Teacher Workforce Agreement

Violence reduction: Dismissals should be a last resort, but if necessary, districts should work with teachers and their unions to prioritise student learning – especially the learning of high-need students – and avoid simplistic approaches such as firing older or younger teachers. “Last-in-first-out” approaches do not allow for this type of strategic and collaborative approach. In the short term, districts should work with teachers and their unions to use fair and objective data currently available to reduce decisions about force. For example, districts could first dismiss teachers because they were able to obtain a teaching assignment after having the opportunity to pass a job interview to unsatisfactory assessments, chronic absenteeism or lack of instruction; They could also protect the dismissal of teachers working in schools, disciplines or sectors with high demand. In the long term, districts should work with teachers and their unions to develop a system that takes into account all relevant criteria, with a focus on teacher effectiveness, based on several measures, including student learning. To the anger of some activists, the union leadership argued that a withdrawal of the agreement following broad consultation with members would be counterproductive to members` interests. However, the union reserved the right to withdraw if necessary after an amendment had been adopted by the conference. Jean Geldart, president of the local government services group, said a withdrawal from the agreement would leave members speechless. “The national agreement is not without its problems, and we all know that. But that`s the best thing we have,” she said. Reducing teacher workload: Education Development Trust report”.

Principles, reflections and examples of practical support to help Initial Teacher Education (ITE) providers reduce the workload of future teachers and their school partners. The introduction of more preparation, planning and evaluation time during the teachers` school day from September has raised concerns that the problem will worsen, as teachers` auxiliary staff intervene without improving their pay and conditions. Reports from teacher workload review groups that provide advice on assessment policies, planning and teaching resources, and data management. Advice to principals and staff who help teachers in the early stages of their careers reduce their workload. The conference heard about some local gains from the agreement for members. In the Tory-controlled Barnet, the local trade union department managed to raise peak salaries for higher education assistants to £25,000, with an average increase for auxiliary staff of £3,000. . . .

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