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Common use of Xx Xxxxxx Clause in Contracts

Xx Xxxxxx. To take Xxxxxxxxx’x point first, there is evidence of schools working in clusters and bouncing ideas off each other, which is invaluable. Where there are federated schools, that will have to happen, and it will happen more and more as time goes on. On transition planning, there has been, and must be, liaison between secondary schools and primary schools. What needs to happen is greater collaboration between governing bodies. I am conscious that teachers will work together in clustering meetings, and so on, but governing bodies need to be brought together to look at the teacher workload agreement in general, for example, and discuss things such as work-life balance. I am not sure that that is happening. That is something that we perhaps need to look at as an organisation. [45] You also touched on issues that overlap with Xxxxx’x issues. The impact that the agreement is having on standards is a huge and incredibly important question. We are mindful of the fact that Xxxxx undertook a survey in 2007, and another report is due in March, which we await avidly. We have the school effectiveness framework, and I am concerned that as its pilot phase rolls out to all schools, there needs to be correlation between that, the teacher workload agreement and other initiatives. I said to Xxxx and Xxx at the beginning that in looking at previous evidence that has been submitted, I am mindful of the fact that most of those bodies have undertaken surveys and have hardcore evidence. We have not been in that fortuitous position, so it would strengthen our role if we could do something like that. [46] On whose responsibility it is, I think that it is everyone’s responsibility. I do not think that we can pinpoint the Welsh Assembly Government or local education authorities. The school effectiveness framework is about tri-level reform. [47] Xxxxx Xxxxxx: I agree, but who will pull it together, because it is happening in isolation? That is the point that I am making.

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Samples: Teachers’ Workload Agreement

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Xx Xxxxxx. To take Xxxxxxxxx’x point firstAlthough I am mindful that there should be dedicated headship time, there I think that evidence and anecdotal evidence will show that it is evidence of schools working in clusters and bouncing ideas off each other, which is invaluablenot always practicable. Where there are federated In small schools, where heads have teaching commitments, and particularly in secondary schools where the senior management team has been reduced, it is incredibly difficult. Speaking from my experience as a teacher in a school, as we all know, you do not stop from the time that will have you go in in the morning, and you do not know what is going to happen, because the unexpected will occur during the day. That happens frequently with headteachers and it will happen more is also a resource issue. [26] Xx Xxxxx: I wear another hat with Investors in People—I sit on the recognition panel—so I see an awful lot of reports that come through from assessors and more as the issues of work-life balance and headship time goes onare constantly referenced in those. On transition planningAs a panel member, there has beenI always ask how they know and where the evidence is. Coming back to what Xxxx was talking about in terms of asking the staff about this, whether through informal discussion groups or surveys, they need to ask the staff what they think, and must whether their workload is putting extra stress on them and whether it is growing or where it should be, liaison between secondary schools and primary schools. What needs to happen is greater collaboration between governing bodies. I am conscious that teachers will work together in clustering meetings, and so on, but The governing bodies need to be brought together able to look at the teacher workload agreement in general, for example, and discuss things such as work-life balance. I am not sure that that is happening. That is something that we perhaps need react to look at as an organisation. [45] You also touched on issues that overlap with Xxxxx’x issues. The impact that the agreement is having on standards is a huge and incredibly important question. We are mindful of the fact that Xxxxx undertook a survey in 2007, and another report is due in March, which we await avidly. We have the school effectiveness framework, and I am concerned that as its pilot phase rolls out to all schools, there needs to be correlation between that, the teacher workload agreement and other initiatives. I said to Xxxx and Xxx at the beginning that in looking at previous evidence that has been submitted, I am mindful of the fact that most of those bodies have undertaken surveys and have hardcore evidence. We have not been in that fortuitous position, so it would strengthen our role if we could do something like that. [4627] On whose responsibility it isThe other hat that I wear is as a Wales quality award assessor and a European quality award assessor. Again, I think that in working with schools, it is everyone’s responsibility. I do not think that we can pinpoint about looking at the Welsh Assembly Government or local education authorities. The school effectiveness framework is about tri-level reform. [47] Xxxxx Xxxxxx: I agree, but who will pull it together, because evidence for what they are doing and whether it is happening tangible evidence and something that they can measure. Very often, you can turn these things into tangible measures that you can monitor over time. My advice to governing bodies, through the association, is to gather the evidence through self- evaluation and try to make it tangible so that you can monitor those measures over time and that will tell you whether you are going in isolation? That the right direction or not. Again, it is the point that I am makingpatchy.

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Samples: Teachers’ Workload Agreement

Xx Xxxxxx. To take Xxxxxxxxx’x point firstAs you have said, there it is evidence a statutory responsibility of schools working in clusters and bouncing ideas off each other, which is invaluable. Where there are federated schools, that will have to happen, and it will happen more and more as time goes on. On transition planning, there has been, and must be, liaison between secondary schools and primary schools. What needs to happen is greater collaboration between the governing bodies. I am conscious that teachers will work together in clustering meetings, and so on, but governing bodies need to be brought together body to look at the teacher workload agreement in generalwork-life balance of headteachers. The words ‘work-life balance’ are difficult; think, for example, if I asked you about your work-life balance. It can come down to personal choice. Some will be good at dealing with it, and discuss things such as some will not. For governors, it is difficult. We noticed that, in the proposed compliance structure that will possibly be put in place, there could be a compliance notice on governing bodies if they do not comply with, for example, looking at the work-life balance of headteachers. [22] I am sure that you are aware that, a few years ago, there was a resource pack for governing bodies. We assisted with this at the time. It is a good document, but when I looked through it yesterday, I noticed that with all of the other sections to do with the teacher workload agreement, there are case studies, but nothing when it comes to work-life balance. I am not sure think that that it is happening. That is something that we perhaps about how governors speak to the chair or head about this; they need to look at as an organisationmonitor and review the work within the school to ensure that it is not unmanageable. [4523] You also touched on issues that overlap with Xxxxx’x issues. The impact I would hope that the agreement is having national professional qualification for headship and the professional headship induction programme and so on standards is a huge and incredibly important question. We are mindful of the fact that Xxxxx undertook a survey in 2007would cover this, and another report is due in March, which we await avidly. We have the school effectiveness framework, and I am concerned that as its pilot phase rolls out to all schools, there needs to be correlation between that, the teacher workload agreement and other initiatives. I said to Xxxx and Xxx at the beginning that in looking at previous evidence that has been submitted, I am mindful of the fact that most of those bodies have undertaken surveys and have hardcore evidence. We have not been in that fortuitous position, so it would strengthen our role if we could do something like that. [46] On whose responsibility it is, because I think that it is everyone’s responsibilityincredibly important. I know that the NPQH will be reviewed soon. When scrolling through the internet, I found that one authority in England has produced quite a nice document that looks at how headteachers try to bring work-life balance into their lives. It gives lots of nice examples. I think, and it is certainly the perception that we get from governors, that although they find documents such as this useful, it is the practical examples that the heads and governors will find really useful. I think that it has to be some kind of holistic approach that governors have to take on board. I mentioned in the evidence that it may be all tied in to the self-evaluation that goes on within a school. I think that governors need to be asking not just the headteacher, but the teachers, about this via a survey or questionnaire, to ensure that what is going on is manageable. I do not think know whether my colleagues have anything else that we can pinpoint the Welsh Assembly Government or local education authorities. The school effectiveness framework is about tri-level reformthey would like to say on that. [4724] Xxxxx Xx Xxxxxx: I agreehave one thing to add. When I was working more closely with headteachers and local authorities, but who will pull it togetherheadteachers always thought that there should be some sort of acknowledgement of headship time. Again, because it is happening potentially for local authorities to identify that and the resources for it. That, in isolation? That a way, does give an amount of time in the week when they can concentrate on that task and not necessarily take that work away with them. So, I think that that is one issue. On a general point, we have recently produced documentation on effective governing bodies and we are doing one now on the point that critical friend, which I am makingthink will assist with the general approach in terms of what governors should look for and how they should assist headteachers.

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Samples: Teachers’ Workload Agreement

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Xx Xxxxxx. To take Xxxxxxxxx’x point firstAs you were saying that, there is evidence I thought that we may have missed out the important role of schools working in clusters and bouncing ideas off each otherthe chair, which you have highlighted, but, as you have rightly said, it is invaluablead hoc, is it not? If the chair were to meet the headteacher regularly, to ask those questions and discuss things, problems would be identified, as you said. Where there [31] When it comes to looking at the headteacher’s annual objectives in review meetings, whether things are federated schools, that will have to happen, manageable and it will happen more realistic and more as time goes on. On transition planning, there has been, and must be, liaison between secondary schools and primary schools. What so on needs to happen be considered. That is greater collaboration between governing bodies. I am conscious that teachers will work together in clustering meetings, another forum and so on, but governing bodies need to be brought together to look at mechanism whereby you can ensure the teacher workload agreement in general, for example, and discuss things such as headteacher’s work-life balance. I am not sure that that is happening. That is something that we perhaps need to look at as an organisation. [45] You also touched on issues that overlap with Xxxxx’x issues. The impact that the agreement is having on standards is a huge and incredibly important question. We However, you are mindful of the fact that Xxxxx undertook a survey in 2007, and another report is due in March, which we await avidly. We have the school effectiveness framework, and I am concerned that as its pilot phase rolls out to all schools, right—there needs to be correlation between a consistent approach. Again, this perhaps comes back to Xxxx’x question. I do not know what is happening throughout all the LEAs in Wales. I am aware that where I am governor, the LEA adviser comes to school and I know that the mentor approach is used and so on. However, I do not know whether that is happening in schools throughout Wales. We need to consider that carefully. [32] Xxxxx Xxxxxxxxx: I am on a governing body and each year, we appraise the headteacher, but I do not recollect us consciously referring to work-life balance, although it is a theme that comes up frequently in relation to staff in general. Reflecting on that and the proposal for compliance legislation, it is my experience, having been on several governing bodies and having had close contact with a large number of schools in my constituency, that, in some cases, the teacher workload agreement issue of work-life balance is being neglected. However, do we need compliance legislation and other initiatives. I said yet more legislation to Xxxx deal with this, or do we need a proper training mechanism for governors and, as was suggested earlier in this meeting, better ways in which governors can raise and Xxx at register concerns with the beginning LEA? My experience is probably typical of that in looking at previous evidence that has been submittedof others, I am mindful of the fact that most of those bodies have undertaken surveys and have hardcore evidence. We have not been in that fortuitous position, so it would strengthen our role if we could do something like that. [46] On whose responsibility it is, I think that it is everyone’s responsibility. I do not think that we can pinpoint the pressures on staff and headteachers are coming from governors. The governors are not stepping beyond the system in order to put additional pressure on staff. I think that the pressure is coming from LEAs and from the Welsh Assembly Government or local education authoritiesrequirements, that is, from the structure in general; the additional pressure is not coming from governors. The school effectiveness framework is about tri-level reform. [47] Xxxxx Xxxxxx: I agreeTherefore, but who will pull it together, because it is happening in isolation? That is legislation solve the point that I am making.problem?

Appears in 1 contract

Samples: Teachers’ Workload Agreement

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