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A plan for rural teachersPublic schools are the foundation upon which rural communities are built. They provide a focus for community activities and contribute greatly to the social, cultural, educational and sporting life of communities. The role schools play in community building can never be underestimated or overstated. Many country towns have experienced a loss of services such as government departments, banks and doctors. Indeed without public schools many rural communities would cease to exist. In order to ensure the highest level of educational opportunities, governments, through the Department of Education and Training (DET), must implement initiatives to ensure schools are fully staffed with appropriately trained teachers. In the absence of such initiatives, not only is the continuity of educational programs compromised, the fundamental contract of a curriculum guarantee is jeopardised. In recognition of the fact that:
i) teacher shortages are first and most acutely experienced in difficult to staff rural and isolated areas, and In essence, a plan for rural teachers needs to include initiatives which will:
A plan will also be developed to address the needs of TAFE in rural and regional NSW. The plan will include:
Pre-employment support
In recent years the DET has introduced a number of retraining programs, accelerated training programs and tenured scholarship programs for trainee teachers in their first year, second last and final year of training. In light of the international shortage of teachers and in the interest of sound personnel planning (given the retirement of a large number of teachers over the next five to 10 years) the government must expand the teacher scholarship program. Whilst initiatives to increase the number of Aboriginal and Torres Strait Islander teachers exist, the current quota remains unfilled. The Federation will continue to pursue strategies with the DET with a view to improving on the level of Aboriginal and Torres Strait Islander recruitment into teaching. In particular, consideration be given to developing an 'on the job cadetship program' which provides Aboriginal people with the opportunity to engage in permanent work within targeted communities whilst moving to acquiring teaching qualifications.
It is demonstrable that programs such as the "Beyond the Line" which encourage trainee teachers to visit schools in isolated/rural areas have been successful in attracting beginning teachers to these areas. Encouraging students, by financially supporting them during practicums, will assist in this area.
Aboriginal education
Successful teaching practice in rural and isolated schools with significant Aboriginal populations is very much dependent upon cultural awareness and an ability to utilise teaching methods appropriate to Aboriginal culture. In order to assist in the development of culturally sensitive curriculum and culturally engaging pedagogy, well resourced pre-service and in-service training is essential. Local Aboriginal communities are well placed to play a vital role in this area. The Federation will continue to lobby the DET and universities to ensure the inclusion of Aboriginal and Torres Strait Islander studies in pre-service training.
Beginning teachersProfessional support for new teachers should focus on working and living in isolated communities through:
A mentoring teacher program, with appropriate levels of staffing attached to reduce teaching loads of mentoring teachers, for schools with significant numbers of beginning teachers, is necessary for the development of meaningful, supportive induction programs. The present demographic of teachers indicates an influx of beginning teachers over the next decade, therefore the need for mentoring teachers will increase rapidly. The announcement of 50 mentoring teachers by the Government in the 2002 Budget falls well short of demand. It represents a thorough lack of commitment on the part of government in relation to the importance of such programs.
Not only do beginning teachers need the support and assistance of mentors, an induction program also requires a reduced teaching load and opportunities to team teach. Beginning teachers need to adjust to the workload and requirements of a teaching load particularly in schools which serve socio-economically disadvantaged communities and where cultural differences are pronounced.
Provisions including relief for new teachers in rural and isolated schools to access effective mentoring from other schools where appropriate. Mentors are to have adequate release and support to perform their task effectively.
Relief teachers
The shortage of casual/temporary teachers is having a profound effect on the educational well being of students and the professional and personal wellbeing of teachers. The impact this shortage has on school organisation can place at risk the continuity of teaching programs. It is essential that casual teachers are provided with incentives and support rather than be burdened with financial and professional disadvantage.
Accommodation and provision of vehicles
Rentals must be reduced dramatically and brought in line with other public sector employees such as police who pay three per cent of their income as rent in some rural and isolated communities.
The availability of low interest housing and personal loans for investment purposes are considered to be a positive benefit which would attract and also act as an incentive to retain teachers. These incentives would be available for teachers while they remain in designated incentive transfer benefit schools.
Many isolated and rural communities are disadvantaged by the tyranny of distance. Professional development and other school activities require extensive travel usually by way of private vehicles. It is the responsibility of the employer not only to provide professional development opportunities for these staff but also ensure that safe transport is available to the employee. Financial incentives
In 2002 the DET trialed the 2001 financial incentive benefit. Approximately 160 teachers from 20 schools involved in the trial were eligible for a payment of $5000 per year for up to five years upon completion of the minimum period of service in the designated schools. Some 90 teachers have accessed the benefit. The Federation will pursue: i) an incentive payment of $10,000 for all teachers appointed to a designated incentive transfer benefit school payable over the minimum period of service ii) a retention benefit of $10,000, $7500 or $5000 per annum paid for every year of additional service in the designated schools after completion of the minimum period of service in 2, 3 and 5 year incentive transfer benefit schools, and iii) HECS exemption for graduate teachers who choose to work in remote/isolated areas.
Leave provisions
In recognition of isolation and distance from family and friends extra FACS leave on the basis of six, five and four days must be available for teachers in 2, 3 and 5 year incentive transfer benefit schools.
Isolated/rural school service leave will be available in recognition of service in designated incentive transfer benefit schools. Such paid leave is necessary in light of limited professional development opportunities for teachers in isolated rural settings and isolation from family and friends. Teachers who chose to stay beyond the minimum period of service will be able to access this at the completion of continuous service in a designated school as recognition of lengthy service in isolated rural communities.
Isolation allowance
This review must take into consideration: i) communication costs incurred by teachers in the maintenance of personal and professional contact with family, friends and colleagues, and ii) education costs: access to tertiary education for children of teachers serving isolated, rural communities which incurs additional prohibitive accommodation, travel and living expenses. These additional communication and education costs mitigate against teachers serving in isolated/rural schools.
Informing teachers of their entitlements
It is the responsibility of the employer to inform all employees of their entitlements under the award and regulations. Currently this is not being carried out by the DET. Experience indicates that many teachers who are eligible for socio-economic allowances have not applied for their entitlements due to an unawareness of the availability of these allowances. The Federation will continue to provide members with relevant information and updates such as the Rural Handbook and Welfare Leaflets advising them of entitlements.
Action
Further, Federation negotiate with both peak local government bodies to conduct a special conference to further the Plan for Rural Teachers, similar to the recent Rural Doctors Crisis Conference held in Tamworth April 18-19, to highlight and address rural teacher issues with broader community support and input.
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http://www.nswtf.org.au/journal_extras/rural.html |
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