Common use of Collegiality at School Level Clause in Contracts

Collegiality at School Level. In schools, collegiate working is carried out within the context of the 35 hour working week. It is also important to acknowledge that every school is different and that no single model of collegiality will apply to all schools. For instance, the practicalities of collegiate working in a two or three teacher primary school will be very different from working arrangements in a secondary school with a pupil roll of 1600 and over 100 teaching staff. Nevertheless, certain common principles should apply and what follows is a description of the collegiate school. Strong, effective communications operate within the collegiate school. The prevailing atmosphere fosters mutual respect and encourages xxxxx, open and honest communications amongst all staff. There is evidence of a range of meetings including meetings involving the school’s management team and representatives of the staff as a whole and which may include representatives of trade unions and professional organizations. The outcomes of such meetings are communicated to all relevant staff. All staff contribute to the construction of the Working Time Agreement through a process of consultation, professional dialogue and negotiation; consequently all staff have a sense of ownership of the Agreement. The Agreement is transparent, is signed by all members of the school negotiating team and is submitted to the LNCT by the specified date. Once finalised, the terms of the Agreement are respected by all members of staff and inform the work of the school over the session to which the Agreement applies. All staff members recognise their responsibility to contribute to the school development process and to participate in this process in a collegiate and constructive manner. There are clear mechanisms in place to allow staff to make their views known; staff express their views openly and professionally. The opinions of staff are valued and are used as input to the school’s development plan and policy development processes. School policies and decisions are regularly reviewed and all staff participate in the review process. Any changes required to the plan during the session are subject to appropriate consultation and take account of teacher workload. Within the context of the 35 hour week and Working Time Agreements all staff in the collegiate school participate in a wide range of whole school activities, such as school committees, policy formulation, curriculum development, professional development and additional supervised pupil activity. In the collegiate school, leadership qualities are evident throughout the school. There is a devolved and participative style of leadership and management. Staff are afforded opportunities to develop leadership skills and take advantage of these opportunities. Leadership in this context is distinct from management duties as set out in Part 2, Section 2 (Main Duties) of the National Scheme and Annex B of the National Agreement. The collegiate school utilises and develops the skills, talents and interests of all staff and involves all staff in the key decisions affecting the life of the school as a whole. More broadly, the spirit of collegiality extends beyond teachers and support staff, and includes parents, pupils and partner agencies.

Collegiality at School Level. In schools, collegiate working is carried out within the context of the 35 hour working week. It is also important to acknowledge that every school is different and that no single model of collegiality will apply to all schools. For instance, the practicalities of collegiate working in a two or three teacher primary school will be very different from working arrangements in a secondary school with a pupil roll of 1600 and over 100 teaching staff. Nevertheless, certain common principles should apply and what follows is a description of the collegiate school. Strong, effective communications operate within the collegiate school. The prevailing atmosphere fosters mutual respect and encourages xxxxx, open and honest communications amongst all staff. There is evidence of a range of meetings including meetings involving the school’s management team and representatives of the staff as a whole and which may include representatives of trade unions and professional organizationsorganisations. The outcomes of such meetings are communicated to all relevant staff. All staff contribute to the construction of the Working Time Agreement through a process of consultation, professional dialogue and negotiation; consequently negotiation; consequently, all staff have a sense of ownership of the Agreement. The Agreement is transparent, is signed by all members of the school negotiating team and is submitted to the LNCT by the specified date. Once finalised, the terms of the Agreement are respected by all members of staff and inform the work of the school over the session to which the Agreement applies. All staff members recognise their responsibility to contribute to the school development process and to participate in this process in a collegiate and constructive manner. There are clear mechanisms in place to allow staff to make their views known; known; staff express their views openly and professionally. The opinions of staff are valued and are used as input to the school’s development plan and policy development processes. School policies and decisions are regularly reviewed and all staff participate in the review process. Any changes required to the plan during the session are subject to appropriate consultation and take account of teacher workload. Within the context of the 35 hour week and Working Time Agreements all staff in the collegiate school participate in a wide range of whole school activities, such as school committees, policy formulation, curriculum development, professional development and additional supervised pupil activity. In the collegiate school, leadership qualities are evident throughout the school. There is a devolved and participative style of leadership and management. Staff are afforded opportunities to develop leadership skills and take advantage of these opportunities. Leadership in this context is distinct from management duties as set out in Part 2, Section 2 (Main Duties) of the National Scheme and Annex B of the National Agreement. The collegiate school utilises and develops the skills, talents and interests of all staff and involves all staff in the key decisions affecting the life of the school as a whole. More broadly, the spirit of collegiality extends beyond teachers and support staff, and includes parents, pupils and partner agencies.

Collegiality at School Level. In schools, collegiate working is carried out within the context of the 35 hour working week. It is also important to acknowledge that every school is different and that no single model of collegiality will apply to all schools. For instance, the practicalities of collegiate working in a two or three teacher primary school will be very different from working arrangements in a secondary school with a pupil roll of 1600 and over 100 teaching staff. Nevertheless, certain common principles should apply and what follows is a description of the collegiate school. Strong, effective communications operate within the collegiate school. The prevailing atmosphere fosters mutual respect and encourages xxxxx, open and honest communications amongst all staff. There is evidence of a range of meetings including meetings involving the school’s management team and representatives of the staff as a whole and which may include representatives of trade unions and professional organizationsorganisations. The outcomes of such meetings are communicated to all relevant staff. All staff contribute to the construction of the Working Time Agreement through a process of consultation, professional dialogue and negotiation; consequently consequently, all staff have a sense of ownership of the Agreement. The Agreement is transparent, is signed by all members of the school negotiating team and is submitted to the LNCT by the specified date. Once finalised, the terms of the Agreement are respected by all members of staff and inform the work of the school over the session to which the Agreement applies. All staff members recognise their responsibility to contribute to the school development process and to participate in this process in a collegiate and constructive manner. There are clear mechanisms in place to allow staff to make their views known; staff express their views openly and professionally. The opinions of staff are valued and are used as input to the school’s development plan and policy development processes. School policies and decisions are regularly reviewed and all staff participate in the review process. Any changes required to the plan during the session are subject to appropriate consultation and take account of teacher workload. Within the context of the 35 hour week and Working Time Agreements all staff in the collegiate school participate in a wide range of whole school activities, such as school committees, policy formulation, curriculum development, professional development and additional supervised pupil activity. In the collegiate school, leadership qualities are evident throughout the school. There is a devolved and participative style of leadership and management. Staff are afforded opportunities to develop leadership skills and take advantage of these opportunities. Leadership in this context is distinct from management duties as set out in Part 2, Section 2 (Main Duties) of the National Scheme and Annex B of the National Agreement. The collegiate school utilises and develops the skills, talents and interests of all staff and involves all staff in the key decisions affecting the life of the school as a whole. More broadly, the spirit of collegiality extends beyond teachers and support staff, and includes parents, pupils and partner agencies.. East Dunbartonshire Council Local Agreement on the Operation of the 35 Hour Working Week 2018-19 APPENDIX 7 TIMEFRAME FOR THE CONSULTATIVE PROCESS AT SCHOOL LEVEL January Local Agreement on the Operation of the 35 Hour Working Week in Schools and Support Services (Local Agreement) is reviewed by a sub group of the LNCT. February –March Head Teacher (HT) to convene the school negotiating group (SNG) to review the school level Working Time Agreement (WTA) for the current session March The Local Agreement for the following session, is agreed at LNCT Local Agreement and associated documentation is distributed to all educational establishments The composition of the SNG for the following session should be agreed and dates set for meetings April HT to prepare a draft calendar and distribute this to all members of the SNG April- May Consultation period. Mediation, if required, provided by the authority and teacher trade unions. End May WTA, for the following session, to be signed off by the HT and the appropriate member(s) of the SNG. Friday 21st June WTA to be submitted to Resource Planning Service Mid June In the event of non agreement by a stated date, the arbitration process will be set in motion by the LNCT

Collegiality at School Level. In schools, collegiate working is carried out within the context of the 35 hour working week. It is also important to acknowledge that every school is different and that no single model of collegiality will apply to all schools. For instance, the practicalities of collegiate working in a two or three teacher primary school will be very different from working arrangements in a secondary school with a pupil roll of 1600 and over 100 teaching staff. Nevertheless, certain common principles should apply and what follows is a description of the collegiate school. Strong, effective communications operate within the collegiate school. The prevailing atmosphere fosters mutual respect and encourages xxxxx, open and honest communications amongst all staff. There is evidence of a range of meetings including meetings involving the school’s management team and representatives of the staff as a whole and which may include representatives of trade unions and professional organizationsorganisations. The outcomes of such meetings are communicated to all relevant staff. All staff contribute to the construction of the Working Time Agreement through a process of consultation, professional dialogue and negotiation; consequently consequently, all staff have a sense of ownership of the Agreement. The Agreement is transparent, is signed by all members of the school negotiating team and is submitted to the LNCT by the specified date. Once finalised, the terms of the Agreement are respected by all members of staff and inform the work of the school over the session to which the Agreement applies. All staff members recognise their responsibility to contribute to the school development process and to participate in this process in a collegiate and constructive manner. There are clear mechanisms in place to allow staff to make their views known; staff express their views openly and professionally. The opinions of staff are valued and are used as input to the school’s development plan and policy development processes. School policies and decisions are regularly reviewed and all staff participate in the review process. Any changes required to the plan during the session are subject to appropriate consultation and take account of teacher workload. Within the context of the 35 hour week and Working Time Agreements all staff in the collegiate school participate in a wide range of whole school activities, such as school committees, policy formulation, curriculum development, professional development and additional supervised pupil activity. In the collegiate school, leadership qualities are evident throughout the school. There is a devolved and participative style of leadership and management. Staff are afforded opportunities to develop leadership skills and take advantage of these opportunities. Leadership in this context is distinct from management duties as set out in Part 2, Section 2 (Main Duties) of the National Scheme and Annex B of the National Agreement. The collegiate school utilises and develops the skills, talents and interests of all staff and involves all staff in the key decisions affecting the life of the school as a whole. More broadly, the spirit of collegiality extends beyond teachers and support staff, and includes parents, pupils and partner agencies.. East Dunbartonshire Council Local Agreement on the Operation of the 35 Hour Working Week APPENDIX 5 TIMEFRAME FOR THE CONSULTATIVE PROCESS AT SCHOOL LEVEL January Local Agreement on the Operation of the 35 Hour Working Week in Schools and Support Services (Local Agreement) is reviewed by a sub group of the LNCT. February –March Head Teacher (HT) to convene the school negotiating group (SNG) to review the school level Working Time Agreement (WTA) for the current session March The Local Agreement for the following session, is agreed at LNCT Local Agreement and associated documentation is distributed to all educational establishments The composition of the SNG for the following session should be agreed and dates set for meetings April HT to prepare a draft calendar and distribute this to all members of the SNG April- May Consultation period. Mediation, if required, provided by the authority and teacher trade unions. End May WTA, for the following session, to be signed off by the HT and the appropriate member(s) of the SNG. Early June WTA to be submitted to Resource Planning Service Mid June In the event of non agreement by a stated date, the arbitration process will be set in motion by the LNCT End June In the event of failure to agree, there will be a referral to the Joint Secretaries of the LNCT. Status quo ante to be put in place pending LNCT resolution. School‌ Session 2014/2015 - Collegiate Calendar Appendix 1b Enter hours per activity Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 TOTAL Month August 2014 September 2014 October 2014 November 2014 December 2014 January 2015 February 2015 March 2015 April 2015 May 2015 June 2015 Week begin 11 18 25 1 8 15 22 29 6 20 27 3 10 17 24 1 8 15 5 12 19 26 2 9 16 23 2 9 16 23 30 20 27 4 11 18 25 1 8 15 22 Days (if app) Tue - Fri Mon - Thu Tue - Fri Wed - Fri Mon - Thu Tue - Fri Mon - Thu Tue - Fri Mon - Thu Add Prep+Correction 0:00 Parents' Meetings 0:00 Staff Meetings 0:00 Reports/Records 0:00 Forward Planning 0:00 Formal Assessment 0:00 PRD 0:00 Curriculum Development 0:00 Supervised Pupil Activities 0:00 Flexibility 0:00 Totals 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 0:00 Total all sectors 5 hours per week = 195 hours LNCT/WTA 2 OPERATION OF THE 35 HOUR WEEK COLLEGIATE ACTIVITIES 2014-15 School/Support Service: Activity Time Allocation (hours) per session Additional preparation and correction Parents’ meetings including associated preparation Teacher Employee meetings (as appropriate) Whole School meetings Committee meetings Stage meetings(primary) PT meetings (secondary) Departmental meetings (secondary) Trade Union meetings WTA Negotiating Group meetings Other: Preparation of reports Forward Planning Formal Assessment Professional Review and Development Curriculum Development Additional Supervised Pupil Activity Flexibility Total Number of Hours 195 hours LNCT/WTA 3 LOCAL AGREEMENT ON THE OPERATION OF THE 35 HOUR WORKING WEEK IN SCHOOLS AND SUPPORT SERVICES Teaching Employee Representative(s) (signed) Head Teacher/Support Service Manager We confirm that the attached calendar and time allocation summary is accepted as the pattern for the working year for teaching employees in this school/support service for school session 2014-15 We confirm that the following forms have been appended to this Agreement: SCHOOL/SUPPORT SERVICE : AGREEMENT FOR THE USE OF REMAINING TIME/COLLEGIATE ACTIVITIES Collegiate Calendar Planning Form LNCT/WTA 1 (Please tick) Time Allocation Summary LNCT/WTA 2 (Please tick) (signed) (trade union) (date) (signed) (trade union) (date) (signed) (trade union) (date) (signed) (trade union) (date) This signed agreement should be forwarded together with LNCT/WTA1 and LNCT/WTA2 to the address below no later than Friday 6th June 2014 to: Resource Planning Manager Customer Services and Transformation Southbank House Southbank Business Park Kirkintilloch G66 1XQ TEACHER WORKLOAD – KEY ISSUES ACTION PLAN 2013-2014 WORKING TIME AGREEMENTS Item Description of Current Authority Provision Timescale Future Action to Address Responsibility and Ownership

Collegiality at School Level. In schools, collegiate working is carried out within the context of the 35 hour working week. It is also important to acknowledge that every school is different and that no single model of collegiality will apply to all schools. For instance, the practicalities of collegiate working in a two or three teacher primary school will be very different from working arrangements in a secondary school with a pupil roll of 1600 and over 100 teaching staff. Nevertheless, certain common principles should apply and what follows is a description of the collegiate school. Strong, effective communications operate within the collegiate school. The prevailing atmosphere fosters mutual respect and encourages xxxxx, open and honest communications amongst all staff. There is evidence of a range of meetings including meetings involving the school’s management team and representatives of the staff as a whole and which may include representatives of trade unions and professional organizationsorganisations. The outcomes of such meetings are communicated to all relevant staff. All staff contribute to the construction of the Working Time Agreement through a process of consultation, professional dialogue and negotiation; consequently consequently, all staff have a sense of ownership of the Agreement. The Agreement is transparent, is signed by all members of the school negotiating team and is submitted to the LNCT by the specified date. Once finalised, the terms of the Agreement are respected by all members of staff and inform the work of the school over the session to which the Agreement applies. All staff members recognise their responsibility to contribute to the school development process and to participate in this process in a collegiate and constructive manner. There are clear mechanisms in place to allow staff to make their views known; staff express their views openly and professionally. The opinions of staff are valued and are used as input to the school’s development plan and policy development processes. School policies and decisions are regularly reviewed and all staff participate in the review process. Any changes required to the plan during the session are subject to appropriate consultation and take account of teacher workload. Within the context of the 35 hour week and Working Time Agreements all staff in the collegiate school participate in a wide range of whole school activities, such as school committees, policy formulation, curriculum development, professional development and additional supervised pupil activity. In the collegiate school, leadership qualities are evident throughout the school. There is a devolved and participative style of leadership and management. Staff are afforded opportunities to develop leadership skills and take advantage of these opportunities. Leadership in this context is distinct from management duties as set out in Part 2, Section 2 (Main Duties) of the National Scheme and Annex B of the National Agreement. The collegiate school utilises and develops the skills, talents and interests of all staff and involves all staff in the key decisions affecting the life of the school as a whole. More broadly, the spirit of collegiality extends beyond teachers and support staff, and includes parents, pupils and partner agencies.. Appendix 9

Collegiality at School Level. In schools, collegiate working is carried out within the context of the 35 hour working week. It is also important to acknowledge that every school is different and that no single model of collegiality will apply to all schools. For instance, the practicalities of collegiate working in a two or three teacher primary school will be very different from working arrangements in a secondary school with a pupil roll of 1600 and over 100 teaching staff. Nevertheless, certain common principles should apply and what follows is a description of the collegiate school. Strong, effective communications operate within the collegiate school. The prevailing atmosphere fosters mutual respect and encourages xxxxx, open and honest communications amongst all staff. There is evidence of a range of meetings including meetings involving the school’s management team and representatives of the staff as a whole and which may include representatives of trade unions and professional organizationsorganisations. The outcomes of such meetings are communicated to all relevant staff. All staff contribute to the construction of the Working Time Agreement through a process of consultation, professional dialogue and negotiation; consequently consequently, all staff have a sense of ownership of the Agreement. The Agreement is transparent, is signed by all members of the school negotiating team and is submitted to the LNCT by the specified date. Once finalised, the terms of the Agreement are respected by all members of staff and inform the work of the school over the session to which the Agreement applies. All staff members recognise their responsibility to contribute to the school development process and to participate in this process in a collegiate and constructive manner. There are clear mechanisms in place to allow staff to make their views known; staff express their views openly and professionally. The opinions of staff are valued and are used as input to the school’s development plan and policy development processes. School policies and decisions are regularly reviewed and all staff participate in the review process. Any changes required to the plan during the session are subject to appropriate consultation and take account of teacher workload. Within the context of the 35 hour week and Working Time Agreements all staff in the collegiate school participate in a wide range of whole school activities, such as school committees, policy formulation, curriculum development, professional development and additional supervised pupil activity. In the collegiate school, leadership qualities are evident throughout the school. There is a devolved and participative style of leadership and management. Staff are afforded opportunities to develop leadership skills and take advantage of these opportunities. Leadership in this context is distinct from management duties as set out in Part 2, Section 2 (Main Duties) of the National Scheme and Annex B of the National Agreement. The collegiate school utilises and develops the skills, talents and interests of all staff and involves all staff in the key decisions affecting the life of the school as a whole. More broadly, the spirit of collegiality extends beyond teachers and support staff, and includes parents, pupils and partner agencies. Appendix 7: Timescale for Development and Approval of the Working Time Agreement January Local Agreement on the Operation of the 35 Hour Working Week in Schools and Support Services (Local Agreement) is reviewed by a subgroup of the LNCT. February to March Head Teacher (HT) to convene the school negotiating group (SNG) to review the school level Working Time Agreement (WTA) for the current session March The Local Agreement for the following session, is agreed at LNCT Local Agreement and associated documentation is distributed to all educational establishments The composition of the SNG for the following session should be agreed and dates set for meetings April HT to prepare a draft calendar and distribute this to all members of the SNG April / May Consultation period. Mediation, if required, provided by the authority and teacher trade unions. End May WTA for the following session, to be signed off by the HT and the appropriate member(s) of the SNG. Early June WTA to be submitted to School Planning & Improvement team first Friday in June. The email submission must include CC’s to all TU representatives that signed the submission. Mid-June In the event of non-agreement by stated date, the arbitration process will be set in motion by the LNCT. End June In the event of failure to agree, there will be a referral to the Joint Secretaries of the LNCT. Status quo ante to be put in place pending LNCT resolution.

Collegiality at School Level. In schools, collegiate working is carried out within the context of the 35 hour working week. It is also important to acknowledge that every school is different and that no single model of collegiality will apply to all schools. For instance, the practicalities of collegiate working in a two or three teacher primary school will be very different from working arrangements in a secondary school with a pupil roll of 1600 and over 100 teaching staff. Nevertheless, certain common principles should apply and what follows is a description of the collegiate school. Strong, effective communications operate within the collegiate school. The prevailing atmosphere fosters mutual respect and encourages xxxxx, open and honest communications amongst all staff. There is evidence of a range of meetings including meetings involving the school’s management team and representatives of the staff as a whole and which may include representatives of trade unions and professional organizationsorganisations. The outcomes of such meetings are communicated to all relevant staff. All staff contribute to the construction of the Working Time Agreement through a process of consultation, professional dialogue and negotiation; consequently consequently, all staff have a sense of ownership of the Agreement. The Agreement is transparent, is signed by all members of the school negotiating team and is submitted to the LNCT by the specified date. Once finalised, the terms of the Agreement are respected by all members of staff and inform the work of the school over the session to which the Agreement applies. All staff members recognise their responsibility to contribute to the school development process and to participate in this process in a collegiate and constructive manner. There are clear mechanisms in place to allow staff to make their views known; staff express their views openly and professionally. The opinions of staff are valued and are used as input to the school’s development plan and policy development processes. School policies and decisions are regularly reviewed and all staff participate in the review process. Any changes required to the plan during the session are subject to appropriate consultation and take account of teacher workload. Within the context of the 35 hour week and Working Time Agreements all staff in the collegiate school participate in a wide range of whole school activities, such as school committees, policy formulation, curriculum development, professional development and additional supervised pupil activity. In the collegiate school, leadership qualities are evident throughout the school. There is a devolved and participative style of leadership and management. Staff are afforded opportunities to develop leadership skills and take advantage of these opportunities. Leadership in this context is distinct from management duties as set out in Part 2, Section 2 (Main Duties) of the National Scheme and Annex B of the National Agreement. The collegiate school utilises and develops the skills, talents and interests of all staff and involves all staff in the key decisions affecting the life of the school as a whole. More broadly, the spirit of collegiality extends beyond teachers and support staff, and includes parents, pupils and partner agencies.

Collegiality at School Level. In schools, collegiate working is carried out within the context of the 35 hour working week. It is also important to acknowledge that every school is different and that no single model of collegiality will apply to all schools. For instance, the practicalities of collegiate working in a two or three teacher primary school will be very different from working arrangements in a secondary school with a pupil roll of 1600 and over 100 teaching staff. Nevertheless, certain common principles should apply and what follows is a description of the collegiate school. Strong, effective communications operate within the collegiate school. The prevailing atmosphere fosters mutual respect and encourages xxxxx, open and honest communications amongst all staff. There is evidence of a range of meetings including meetings involving the school’s management team and representatives of the staff as a whole and which may include representatives of trade unions and professional organizations. The outcomes of such meetings are communicated to all relevant staff. All staff contribute to the construction of the Working Time Agreement through a process of consultation, professional dialogue and negotiation; consequently all staff have a sense of ownership of the Agreement. The Agreement is transparent, is signed by all members of the school negotiating team and is submitted to the LNCT by the specified date. Once finalised, the terms of the Agreement are respected by all members of staff and inform the work of the school over the session to which the Agreement applies. All staff members recognise their responsibility to contribute to the school development process and to participate in this process in a collegiate and constructive manner. There are clear mechanisms in place to allow staff to make their views known; staff express their views openly and professionally. The opinions of staff are valued and are used as input to the school’s development plan and policy development processes. School policies and decisions are regularly reviewed and all staff participate in the review process. Any changes required to the plan during the session are subject to appropriate consultation and take account of teacher workload. Within the context of the 35 hour week and Working Time Agreements all staff in the collegiate school participate in a wide range of whole school activities, such as school committees, policy formulation, curriculum development, professional development and additional supervised pupil activity. In the collegiate school, leadership qualities are evident throughout the school. There is a devolved and participative style of leadership and management. Staff are afforded opportunities to develop leadership skills and take advantage of these opportunities. Leadership in this context is distinct from management duties as set out in Part 2, Section 2 (Main Duties) of the National Scheme and Annex B of the National Agreement. The collegiate school utilises and develops the skills, talents and interests of all staff and involves all staff in the key decisions affecting the life of the school as a whole. More broadly, the spirit of collegiality extends beyond teachers and support staff, and includes parents, pupils and partner agencies.. HT Sets Up Collegiate Staff Meeting with all their Class Teachers Who does the negotiating? WTA Calendar If you are unable to reach agreement in signing off your WTA, please contact the LNCT Joint Secretaries for further advice WTA Agreed LNCT Joint Secretaries support both Management and Union Side in resolving matters Once your WTA has been agreed please return Appendix 1 & 2 completed and signed to ECSEdStaffing and a copy to your QIO/QIM by the date required At the time of allocating the 195 hours of collegiate time the WTA Calendar needs to be agreed. HT with Union Rep(s) and/or Class Teachers negotiate how their WTA is to be apportioned over the 195 days Staff Representative usually led by Trade Union Representative & Management Side led by Head Teacher with up to 2 members of the Management Team HT Shares Information on WTA with their Class Teachers All WTA requirements for Part- time Teachers are pro-rata. Agreement needs to be made before the start of session. To be factored into process Part-Time Working Time Agreement sent to HTs Part-time Teachers are only entitled to a pro-rata of In- service days, (as per calculated on the Part-time Calculator). Part-time Teachers can only be obliged to attend work on a non- working day for planned Parents’ Meeting Education and Children’s Services School Quality Assurance Calendar 2024-25 Quality Assurance HGIOS Quality Indicators* Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Planning Monitoring Discussion (Staff and SLT) 2.2, 2.3, 3.1, 3.3 Class observation with feedback 1.5, 2.3 Planning Moderation 1.2, 2.3 Attainment tracking and discussion with SLT 1.1, 2.3, 3.2 Staff Professional Update/PDRS 1.4 In-Service 2.1, 3.1 IEPs creation/review 2.2, 2.4, 2.7, 3.1 Transition 2.6, 2.7, 3.1 Reporting to parents 2.5, 2.7 Class newsletter 2.5 Working Time Agreement 1.4 PEF plan creation/review 1.1, 1.3 SQUIP creation/review 1.1, 1.3 SNSA (P1, P4, P7) 2.3 ASN Audit 2.4, 2.7, 2.6 SFL and Hub Planning meetings 2.2, 2.4, 2.6 Boxhall profile/review 2.2, 2.4, 2.6

Collegiality at School Level. In schools, collegiate working is carried out within the context of the 35 hour working week. It is also important to acknowledge that every school is different and that no single model of collegiality will apply to all schools. For instance, the practicalities of collegiate working in a two or three teacher primary school will be very different from working arrangements in a secondary school with a pupil roll of 1600 and over 100 teaching staff. Nevertheless, certain common principles should apply and what follows is a description of the collegiate school. Strong, effective communications operate within the collegiate school. The prevailing atmosphere fosters mutual respect and encourages xxxxx, open and honest communications amongst all staff. There is evidence of a range of meetings including meetings involving the school’s management team and representatives of the staff as a whole and which may include representatives of trade unions and professional organizationsorganisations. The outcomes of such meetings are communicated to all relevant staff. All staff contribute to the construction of the Working Time Agreement through a process of consultation, professional dialogue and negotiation; consequently consequently, all staff have a sense of ownership of the Agreement. The Agreement is transparent, is signed by all members of the school negotiating team and is submitted to the LNCT by the specified date. Once finalised, the terms of the Agreement are respected by all members of staff and inform the work of the school over the session to which the Agreement applies. All staff members recognise their responsibility to contribute to the school development process and to participate in this process in a collegiate and constructive manner. There are clear mechanisms in place to allow staff to make their views known; staff express their views openly and professionally. The opinions of staff are valued and are used as input to the school’s development plan and policy development processes. School policies and decisions are regularly reviewed and all staff participate in the review process. Any changes required to the plan during the session are subject to appropriate consultation and take account of teacher workload. Within the context of the 35 hour week and Working Time Agreements all staff in the collegiate school participate in a wide range of whole school activities, such as school committees, policy formulation, curriculum development, professional development and additional supervised pupil activity. In the collegiate school, leadership qualities are evident throughout the school. There is a devolved and participative style of leadership and management. Staff are afforded opportunities to develop leadership skills and take advantage of these opportunities. Leadership in this context is distinct from management duties as set out in Part 2, Section 2 (Main Duties) of the National Scheme and Annex B of the National Agreement. The collegiate school utilises and develops the skills, talents and interests of all staff and involves all staff in the key decisions affecting the life of the school as a whole. More broadly, the spirit of collegiality extends beyond teachers and support staff, and includes parents, pupils and partner agencies.. APPENDIX B COMHAIRLE NAN EILEAN SIAR Education and Children’s Services Department Framework Local Recognition and Procedure Agreement between Comhairle nan Eilean Siar and the Educational Institute of Scotland and The Scottish Secondary Teachers’ Association