Department of Education

More documents

Recommendations

Info

Corporate Services staff The Managing for High Performance program for providing feedback on performance continued in corporate business units. Employees participated in a range of external programs including those provided by The Training Consortium (Department of Premier and Cabinet). Qualifications of teachers and other professional staff 8 Percentage of teachers and other professional staff who were four- or five-year trained (based on the total number of base grade staff): 2009 2010 2011 4 years 78% 77% 78% 5 years 17% 18% 18% 8 This figure does not include Polytechnic teachers. Workplace diversity programs Workplace diversity is well established within the department’s corporate culture and management systems. Initiatives are aligned with planning and implementation activities within frontline service delivery areas and are drawn together through the overarching Workplace Diversity Program 2008–2012. The program focuses on the following goals with some achievements highlighted below: Goal 1: Fair treatment and removal of barriers • Anti-bullying and harassment training for new and existing managers and staff in relevant areas continues to be provided in conjunction with State Service Principles and Code of Conduct workshops. • Ongoing promotion of the Workplace Flexibility Arrangement Policy and Right to Request (parental leave provisions). • Implementation of a revised Grievance Resolution Policy and Guidelines following a consultation process. Goal 2: Implementation of special initiatives to achieve a workforce that is representative of the community it serves • The Partnerships in Teaching Excellence teaching scholarship program now offers specific opportunities for pre-service teachers who identify as Aboriginal and Torres Strait Islanders. A specific scholarship place will be made available in 2011 for pre-service teachers with a disability. Goal 3: Recognition of the diversity available in the workplace • Ongoing implementation of the department’s performance management frameworks – Managing for High Performance (non-school-based) and Leading for High Performance (school-based) which allows for performance plans to be tailored to the individual needs of employees. Disability Framework for Action The Disability Framework for Action 2005–2010 (DFA) sets out the government’s vision of Tasmania as an inclusive and caring community. It provides a whole-of-government approach to addressing the needs of people with disability in the design and delivery of all government policies, programs, services and facilities. The DFA complements Tasmania Together, the community’s 20 year social, environmental and economic plan. A review of the DFA is currently underway to support the commitments in the National Disability Strategy 2010–2020. The Department of Education’s Disability Action Plan 2008–2010 (DAP) located at: http://www.education.tas. gov.au/dept/strategies/disability includes measures to address issues identified in the framework as important to people with a disability. This plan will remain in place until a full review commences following the release of the new DFA. Some of the following outcomes resulting from the implementation of the plan have been achieved. Goal 1. Service Delivery: Program and service provisions are flexible to meet the diverse needs of people with a disability. Child and family centres A total of 16 child and family centres (CFCs) are being established across Tasmania. These centres will provide a range of integrated services that support families with the health and wellbeing, learning and development of children from birth to school age, preparing them for a healthy life and success at school. One CFC has been completed and opened with several more anticipated for completion later in 2011. Launching into Learning (LiL) LiL provides specific funding to schools to develop and lead initiatives with families and the community to support childrens’ early learning prior to Kindergarten. Currently 121 schools are participating in LiL. Feedback suggests that very young children with disabilities are being identified earlier and supported alongside other families within their local community through a range of LiL programs and initiatives. Student Learning Policy The Student Learning Policy has continued to be developed through the work of the Principals’ Reference Group. It currently outlines key principles to support student learning and sets of indicators against each principle for schools to measure student and school improvement outcomes. A consultation process has been undertaken with principals to refine the document and is currently undergoing review for final production and the development of an implementation plan. Professional learning will be considered within the implementation phase within each Learning Service. 48 Required Reporting – Employee Development Programs
Goal 2. Physical Access: All schools, public access areas and work environments are safe and accessible for people with a disability. With the release of the Disability Discrimination Act’s (DDA) Disability (Access to Premises – Buildings) Standards 2010, the department began to require architectural consultants to design to the new standards. To establish confidence that new works comply with the upgraded Building Code of Australia (BCA) and the DDA standards, the department has provided a professional access consultant with plans for new building proposals – to audit these for compliance. Employee participation in industrial relations matters Unions and employees were represented on a range of departmental consultative committees and processes relating to professional, industrial and operational matters. The following award/agreements were negotiated and approved by the Tasmanian Industrial Commission: • The Tasmanian Polytechnic and Tasmanian Skills Institute Teaching Staff Award – a new award to cover teachers in the Polytechnic and Skills Institute, effective from 1 January 2011. • Polytechnic and Skills Institute Teaching Staff Industrial Agreement – a new agreement covering teachers in the Polytechnic and Skills Institute, effective from 1 January 2011. Matters which are currently being negotiated: • Teaching Service Salaries and Conditions of Employment Agreement. • Department of Education Teacher Aides Industrial Agreement. • Principals’ Leadership Agreement. • Translation of library technicians to the Tasmanian State Service Award. Employees and unions were consulted regularly to ensure employees were fully informed on these matters as they progressed. Internal grievances procedures Published grievance procedures were available to employees and clients, including parents. During 2010–11, three new grievance cases were submitted to the Conduct and Investigations Unit of the Human Resources Management Branch. As at 30 June 2011, two cases were still being resolved. The Conduct and Investigations Unit managed the process of good character clearances for schools and safety screening applications for the child care industry. Required Reporting – Employment 49
Page 1 and 2: Department of Education Annual Repo
Page 3 and 4: Contents About this Report 2 Depart
Page 5 and 6: Department at a Glance
Page 7 and 8: changes to what is currently taught
Page 9 and 10: Educational Performance Services (E
Page 11 and 12: Clients Licensed child care service
Page 13 and 14: Workforce Whole of department as at
Page 15 and 16: Age of principals and assistant pri
Page 17 and 18: Pre-Compulsor y and Compulsor y Edu
Page 19 and 20: Schools participating in Launching
Page 21 and 22: 2008 LiL Cohort, Reading Performanc
Page 23 and 24: Child Care Direction The Child Care
Page 25 and 26: RTBCTG is complemented by Smarter S
Page 27 and 28: National Assessment Program - Liter
Page 29 and 30: Commentary • Tasmania’s 2011 re
Page 31 and 32: Commentary • Tasmania’s 2011 re
Page 33 and 34: Direction Major Initiatives Retenti
Page 35 and 36: Qualification for Teacher Registrat
Page 37 and 38: Direction Major Initiatives Learnin
Page 39 and 40: The Digitisation Program continued
Page 41 and 42: Work and Life Skills stream. Of the
Page 43 and 44: Employment Workforce in summary The
Page 45 and 46: Teachers 5 Required Reporting - Emp
Page 47 and 48: Employee development programs Learn
Page 49: Tasmanian Polytechnic In 2011 the T
Page 53 and 54: Public Access to the Department Com
Page 55 and 56: Statutory and Non-statutory Bodies
Page 57 and 58: Other Annual Reports Tasmanian Libr
Page 59 and 60: with other services providers such
Page 61 and 62: Allport Library and Museum of Fine
Page 63 and 64: Tasmanian Home Education Advisory C
Page 65 and 66: Notices about home education were p
Page 67 and 68: In addition the board inspected Lam
Page 69 and 70: Climate Change The department’s l
Page 71 and 72: Pricing Policies/Administered Payme
Page 73 and 74: Major Capital Projects Summary of m
Page 75 and 76: Building the Education Revolution -
Page 77 and 78: Building the Education Revolution -
Page 79 and 80: Capital Investment Program Bridgewa
Page 81 and 82: Contracts and Tenders Summary of pa
Page 83 and 84: Contractor Location Description Eco
Page 85 and 86: Other Contractor Location Descripti
Page 87 and 88: Statement of Comprehensive Income F
Page 89 and 90: Statement of Cash Flows For the yea
Page 91 and 92: Notes Notes to and forming part of
Page 93 and 94: Note 1: Administered financial stat
Page 95 and 96: Note 2: Significant accounting poli
Page 97 and 98: Polytechnic were brought under the
Page 99 and 100: 2.9 Net assets received under a res
Page 101 and 102:
2.13 Assets Assets are recognised i
Page 103 and 104:
2.18 Foreign currency Transactions
Page 105 and 106:
Output group 2 Post- Compulsory Edu
Page 107 and 108:
Output group Capital Investment Pro
Page 109 and 110:
Note 4: Explanations of material va
Page 111 and 112:
6.2 Grants 2011 $’000 2010 $’00
Page 113 and 114:
7.4 Grants and subsidies 2011 $’0
Page 115 and 116:
9.3 Property, plant and equipment,
Page 117 and 118:
9.4 Other assets (a) Carrying amoun
Page 119 and 120:
Note 12: Reserves 12.1 Reserves 201
Page 121 and 122:
13.2 Reconciliation of net result t
Page 123 and 124:
Note 14: Financial instruments 14.1
Page 125 and 126:
14.4 Comparison between carrying am
Page 127 and 128:
16.9 Administered receivables 2011
Page 129 and 130:
Superannuation Certificate Financia
Page 131 and 132:
Auditor-General’s Report Financia
Page 133 and 134:
Appendices PHOTO TO COME 131
Page 135 and 136:
Corporate Services Performance meas
Page 137 and 138:
GOAL 3: High quality education and
Page 139 and 140:
Raising the Bar Closing the Gap (RT
Page 141 and 142:
The Tasmanian Academy is accountabl
Page 143 and 144:
GOAL 5: Vibrant, inclusive and grow
Page 145 and 146:
GOAL 6: Dynamic, creative and inter
Page 147 and 148:
GOAL 7: Acknowledgement of the righ
Page 149 and 150:
GOAL 8: Open and accountable govern
Page 151 and 152:
Abbreviations and Acronyms AAS AASB
Page 153 and 154:
Contact Details Postal Address: Dep
Page 155 and 156:
S Schools Registration Board 64-65
show all

Department of Education

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?