Codes are the secret to a transfer perfect match

By Owen Hasler

Tick all the codes you can justify to improve your chances.

Recent contact from a number of teachers seeking assistance with their incentive transfers has re-inforced the fact that many teachers still do not understand the transfer process and, in particular, the use of codes.

It appears that many teachers who seek transfer are not completing the specific aptitudes and areas of expertise codes. Apparently they believe that if they have the appropriate teaching subject codes (for example, English and history) that the transfer will then go to the teacher with the most transfer points.

This is, in fact, not the case.

Transfer points only come into play when there are two or more applicants who have gained a perfect match or maximum score on Staffing's computerised system.

While the teaching subjects should, and do, carry the largest numerical values, the lesser codes also carry a numerical value which must be achieved if the applicant is to gain a perfect score.

The closest score is not awarded a match. This means there may be literally dozens of teachers seeking transfer to a school vacancy who have English and history qualifications but because they have not indicated one or more of the other codes (for example, special aptitudes) they will not be considered for the vacancy unless it goes to merit selection.

While this situation is considered contradictory by many of our members, especially those who see themselves as being adversely affected by the application of these procedures, it is the reality.

All teachers seeking transfer are therefore encouraged to tick all codes that they believe they can justify, especially specific aptitudes and areas of expertise, recognising that there is no specific criteria or qualification for most of these codes. By doing this they will ensure that they are not excluded from transfer by their own oversight or failure to understand the computerised transfer system.

Similarly, school principals and Federation Representatives on panels are encouraged to keep the use of specific aptitudes and areas of expertise codes to an absolute minimum. This is in order to maximise the opportunities for teachers seeking transfer and provide larger pools of available applicants whilst not impinging upon the school's need to gain appropriate staff.

It must be clearly recognised that subject teaching skills and experience should be the significant factor in determining transfer rather than the lesser (in terms of numerical value) self evaluated and determined codes.

Remember, it is only the subject qualifications, accredited and non-accredited, which can be specifically determined. Many of the other codes are subjective judgements which are self identified and recognised by the applicant's current principal.

Teachers should also note that they may, and should, apply for accreditation for teaching undertaken in Personal Development/Health/Physical Education, Human Society and its Environment and Technology and Applied Studies for which they are not qualified.

If you have taught for two years out of the past five in these subject areas, you may apply for accreditation to teach these subjects on the form available from your principal. However, in subjects where there are both junior and senior courses you may have to have taught both courses.

This further accreditation (which you must apply for to receive recognition) will provide applicants with an increased chance of achieving a transfer match and all teachers are encouraged to seek accreditation.

Secondary teachers who teach in primary for two years may also achieve a similar accreditation.

Resubmit a transfer application with a revised set of codes if you are in doubt as to whether your current application has identified all your appropriate codes. It could mean the difference between a transfer and a disappointed applicant.

Owen Hasler is a Country Organiser.

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November 2007 contents