Making the Working Time Making the Working Time Agreement for Teaching And Agreement for Teaching And

LearningLearning

Frank HealyFrank Healy

EIS Area Officer, Glasgow, Western Isles, Argyll & Bute

Schools, Colleges and (Non-HE) education establishments

Introduction Introduction

Teachers Contract changed as result of Teachers Contract changed as result of 2001 National “McCrone” Agreement 2001 National “McCrone” Agreement between Scottish Government, Local between Scottish Government, Local Authorities and Teacher Trade Unions. Authorities and Teacher Trade Unions.

Increased local bargaining at Authority Increased local bargaining at Authority level at Local Negotiating Committee for level at Local Negotiating Committee for Teachers (LNCT) – binding contractual Teachers (LNCT) – binding contractual agreementsagreements

““Plant bargaining” i.e., WTA at school Plant bargaining” i.e., WTA at school levellevel

ContractualContractual 35 Hour 35 Hour Working WeekWorking Week

Phased introduction of 22.5 hours Phased introduction of 22.5 hours maximum class contact.maximum class contact.

7.5 hours preparation and correction7.5 hours preparation and correction 5 hours collegiate time with 5 hours collegiate time with

arrangements agreed at school level arrangements agreed at school level between HT as agent of Authority and between HT as agent of Authority and EIS Rep on behalf of membersEIS Rep on behalf of members

(in addition 35 hours CPD to be (in addition 35 hours CPD to be carried out throughout the year )carried out throughout the year )

Local Framework Local Framework AgreementsAgreements

LNCT 2 LNCT 2 LNCT 17LNCT 17 ““The overall workload should be The overall workload should be

such as can be overtaken within the such as can be overtaken within the 35 hour working week. Therefore 35 hour working week. Therefore each teacher’s workload should be each teacher’s workload should be manageable within the indicative manageable within the indicative time allocations of the school’s time allocations of the school’s WTA………However………..”WTA………However………..”

Core Collegiate ActivitiesCore Collegiate Activities Additional Time for Preparation and CorrectionAdditional Time for Preparation and Correction Parents MeetingsParents Meetings Preparation of ReportsPreparation of Reports Formal AssessmentFormal Assessment PlanningPlanning Staff MeetingsStaff Meetings PRDPRD CPDCPD Additional Supervised Pupil ActivityAdditional Supervised Pupil Activity TU MeetingsTU Meetings FlexibilityFlexibility

Concepts of TimeConcepts of Time

5 hours collegiate time per working 5 hours collegiate time per working week week

195 hours per year195 hours per year Real or Actual TimeReal or Actual Time Notional TimeNotional Time Indicative Time as per LNCT 17Indicative Time as per LNCT 17

Contending and Contending and Changing PrioritiesChanging Priorities

Time Allocated for specific activities Time Allocated for specific activities When they should take placeWhen they should take place Teacher v Management prioritiesTeacher v Management priorities New Initiatives post 2001 such as;New Initiatives post 2001 such as; Changes to QA/Self EvaluationChanges to QA/Self Evaluation Tracking,Facultisation, Tracking,Facultisation, 32/33 period week32/33 period week CfE CfE

Problems with Problems with AnnualisationAnnualisation

195 hours model does not address the real 195 hours model does not address the real needs of teachers by focussing on;needs of teachers by focussing on;

““Notional” hours for teacher activitiesNotional” hours for teacher activities Real or Actual time for Management Real or Actual time for Management

directed activitiesdirected activities Dispute around sub-division of hours within Dispute around sub-division of hours within

activity bandsactivity bands False “victory”False “victory” Negates concept of 35 hour working week. Negates concept of 35 hour working week.

WTA PreparationWTA Preparation Professional Audit- Evidence based Professional Audit- Evidence based

assessment of time taken by teachers to assessment of time taken by teachers to complete collegiate activities – use a complete collegiate activities – use a spreadsheet or pro-forma to ask members spreadsheet or pro-forma to ask members ( indiv, stage or dept returns)( indiv, stage or dept returns)

1st level Review - What didn’t work last 1st level Review - What didn’t work last year year

Revise – Branch WTA committee proposes Revise – Branch WTA committee proposes changes to Branch meeting to address thischanges to Branch meeting to address this

Decide – Branch meeting decides proposals Decide – Branch meeting decides proposals for negotiation with HT.for negotiation with HT.

22ndnd level Review level Review Use Results of Audit to decide indicative times Use Results of Audit to decide indicative times

for each collegiate activity and when in the for each collegiate activity and when in the year they require to be inserted in school year they require to be inserted in school calendar.calendar.

Begin to populate the spreadsheet starting with Begin to populate the spreadsheet starting with Parents’ meetings (use last years calendar) and Parents’ meetings (use last years calendar) and working backwards to reporting, assessment working backwards to reporting, assessment with maximum of 5 hours per any given week.with maximum of 5 hours per any given week.

Secondaries by this time may note that there is Secondaries by this time may note that there is insufficient time to do this within existing insufficient time to do this within existing pattern.pattern.

This may happen in some primaries.This may happen in some primaries.

RemodellingRemodelling

The calendar spreadsheet will now be filling The calendar spreadsheet will now be filling with parent’s meetings having to be re-with parent’s meetings having to be re-arranged to fit in with time availablearranged to fit in with time available

Ensure other priorities for Teaching and Ensure other priorities for Teaching and Learning are addressed within the calendar Learning are addressed within the calendar spreadsheet spreadsheet

Address stress point issues with narrative Address stress point issues with narrative proposals (stage intervention model ?) proposals (stage intervention model ?) particularly when indicative time allocations particularly when indicative time allocations do not meet the needs of specific teachersdo not meet the needs of specific teachers

Branch Decision makingBranch Decision making

Present fleshed out proposals to branch Present fleshed out proposals to branch meetingmeeting

Revise/amend as per branch decisionRevise/amend as per branch decision Advice other TUs of EIS positionAdvice other TUs of EIS position Present proposals to management for Present proposals to management for

negotiationsnegotiations Take outcome of negotiations back to Take outcome of negotiations back to

branch for decisionbranch for decision EIS Rep Signs Off agreement.EIS Rep Signs Off agreement.