Working Time Agreements. 2.1 The School Working Time Agreement, and in particular the use of remaining time, (sometimes known as collegiate time) is fundamental in ensuring teachers can control their workload and implement the School Improvement Plan within the 35 hour week.
Working Time Agreements. Managing Teacher Workload The Tackling Bureaucracy Report in November 2013 asked the SNCT and LNCTs to “consider the outcome of the Group’s work in the context of their existing role.” The SNCT recognised the main drivers of excessive bureaucracy in the Report and commits to strengthen extant mechanism to control teacher workload. The SNCT will share on its website examples of practice taken by some local authorities and LNCTs to tackle workload at local level – such examples will inform discussions across the LNCTs. The SNCT agreed the Statement of Teacher Professionalism (Part 2: Appendix 2.6), that the focus on teaching and learning is about empowering teachers to improve outcomes for learners. This approach brings real benefits and at a local level we need to guard against too much paperwork and overly complex processes which get in the way of teaching and learning. Everyone has a part to play in tackling excessive workload which is: Anything that makes it impossible for teaching staff to complete their duties within the 35 hour week. The SNCT seeks to control workload through the 35 hour working week. The SNCT has issued previous guidance on Working Time Agreements (JS/05/08) and the management of workload The SNCT requires schools’ negotiating committees to conclude written Working Time Agreements, subject to guidance provided by each LNCT. Working Time Agreements should provide the context to undertake the collegiate activities set out in the SNCT Handbook (Appendix 2.7) and should also inform the targets, time and resources in a School Improvement Plan. The SNCT wishes to discourage unnecessary bureaucracy. School improvement plans should set out agreed actions to reduce bureaucracy and tackle workload. The impact of changes made should be evaluated by LNCTs and reported to the SNCT which may offer supplementary advice. The SNCT shall report its findings to the CFE Working Group on Tackling Bureaucracy. Each LNCT will have agreed monitoring mechanisms on Working Time Agreements. This guidance offers further advice about local approaches to managing workload. In preparing a Working Time Agreement Schools require to consider:
Working Time Agreements. 4.1 The school Working Time Agreement is an important means of controlling and limiting workload. The Code of Practice on Working Time Arrangements, set out in Appendix 2.7 of the SNCT Handbook, requires agreement to be reached within each educational establishment through the school’s consultative machinery. LNCT 17 (Agreement on the 35 Hour Week for Teachers) contains specific advice on reaching agreement at school level. Working Time agreements require account to be taken of school improvement plans.
Working Time Agreements. Managing Teacher Workload This SNCT Appendix makes clear the aim of the SNCT to remove all un-necessary bureaucracy that does not contribute to teaching and learning. “The SNCT agreed the Statement of Teacher Professionalism (Part 2: App 2.6) that the focus on teaching and learning is about empowering teachers to improve outcomes for learners. This approach brings real benefits and at a local level we need to guard against too much paperwork and overly complex processes which get in the way of teaching and learning. Everyone has a part to play in tackling excessive workload, which is: Anything that makes it impossible for teaching staff to complete their duties within the 35 hour week. The SNCT seeks to control workload through the 35 hour working week. The SNCT has issued previous guidance on Working Time Agreements (JS / 05 / 08) and the management of workload. The SNCT requires schools’ negotiating committees to conclude Working Time Agreements, subject to guidance provided by each LNCT. Working Time Agreements should provide the context to undertake the collegiate activities set out in the SNCT Handbook (App 2.7) and should also inform the targets, time and resources in a School Improvement Plan.” See SNCT Part 2: Appendix 2.18 for further detail.
