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Central schools policy
IntroductionA central school provides continuous education for students from kindergarten to school leaving. More than 90 per cent of central schools provide a K-12 curriculum.Federation reaffirms the view that central schools are unique and require unique staffing arrangements and resource provisions. They are distinct from K-12 community schools or collegiate arrangements. Central schools, perhaps more than all other types of schools, occupy an integral position in the communities they serve. In general, central schools service isolated and even insular communities with relatively small populations. They provide a focus for community activities and through the staff, the buildings and other physical resources and the school's activities, contribute greatly to the social, cultural and sporting life of the community. Central schools have a number of educational advantages that are, due to current staffing, funding and other limitations, not being fully exploited.
Staffing policyThis staffing policy is based upon the following needs in all central schools.
1. to provide adequate staffing to allow local comprehensive schooling The present staffing formula, a loose hybrid of the current secondary and primary formulas, should be abolished and replaced with one specifically for central schools which gives due recognition to their special character and needs. In particular, the position of assistant principal in central schools should be renamed to become head teacher primary. This position should attract the equivalent release time as a head teacher of a secondary faculty area.
Curriculum guaranteeThe staffing level must be sufficient to ensure:
1. the common curriculum as outlined in Federation policy
Teacher support staffLibrary staffAll central schools are to have a minimum of one full-time teacher-librarian and in addition one full-time library SASS staff who should not be required to cover relief from face-to-face (RFF).There is an urgent need for trained teacher-librarians and trained librarian SASS staff in central schools. A significant number of central schools in NSW currently have no trained teacher-librarian. The Department of Education and Training is urged to take the measures necessary to rectify this situation. In addition, split site central schools with separate library facilities should have additional teacher-librarian support.
School counsellorsIn recognition of the travel time needed to adequately service central schools as well as the lack of community counselling expertise in school districts, all central schools over 220 students K-12 should have one full-time school counsellor. Schools below this student population should have a minimum of 0.5.Careers teachersEach central school should be provided with a trained careers teacher. In recognition of the difficulties posed by isolation, the limited resources in the community for work placement, mandated school to work plans and the increased workloads associated with vocational education and training (VET) courses, central schools should be provided with a minimum of 0.4 careers teacher scaled to a full-time position when the student population reaches 220.Support teacher learningThere should be a minimum of one full-time support teacher learning (STL) for each central school over 220 students scaled to a minimum of 0.5 for schools with student populations below this number to ensure continuity of learning. Additional staffing should be provided to split site central schools.In addition central schools should have specialist staff for ESL, integration and Aboriginal education.
Whole school staffingWhole school staffing was implemented for a three-year trial period (1988 to 1990) and has since become an established supplementary staffing procedure in central schools.Federation asserts that the concept of whole school staffing applies only to central schools and is a means whereby additional appropriately qualified teachers can be appointed to central schools. The purpose of whole school staffing is to allow the voluntary interchange of K-6 and 7-12 teachers within the teaching program of these two main departments of a central school. There is a range of sound educational reasons for which such interchange might be seen as desirable or necessary, one of which could be the use of specialist expertise (for example PE, art, music) in more than one school department. Permanent, permanent part-time and temporary staff up to full-time equivalent (FTE) should be able to be used in calculating the staffing supplement for whole school staffing because all can contribute to successful whole school staffing programs. Additional staffing provided to central schools for the implementation of whole school staffing has been made available to assist curriculum development in a number of ways:
Support staffCentral schools should have support staffing no less than would be provided to primary and secondary schools of equivalent sizes.Split site central schools are to be provided with additional support staff to accommodate their greater need.
Class sizesAs per current Federation class size including Federation's Priority Schools Funding Program policy.
Concessional allowancesIn addition to the normal concessional allowances provided in the normal staffing formula, concessional allowances should be made for sports organisers (primary and secondary), year advisers and the agriculture teacher responsible for the management of the school farm.
ResourcesFundingGlobal budgeting has given rise to a number of problems that are specifically related to central schools.The Department of Education and Training must:
1. develop an adequate funding formula specifically for central schools by providing a loading which takes into account higher phone charges, postage, cartage, trade work charges, and additional costs encountered because of geographical isolation
LibrariesCentral school libraries are seriously under-resourced. This affects research and reference sources in particular, especially so in the case of materials suitable for senior students. This need has been exacerbated by the sharp increase in the cost of research and reference material and by the fact that library resource funding is by per capita grant.The method of resource funding for central school libraries should be changed, and the level of funding increased to meet current educational demands as libraries attempt to fulfil the role of a resource centre in central school communities. In particular, funds should be allocated to ensure that material is up to date and appropriate for primary and secondary students. Central school libraries should be provided with adequate specialist annexes, audio visual and study facilities taking into account the requirement to service the needs of primary and secondary students at the same time. The supply of library furniture and fittings must cater for the diversity of the ages of students in K-12 schools.
HallEvery central school must have access to a multi purpose centre to meet school and community needs.
Sheltered areasAll central schools must be provided with suitable space other than classrooms for shelter from adverse weather conditions to meet the needs of students and occupational health and safety rehabilitation requirements.
Split sitesThe special problems for split-site central schools must be considered in terms of resource allocation. These problems exist because split sites restrict communication at all levels and necessitate the duplication of resources.
StaffroomsAll teachers in central schools are to have designated staffrooming where lesson preparation and marking can be undertaken.Such designated staffrooming is to be included in a rooming formula of the Department of Education and Training which is applied to central schools. Teachers' preparation areas are to be in addition to the rooming used by the whole school community during recess/lunch breaks.
Teacher developmentThe special needs of central schools must be recognised by substantial increases in the allocation of funds:
1. for K-12 curriculum development
TechnologyDue to the fact that many central schools are small and/or isolated, the delivery of educational programs making use of technological innovations is very important. Therefore, central schools welcome the opportunities for curriculum expansion made available by developments in technology. This expansion will be limited in effectiveness unless the following provisions are made:
1. continued training and development in the efficient and effective use of technology as a teaching medium Central schools need additional accommodation for such things as computer linked classrooms and radio linked classrooms.
ActionThat the NSW Teachers Federation include in all relevant discussions and negotiations with the DET issues relating to the Central Schools Policy, for example, staffing, the new award, building codes, budget submissions, restructure of primary executive and ICT.This policy should be read in conjunction with the transfers and incentives policy which deals with issues of general concern to schools in isolated areas. 2002 Annual Conference decisions
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