Common use of School Based Trials Clause in Contracts

School Based Trials. (a) The following initiatives may be trialled in an endeavour to respond to issues of workload and intensity of work. The decision of the number and type of initiative(s) trialled will be determined by each school using the established consultative mechanisms contained in this Agreement. (b) Matters which may be subject to trial shall include but not be limited to the following: (i) scheduling and structure of uninterrupted rest pauses and meal breaks; (ii) scheduling and structure of playground duty and other student supervision; (iii) arrangements for pastoral care responsibilities; (iv) processes and structures for both communications with parents and scheduled parent – teacher interviews; (v) processes and structures to address communications (including emails); (vi) ways of using time effectively and efficiently for a collegial approach to planning, setting, delivery and evaluating learning outcomes with year level, subject area and classroom colleagues; (vii) effective methods for use of time for individual planning, preparation and correction; (viii) processes and structures for more effective ways to manage administrative tasks arising out of the implementation of curriculum; (ix) consideration of ways to more effectively use time for the planning, setting, delivery and evaluation of specialist curriculum; (x) consider structures and time for teachers meetings with other specialists (such as inclusion teachers, hearing impairment specialists and psychologists) in paid time; (xi) structures for individual program development; (xii) structures and processes to fulfil QCAA requirements; (xiii) structures and processes to ensure that staff meetings and curriculum meetings are an effective use of time; (xiv) identification of the timetabled planning, preparation and correction time periods that may be reclaimed for supervisions; (xv) arrangements for the administration of planning, preparation and correction time in primary schools/middle schools; (xvi) review current school practices and participation for the undertaking of voluntary extra-curricular activities; (xvii) structures and processes for the implementation of emerging curriculum; and (xviii) timetable structures and school calendar effect on classroom time. (c) Terms of reference will be established at the commencement of a trial and should include the following: (i) identification of the matter(s) to be trialled; (ii) clarification of the process of trialling; (iii) determination of the realistic time frame for the trial; (iv) clarification of roles; (v) identification of the necessary resources; and (vi) determination of the review process.

School Based Trials. (a) The following initiatives change may be trialled by an employer at a school in an endeavour to respond to issues of workload and intensity of work. The decision of the number and type of initiative(s) trialled will be determined by each school using the established consultative mechanisms contained in this Agreement. (b) If the employer proposes a trial, then this will also be the subject of consultation with: (i) all employees potentially affected by the trial; and (ii) the LCC referred to in clause 2.1 of the school. (c) Matters which may be subject to trial shall will include but not be limited to the following: (i) scheduling and structure of uninterrupted rest pauses and meal breaks; (ii) scheduling and structure of playground duty and other student supervision; (iii) arrangements for pastoral care responsibilities; (iv) processes and structures for both communications with parents and scheduled parent – teacher interviews; (v) processes and structures to address communications (including emails); (vi) ways of using time effectively and efficiently for a collegial approach to planning, setting, delivery and evaluating learning outcomes with year level, subject area and classroom colleagues; (vii) effective methods for use of time for individual planning, preparation and correction; (viii) processes and structures for more effective ways to manage administrative tasks arising out of the implementation of curriculum; (ix) consideration of ways to more effectively use time for the planning, setting, delivery and evaluation of specialist curriculum; (x) consider structures and time for teachers meetings with other specialists (such as inclusion teachers, hearing impairment specialists and psychologists) in paid time; (xi) structures for individual program development; (xii) structures and processes to fulfil QCAA requirements; (xiii) structures and processes to ensure that staff meetings and curriculum meetings are an effective use of time; (xiv) identification of the timetabled planning, preparation and correction time periods that may be reclaimed for supervisions; (xv) arrangements for the administration of planning, preparation and correction time in primary schools/middle schools; (xvi) review current school practices and participation for the undertaking of voluntary extra-curricular activities; (xvii) structures and processes for the implementation of emerging curriculum; and (xviii) timetable structures and school calendar effect on classroom time. (cd) Terms of reference will be established at the commencement of a trial and should include the following: (i) identification of the matter(s) to be trialled; (ii) clarification of the process of trialling; (iii) determination of the realistic time frame for the trial; (iv) clarification of roles; (v) identification of the necessary resources; and (vi) determination of the review process.

School Based Trials. (a) The following initiatives may be trialled in an endeavour to respond to issues of workload and intensity of work. The decision of the number and type of initiative(s) trialled will be determined by each school using the established consultative mechanisms contained in this Agreement. (b) Matters which may be subject to trial shall include but not be limited to the following: (i) scheduling and structure of uninterrupted rest pauses and meal breaks; (ii) scheduling and structure of playground duty and other student supervision; (iii) arrangements for pastoral care responsibilities; (iv) processes and structures for both communications with parents and scheduled parent – teacher interviews; (v) processes and structures to address communications (including emails); (vi) ways of using time effectively and efficiently for a collegial approach to planning, setting, delivery and evaluating learning outcomes with year level, subject area and classroom colleagues; (vii) effective methods for use of time for individual planning, preparation and correction; (viii) processes and structures for more effective ways to manage administrative tasks arising out of the implementation of curriculum; (ix) consideration of ways to more effectively use time for the planning, setting, delivery and evaluation of specialist curriculum; (x) consider structures and time for teachers meetings with other specialists (such as inclusion teachersteacher, hearing impairment specialists specialist and psychologistspsychologist) in paid time; (xi) structures for individual program development; (xii) structures and processes to fulfil QCAA requirements; (xiii) structures and processes to ensure that staff meetings and curriculum meetings are an effective use of time; (xiv) identification of the timetabled planning, preparation and correction time periods that may be reclaimed for supervisions; (xv) arrangements for the administration of planning, preparation and correction time in primary schools/middle schools; (xvi) review current school practices and participation for the undertaking of voluntary extra-curricular activities; (xvii) structures and processes for the implementation of emerging curriculum; and (xviii) timetable structures and school calendar effect on classroom time. (c) Terms of reference will be established at the commencement of a trial and should include the following: (i) identification of the matter(s) to be trialled; (ii) clarification of the process of trialling; (iii) determination of the realistic time frame for the trial; (iv) clarification of roles; (v) identification of the necessary resources; and (vi) determination of the review process.