Appendix 2.6
From SNCT Handbook
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| - | == The SNCT Handbook of Conditions of Service == | ||
| - | [[Table of Contents]] | + | === PART 2: APPENDIX 2.6 - Statement on Teacher Professionalism === |
| - | === PART 2: APPENDIX 2.6 - ADMINISTRATIVE AND OTHER NON TEACHING TASKS === | + | In recent years across Scottish Education the focus has been on empowering teachers and ensuring adequate time for teaching. Curriculum for Excellence (CfE) is about increasing professional autonomy and empowering teachers to improve the outcomes for pupils. All partners across Scottish Education, including the SNCT, seek to embed that ethos. |
| - | The lists of tasks should not routinely be carried out by teachers. The list is illustrative and not exhaustive. These tasks would generally be carried out by support staff thereby allowing the particular skills and experience of the teacher to be deployed most effectively. | + | All teachers are required to meet and maintain the Professional Standards which are set by GTCS and give due regard to Professional Values enshrined by GTCS Code of Conduct. Teachers enjoy a position of professional trust and are accountable for the decisions and actions in their professional practice. |
| - | * The supervision of pupils within the school grounds, in dining and/or recreation areas during school hours but outwith scheduled teacher class contact time. | ||
| - | * Administration of the school meals service, including collection of money and issue of tickets. | + | The teachers’ agreement “A Teaching Profession for the 21st Century” (TP21) provided a commitment to enhance the professional role of teachers. This professionalism has been developed nationally through the SNCT, locally through LNCTs and through the increased professional autonomy provided by Curriculum for Excellence (CfE). |
| - | * Collection/collation of data for the school meals service. | ||
| - | * Documenting and maintaining pupil disciplinary records. | + | The SNCT continues to recognise that a climate of collegiality must underpin the enhanced professional role of teachers and that due regard to workload and contractual obligations should be given in order to allow them time to focus on their core role as leaders of learning. The SNCT believes that teachers are best placed to exercise professional judgement over how they manage and organise their time in school. |
| - | * Administrative elements of pupil welfare requirements, including support of guidance staff with routine documentation and information dispersal. | ||
| - | * Reception and telephonist duties. | + | Teachers will not be asked to undertake administrative and non-teaching duties which are generally undertaken by support staff. |
| - | * First aid and administration of medication. | ||
| - | * Administration and documentation relating to out-of-school visits/work experience/visiting groups etc. | + | The Curriculum for Excellence Working Group on Tackling Bureaucracy identified six main causes of excessive bureaucracy in the implementation of CfE and recommended a number of actions to address these to support teachers in the implementation of CfE. |
| - | * Copy typing/filing/photocopying. | ||
| - | * Administrative detail of register/absence procedures/issue of standard letters. | + | The constituent parties to the SNCT commend the report and its recommended actions to teachers and the SNCT will consider taking forward the recommendation attributed to it through the work of the LNCT review working group. |
| - | * Non-professional aspects of school reporting procedures, preparation of envelopes, transfer of information, photocopying, filing etc. | ||
| - | * Inputting of assessment data. | + | The SNCT is committed to fulfilling its obligations to monitor teacher workload and situations in which teachers feel there is pressure to undertake tasks which they consider to be out with their remit. This will be reported to the SNCT through the Review of LNCTs Working Group. In addition, where difficulties arise on aspects of this agreement the SNCT will seek to assist to achieve resolution. |
| - | * Transmission of recorded data to external bodies. | ||
| - | * Organising and obtaining supply cover. | + | The SNCT will also require LNCTs to consider any circumstances relating to an inappropriate use of flexibility and to refer any unresolved disputes to the SNCT. Any such flexibility would be in accordance with the Code of Practice. |
| - | * Administrative aspects of resourcing, stocktaking, ordering, checking and invoice reconciliation. | ||
| - | * Property management. | + | In addition the SNCT has played a key role in driving forward the teacher numbers commitment and the Scottish Government and COSLA, in recognition of the role of teachers, remain committed to this principle which has been formally agreed until March 2015. |
| - | + | ||
| - | * Repair and maintenance of IT and AV resources. | + | |
| - | + | ||
| - | * Recording of educational broadcasts. | + | |
| - | + | ||
| - | * Administration of after-school care. | + | |
Revision as of 14:04, 31 July 2014
PART 2: APPENDIX 2.6 - Statement on Teacher Professionalism
In recent years across Scottish Education the focus has been on empowering teachers and ensuring adequate time for teaching. Curriculum for Excellence (CfE) is about increasing professional autonomy and empowering teachers to improve the outcomes for pupils. All partners across Scottish Education, including the SNCT, seek to embed that ethos.
All teachers are required to meet and maintain the Professional Standards which are set by GTCS and give due regard to Professional Values enshrined by GTCS Code of Conduct. Teachers enjoy a position of professional trust and are accountable for the decisions and actions in their professional practice.
The teachers’ agreement “A Teaching Profession for the 21st Century” (TP21) provided a commitment to enhance the professional role of teachers. This professionalism has been developed nationally through the SNCT, locally through LNCTs and through the increased professional autonomy provided by Curriculum for Excellence (CfE).
The SNCT continues to recognise that a climate of collegiality must underpin the enhanced professional role of teachers and that due regard to workload and contractual obligations should be given in order to allow them time to focus on their core role as leaders of learning. The SNCT believes that teachers are best placed to exercise professional judgement over how they manage and organise their time in school.
Teachers will not be asked to undertake administrative and non-teaching duties which are generally undertaken by support staff.
The Curriculum for Excellence Working Group on Tackling Bureaucracy identified six main causes of excessive bureaucracy in the implementation of CfE and recommended a number of actions to address these to support teachers in the implementation of CfE.
The constituent parties to the SNCT commend the report and its recommended actions to teachers and the SNCT will consider taking forward the recommendation attributed to it through the work of the LNCT review working group.
The SNCT is committed to fulfilling its obligations to monitor teacher workload and situations in which teachers feel there is pressure to undertake tasks which they consider to be out with their remit. This will be reported to the SNCT through the Review of LNCTs Working Group. In addition, where difficulties arise on aspects of this agreement the SNCT will seek to assist to achieve resolution.
The SNCT will also require LNCTs to consider any circumstances relating to an inappropriate use of flexibility and to refer any unresolved disputes to the SNCT. Any such flexibility would be in accordance with the Code of Practice.
In addition the SNCT has played a key role in driving forward the teacher numbers commitment and the Scottish Government and COSLA, in recognition of the role of teachers, remain committed to this principle which has been formally agreed until March 2015.
