bodies should be included on any selection panel formed to choose a new principal or member of the school executive.

 

10.32      Any such representative shall be trained in the functions and processes of selection panels, including interviewing techniques if appropriate, at the DET's expense. P&C Federation should run such courses or, at the very least, be heavily involved in developing such courses.

 

10.33      Once the regional office decides and the school accepts the offer of filling the position by merit selection, that decision should stand and the position cannot then be filled in any other way than by merit selection unless the school staff and parents decide otherwise.

 

10.34      P&C Federation should be involved in any future discussion as to alterations to the manner in which such selection processes operate, particularly regarding the role of parents.

 

10.35      P&C Federation is to maintain a watching brief to monitor the effects of staffing operations on equity issues among government schools in NSW. It is P&C Federation's strong belief that any staffing process must ensure that all government schools are adequately and equitably staffed.

 

C: PRE-SERVICE TEACHER TRAINING

 

PREMISE 10C

 

Methods of recruitment, selection and education for the teaching profession should take into account personal qualities as well as academic ability. If the desired high professional standard is to be attained and maintained teaching must be given the highest possible recognition by governments and the community.

 

POLICY

 

10.36      Although teacher education institutions must retain full independence and should be linked with multi-discipline institutions, they must establish a closer liaison with school programs to ensure a more pragmatic response to the needs of children.

 

10.37      The Minister of Education and Training should investigate a scheme for the part-time training of those desirous of teaching in government schools.

 

10.38      Cadetships should be made available for teacher trainees showing promise in their final year of training so as to attract graduates to the NSW Department of Education and Training teaching service.

 

10.39      The number of students admitted to tertiary programs should be such as to permit the training of sufficient personnel in short-supply areas (e.g. therapists, counsellors and teachers in some specific subject areas) and to fill all positions in hard-to-staff districts.

 

10.40      The NSW Government must provide training and incentives to allow all vacant School Counsellor positions in government schools to be filled.

 

10.41      Special consideration should be given to recruiting bilingual and Aboriginal students to teacher training.

 

10.42      All teacher training courses should include:

 

(a)    a segment on behavioural problems;

 

(b)   a segment on the value of parent participation, including specific means of engendering parent and community involvement in schools;

 

(c)    treatment of the mandatory curriculum perspectives of non-sexist, Aboriginal and Multicultural Education;

 

(d)   relevant aspects of Child Abuse and Student Welfare;

 

(e)    training in Physical Education and Level One accreditation in at least one sport so that students in small schools can receive instruction in these areas; and, for primary trainees;

 

(f)     a segment on teaching in Class 4 Primary Schools; and

 

(g)    a segment providing an understanding of the causes and sources of conflict and a level of skill in practicing conflict resolution between members of staff, students, parents and members of the Department, and providing for the development of self awareness and personal growth.

 

10.43      All teacher training should include a compulsory certificate of first-aid course and swimming safety. This credential should be updated regularly at DET expense.

10.44      All teachers (infants, primary, and high school) must receive training in the main methods of teaching literacy. Teachers should also receive training in the recognition of literacy giftedness, literacy difficulties and literacy disabilities. This training should include assistance in recognising a variety of disabilities or dysfunction which may impact on literacy.

 

D: STAFF DEVELOPMENT AND INSERVICE TRAINING

 

PREMISE 10D

 

Staff development programs should be an integral part of the life of every school. A mutually agreed form of performance appraisal should be instituted with the primary aim of determining needs for assistance in the professional growth of individual teachers.

 

POLICY

 

10.45      Teachers should accept their need for, and their responsibility to take part in, continuing professional education. Similarly the Department of Education and Training should accept its responsibility to support a continuing program of in-service training for teachers. The inclusion of parents and the wider community in teacher development programs will increase understanding of our schools and assist in developing school philosophies responsive to community needs.

 

10.46      In-service training courses should be available to enable Principals, teachers, support staff and parents to keep in touch with modern concepts of education and community needs. Training courses should be readily available for teachers interested in teaching migrants, Aborigines, children with physical or mental disabilities, and in all areas where specialised training is required. These in-service and specialised training courses should be accepted as a continuation of normal training.

 

10.47      All Principals should have time available to meet their responsibility for the professional development of their staff, especially new teachers.

 

10.48      Internships should exist to give first-year teachers lighter teaching loads allowing them to receive on-the-job assistance and to continue their relationship with their training institution as part of their certification.

 

10.49      The DET should institute assessment of individual teachers' achievements against the goals and objectives of the relevant schools. The results of such assessments should be the basis for determination of the needs for professional counselling and assistance or further training, and should lead to incentives for good teachers and encouragement for poor teachers to seek employment elsewhere.

 

10.50      The DET, with the active involvement of P&C Federation, should instruct all Principals and other staff, especially when newly appointed, in the functions of P&C associations, School Councils and other committees commonly active in schools.

 

10.51      Staff in all schools should receive training in coping with emergencies and should be made familiar with the procedures adopted by the State Emergency Service and police, ambulance and fire services in their area.

 

10.52      Existing teachers and ancillary staff in all schools should be provided with in-service training to complete a compulsory certificate of first-aid and that this credential should be updated regularly at Departmental expense.

 

10.53      School based professional development courses should be mandatory for teachers of students with chronic medical conditions. These courses should include information about the nature, management and treatment of such conditions. Parents of these students should be invited to act as experts and participate in these courses.

 

10.54      Refresher courses should be available to teachers reentering the service after a prolonged period of absence.

 

10.55      Adequate retraining courses in subjects with a shortage of teachers should be offered to qualified teachers/graduates to ensure quality instruction in a wide range of subjects in secondary schools.

 

10.56      In-service training in Physical Education should be made available at regular intervals to selected teachers in schools without specialist Physical Education teachers.

 

10.57      Class sizes in NSW government primary schools should be as follows: Kindergarten-17; composite classes with two class groupings-20; composite classes with three class groupings or including Kindergarten-15; all others-25. In addition, classes in Disadvantaged Schools Program schools should receive further reductions to ensure inequalities are overcome, as should schools with significant numbers of students with language problems and/or learning difficulties.

 

10.58      Any new staffing formulae for primary schools should take into account the following points:

 

(a)    Each class should be allocated one teacher plus that 'part' of a teacher required to allow relief from face-to-face contact and other support currently granted. These 'parts' of teachers should be added to give extra full-time staff where possible.

 

(b)   The present classification of primary schools should be discontinued and promotions positions allocated according to the number of classes and the administrative duties involved, using the following categories: administrative position without a teaching load; administrative position with a teaching load; teaching position with an administrative load.

 

(c)    All promotions positions should have release time allotted to them.

 

(d)   Primary and Infants departments should be staffed separately.

 

(e)    Librarians should be allocated separately from the teaching staff establishment.

 

(f)     The number of ancillary staff should be allotted on the basis of the number of classes rather than the number of students.

 

(g)    Discussions involving the school, the community and a Departmental representative should take place before the school submits its staffing needs for the following year.

 

(h)    A second teacher should be appointed to Class 4 schools when the enrolment reaches twenty students.

 

 

(i)      The Teacher-in-Charge of a Class 4 primary school should be in a List 1 promotions position and should be a Special Fitness appointment.

 

10.59      The staffing formula for K to 6 Primary Schools should specify two non-teaching Executive positions where a school enrolment exceeds 200 and three non-teaching Executive positions where a school enrolment exceeds 501 students. Such a formula should also allow for an Executive position with a pro-rata teaching/administrative workload between and beyond these enrolment numbers.

 

10.60      Primary schools should develop within the K-6 concept, especially as regards curriculum and school policy. Nonetheless, the deployment of staff should be such that only teachers trained in Early Childhood Education are in charge of K-2 classes, and only teachers trained in General Primary teaching are in charge of 3-6 classes.

 

10.61      Teachers in all primary schools should have relief from face-to-face teaching for the improvement of the quality of education in NSW, especially as this then allows them time for school based curriculum development, contributions to aspects of the total school program, parent interviews, correction of work and evaluation of student progress. Additional relief from face-to face teaching should be given to schools where the progressive integration of children with disabilities is taking place.

 

10.62      Regular part-time relief should be provided for teaching Principals in schools of fewer then 175 students, enabling the Principals to schedule parent interviews, supervision of inexperienced teachers and other administrative duties. Principals of Class 3, two-teacher schools and Teachers-in-Charge of Class 4 schools should be able to employ relief teachers to allow them to attend District Conference and Principals' Council and District meetings. Principals of Class 2 and Class 1 schools should be completely relieved from the role of classroom teacher.

 

10.63      In addition to the present school establishment, specialist teachers should be available in primary schools to provide skilled teaching in specialised areas identified by the school and its community. Class 2 schools should have a full-time Librarian, and every primary school should have the services of a Remedial and Resource teacher. Class 4 schools should be allowed to include Year 2 students in craft class numbers so that a Craft Teacher can be paid by the Department of Education and Training.

 

E. SECONDARY SCHOOL STAFFING

 

PREMISE 10E

 

Staffing of secondary schools should take into account the need to provide a wide range of subjects to allow adequate choice for students in all schools.

 

POLICY

 

10.64      Teaching staff levels of secondary schools below 300 students should be maintained at that for schools of 300 students so as to provide a satisfactory range of elective subjects for students.

 

10.65      Where suitably trained permanent staff in the compulsory subject areas of Music, Art and Physical Education are not appointed funds should be allocated to schools to allow them to employ suitable casual teachers, thereby enhancing the educational experiences of students in these subject areas. The DET should establish positions for itinerant specialist teachers in these subject areas to serve groups of schools where no such permanent staff is available.

 

10.66      Full-time Careers Advisers and Counsellors should be available to all government secondary schools.

 

10.67      The present position of Mistress in Charge of Girls should be abolished and replaced by another position termed 'Executive in Charge of Pupil Welfare' (male and female as appropriate) with an adequate time allowance to attend to the many duties involved in student welfare within a school.

 

10.68      Subjects requiring specialist skills, knowledge and experience should be taught by qualified teachers who have attained a sufficiently high standard to be able to fully meet the educational needs of the students undertaking those subjects.

 

F: CENTRAL SCHOOL STAFFING

 

PREMISE 10F

 

Special attention should be paid to Central Schools to eliminate the discriminatory formulae with regard to staffing, funding and ancillary services that presently exist. Central Schools should receive executive and support staff that would be appropriate if their primary and secondary components were separately administered.

 

POLICY

 

10.69      Special staffing provisions for Central Schools should include the following points:

 

(a)    it must be ensured that there is at least one qualified staff member for each core subject, notably Mathematics, Science, English and Social Science, so that students in isolated areas will not be disadvantaged;

 

(b)   each Central School should have a full-time Librarian;

 

(c)    provision should be made for effective instruction in Music, Drama and Art and Craft for both primary and secondary classes;

 

(d)   Central Schools should be treated as single K-12 units for the appointment of Resource and Remedial Teachers and Counsellors so that whole school needs across primary and secondary levels can be met;

 

(e)    where possible central schools should be staffed by teachers willing and able to teach in their areas of expertise K-12; and

 

(f)     special staffing consideration should be given to years 11 and 12 in central schools to adequately provide both academic and vocational courses.

 

G: ANCILLARY STAFF

 

PREMISE 10G

 

The DET must ensure that adequate ancillary staff are provided to schools, as well as support services, to enable teachers to perform their professional roles to the students' greatest benefit. Ancillary staff should be qualified and properly trained before appointment.

96

POLICY

 

10.70      A range of ancillary staff should be provided for secondary schools and large primary schools. The Minister for Education and Training, Employment and Training, in consultation with the Public Service Board, should review the policy under which ancillary staff are appointed to schools so that the services of such staff can be shared among a group of smaller schools. Factors such as nature and size of buildings and any special needs should be taken into account, as well as the enrolments.

 

10.71      The DET should review the situation of full-time ancillary staff in primary schools with due regard to physical location and character of each school and its educational program, consulting the Principal, P&C Association and School Council. Where an Infants Department is physically separated from the remainder of a Primary School, ancillary staff should be appointed to such an Infants Department.

 

10.72      Full clerical support should be provided to all primary schools regardless of student enrolments.

 

10.73      Relief should be available immediately it is needed for schools with only one clerical assistant.

 

10.74      The allocation of General Assistants' time in schools should be based not only on student enrolments but on locally identified needs including size and nature of the grounds.

 

10.75      Full-time resident caretakers should be appointed to all schools with over 700 students and to physically isolated schools. For smaller schools, a caretaker should be employed to cover a group of schools where possible, patrolling after-hours to cut down on vandalism.

 

10.76      All schools with special needs, e.g. significant multicultural and/or Aboriginal populations, should have a Community Liaison Officer appointed to them on a parttime or full-time basis. As a matter of urgency, Ethnic Aides should be appointed to schools with a large migrant population.

 

10.77      Bursars should be appointed to all secondary schools and to Class 1 Primary Schools.

 

Action Items

102 97

1.      That P&C Federation follow up with the Minister for Education and Training progress with regard to the review of the Staffing Agreement, conducted in consultation with the DET and the Specialists' High Schools Principals' Working Party. (2003)

 

2.      That P&C Federation establish a working party with parent representatives from schools to develop a strategy to assist the DET to formulate an appropriate staffing policy which meets the educational needs of students studying in specialist subjects. (2003)

 

3.      That P&C Federation request that the DET recognizes the significant impact that programs such as Sing/Dance NSW has on the teachers involved and the schools from which the organizing teachers are substantively placed, by providing time in lieu to those teachers and funds to the school to cover all incurred casual costs including travel time and organizational time allowance. (2003)

 

4.      That P&C Federation negotiates with the DET a modification of the Department's rigid staffing formula so that small changes in school enrolments cannot cause or threaten major changes in class organisation. Resource allocation to schools in population growth areas should be based on the rate of increase in enrolments over the previous five years. Where a school is at risk of losing a full-time teacher because of falling enrolments, provision should be made for a pro rata position corresponding to student numbers. (2003)

 

5.      That P&C Federation calls on the DET to re-establish a pool of District relief and/or mobile teachers, attached to local schools on a full-time basis, to ensure that casual teachers are available to schools in rural and remote areas. (2003)

 

6.      That P&C Federation requests the DET to provide funding for teachers aides for all K-2 classes to support integration of students with special needs and/or learning difficulties, and that this item be referred to the October Council meeting. (2003)

 

7.      That Staffing Policy 10.21(a) be pursued as an action item: A full-time School Counsellor should be appointed to each High School and each first class Primary or Central School. Counsellors should be appointed pat time to smaller schools, their time allocation for each school being related to the student population of the school. These counsellors should work closely with the Social Workers and other health and welfare personnel in the area. (2003)

 

8.      That self nominated transfers for staff from the three campuses in Callaghan College be extended to 5 years and/or that all transfers be put on hold until the full effect of the rotation is evaluated and reviewed by the DET. (2003)

 

9.      That P&C Federation requests guidelines for formation of selection panels for positions on district staff be amended to ensure district P&Cs are given the opportunity of electing the community representatives on these panels. (2003)

 

10.  That P&C Federation urges the State Government to recognise and adequately remunerate the important role and work of secondary Year Advisors. (2003)

 

11.  That P&C Federation lobby to change hot the allocation of time for General Assistants’ is calculated currently and establish a more reliable method that allows consideration for the age of the school, whether there are heritage orders, the size of its grounds, the climatic effects, and the general environment in which it is located. We feel that these, and any other variable factors, should be considered in the allocation of time for a General Assistant. (2004)

 

12.  That P&C Federation  calls upon the Department of Education and Training, as a matter of urgency, to provide public schools with sufficient funds to employ a full time IT service technician to service computer equipment. Failing this, the P&C Federation calls upon the Department of Education and Training o ensure that all public schools are funded, on a pro-rata basis (based on either classroom size or pupil number), to provide a non-teaching based position to cover all information technology (IT) hardware and software issues within each school. (2004)  

 

13.  That P&C Federation  urge the Department of Education and Training to grant a minimum of an extra two hours per week release from face to face teaching to Assistant Principals in primary schools in recognition of the complexity of their duties and help to redress some of the inequities between Primary and Secondary education in New South Wales. (2004)

 

14.  That P&C Federation  calls upon the Department of Education and Training to ensure that when allocating funding for Support Teacher Learning Assistance (STLA) that other income that the schools receive is not disclosed or taken into consideration. (2004)

 

15.  That P&C Federation calls on the Department of Education and Training to revise the locking in of the three year fixed funding allocation for Support Teacher Learning Assistance (STLA) to schools and have it reviewed yearly. (2004)

 

16.  That P&C Federation calls on the Department of Education and Training to staff schools on a sliding scale, especially in the smaller P5 and P6 schools. (2004)  

 

17.  That P&C Federation requests that the new staffing agreement be amended to ensure that it meets the needs of all public schools in NSW, so that all schools can meet the needs of their gifted and talented students. (2004)

 

18.  That P&C Federation calls on the Department of Education and Training to provide furnished teacher housing for all teachers requiring it in rural and remote areas where rental accommodation in unavailable. (2004)

 

19.  That P&C Federation pursues with the Minister for Education and Training the need for the new staffing agreement to be amended to strengthen the new codes contained in the agreement, in particular the codes that relate to the Performing Arts and Sports High Schools, so that these codes can supply clear direction to the specific and extensive detail and specialist qualifications required of these specialized teaching jobs. (2004)

 

20.  That P&C Federation requests the Department of Education and Training to provide accredited VET teachers as mobiles based in Regions so that Year 11 and 12 students are not disadvantaged when their teachers take leave. (2004)