From: McNally, BronwynTo: Laurent, KristenSubject: RE: Office request Chaplaincy correspondence [SEC=UNCLASSIFIED]Date: Thursday, 28 February 2019 4:24:00 PMAttachments: Berry Letter response to consitutents that dont support NSCP.docx

Berry Letter response to constituents that support NSCP.docx

UNCLASSIFIED

Hi there draft responses attached.

The majority of the ones from supporters of the NSCP are about the benefits of chaplains tosupport wellbeing, so I have framed the non-supporters in that way.

Let me know if you’d like any changes.

Saved in TRIM 2019 /Several letters- Chaplaincy Program

Bronwyn McNally | Research and Policy Executive OfficerPhone: +61 6205 7619| Email: bronwyn.mcnally@act.gov.auStudent Wellbeing | Education | ACT GovernmentHedley Beare Centre for Teaching and Learning|51 Fremantle Drive, Stirling| GPO Box 158Canberra ACT 2601

www.education.act.gov.au | Facebook | Twitter | Instagram | LinkedIn | Google+

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From: Laurent, Kristen Sent: Wednesday, 27 February 2019 7:39 AMTo: McNally, Bronwyn Subject: FW: Office request Chaplaincy correspondence [SEC=UNCLASSIFIED]

UNCLASSIFIED

Hi Bron

Please note below. Can you please draft the template responses for letters for an against so wecan run past MO before developing the individualised responses.

Thanks

Kristen

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mailto:Bronwyn.McNally@act.gov.aumailto:Kristen.Laurent@act.gov.aumailto:bronwyn.mcnally@act.gov.auhttp://www.education.act.gov.au/http://www.facebook.com/pages/ACT-Public-Schools/94038489456?ref=tshttps://twitter.com/ACTEducationhttps://www.instagram.com/actpublicschools/http://www.linkedin.com/company/706896?trk=tyahhttps://plus.google.com/103779771541941617837/posts#103779771541941617837/posts

Yvette Berry MLA

Deputy Chief Minister Minister for Education and Early Childhood DevelopmentMinister for Housing and Suburban DevelopmentMinister for the Prevention of Domestic and Family ViolenceMinister for Sport and RecreationMinister for Women

Member for Ginninderra

[Type here]

[Title Name Surname]

[Organisation]

[Position Title - if applicable]

[Email address]

[Followed by 3 Returns.]

Dear

Thank you for your correspondence of regarding the National School Chaplaincy Program.

Education in ACT government schools is required to be non-sectarian, secular education which is not only consistent with the Education Act 2004 (ACT) but also with prevailing expectations of our community. As such, the incorporation of faith-based chaplains in our public schools is not aligned with the Act. I consider it vital that the ACT Government uphold its obligation to secular government schools as required by the Act.

The ACT Government is committed to supporting the wellbeing of ACT students and recognises this as a vital enabling factor to access learning. Over the years, we have made significant investment in this area through increasing the number of school psychologists and expanding the Network Student Engagement Teams. We also have additional investment planned for the future. As a result, ACT government schools are well equipped to offer a range of supports for student and school community wellbeing.

Thank you for taking the time to write to me, I appreciate your support.

Yours sincerely

Yvette Berry MLA

Minister for Education and Early Childhood Development

actchiefminister

ACT Legislative assembly

London Circuit, Canberra ACT 2601, Australia GPO Box 1020, Canberra ACT 2601, AustraliaPhone +61 2 6205 0233     Email berry@act.gov.au

yvettesberry

YvetteSBerry

@YvetteSBerry

Yvette Berry MLA

Deputy Chief Minister Minister for Education and Early Childhood DevelopmentMinister for Housing and Suburban DevelopmentMinister for the Prevention of Domestic and Family ViolenceMinister for Sport and RecreationMinister for Women

Member for Ginninderra

[Title Name Surname]

[Organisation]

[Position Title - if applicable]

[Email address]

[Followed by 3 Returns.]

Dear

Thank you for your letter of regarding the National School Chaplaincy Program. [As the Minister for Education and Early Childhood Development, I am responding to your correspondence on behalf of Chief Minister/Gordon Ramsay MLA]

Education in ACT government schools is required to be non-sectarian, secular education which is not only consistent with the Education Act 2004 (ACT) but also with prevailing expectations of our community. As such, the incorporation of faith-based chaplains in our public schools is not aligned with the Act. I consider it vital that the ACT Government uphold its obligation to secular government schools as required by the Act.

The ACT Government is committed to supporting the wellbeing of students and recognises this as a vital enabling factor to access learning. The provision of personal and emotional support for student’s and the broader school community is an important function of school wellbeing teams. However, fulfilling these functions does not require the person providing support to have some form of religious association or endorsement.

Over the years, we have made significant investment in student wellbeing through increasing the number of school psychologists and expanding the Network Student Engagement Teams. We also have additional investment planned for the future. As a result, ACT government schools are well equipped to offer a range of supports for student and school community wellbeing.

I understand that many Chaplain’s currently funded through the National School Chaplaincy Program are valued members of school wellbeing teams. The Education Directorate is working with schools to enable the direct employment of these chaplains on a secular basis. Through this approach they can continue to provide support to the school community through breakfast clubs, social and emotional learning programs and other wellbeing supports.

Thank you for taking the time to share your views.

Yours sincerely

Yvette Berry MLA

Minister for Education and Early Childhood Development

[No date - Minister will handwrite this in]

actchiefminister

ACT Legislative assembly

London Circuit, Canberra ACT 2601, Australia GPO Box 1020, Canberra ACT 2601, AustraliaPhone +61 2 6205 0233     Email berry@act.gov.au

yvettesberry

YvetteSBerry

@YvetteSBerry

From: Hawkins, Ross Sent: Tuesday, 26 February 2019 8:06 PMTo: King, Ashley Cc: Laurent, Kristen Subject: RE: Office request Chaplaincy correspondence [SEC=UNCLASSIFIED]

UNCLASSIFIED Thanks Ashley -agreed – we will test with the office first R

From: King, Ashley Sent: Tuesday, 26 February 2019 1:00 PMTo: EDU Student Engagement Director's Office Cc: Seton, Sam ; Hawkins, Ross ; Sturgiss,Kim ; EDUMCR ; McGarvey, Caitlin; Fleck, Katrina ; Brighton, Meg

Subject: Office request Chaplaincy correspondence [SEC=UNCLASSIFIED] Hi The office has suggested a “template” response be prepared for both those forand against the program decision. Noting that each response may require some customising as well. The office are happy to get the draft “template response” for considerationprior to responses for all correspondence is undertaken. Please email me cleared “template” response and I will work with the office andwill advise once cleared to proceed. Thanks Ashley Mr Ashley KingEducation Directorate Liaison OfficerPhone + 61 2 6205 0291 | Email: EduDLO@act.gov.auOffice of Yvette Berry MLAMinister for Education and Early Childhood Development   

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mailto:Ashley.King@act.gov.aumailto:Kristen.Laurent@act.gov.aumailto:EDUDSEOffice@act.gov.aumailto:Sam.Seton@act.gov.aumailto:Ross.Hawkins@act.gov.aumailto:Kim.Sturgiss@act.gov.aumailto:EDUMCR@act.gov.aumailto:Caitlin.McGarvey@act.gov.aumailto:Katrina.Fleck@act.gov.aumailto:Meg.Brighton@act.gov.aumailto:EduDLO@act.gov.au

@YvetteSBerry YvetteSBerry yvettesberry

Yvette Berry MLA Deputy Chief Minister Minister for Education and Early Childhood Development Minister for Housing and Suburban Development Minister for the Prevention of Domestic and Family Violence Minister for Sport and Recreation Minister for Women Member for Ginninderra

ACT Legislative assembly London Circuit, Canberra ACT 2601, Australia GPO Box 1020, Canberra ACT 2601, Australia Phone +61 2 6205 0233 Email berry@act.gov.au

[Title Name Surname] [Organisation] [Position Title - if applicable] [Email address] [Followed by 3 Returns.] Dear Thank you for your correspondence of [date] regarding the National School Chaplaincy Program. Education in ACT government schools is required to be non-sectarian, secular education which is not only consistent with the Education Act 2004 (ACT) but also with prevailing expectations of our community. As such, the incorporation of faith-based chaplains in our public schools is not aligned with the Act. I consider it vital that the ACT Government uphold its obligation to secular government schools as required by the Act. The ACT Government is committed to supporting the wellbeing of ACT students and recognises this as a vital enabling factor to access learning. Over the years, we have made significant investment in this area through increasing the number of school psychologists and expanding the Network Student Engagement Teams. We also have additional investment planned for the future. As a result, ACT government schools are well equipped to offer a range of supports for student and school community wellbeing. Thank you for taking the time to write to me, I appreciate your support. Yours sincerely Yvette Berry MLA Minister for Education and Early Childhood Development

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mailto:Email%20berry@act.gov.au

@YvetteSBerry YvetteSBerry yvettesberry

Yvette Berry MLA Deputy Chief Minister Minister for Education and Early Childhood Development Minister for Housing and Suburban Development Minister for the Prevention of Domestic and Family Violence Minister for Sport and Recreation Minister for Women Member for Ginninderra

ACT Legislative assembly London Circuit, Canberra ACT 2601, Australia GPO Box 1020, Canberra ACT 2601, Australia Phone +61 2 6205 0233 Email berry@act.gov.au

[Title Name Surname] [Organisation] [Position Title - if applicable] [Email address] [Followed by 3 Returns.] Dear Thank you for your letter of [date] regarding the National School Chaplaincy Program. [As the Minister for Education and Early Childhood Development, I am responding to your correspondence on behalf of Chief Minister/Gordon Ramsay MLA] Education in ACT government schools is required to be non-sectarian, secular education which is not only consistent with the Education Act 2004 (ACT) but also with prevailing expectations of our community. As such, the incorporation of faith-based chaplains in our public schools is not aligned with the Act. I consider it vital that the ACT Government uphold its obligation to secular government schools as required by the Act. The ACT Government is committed to supporting the wellbeing of students and recognises this as a vital enabling factor to access learning. The provision of personal and emotional support for student’s and the broader school community is an important function of school wellbeing teams. However, fulfilling these functions does not require the person providing support to have some form of religious association or endorsement. Over the years, we have made significant investment in student wellbeing through increasing the number of school psychologists and expanding the Network Student Engagement Teams. We also have additional investment planned for the future. As a result, ACT government schools are well equipped to offer a range of supports for student and school community wellbeing. I understand that many Chaplain’s currently funded through the National School Chaplaincy Program are valued members of school wellbeing teams. The Education Directorate is working with schools to enable the direct employment of these chaplains on a secular basis. Through this approach they can continue to provide support to the school community through breakfast clubs, social and emotional learning programs and other wellbeing supports.

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mailto:Email%20berry@act.gov.au

Thank you for taking the time to share your views. Yours sincerely Yvette Berry MLA Minister for Education and Early Childhood Development [No date - Minister will handwrite this in]

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From: Brighton, MegTo: Hawkins, RossSubject: Re: Chaplains Deed of GrantDate: Thursday, 28 February 2019 9:44:33 PM

Hi Ross

Let’s provide it informally to keep the office across things.

I’ll call the commonwealth tomorrow and clarify ACT position.

RegardsMeg

Meg Brighton | Deputy Director-General Education Directorate | ACT GovernmentT: +61 2 6205 9458 | E: meg.brighton@act.gov.auLevel 6, 220 Northbourne Ave Braddon | GPO Box 158 Canberra ACT 2601 |www.education.act.gov.au

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mailto:Meg.Brighton@act.gov.aumailto:Ross.Hawkins@act.gov.au

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From: King, AshleyTo: EDU Student Engagement Director"s OfficeCc: EDUMCR; Hawkins, Ross; Sturgiss, Kim; Brighton, Meg; McGarvey, Caitlin; Fleck, Katrina; EDUMCRSubject: FAA Support for Chaplaincy Program [SEC=UNCLASSIFIED]Date: Friday, 1 March 2019 1:50:10 PMAttachments: image001.jpg

image002.jpgimage003.jpgimage004.jpgimage005.jpg

HiTitle/Question FAA Support for Chaplaincy Program Action Ministerial Response pleaseResponsibility SEResponse type Nil response FAATRIMDate due NilClearance NilComment Please contact Ashley King at EDUDLO@act.gov.au if you have questions.

AshleyX50291From: BERRY Sent: Friday, 1 March 2019 1:25 PMTo: Ceramidas, Joshua ; King, Ashley Subject: FW: ICYMI: Religious chaplains will no longer be in ACT public schoolsFYI.

From: Sent: Friday, 1 March 2019 1:13 PMTo: Yvette Berry Subject: Re: ICYMI: Religious chaplains will no longer be in ACT public schoolsHi Yvette,I am by no means a religious fanatic, but it did help me to become a better person and deal with life’sissues.It helped me enormously to have compassion, love and altruism.I accept the decision made but just made my point, that’s all.Best regards

Sent from my iPhone

On 1 Mar 2019, at 12:28 pm, Yvette Berry wrote:

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https://mailchi.mp/90ce8872cef4/icymi-religious-chaplains-will-no-longer-be-in-act-public-schools?e=bfa9c47c85mailto:Ashley.King@act.gov.aumailto:EDUDSEOffice@act.gov.aumailto:EDUMCR@act.gov.aumailto:Ross.Hawkins@act.gov.aumailto:Kim.Sturgiss@act.gov.aumailto:Meg.Brighton@act.gov.aumailto:Caitlin.McGarvey@act.gov.aumailto:Katrina.Fleck@act.gov.aumailto:EDUMCR@act.gov.aumailto:EDUDLO@act.gov.aumailto:yvette.berry@act.alp.org.aumailto:yvette.berry@act.alp.org.au

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Hi

Given the huge national response to our recent announcement on chaplains inour schools, I just wanted to give ACT Labor members a quick update.

You may have seen that from the start of next year, federally-funded religiouschaplains will no longer be in ACT public schools. We’ve tried repeatedly withthe federal government to have them allow for secular youth and social workersunder their program, but given their refusals we have taken this decision tomake sure public schools stay secular and non-sectarian.

There are still lots of supports for school students who might need some socialor emotional support, particularly through our school psychologists, socialworkers and student support teams. The chaplains affected by this decisionhave been offered ongoing employment, just without a religious affiliation.

The important thing is federal Labor has committed to take the religiousrequirement out of the federal program and we hope to be able to work withthem to achieve this change across the board.

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Yvette BerryMember for GinninderraDeputy Chief Minister

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Authorised by Yvette Berry for ACT LaborOur mailing address is:

ACT LaborL1 222 City Walk

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From: Ceramidas, JoshuaTo: Hawkins, RossSubject: RE: Chaplaincy ProgramDate: Sunday, 3 March 2019 9:11:34 PMAttachments: image002.jpg

image003.png

Thanks. That is no issue

From: Hawkins, Ross Sent: Sunday, 3 March 2019 9:10 PMTo: Ceramidas, Joshua Subject: FW: Chaplaincy Program

UNCLASSIFIED For-Official-Use-OnlyJosh – just a heads up on this.Happy to discussR

From: Willis, Kris Sent: Friday, 1 March 2019 5:12 PMTo: Hawkins, Ross Subject: FW: Chaplaincy Program

UNCLASSIFIED For-Official-Use-OnlyFYI,As discussed earlier today, student has gathered signatories for the letter insupport of the Chaplain. is planning to meet with the Principal on Monday and then mail theletter to the minister.Kind Regards,Kris Willis | Director School Improvement – BelconnenPh: 02 6205 3313 | Email: kris.willis@act.gov.auSchool Performance and Improvement | Education | ACT GovernmentHeadley Beare Centre for Teaching and Learning|GPO Box 158 Canberra ACT 2601www.education.act.gov.au | Facebook | Twitter | Instagram | LinkedIn | Google+

I acknowledge the traditional custodians of the lands and waters where we live and work, the Ngunnawalpeople,and pay my respects to elders past, present and future.

From: @ed.act.edu.au> Sent: Friday, 1 March 2019 2:56 PMTo: Willis, Kris Cc: @ed.act.edu.au>Subject: RE: Chaplaincy ProgramHi Kris,

has dropped a copy of the letter off to me with 163 signatures.I have asked not to post it until Monday so I can show when returns.Regards,

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mailto:Joshua.Ceramidas@act.gov.aumailto:Ross.Hawkins@act.gov.aumailto:Ross.Hawkins@act.gov.aumailto:kris.willis@act.gov.auhttp://www.education.act.gov.au/http://www.facebook.com/pages/ACT-Public-Schools/94038489456?ref=tshttps://twitter.com/ACTEducationhttps://www.instagram.com/actpublicschools/http://www.linkedin.com/company/706896?trk=tyahhttps://plus.google.com/103779771541941617837/posts#103779771541941617837/postsmailto:Kris.Willis@act.gov.au

From: Willis, Kris Sent: Friday, 1 March 2019 1:16 PMTo: Cc: Subject: RE: Chaplaincy Program

UNCLASSIFIEDThanks I have spoken with Ross Hawkins about this and we both agree that having student voice is veryimportant.Please keep me in the loop about this as it unfoldsKind Regards,Kris Willis | Director School Improvement – BelconnenPh: 02 6205 3313 | Email: kris.willis@act.gov.auSchool Performance and Improvement | Education | ACT GovernmentHeadley Beare Centre for Teaching and Learning|GPO Box 158 Canberra ACT 2601www.education.act.gov.au | Facebook | Twitter | Instagram | LinkedIn | Google+

I acknowledge the traditional custodians of the lands and waters where we live and work, the Ngunnawalpeople,and pay my respects to elders past, present and future.

From: Sent: Friday, 1 March 2019 11:34 AMTo: Willis, Kris Cc: Subject: Chaplaincy ProgramDear Kris,As discussed, I am aware that a student has written a letter in support of the SchoolChaplaincy Program, our Chaplain in particular. intends to collect signatures in support ofthis.We do not want to discourage student voice as student agency underpins our school priorities.The student understands that this cannot impact on teaching and learning in any way. I haveexplained that is not to miss any of own classes nor is permitted to interrupt anyclasses in progress.I believe intention is to forward the letter and signatures to Minister Berry.I have asked to see me prior to doing so.Regards,

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From: Brighton, MegTo: Hawkins, RossSubject: FW: ChaplainsDate: Monday, 4 March 2019 8:06:59 AM

UNCLASSIFIED For-Official-Use-OnlyRossFor your action

Meg Brighton | Deputy Director-General Education Directorate | ACT GovernmentT: +61 2 6205 9458 | E: meg.brighton@act.gov.auLevel 6, 220 Northbourne Ave Braddon | GPO Box 158 Canberra ACT 2601 |www.education.act.gov.au

From: Ceramidas, Joshua Sent: Sunday, 3 March 2019 8:56 PMTo: Hawkins, Ross ; Brighton, Meg Subject: ChaplainsHiFollowing up on my question from Monday about chaplains, with an additional question:

How many of the 22 government schools with a chaplain previously had a secular studentwelfare officer funded through the program?Prior to the program being established by the Howard Government in 2006, didgovernment schools host chaplains?

Need to settle Mins reply to SU with this information. Thanks.Joshua CeramidasSenior Advisor | Office of Minister Yvette Berry MLAPhone: (02) 620 53465 | Mobile: 0422 668 243

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mailto:Meg.Brighton@act.gov.aumailto:Ross.Hawkins@act.gov.aumailto:+61%202%206205%209458mailto:meg.brighton@act.gov.aux-apple-data-detectors://4/x-apple-data-detectors://5/http://www.act.gov.au/

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This document is not released in accordance with Section 17 of the Freedom of Information Act 2016, schedule 1.2

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From: Laurent, KristenTo: Hawkins, RossCc: McNally, BronwynSubject: RE: ChaplainsDate: Monday, 4 March 2019 9:46:00 AMAttachments: List of schools with Chaplains and secualr workers in 2014.docx

Gov and Non Gov schools and providers Sept 2014.pdfImportance: High

UNCLASSIFIED

Hi Ross

Last week Meg had asked if we have on record numbers of those engaged to deliver the servicesas secular workers between 2010-2014 and their transition to the new agreement.

We have found names of schools that participated in the National School Chaplaincy and StudentWelfare Program, including whether they had a chaplain or secular worker – please see attachedpdf. We have also provided a list of the current schools, whether they participated in theprevious program and whether they had a secular worker of chaplain.

How many of the 22 government schools with a chaplain previously had a secular studentwelfare officer funded through the program?Only 1 – Calwell High School. Other schools who currently have a chaplain and participated inthe 2012-2014 program had chaplains. See details attached.

Prior to the program being established by the Howard Government in 2006, did governmentschools host chaplains?We don’t know the answer to this question. We have requested some old records to beretrieved from archives in relation to the National School Chaplaincy and Student WelfareProgram, but am not confident this would help us answer this question.

If it is helpful here is a quick timeline in relation the chaplaincy programs:National School Chaplaincy Program was introduced in 2007 as a voluntary programIn August 2010 the Australian Government (AG) announced $222m investment to extendthe program for existing schools to the end of 2014 and allow for an additional 1000schools to participateThe AG undertook consultation during 2010 in relation to the Guidelines for the programThe new program was announced in September 2011 and commenced in schools inJanuary 2012, with schools able to choose whether they wanted a chaplain or a secularworker.The Australian Student Welfare Association provided secular workers to 14 ACT publicschools.In June 2014 the High Court of Australia found that payments by the AG under theprogram were beyond the constitutional authority of the Commonwealth and thereforethey could no longer administer the programs and funding.

Regards

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mailto:Kristen.Laurent@act.gov.aumailto:Ross.Hawkins@act.gov.aumailto:Bronwyn.McNally@act.gov.au

Government Schools currently receiving Chaplaincy Funding in 2019 rollover year.

School Name

Chaplain/Secular Worker in 2014

1.

Amaroo School

Chaplain

2.

Belconnen HS

Chaplain

3.

Black Mountain School

Chaplain

4.

Calwell HS

Secular Worker

5.

Campbell High School

Chaplain

6.

Caroline Chisholm

Chaplain

7.

Erindale College

Chaplain

8.

Gordon PS

Chaplain

9.

Hawker College

Chaplain

10.

Isabella Plains Early Childhood School

Chaplain

11.

Lake Tuggeranong College

Chaplain

12.

Malkara Specialist School

Didn’t participate

13.

Melba Copeland Secondary School

Chaplain

14.

Mt Stromlo HS

Chaplain

15.

Ngunnawal PS

Chaplain

16.

Richardson PS

Chaplain

17.

Theodore PS

Chaplain

18.

Torrens PS

Didn’t participate

19.

UC High School Kaleen

Chaplain

20.

UC Lake Ginninderra College

Chaplain

21.

Wanniassa Hills PS

Chaplain

22.

Wanniassa School Jnr Campus

Didn’t participate (Snr Campus did and had a chaplain )

Cabinet  in  Confidence  

 

Attachment A

 

School&Name State

Daramalan'College ACT

St'Edmund's'College ACT

Good'Shepherd'Primary'School ACT

Holy'Spirit'Catholic'Primary'School ACT

Sacred'Heart'Primary'School ACT

St'Francis'Xavier'College ACT

St'John'the'Apostle'Primary'School ACT

St'Monica's'Primary'School ACT

St'Thomas'Aquinas'Primary'School ACT

St'Thomas'More's'Primary'School ACT

St'Thomas'the'Apostle'Primary'School ACT

Ainslie'North'Primary ACT

Amaroo'School ACT

Belconnen'High ACT

Black'Mountain'School ACT

Campbell'High ACT

Caroline'Chisholm'School ACT

Erindale'College ACT

Gordon'Primary ACT

Hawker'College ACT

Isabella'Plains'Early'Childhood'School ACT

Lake'Tuggeranong'College ACT

Macquarie'Primary ACT

Melba'Copland'Secondary'School'Melba'Campus ACT

Melrose'High ACT

Ngunnawal'Primary ACT

Richardson'Primary ACT

Stromlo'High ACT

Theodore'Primary ACT

University'of'Canberra'Senior'Secondary'College'Lake'

Ginninderra

ACT

University'of'Canberra'High'School'Kaleen ACT

Wanniassa'Hills'Primary ACT

Wanniassa'School'Senior'Campus ACT

Bonython'Primary ACT

Calwell'High ACT

Charles'Conder'Primary ACT

CharnwoodODunlop'School ACT

Cranleigh'School ACT

Dickson'College ACT

Farrer'Primary ACT

Gold'Creek'School ACT

Gungahlin'College ACT

Kaleen'Primary ACT

Kingsford'Smith'School ACT

Lanyon'High'School ACT

Latham'primary ACT

Narrabundah'College ACT

Brindabella'Christian'College ACT

Canberra'Girls''Grammar'School ACT

Canberra'Grammar'School ACT

Covenant'College ACT

Islamic'School'of'Canberra ACT

Orana'Steiner'School ACT

Radford'College ACT

Blue'Gum'Community'School ACT

Emmaus'Christian'School ACT

Sector Worker&Type

Catholic Chaplain

Catholic Chaplain

Catholic SWW

Catholic SWW

Catholic SWW

Catholic SWW

Catholic SWW

Catholic SWW

Catholic SWW

Catholic SWW

Catholic SWW

Government Chaplain

Government Chaplain

Government Chaplain

Government Chaplain

Government Chaplain

Government Chaplain

Government Chaplain

Government Chaplain

Government Chaplain

Government Chaplain

Government Chaplain

Government Chaplain

Government Chaplain

Government Chaplain

Government Chaplain

Government Chaplain

Government Chaplain

Government Chaplain

Government Chaplain

Government Chaplain

Government Chaplain

Government Chaplain

Government SWW

Government SWW

Government SWW

Government SWW

Government SWW

Government SWW

Government SWW

Government SWW

Government SWW

Government SWW

Government SWW

Government SWW

Government SWW

Government SWW

Independent Chaplain

Independent Chaplain

Independent Chaplain

Independent Chaplain

Independent Chaplain

Independent Chaplain

Independent Chaplain

Independent SWW

Independent SWW

Employer

Daramalan'College'Limited

The'Trustees'of'Edmund'Rice'Education'Australia

Trustees'for'Catholic'Education'Office'Archdiocese'of'Canberra'&'Goulburn

Trustees'for'Catholic'Education'Office'Archdiocese'of'Canberra'&'Goulburn

Trustees'for'Catholic'Education'Office'Archdiocese'of'Canberra'&'Goulburn

Trustees'for'Catholic'Education'Office'Archdiocese'of'Canberra'&'Goulburn

Trustees'for'Catholic'Education'Office'Archdiocese'of'Canberra'&'Goulburn

Trustees'for'Catholic'Education'Office'Archdiocese'of'Canberra'&'Goulburn

Trustees'for'Catholic'Education'Office'Archdiocese'of'Canberra'&'Goulburn

Trustees'for'Catholic'Education'Office'Archdiocese'of'Canberra'&'Goulburn

Trustees'for'Catholic'Education'Office'Archdiocese'of'Canberra'&'Goulburn

The'Salvation'Army'(NSW)'Property'trust

Scripture'Union'QLD

Young'Life'Australia'Incorporated

Scripture'Union'QLD

Scripture'Union'QLD

Scripture'Union'QLD

Scripture'Union'QLD

Scripture'Union'QLD

Scripture'Union'QLD

Scripture'Union'QLD

Scripture'Union'QLD

Young'Life'Australia'Incorporated

Scripture'Union'QLD

Fusion'Australia'LTD

Scripture'Union'QLD

Scripture'Union'QLD

Scripture'Union'QLD

Scripture'Union'QLD

Scripture'Union'QLD

Fusion'Australia'LTD

Scripture'Union'QLD

Scripture'Union'QLD

Australian'Student'Welfare'Association'Incorporated

Australian'Student'Welfare'Association'Incorporated

Australian'Student'Welfare'Association'Incorporated

Australian'Student'Welfare'Association'Incorporated

Good'beginnings'Australia'LTD

Australian'Student'Welfare'Association'Incorporated

Australian'Student'Welfare'Association'Incorporated

Australian'Student'Welfare'Association'Incorporated

Australian'Student'Welfare'Association'Incorporated

Australian'Student'Welfare'Association'Incorporated

Australian'Student'Welfare'Association'Incorporated

Australian'Student'Welfare'Association'Incorporated

Australian'Student'Welfare'Association'Incorporated

Lewis'&'Lewis'Australia'Pty'LTD

Brindabella'Christian'Education'Limited

Canberra'Girls''Grammar'School

Canberra'Grammar'School

Covenant'College'Tuggeranong'ACT'Association'Incorporated

AFIC'Schools'(ACT)'Limited

The'Christian'Community'in'Australia'Incorporated

Radford'College'Ltd

Australian'Student'Welfare'Association'Incorporated

North'Canberra'Christian'Education'Association

Kristen Laurent | Senior Manager, Policy and ProjectsPhone: 6207 2327|Email: kristen.laurent@act.gov.auInclusion and Engagement | Education | ACT GovernmentHedley Beare Centre for Teaching and Learning|Fremantle Drive, Stirling| www.act.gov.au

From: Hawkins, Ross Sent: Sunday, 3 March 2019 8:57 PMTo: Laurent, Kristen Subject: FW: Chaplains

UNCLASSIFIED Can you please look at this and advise. If possible can we have something for when I go to theMO for MINSET Thanks Ross

From: Ceramidas, Joshua Sent: Sunday, 3 March 2019 8:56 PMTo: Hawkins, Ross ; Brighton, Meg Subject: Chaplains Hi Following up on my question from Monday about chaplains, with an additional question:

How many of the 22 government schools with a chaplain previously had a secular studentwelfare officer funded through the program?Prior to the program being established by the Howard Government in 2006, didgovernment schools host chaplains?

Need to settle Mins reply to SU with this information. Thanks. Joshua CeramidasSenior Advisor | Office of Minister Yvette Berry MLAPhone: (02) 620 53465 | Mobile: 0422 668 243

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mailto:kristen.laurent@act.gov.auhttp://www.act.gov.au/mailto:Ross.Hawkins@act.gov.aumailto:Meg.Brighton@act.gov.au

Government Schools currently receiving Chaplaincy Funding in 2019 rollover year.

School Name

Chaplain/Secular Worker in 2014

1. Amaroo School Chaplain 2. Belconnen HS Chaplain 3. Black Mountain School Chaplain 4. Calwell HS Secular Worker 5. Campbell High School Chaplain 6. Caroline Chisholm Chaplain 7. Erindale College Chaplain 8. Gordon PS Chaplain 9. Hawker College Chaplain 10. Isabella Plains Early Childhood School Chaplain 11. Lake Tuggeranong College Chaplain 12. Malkara Specialist School Didn’t participate 13. Melba Copeland Secondary School Chaplain 14. Mt Stromlo HS Chaplain 15. Ngunnawal PS Chaplain 16. Richardson PS Chaplain 17. Theodore PS Chaplain 18. Torrens PS Didn’t participate 19. UC High School Kaleen Chaplain 20. UC Lake Ginninderra College Chaplain 21. Wanniassa Hills PS Chaplain 22. Wanniassa School Jnr Campus Didn’t participate (Snr Campus did and had a

chaplain )

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From: Zanetti, CarolTo: Laurent, Kristen; McNally, BronwynCc: Tranda, MichelleSubject: Chaplain transition [DLM=For-Official-Use-Only]Date: Monday, 4 March 2019 11:13:16 AMAttachments: SA4-Youth-Support-Worker.dotx

SA-Activity-Descriptors-SA4.docx190227 Classification Comparison table.docx190226 Transition from Chaplains to EDU table.docx190226 ASO4_SA4 Conditions.doc

Hi Kristen and Bronwyn

Following our meeting on 26 February 2019, regarding the transition of Chaplains into the EDUemployment framework. It is our view that the School Assistant 4 classification would be themost appropriate classification for a chaplain type role in schools and that the role is mostclosely aligned to the Youth Support Worker.

Please note however if you believe that it is not the same role, you will need to identify thepoints of difference in order to assist us in developing new activity descriptors and for you todevelop a new position description. In this case we will also need to give the new position a localdesignation title.

Guidance on establishing a new School Assistant position is set out in the ‘School AssistantClassification Standards Framework’ available on Index at: https://index.ed.act.edu.au/our-people/school-assistant-classification.html.

To assist I have attached the standard position description for the School Assistant 4 YouthSupport Worker and the School Assistant 4 activity descriptor (both of which are containedwithin the SA Framework)

Also attached is the amended Chaplains transition document, which we worked through at themeeting and new classification comparison table as requested. A more detailed comparisondocument between the SA4 and ASO4 conditions is also attached.

Hope this assists you with your work, happy to discuss further if you need.

thanks

Carol Zanetti| Industrial Relations Officer (working Monday to Thursday)Phone + 61 2 6205 9143 | Email: carol.zanetti@act.gov.auEmployee Relations | People and Performance Branch| Education | ACT GovernmentLevel 4, Hedley Beare Centre for Teaching and Learning |GPO Box 158 Canberra ACT 2601www.education.act.gov.au | Facebook | Twitter | Pinterest | LinkedIn | Google+

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mailto:Carol.Zanetti@act.gov.aumailto:Kristen.Laurent@act.gov.aumailto:Bronwyn.McNally@act.gov.aumailto:Michelle.TRANDA@act.gov.auhttps://index.ed.act.edu.au/our-people/school-assistant-classification.htmlhttps://index.ed.act.edu.au/our-people/school-assistant-classification.htmlmailto:carol.zanetti@act.gov.auhttp://www.education.act.gov.au/http://www.facebook.com/pages/ACT-Public-Schools/94038489456?ref=tshttps://twitter.com/ACTEducationhttp://pinterest.com/acteducation/http://www.linkedin.com/company/706896?trk=tyahhttps://plus.google.com/103779771541941617837/posts#103779771541941617837/posts

STANDARD POSITION DESCRIPTION

School Assistant Classification Standards Framework

DIRECTORATE

Education Directorate

SCHOOL

Enter school name

DIVISION

Enter Division

POSITION NUMBER

Enter PN

BRANCH

Choose an item.

CLASSIFICATION

School Assistant 4

SUPERVISOR

Choose an item.

POSITION TITLE (LOCAL DESIGNATION)

Youth Support Worker

ENTERPRISE AGREEMENT

ACT Public Service Administrative and Related Classifications Enterprise Agreement 2013 – 2017

JOB TYPE

Choose an item.

OUR INTENT

The Directorate’s intent is that:

· Every child, young person and adult will benefit from a high quality and accessible education, childcare and training system;

· Every student will learn, thrive and be equipped with the skills and attitudes to lead fulfilling, productive and responsible lives;

· Our highly educated and skilled community will contribute to the economic and social prosperity of our city and the nation.

JOB OVERVIEW

[Please delete guideline text below when inserting your overview] This section is intended to provide general and/or specific information about the school/environment and the role of the position within the school: The type and size of school/centre, sector and age of student cohortWhether the position works within a team or independentlyWhether the position works across dual campusesWhether the position is a split position i.e. 50% Administration/Operations and 50% Learning supportIf the position is part time, the preferred/required days/times or whether this is negotiable.

REPORTING RELATIONSHIP

YOUR LEVEL OF RESPONSIBILITY/DIRECTION AND SUPERVISION

The Youth Support Worker will work closely with and receive direction from Executive teachers.

Work Level Standards – School Assistant 4

Work at this level is usually performed under general direction from the supervisor/teacher. School Assistant 4s will generally undertake work that is moderately complex to complex in nature.

School Assistants at this level are expected to work independently and are accountable for organising their workflow and making independent decisions relating to a defined area of responsibility.

School Assistants at this level will have the knowledge to interpret and apply legislation, policy, procedures and guidelines in specific and ad hoc circumstances. Work at this level may require the ability to investigate, interpret or evaluate information where legislation, regulations, instructions or procedural guidelines do not give adequate or specific answers.

An applicant should be able to apply techniques, skills and knowledge of relevant principles and practices acquired through previous experience, on the job learning or relevant qualification.

For further information refer to the Education Directorate Work Level Standards – School Assistant 4

FUNCTIONAL STREAM – Student Services/Welfare

KEY RESPONSIBILITY

Develop and deliver a range of programs that support student engagement and build partnerships between the school and community agencies. Promote access to appropriate community based youth support services and programs.

Your major activities include but are not limited to:

· Develop, implement and manage educational/vocational/transition/welfare programs aimed at engaging students in learning both within school and in the wider community.

· Monitor students in learning environments; identify strategies to connect with and engage students in educational and/or support programs.

· Liaise with internal and external stakeholders, community groups and government agencies to support the delivery of educational programs.

· Identify, evaluate and provide recommendations and guidance to students on appropriate community based services to support student connectedness and engagement.

· Liaise with parents/carers regarding program objectives and opportunities for enhanced outcomes for individual students.

· Prepare more complex correspondence and reports; provide advice based on knowledge, interpret and apply legislation, policy, procedures and guidelines.

· Participate in work area business planning and improvement; provide input and assist in the review, development and implementation of policy, guidelines and procedures

· Maintain a clean and safe work environment for students and staff; undertake relevant workplace health and safety requirements and, where necessary, risk assessments and initiate appropriate action.

SELECTION CRITERIA

RELEVANT KNOWLEDGE

Knowledge and understanding of contemporary issues impacting on children and young people.

Experience in working with young people and their families form an educational perspective including referral and advocacy for clients.

RELEVANT SKILLS AND ABILITIES

1. Experience in working with and ability to relate to children and young people and knowledge of current issues affecting young people.

2. Experience working in a collaborative team to develop and implement programs that support students experiencing difficulty connecting to school or engaging in learning.

3. Ability to develop and deliver social skills, personal development, vocational or transition programs.

4. Well developed interpersonal, oral and written communication and liaison and negotiation skills and the ability to communicate sensitively and effectively with a range of stakeholders. .

5. High level administrative skills including keyboard skills and the ability to operate a variety of computer programs, databases and other records management systems.

6. Commitment and leadership in high quality customer service principals and practice.

7. Ability to handle confidential and sensitive information in accordance with relevant legislative and policy principles.

8. Proven organisational skills including the ability to work effectively in busy situations, plan, set priorities, and meet deadlines with minimal supervision.

9. Ability to apply equity and diversity, workplace health and safety, and participative management principles and practices in the workplace.

JOB REQUIREMENTS

MANDATORY

Must have current ACT Working With Vulnerable People (WWVP) Registration

HIGHLY DESIRABLE

Certificate IV or Tertiary qualification in Youth Work or a related field.

Additional requirements, if any

DESIRABLE

First Aid Certificate or a willingness to undertake appropriate training.

Additional requirements, if any

ADDITIONAL INFORMATION

EMPLOYMENT CONDITIONS

A full-time school assistant 2, 2/3 and 3, ordinary hours of work are 125 hours over a four week period (ie. an average of 62 hours 30 minutes per fortnight or 31 hours 15 minutes per week). School assistants usually work 6 hours 15 minutes per day with an additional 45 minutes for a lunch break.

Generally school assistants are not required to work during school stand down periods (school holidays).

A full time school assistant participates in a minimum of four days (or 25 hours) of appropriate approved professional learning and/or planning per calendar year, during the stand down period or outside of ordinary working hours.

DUTY OF CARE

The legal duty of care requires that all staff should take all reasonable measures to ensure the safety of any student. Whilst School Assistants do not have the same level of duty of care as teachers all staff are required to take reasonable steps to protect students against risks of injury which could reasonably been foreseen. The level of duty of care for School Assistants will depend on the individual role and the arrangements put in place by the principal.

STUDENT SUPERVISION

All student supervision arrangements are determined by the principal in the context of meeting duty of care responsibilities across the school. School Assistants are not given sole responsibility for supervising students. However, there may be circumstances where a School Assistant will interact and work with students without direct teacher supervision e.g. playground duty and during arrival and departure of students. In this situation School Assistants are given clear procedures and protocols by the teacher.

EXTRACURRICULAR ACTIVITIES

School Assistants may be required to assist teachers with the care and supervision of students in out-of-class activities including on school excursions, overnight camps and when transporting students to other campuses or facilities. These school activities may be in addition to their ordinary hours of work. In these circumstances, participation is voluntary and following agreement with the principal, School Assistants may be granted time off in lieu or overtime in accordance with the enterprise agreement.

CARING FOR STUDENTS

All School Assistants are responsible for providing basic physical and emotional care for students. This may include activities such as personal hygiene care, assisting with feeding and lifting of students and/or the provision of support to students in accordance with approved student health care/treatment plans. The degree of responsibility for these activities will vary dependant on the School Assistant, student needs and environment.

MANDATORY REPORTING REQUIREMENTS

School Assistants also have an additional responsibility for the care and protection of students. The Children’s and Young People Act 2008 (the Act) identifies certain persons, including teachers and school assistants, as mandatory reporters. A mandatory reporter must notify Care and Protection Services when they believe, on reasonable grounds, that a child or young person has experienced, or is experiencing, sexual abuse and/or non-accidental physical injury.

School Assistant

[enter detail]

Principal

[enter detail]

School Assistant Standard Position Description

ACTIVITY DESCRIPTOR

School Assistant 4

School Assistant Classification Standard Framework

The activities below are typical at the School Assistant 4 classification level. However the classification level of a position is determined by considering the overall work to be performed and assessed against the School Assistant Work Level Standards.

ADMINISTRATION/ OPERATIONS

LEARNING SUPPORT

STUDENT SERVICES/ WELFARE

TECHNICAL/ PROFESSIONAL

Key Functional Stream for:

· Administrative Coordinator

· Executive Assistant

Key Functional Stream for:

–

Key Functional Stream for:

· Youth Support Worker

· Aboriginal and Torres Strait Islander Education officer

· Transition to Work Coordinator – VET/ASbA/ WEX Liaison Officer

Key Functional Stream for:

· Technical Officer

Manage the day-to- day operations and

administration of a specific work area; Coordinate

and oversee workflow and priorities.

–

Develop, implement and manage educational/ vocational/transition/welfare programs aimed at engaging students in learning both within school and in the wider community.

Provide advice and interpretation within a defined technical/ professional area that is relied upon in the

development and delivery of educational programs.

Provide executive support to the Principal and/or executive staff including diary/calendar management; coordinate and oversee the workflow of the Principal’s office.

–

Coordinate and implement vocational/transition programs in support of student career pathway planning.

Manage the operations of a school library. Coordinate staff, workflow and resources in support of school objectives.

Develop, implement and maintain processes that contribute to the efficient and effective management of the Principal’s office/school executive team.

–

Monitor students in learning environments; identify and implement strategies to connect with and engage students in educational and/ or support programs.

Manage the operations of the school technology/industrial arts area. Prepare work area materials and equipment to support practical lessons/ delivery of curriculum.

Coordinate and support meetings, presentations and other school events, as required; provide secretariat support including, the preparation and distribution of meeting agenda and minutes, drafting and/or collation of papers.

–

Deliver programs and activities that support students’ physical and emotional needs, behaviour management and social skills.

Monitor and evaluate the quality of machinery,

equipment and/or services and initiate corrective action as necessary. Manage the maintenance, stock control and disposal of equipment.

Manage customer relationships and negotiate with a range of internal and external stakeholders as required.

–

Identify, evaluate and provide recommendations and guidance to students on appropriate community based services to support student connectedness and engagement.

Plan and coordinate school event; develop, implement and evaluate marketing and communication strategies in support of school events, programs and activities.

ADMINISTRATION/ OPERATIONS

LEARNING SUPPORT

STUDENT SERVICES/ WELFARE

TECHNICAL/ PROFESSIONAL

Manage student data and associated records; compile data and prepare reports in line with Directorate/ACTPS requirements.

–

Develop, promote and maintain communication networks between Aboriginal and Torres Strait Islander students, parents/carers, the community an the school.

Maintain a clean and safe work environment for students and staff; undertake relevant workplace health and safety requirements

and, where necessary, risk assessments and initiate appropriate action.

Manage staffing/human resource processes in accordance with legislative/ policy requirements.

–

Negotiate and coordinate vocational/work experience placements through liaison with relevant stakeholders including parents/carers, students, industry, training providers and government departments.

–

Prepare more complex correspondence and reports; provide advice based on knowledge, interpret and apply legislation, policy, procedures and guidelines.

–

Provide information and advice to parents/carers, students and teaching staff in relation to VET, ASbA and WEX program objectives, requirements and outcomes.

–

Participate in work area business planning and improvement; provide input and assist in the review, development and implementation of policy, guidelines and procedures.

–

Liaise with parents/carers regarding program objectives and opportunities for enhanced outcomes for individual students.

–

Coordinate finance and budget processes. Record and reconcile invoices and payments. Manage expenditure, analyse

and report on financial information.

–

Liaise with internal and external stakeholders, community groups and government agencies to support the delivery of educational programs.

–

Support the administration of school facilities, resources and contracts for services; monitor and evaluate the quality of services and adjust as necessary.

–

–

–

Manage the sourcing and purchasing of consumables and equipment. Obtain quotes and/or make purchases as required in line with financial/procurement legislative/policy requirements.

–

–

–

Classifications

Salary

Hourly rate

Hours of work

Flex time

Stand down arrangements

Qualifications

Conditions of service

School Assistant 4 -

Youth Worker and Indigenous Liaison Education Officer

$63754 - $69033

$36.21 - $39.20

6 hours 45 minutes per day

Does not apply – however have access to TOIL

Stand down applies (with the exception of 10 days (6 days for prep and programing and 4 days for PL)

No mandatory qualification

ACTPS Administrative and Related Classifications Enterprise Agreement

ASO 4

$69422 - $78737

$36.21 - $39.20

7 hours 21 minutes per day

Flex time applies

No stand down – expected to work during stand down

No mandatory qualification

ACTPS Administrative and Related Classifications Enterprise Agreement

Health Professional Level 2 -

Social Worker

$64347 - $88335 – new salary

$33.56 - $46.08

7 hours 21 minutes per day

Flex time applies

No stand down

Relevant tertiary qualification in Social Work.

Eligibility for membership of Australian Association of Social Workers

ACTPS Health Professional Enterprise Agreement

School psychologist

$77680 - $111479

$40.52 – $58.15

-

Does not apply

Stand down applies

Registered with the Psychology Board of Australia.

ACTPS Teaching Staff Enterprise Agreement

CHAPLAINS IN SCHOOLS

CURRENT

EMPLOYED DIRECTLY BY EDUCATION DIRECTORATE

Engagement

· Engaged via the National School Chaplaincy Program (NSCP)

· Chaplains can be engaged directly by schools via a Chaplain provider:

· SU School Chaplaincy ACT

· Engagement will be in accordance with the Public Sector Management Act 1994.

· Engagement may either be on a permanent or temporary basis (full-time/part-time) i.e. appointment/promotion/transfer or on a temporary/casual employment contract.

· Merit and Equity principles will apply including advertising and merit selection.

· Temporary employment cannot exceed 12 months. Short term employment for 6 months or longer (up to 12 months) must be advertised.

· The decision to employ a ‘Chaplain’ type role in a school would be at the discretion of the Principal.

· Employee will operate in accordance with ACTPS and/or Directorate legislation, policies and guidelines.

Classification structure/level

$36.40 per hour

· ‘Chaplain’ type role may fit within the School Assistant (SA) Classification Structure, there are currently 4 approved SA classification levels;

· Determination of the appropriate classification level is based on work value principles, guidance for establishing a new school assistant position is set out in the ‘School Assistant Classification Standards Framework’ (the SA Framework)

· General duties/role of a ‘Chaplain’ fall within the Student Services/Welfare functional stream of a School Assistant role and align closely with a Youth Support Worker.

· Youth Support Workers are currently employed at the School Assistant 4 classification level –

· Perm/temp - $36.21 per hour + payment for stand down and leave

· Casual - $36.21 per hour + 20% leave loading (no stand down or leave)

· In accordance with the Enterprise Agreement, an employee who is engaged, promoted or approved to perform higher duties, may be paid at a higher pay point within that classification level. Factors to consider include:

a) The employee’s

I. Qualifications, and

II. Relevant work and personal experience, and

III. Current pay, and

IV. Ability to make an immediate contribution; and

b) Difficulties in attracting and retaining suitable employees.

Duties/roles description:

· As per SU School Chaplaincy ACT role statement.

· Position Description and Selection Criteria must be established;

· The SA Framework provides guidance on designing new SA position description and provides sample activity descriptors for Student Services/Welfare type positions.

· In additional to the Classification, the directorate may apply a local designation to better describe the SA position i.e. School Chaplain, Pastoral Care worker etc

Qualifications

Under the National School Chaplaincy Program, the minimum qualification requirements are either:

· a Certificate IV in Youth Work; or

· a Certificate IV in Pastoral Care; and

· an equivalent qualification that must include competencies in ‘mental health’ and ‘making appropriate referrals’.

· The Position Description may reflect desirable qualifications, however in relation to a SA4, qualifications cannot be mandated unless there is an authority to do so.

Employment conditions for School Assistants

· ACTPS Administrative and Related Classifications Enterprise Agreement contain the majority employment conditions and employee entitlements.

School Assistant 4

· 67 hours 30 minutes per fortnight

· 6 hours 45 minutes per day

· Stand down applies (with the exception of 10 days (6 prep and programing and 4 days PL)

Funding

A chaplain funded via the NSCP.

· Positon will be funded within the school staffing budget

Issues

EDU NSCP Guidelines re the operation of the program

· May need guidelines re operation of a ‘Chaplain’ type role in schools re student engagement, dos and don’ts, community support, etc.

· Guidelines for Youth Support Workers

· Guidelines for Pastoral Care Coordinators

Pastoral Care

Pastoral care refers to policy and practices fully integrated throughout the teaching and learning and structural organisation of a school to effectively meet the personal, social (wellbeing) and academic needs of students and staff.

Pastoral care promotes students' personal and social development and fosters positive attitudes. This is achieved through the quality of teaching and learning; through the nature of relationships amongst students, teachers and adults other than teachers; through arrangements for monitoring students’ overall progress (academic, personal and social); through specific pastoral and support systems; and through extra-curricular activities and the school’s ethos.

Our pastoral care programs assist students to develop positive self-esteem, healthy risk taking, goal setting and negotiation, thus enhancing resilience and developing a sense of social cohesion that together can improve their overall health and wellbeing.

Quality pastoral care focuses on the whole student (personal, social, and academic) and it engages all members of the school community as providers of pastoral care. It actively involves the community in consistent, comprehensive, multi-level activities which incorporate whole-school approaches, class or other group approaches, individual programs (early intervention), and casework.

National School Chaplaincy Program

The National School Chaplaincy Program (NSCP) is an Australian Government program which has been funded for the school years 2015, 2016, 2017 and 2018.

The focus of the program is to support the emotional wellbeing of students by providing pastoral care services and strategies that support the emotional wellbeing of the broader school community. Under the agreement with the Australian Government, the ACT Education Directorate will be responsible for delivering the program with an anticipated finish date of 31 December 2018.

Participation in the chaplaincy program is voluntary for both schools and students. To be involved with the NSCP, schools must have consulted their school community including the staff, students, school board and the relevant parent groups and they must have documented support for a chaplaincy service. The appointed chaplain must have qualifications equivalent to or higher than the Certificate IV in Youth Work or Pastoral Care.

Chaplains may be from any faith and do not proselytise or evangelise. They respect, accept and are sensitive to other people’s views, value and beliefs. All chaplains comply with the ACT laws and policies in relation to child protection matters.

Please refer to the ACT National School Chaplaincy Program Guidelines for more details about the program. If you would like further information or have any concerns about the chaplaincy services provided in your school please contact the school principal.

· National School Chaplaincy Program Guidelines (541.5 KB)

· National School Chaplaincy Program Guidelines (301.5 KB)

For further information please contact Student Wellbeing.

ASO4/SA4 Conditions of Service

Conditions

ASO4

Clause

School Assistant 4 (SA4)

Clause

Hours of Work

36.75 hours per week

The ordinary daily hours are 7.21 for a full time employee.

Standard hours are from 8.30am to 12.30pm and from 1.30pm to 4:51pm, Monday to Friday, unless otherwise agreed in writing by your manager/supervisor.

B4.3

33.75 hours per week

The ordinary daily hours are 6.45 for a full time SA4.

Standard hours are generally from 8.30am to 12pm and from 12.45pm to 4pm, Monday to Friday, unless otherwise agreed in writing by your manager/supervisor.

T2.3

Lunch break

Flex time arrangements – in accordance with operational requirement.

B6

45 minute break additional to the 6.45 hours per day.

T2.3

Stand down arrangements

Not entitled to stand down. Must attend duty unless on approved leave.

May use any accrued flex leave.

Entitled to Stand down

SA4 is required to work 6 days (in addition to the 4 days Professional Learning) during stand down periods. Normally a SA4 will be required to work 2 days within each stand down period, subject to negotiation with principal.

TOIL can be used on these days.

Salary is not further reduced for the payment of stand down (between 21 -31 days)

T10.4

Home based Work Arrangements

Home based work arrangements must be approved by the Director Human Resources

E8

Home based work arrangements must be approved by the Director Human Resources

E8

Professional Learning (PL) requirement

No mandatory PL requirement however PL will be scheduled during the stand down period where employees will be expected to attend.

All SA4s will participate in a minimum of 4 days of appropriate and approved Professional Learning and planning per calendar year.

Q3.2

TOIL/Flextime arrangements

Access to flex time – must complete a fortnightly flex sheet.

B6

SA4s who work beyond the ordinary hours of work have access to Time off in Lieu (TOIL).

Must complete an Absence Record form.

N1.8

Conditions

ASO4

Clause

School Assistant 4 (SA4)

Clause

Annual Leave

20 days

Must apply for annual leave. Approval is subject to operational requirements.

Normally annual leave would be taken during the designated annual leave period commencing on the first working day following the end of term 4.

F7

20 days

SA4 must take their annual leave during the designated annual leave period commencing on the first working day following the end of Term 4.

O4.4

Salary

ASO4

Annex A

The annual salary is reduced to reflect the reduced hours per week. Formula is:

ASO 4 Salary X 33.75/36.75

Annex A

School Assistant Standard Position Description Page 1 of 4

STANDARD POSITION DESCRIPTION School Assistant Classification Standards Framework

DIRECTORATE

Education Directorate

SCHOOL

Enter school name

DIVISION

Enter Division

POSITION NUMBER

Enter PN

BRANCH

Choose an item.

CLASSIFICATION

School Assistant 4

SUPERVISOR

Choose an item.

POSITION TITLE (LOCAL DESIGNATION)

Youth Support Worker

ENTERPRISE AGREEMENT

ACT Public Service Administrative and Related Classifications Enterprise Agreement 2013 – 2017

JOB TYPE

Choose an item.

OUR INTENT

The Directorate’s intent is that:

• Every child, young person and adult will benefit from a high quality and accessible education, childcare and training system;

• Every student will learn, thrive and be equipped with the skills and attitudes to lead fulfilling, productive and responsible lives;

• Our highly educated and skilled community will contribute to the economic and social prosperity of our city and the nation.

JOB OVERVIEW

[Please delete guideline text below when inserting your overview]

This section is intended to provide general and/or specific information about the school/environment

and the role of the position within the school:

• The type and size of school/centre, sector and age of student cohort

• Whether the position works within a team or independently

• Whether the position works across dual campuses

• Whether the position is a split position i.e. 50% Administration/Operations and 50% Learning

support

• If the position is part time, the preferred/required days/times or whether this is negotiable.

REPORTING RELATIONSHIP

School Assistant [enter detail] [enter detail] Principal

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School Assistant Standard Position Description Page 2 of 4

YOUR LEVEL OF RESPONSIBILITY/DIRECTION AND SUPERVISION

The Youth Support Worker will work closely with and receive direction from Executive teachers.

Work Level Standards – School Assistant 4

Work at this level is usually performed under general direction from the supervisor/teacher. School

Assistant 4s will generally undertake work that is moderately complex to complex in nature.

School Assistants at this level are expected to work independently and are accountable for organising

their workflow and making independent decisions relating to a defined area of responsibility.

School Assistants at this level will have the knowledge to interpret and apply legislation, policy,

procedures and guidelines in specific and ad hoc circumstances. Work at this level may require the

ability to investigate, interpret or evaluate information where legislation, regulations, instructions or

procedural guidelines do not give adequate or specific answers.

An applicant should be able to apply techniques, skills and knowledge of relevant principles and

practices acquired through previous experience, on the job learning or relevant qualification.

For further information refer to the Education Directorate Work Level Standards – School Assistant 4

FUNCTIONAL STREAM – Student Services/Welfare

KEY RESPONSIBILITY

Develop and deliver a range of programs that support student engagement and build partnerships

between the school and community agencies. Promote access to appropriate community based

youth support services and programs.

Your major activities include but are not limited to:

• Develop, implement and manage educational/vocational/transition/welfare programs aimed at engaging students in learning both within school and in the wider community.

• Monitor students in learning environments; identify strategies to connect with and engage students in educational and/or support programs.

• Liaise with internal and external stakeholders, community groups and government agencies to support the delivery of educational programs.

• Identify, evaluate and provide recommendations and guidance to students on appropriate community based services to support student connectedness and engagement.

• Liaise with parents/carers regarding program objectives and opportunities for enhanced outcomes for individual students.

• Prepare more complex correspondence and reports; provide advice based on knowledge, interpret and apply legislation, policy, procedures and guidelines.

• Participate in work area business planning and improvement; provide input and assist in the review, development and implementation of policy, guidelines and procedures

• Maintain a clean and safe work environment for students and staff; undertake relevant workplace health and safety requirements and, where necessary, risk assessments and initiate appropriate action.

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School Assistant Standard Position Description Page 3 of 4

SELECTION CRITERIA

RELEVANT KNOWLEDGE

Knowledge and understanding of contemporary issues impacting on children and young people.

Experience in working with young people and their families form an educational perspective including

referral and advocacy for clients.

RELEVANT SKILLS AND ABILITIES

1. Experience in working with and ability to relate to children and young people and knowledge of current issues affecting young people.

2. Experience working in a collaborative team to develop and implement programs that support students experiencing difficulty connecting to school or engaging in learning.

3. Ability to develop and deliver social skills, personal development, vocational or transition programs.

4. Well developed interpersonal, oral and written communication and liaison and negotiation skills and the ability to communicate sensitively and effectively with a range of stakeholders. .

5. High level administrative skills including keyboard skills and the ability to operate a variety of computer programs, databases and other records management systems.

6. Commitment and leadership in high quality customer service principals and practice.

7. Ability to handle confidential and sensitive information in accordance with relevant legislative and policy principles.

8. Proven organisational skills including the ability to work effectively in busy situations, plan, set priorities, and meet deadlines with minimal supervision.

9. Ability to apply equity and diversity, workplace health and safety, and participative management principles and practices in the workplace.

JOB REQUIREMENTS

MANDATORY Must have current ACT Working With Vulnerable People (WWVP) Registration

HIGHLY DESIRABLE Certificate IV or Tertiary qualification in Youth Work or a related field.

Additional requirements, if any

DESIRABLE First Aid Certificate or a willingness to undertake appropriate training.

Additional requirements, if any

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School Assistant Standard Position Description Page 4 of 4

ADDITIONAL INFORMATION

EMPLOYMENT CONDITIONS A full-time school assistant 2, 2/3 and 3, ordinary hours of work are 125 hours over a four week period

(ie. an average of 62 hours 30 minutes per fortnight or 31 hours 15 minutes per week). School assistants

usually work 6 hours 15 minutes per day with an additional 45 minutes for a lunch break.

Generally school assistants are not required to work during school stand down periods (school

holidays).

A full time school assistant participates in a minimum of four days (or 25 hours) of appropriate

approved professional learning and/or planning per calendar year, during the stand down period or

outside of ordinary working hours.

DUTY OF CARE The legal duty of care requires that all staff should take all reasonable measures to ensure the safety of

any student. Whilst School Assistants do not have the same level of duty of care as teachers all staff are

required to take reasonable steps to protect students against risks of injury which could reasonably

been foreseen. The level of duty of care for School Assistants will depend on the individual role and the

arrangements put in place by the principal.

STUDENT SUPERVISION All student supervision arrangements are determined by the principal in the context of meeting duty of

care responsibilities across the school. School Assistants are not given sole responsibility for supervising

students. However, there may be circumstances where a School Assistant will interact and work with

students without direct teacher supervision e.g. playground duty and during arrival and departure of

students. In this situation School Assistants are given clear procedures and protocols by the teacher.

EXTRACURRICULAR ACTIVITIES

School Assistants may be required to assist teachers with the care and supervision of students in out-of-

class activities including on school excursions, overnight camps and when transporting students to

other campuses or facilities. These school activities may be in addition to their ordinary hours of work.

In these circumstances, participation is voluntary and following agreement with the principal, School

Assistants may be granted time off in lieu or overtime in accordance with the enterprise agreement.

CARING FOR STUDENTS

All School Assistants are responsible for providing basic physical and emotional care for students. This

may include activities such as personal hygiene care, assisting with feeding and lifting of students

and/or the provision of support to students in accordance with approved student health

care/treatment plans. The degree of responsibility for these activities will vary dependant on the School

Assistant, student needs and environment.

MANDATORY REPORTING REQUIREMENTS

School Assistants also have an additional responsibility for the care and protection of students. The

Children’s and Young People Act 2008 (the Act) identifies certain persons, including teachers and school

assistants, as mandatory reporters. A mandatory reporter must notify Care and Protection Services when

they believe, on reasonable grounds, that a child or young person has experienced, or is experiencing,

sexual abuse and/or non-accidental physical injury.

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ACTIVITY DESCRIPTOR School Assistant 4

School Assistant Classification Standard Framework

The activities below are typical at the School Assistant 4 classification level. However the classification level of a position is determined by considering the overall work to be performed and assessed against the School Assistant Work Level Standards.

ADMINISTRATION/ OPERATIONS

LEARNING SUPPORT

STUDENT SERVICES/ WELFARE

TECHNICAL/ PROFESSIONAL

Key Functional Stream for: • Administrative Coordinator • Executive Assistant

Key Functional Stream for: –

Key Functional Stream for: • Youth Support Worker • Aboriginal and Torres

Strait Islander Education officer

• Transition to Work Coordinator – VET/ASbA/ WEX Liaison Officer

Key Functional Stream for: • Technical Officer

Manage the day-to- day operations and administration of a specific work area; Coordinate and oversee workflow and priorities.

– Develop, implement and manage educational/ vocational/transition/welfare programs aimed at engaging students in learning both within school and in the wider community.

Provide advice and interpretation within a defined technical/ professional area that is relied upon in the development and delivery of educational programs.

Provide executive support to the Principal and/or executive staff including diary/calendar management; coordinate and oversee the workflow of the Principal’s office.

– Coordinate and implement vocational/transition programs in support of student career pathway planning.

Manage the operations of a school library. Coordinate staff, workflow and resources in support of school objectives.

Develop, implement and maintain processes that contribute to the efficient and effective management of the Principal’s office/school executive team.

– Monitor students in learning environments; identify and implement strategies to connect with and engage students in educational and/ or support programs.

Manage the operations of the school technology/industrial arts area. Prepare work area materials and equipment to support practical lessons/ delivery of curriculum.

Coordinate and support meetings, presentations and other school events, as required; provide secretariat support including, the preparation and distribution of meeting agenda and minutes, drafting and/or collation of papers.

– Deliver programs and activities that support students’ physical and emotional needs, behaviour management and social skills.

Monitor and evaluate the quality of machinery, equipment and/or services and initiate corrective action as necessary. Manage the maintenance, stock control and disposal of equipment.

Manage customer relationships and negotiate with a range of internal and external stakeholders as required.

– Identify, evaluate and provide recommendations and guidance to students on appropriate community based services to support student connectedness and engagement.

Plan and coordinate school event; develop, implement and evaluate marketing and communication strategies in support of school events, programs and activities.

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ADMINISTRATION/ OPERATIONS

LEARNING SUPPORT

STUDENT SERVICES/ WELFARE

TECHNICAL/ PROFESSIONAL

Manage student data and associated records; compile data and prepare reports in line with Directorate/ACTPS requirements.

– Develop, promote and maintain communication networks between Aboriginal and Torres Strait Islander students, parents/carers, the community an the school.

Maintain a clean and safe work environment for students and staff; undertake relevant workplace health and safety requirements and, where necessary, risk assessments and initiate appropriate action.

Manage staffing/human resource processes in accordance with legislative/ policy requirements.

– Negotiate and coordinate vocational/work experience placements through liaison with relevant stakeholders including parents/carers, students, industry, training providers and government departments.

–

Prepare more complex correspondence and reports; provide advice based on knowledge, interpret and apply legislation, policy, procedures and guidelines.

– Provide information and advice to parents/carers, students and teaching staff in relation to VET, ASbA and WEX program objectives, requirements and outcomes.

–

Participate in work area business planning and improvement; provide input and assist in the review, development and implementation of policy, guidelines and procedures.

– Liaise with parents/carers regarding program objectives and opportunities for enhanced outcomes for individual students.

–

Coordinate finance and budget processes. Record and reconcile invoices and payments. Manage expenditure, analyse and report on financial information.

– Liaise with internal and external stakeholders, community groups and government agencies to support the delivery of educational programs.

–

Support the administration of school facilities, resources and contracts for services; monitor and evaluate the quality of services and adjust as necessary.

– – –

Manage the sourcing and purchasing of consumables and equipment. Obtain quotes and/or make purchases as required in line with financial/procurement legislative/policy requirements.

– – –

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Classifications Salary Hourly rate Hours of work

Flex time Stand down arrangements

Qualifications Conditions of service

School Assistant 4 -

Youth Worker and Indigenous Liaison Education Officer

$63754 - $69033

$36.21 - $39.20

6 hours 45 minutes per day

Does not apply – however have access to TOIL

Stand down applies (with the exception of 10 days (6 days for prep and programing and 4 days for PL)

No mandatory qualification

ACTPS Administrative and Related Classifications Enterprise Agreement

ASO 4 $69422 - $78737

$36.21 - $39.20

7 hours 21 minutes per day

Flex time applies No stand down – expected to work during stand down

No mandatory qualification

ACTPS Administrative and Related Classifications Enterprise Agreement

Health Professional Level 2 -

Social Worker

$64347 - $88335 – new salary

$33.56 - $46.08

7 hours 21 minutes per day

Flex time applies No stand down Relevant tertiary qualification in Social Work.

Eligibility for membership of Australian Association of Social Workers

ACTPS Health Professional Enterprise Agreement

School psychologist $77680 - $111479

$40.52 – $58.15

- Does not apply Stand down applies Registered with the Psychology Board of Australia.

ACTPS Teaching Staff Enterprise Agreement

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CHAPLAINS IN SCHOOLS

CURRENT EMPLOYED DIRECTLY BY EDUCATION DIRECTORATE

Engagement

• Engaged via the National School Chaplaincy Program (NSCP) • Chaplains can be engaged directly by schools via a Chaplain

provider: SU School Chaplaincy ACT

• Engagement will be in accordance with the Public Sector Management Act 1994. • Engagement may either be on a permanent or temporary basis (full-time/part-time) i.e.

appointment/promotion/transfer or on a temporary/casual employment contract. • Merit and Equity principles will apply including advertising and merit selection.

• Temporary employment cannot exceed 12 months. Short term employment for 6 months or

longer (up to 12 months) must be advertised.

• The decision to employ a ‘Chaplain’ type role in a school would be at the discretion of the Principal.

• Employee will operate in accordance with ACTPS and/or Directorate legislation, policies and

guidelines.

Classification structure/level

$36.40 per hour

• ‘Chaplain’ type role may fit within the School Assistant (SA) Classification Structure, there are

currently 4 approved SA classification levels; • Determination of the appropriate classification level is based on work value principles,

guidance for establishing a new school assistant position is set out in the ‘School Assistant Classification Standards Framework’ (the SA Framework)

• General duties/role of a ‘Chaplain’ fall within the Student Services/Welfare functional stream

of a School Assistant role and align closely with a Youth Support Worker. • Youth Support Workers are currently employed at the School Assistant 4 classification level –

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CURRENT EMPLOYED DIRECTLY BY EDUCATION DIRECTORATE

o Perm/temp - $36.21 per hour + payment for stand down and leave o Casual - $36.21 per hour + 20% leave loading (no stand down or leave)

• In accordance with the Enterprise Agreement, an employee who is engaged, promoted or

approved to perform higher duties, may be paid at a higher pay point within that classification level. Factors to consider include:

a) The employee’s

I. Qualifications, and

II. Relevant work and personal experience, and

III. Current pay, and

IV. Ability to make an immediate contribution; and

b) Difficulties in attracting and retaining suitable employees.

Duties/roles description:

• As per SU School Chaplaincy ACT role statement.

• Position Description and Selection Criteria must be established; • The SA Framework provides guidance on designing new SA position description and provides

sampl