❓ A WA parliamentary question probes the implementation and implications of the Independent Public Schools (IPS) initiative, focusing on staffing, funding, and support for rural schools. The response clarifies aspects of the program and addresses concerns raised.
AnsweredQoN 2634Legislative Assembly
QuestionView source ↗
In relation to Independent Public Schools (IPSs), I ask:
(a) have any IPSs been given approval to appoint staff on short-term contracts; and
(i) if yes, what schools are they;
(ii) how many staff have been appointed;
(iii) what are the staff positions and the length of the contracts;
(iv) have these contracts been analysed to ensure that they fall within the current industrial legal framework;
(v) is this another version of Work Choices to be implemented within the Western Australian public service;
(vi) will this weaken the support that unions provide in the school sector;
(b) what happens to permanent staff who accept short-term contract positions and who then have their employment terminated at the end of the contract;
(c) how will the Government prevent a two-tiered state school system from developing when all staff are selected using merit selection and have only site-based tenure;
(d) what strategies will be used to attract and retain staff in rural, remote and hard-to-staff locations;
(e) what was the total amount saved as at 31 December 2009 as a result of District Education Offices being asked to find 10% in savings from their budgets; and
(i) where did this money go;
(f) will the support provided to country schools be lessened in any way by the collapsing of the ten Education District Offices into four regions; and
(i) where are these regional offices to be located;
(ii) what processes and plans are being put in place to re-deploy those staff in offices that are affected; and
(iii) what will happen to those staff who have made their homes in those towns which will not have a district office;
(g) how will small country schools with limited means access local support for professional learning, risk management and psychological services;
(h) what evidence is there that giving local schools greater administrative autonomy leads to better outcomes for students;
(i) what extra support will be given to IPSs to manage an increased administrative workload; and
(j) what legislation is being drafted to protect those on the school board of an IPS from any litigation arising from their expanded responsibilities in managing the day-to-day affairs of these schools?
(a) have any IPSs been given approval to appoint staff on short-term contracts; and
(i) if yes, what schools are they;
(ii) how many staff have been appointed;
(iii) what are the staff positions and the length of the contracts;
(iv) have these contracts been analysed to ensure that they fall within the current industrial legal framework;
(v) is this another version of Work Choices to be implemented within the Western Australian public service;
(vi) will this weaken the support that unions provide in the school sector;
(b) what happens to permanent staff who accept short-term contract positions and who then have their employment terminated at the end of the contract;
(c) how will the Government prevent a two-tiered state school system from developing when all staff are selected using merit selection and have only site-based tenure;
(d) what strategies will be used to attract and retain staff in rural, remote and hard-to-staff locations;
(e) what was the total amount saved as at 31 December 2009 as a result of District Education Offices being asked to find 10% in savings from their budgets; and
(i) where did this money go;
(f) will the support provided to country schools be lessened in any way by the collapsing of the ten Education District Offices into four regions; and
(i) where are these regional offices to be located;
(ii) what processes and plans are being put in place to re-deploy those staff in offices that are affected; and
(iii) what will happen to those staff who have made their homes in those towns which will not have a district office;
(g) how will small country schools with limited means access local support for professional learning, risk management and psychological services;
(h) what evidence is there that giving local schools greater administrative autonomy leads to better outcomes for students;
(i) what extra support will be given to IPSs to manage an increased administrative workload; and
(j) what legislation is being drafted to protect those on the school board of an IPS from any litigation arising from their expanded responsibilities in managing the day-to-day affairs of these schools?
AnswerView source ↗
Answered
19 May 2010
Responded by
Minister for Education
Response time
29 days
(a) No, approval is not required. All public schools, including Independent Public Schools, may appoint persons on fixed term contracts consistent with Government policy and prevailing industrial instruments.
(a)(i)[See tabled paper no.]
(a)(ii) 366.
(a)(iii) [See tabled paper no.]
(a)(iv) No. The contracts for Independent Public Schools appointments are the same as for all schools.
(a)(v) No.
(a)(vi) Union roles and rights are not impaired in any way.
(b) At the conclusion of a fixed term appointment, a permanent teacher remains an employee of the Department of Education.
(c) Not applicable, all staff are employed by the Department, tenure is not site based.
(d) Final-year teaching scholarships and scholarships for subject areas of need are offered to attract teachers to work in rural, remote and difficult to staff schools.
The Rural Teaching Practicum (RTP) program offers a stipend to pre-service teachers completing their final, long practicum in a rural or remote school. There is evidence that a high percentage of these pre-service teachers opt to teach in rural and remote schools once they graduate as teachers.
The Remote Teaching Service (RTS) offers special employment and financial incentives to teachers prepared to work in these schools. These incentives are over and above the usual remuneration and benefits extended to non-RTS teachers.
(e) The total amount for 2009-10 will be $4.421 million.
(e)(i) These funds represent part of the 3 per cent efficiency dividend.
(f) - (g) Decisions regarding change to District Offices have not been taken at this stage.
(h) The research does not provide a simple answer to the question of whether devolution of decision making improves educational standards. In fact there is a general agreement in the school effectiveness literature that the more critical issue is what should be centralised and what should be decentralised. The consensus is that educational goals, objectives, standards and performance monitoring should be central functions and the means to achieve the goals should be in the hands of schools. The decisions taken in the Independent Public Schools initiative are consistent with this position.
(i) An Independent Public School receives two additional sources of funding, over and above what would normally be provided, to assist in their transition to an Independent Public Schools.
1. Transition Funding
? Each Independent Public Schools is allocated additional funding between $20 000 and $40 000 before starting as an Independent Public Schools to help prepare and plan for successful transition.
? This is a once off payment to schools.
? The number of students enrolled as confirmed in the August 2009 census determined the funding. An allocation for travel was then included. Schools did not receive less than $20 000 or more than $40 000.
2. Administration Support Funding
? Each Independent Public Schools is allocated additional funding of between $25 000 and $50 000 each year for administrative support in the areas of human resources and finance.
? The number of students enrolled as confirmed in the February 2010 census determined the funding. Schools did not receive less than $25 000 or more than $50 000.
(j) An Independent Public Schools remains part of the public school system and operates within all existing legislation. Education legislation does not require a School Council (Board) to manage the day-to-day affairs of the Independent Public Schools.
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(a)(i)[See tabled paper no.]
(a)(ii) 366.
(a)(iii) [See tabled paper no.]
(a)(iv) No. The contracts for Independent Public Schools appointments are the same as for all schools.
(a)(v) No.
(a)(vi) Union roles and rights are not impaired in any way.
(b) At the conclusion of a fixed term appointment, a permanent teacher remains an employee of the Department of Education.
(c) Not applicable, all staff are employed by the Department, tenure is not site based.
(d) Final-year teaching scholarships and scholarships for subject areas of need are offered to attract teachers to work in rural, remote and difficult to staff schools.
The Rural Teaching Practicum (RTP) program offers a stipend to pre-service teachers completing their final, long practicum in a rural or remote school. There is evidence that a high percentage of these pre-service teachers opt to teach in rural and remote schools once they graduate as teachers.
The Remote Teaching Service (RTS) offers special employment and financial incentives to teachers prepared to work in these schools. These incentives are over and above the usual remuneration and benefits extended to non-RTS teachers.
(e) The total amount for 2009-10 will be $4.421 million.
(e)(i) These funds represent part of the 3 per cent efficiency dividend.
(f) - (g) Decisions regarding change to District Offices have not been taken at this stage.
(h) The research does not provide a simple answer to the question of whether devolution of decision making improves educational standards. In fact there is a general agreement in the school effectiveness literature that the more critical issue is what should be centralised and what should be decentralised. The consensus is that educational goals, objectives, standards and performance monitoring should be central functions and the means to achieve the goals should be in the hands of schools. The decisions taken in the Independent Public Schools initiative are consistent with this position.
(i) An Independent Public School receives two additional sources of funding, over and above what would normally be provided, to assist in their transition to an Independent Public Schools.
1. Transition Funding
? Each Independent Public Schools is allocated additional funding between $20 000 and $40 000 before starting as an Independent Public Schools to help prepare and plan for successful transition.
? This is a once off payment to schools.
? The number of students enrolled as confirmed in the August 2009 census determined the funding. An allocation for travel was then included. Schools did not receive less than $20 000 or more than $40 000.
2. Administration Support Funding
? Each Independent Public Schools is allocated additional funding of between $25 000 and $50 000 each year for administrative support in the areas of human resources and finance.
? The number of students enrolled as confirmed in the February 2010 census determined the funding. Schools did not receive less than $25 000 or more than $50 000.
(j) An Independent Public Schools remains part of the public school system and operates within all existing legislation. Education legislation does not require a School Council (Board) to manage the day-to-day affairs of the Independent Public Schools.
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