1
Fair Work Act 2009
s.218A - application to vary an agreement to correct or amend errors, defects or irregularities
The Corporation of the Trustees of the Roman Catholic Archdiocese of
Brisbane T/A Brisbane Catholic Education
(AG2024/2185)
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE
AGREEMENT – DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Educational services
DEPUTY PRESIDENT O’NEILL MELBOURNE, 19 JULY 2024
Application for variation of the Catholic Employers Single Enterprise Collective Agreement –
Diocesan Schools of Queensland 2023 - 2026
[1] The Corporation of the Trustees of the Roman Catholic Archdiocese of Brisbane T/A
Brisbane Catholic Education (the Applicant) has applied pursuant to s.218A of the Fair Work
Act 2009 (Cth) (the Act) to vary the Catholic Employers Single Enterprise Collective
Agreement – Diocesan Schools of Queensland 2023-2026 (the Agreement) to correct or amend
an error, defect or irregularity in the Agreement.
[2] The Agreement was approved by the Commission on 17 January 2024 and commenced
operation on 24 January 2024. The Applicant is an employer covered by the Agreement. The
Independent Education Union of Australia (IEUA), the Australian Nursing and Midwifery
Federation (ANMF) and the United Workers’ Union (UWU) are employee bargaining
representatives covered by the Agreement.
[3] A Form F1 was lodged with the application which sought to vary provisions of the
Agreement pursuant to section 218A of the Act (the Form).
[4] The Form highlighted errors within the Agreement at clauses S11.4 and S11.5 of
Schedule 11 as outlined in Q2.1 of the Form.
[5] I am satisfied that s.218A applies to the variations at paragraph 4 of this Decision.
[6] Section 218A, which came into effect on 7 December 2022 as part of the reforms
contained within the Fair Work Legislation Amendment (Secure Jobs, Better Pay) Act 2022,
provides for the variation of enterprise agreements to correct or amend an obvious error, defect
or irregularity:
[2024] FWCA 2633
DECISION
AUSTRALIA FairWork Commission
[2024] FWCA 2633
2
“(1) The FWC may vary an enterprise agreement to correct or amend an obvious error,
defect or irregularity (whether in substance or form).
(2) The FWC may vary an enterprise agreement under subsection (1);
(a) on its own initiative; or
(b) on application by any of the following:
(i) one or more of the employers covered by the agreement;
(ii) an employee covered by the agreement;
(iii) an employee organisation covered by the agreement.
(3) If the FWC varies an enterprise agreement under subsection (1), the variation
operates from the day specified in the decision to vary the agreement.”
[7] As has been noted in recent decisions of the Commission,1 s.218A of the Act is akin to
the slip rule found in s.602 of the Act, which allows the Commission to correct or amend an
obvious error, defect or irregularity (whether in substance or form) in relation to a decision of
the Commission. The evident purpose of s.218A is to remove complexity associated with
varying enterprise agreements containing obvious errors, defects or irregularities by simplifying
the process by which corrections may be made.
[8] Before an amendment under s.218A can be made, there first must be satisfaction of the
existence of an obvious error, defect or irregularity (whether in substance or form). Upon the
finding of such an error, defect or irregularity, the Commission may, not must, vary the
enterprise agreement. The power to vary should only be exercised to the extent necessary to
remove the error, defect or irregularity.
[9] The Applicant submits that the amendments seek to address omissions at clauses S11.4
and S11.5 for term-time employees which occurred unintentionally in the drafting and transition
from the Previous Agreement to the Current Agreement. It says that it was the intention of the
parties to incorporate the undertakings from the previous agreement and during the drafting,
failed to incorporate undertaking 2 of the previous Agreement. The Applicant submits that the
amendments would not result in any disadvantage to employees and that the other four
employers covered by the Agreement support the application.
[10] On 24 June 2024, my chambers wrote to the IEUA, ANMF and UWU, seeking their
views in relation to the application. The IEUA advised that it supports the application and the
ANMF and UWU advised that they have no objection to the variations sought.
[11] I am satisfied that the errors in the Agreement outlined at paragraph 4 of this Decision
are obvious errors. I am satisfied the amendments should be made, and that it is appropriate to
do so by varying the Agreement pursuant to s.218A of the Act. In the present case, the errors
are readily identified, as are the corrections needed to make the Agreement accurately reflect
1 See for example [2023] FWCA 844 per Gostencnik DP, and [2023] FWC 115 per Asbury DP (as Vice President Asbury
then was).
[2024] FWCA 2633
3
what was clearly intended. There are no reasons not to exercise my discretion and good reasons
to do so. The errors identified at paragraph 4, will be amended as per the order.
Order
[12] I order, pursuant to s.218A of the Act, that clauses S11.4 and S11.5 be amended as
outlined in red in Annexure A.
[13] The variations pursuant to s.218A above will operate from 24 January 2024.
DEPUTY PRESIDENT
Printed by authority of the Commonwealth Government Printer
AE522955 PR777051
NORK COMMISSION THE SEAI
[2024] FWCA 2633
4
Annexure A
$11.4 Term Time Employees - Additional Hours S11.4.1 Where an employer identifies either additional hours to be worked, or additional work to be performed, (either short or long term) the employer must (in the first instance) thoroughly investigate and consider whether such additional hours or work can be performed by an existing term time employee. S11.4.2 So as to avoid doubt the expressions "additional hours" and "additional work" include both work during periods when students are in attendance and periods of vacation that are within: (a) the maximum daily ordinary hours; (b) the maximum weekly hours; and (C) the ordinary span of hours. Note - Clause 5.19 outlines the above provisions for maximum daily and weekly hours and ordinary span of hours. $11.4.3 The employer will, subject to subclause 4, offer such additional hours or work to an existing term time employee (or employees). S11.4.4 Nothing in this clause will require an employer to offer additional hours or work to an employee where: (a) The additional hours or work would result in the employee working more than the maximum number of ordinary hours permitted by this Agreement; or (b) It is impracticable, having regard to both the needs of the school and the nature of the work, to offer such additional hours or work to a particular employee (or employees). S11.4.5 An employee who is offered additional hours or additional work may, at their discretion, accept or decline the offer. S11.4.6 Such additional hours worked will be paid at the applicable casual hourly rate (with no leave accrual except for Long Service Leave). $11.5 Accrued Hours $11.5.1 Where an employer authorises additional hours to be worked by an employee beyond the normal hours worked, these hours may be accrued on an agreed basis between the employer and the employee. These accrued hours must be availed of during school vacation periods except where the employer, at the request of the employee, approves that accrued hours be taken at alternative times. The hours accrued will be paid at the ordinary time-rate applicable casual hourly rate (with no leave accrual except for Long Service Leave). S11.5.2 All employees will have a zero balance of accrued hours at the beginning of each twelve (12) month cycle. A twelve (12) month cycle is taken to begin on the first day following the school vacation period in January and extending through to the last day of the school vacation period in the next year. Any accrued hours not taken prior to the completion of each twelve (12) month cycle will be paid to the employee. S11.5.3 Notwithstanding the above, the annual leave loading will be paid on no more than four (4) weeks. S11.5.4 On resignation, employees must avail themselves of any accrued hours prior to the resignation taking effect. In special or extenuating circumstances, if the employee is unable to avail themselves of accrued hours, these accrued hours will be paid to the employee upon resignation.
Fair Work Act 2009
s.185—Enterprise agreement
The Corporation of the Trustees of the Roman Catholic Archdiocese of
Brisbane T/A Brisbane Catholic Education
(AG2023/3994)
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE
AGREEMENT – DIOCESAN SCHOOLS OF QUEENSLAND 2023-
2026
Educational services
DEPUTY PRESIDENT O’NEILL MELBOURNE, 17 JANUARY 2024
Application for approval of the Catholic Employers Single Enterprise Collective
Agreement - Diocesan Schools of Queensland 2023-2026
[1] An application has been made for approval of an enterprise agreement known as
the Catholic Employers Single Enterprise Collective Agreement - Diocesan Schools of
Queensland 2023-2026 (the Agreement). The application was made pursuant to s.185 of
the Fair Work Act 2009 (the Act). It has been made by The Corporation of the Trustees of
the Roman Catholic Archdiocese of Brisbane T/A Brisbane Catholic Education. The
Agreement is a multi enterprise agreement.
[2] The Fair Work Legislation Amendment (Secure Jobs, Better Pay) Act 2022 (Cth)
(Amending Act) made a number of changes to enterprise agreement approval processes
in Part 2-4 of the Fair Work Act, that commenced operation on 6 June 2023.
[3] Under transitional arrangements, amendments made by Part 14 of Schedule 1 to
the Amending Act in relation to genuine agreement requirements for agreement approval
applications apply where the notification time for the agreement was on or after 6 June
2023. The genuine agreement provisions in Part 2-4 of the Fair Work Act, as it was just
before 6 June 2023, continue to apply in relation to agreement approval applications where
the notification time for the agreement was before 6 June 2023. The notification time for
the Agreement was before 6 June 2023. The Agreement was made on or after 6 June 2023.
[4] The Employer has provided written undertakings. A copy of the undertakings is
attached in Annexure A. I am satisfied that the undertakings will not cause financial
detriment to any employee covered by the Agreement and that the undertakings will not
result in substantial changes to the Agreement. The undertakings are taken to be a term of
the agreement.
[2024] FWCA 205
DECISION
FairWork
Commission
AUSTRALIA FairWork Commission
[5] Subject to the undertakings referred to above, I am satisfied that each of the
requirements of ss.186, 187, 188 and 190 as are relevant to this application for approval
have been met.
[6] Pursuant to s.202(4) of the Act, the model flexibility term prescribed by the Fair
Work Regulations 2009 is taken to be a term of the Agreement.
[7] The Independent Education Union of Australia (IEUA), the Australian Nursing
and Midwifery Federation (ANMF) and the United Workers’ Union (UWU), being the
bargaining representatives for the Agreement, have given notice under s.183 of the Act
that they want the Agreement to cover them. In accordance with s.201(2) I note that the
Agreement covers the organisations. The IEUA and UWU support approval of the
Agreement.
[8] I observe that the following provisions are likely to be inconsistent with the
National Employment Standards (NES):
Clause 4.31.8 – Notice of Termination by Employee
Clause 8.5.1(b) – Personal/Carer’s Leave;
Clause 8.10 – Compassionate Leave.
However, noting clause 1.6 of the Agreement, I am satisfied the more beneficial
entitlements of the NES will prevail where there is an inconsistency between the
Agreement and the NES.
[9] The Agreement is approved and, in accordance with s.54 of the Act, will operate
from 24 January 2024. The nominal expiry date of the Agreement is 30 June 2026.
DEPUTY PRESIDENT
Printed by authority of the Commonwealth Government Printer
AE522955 PR770355
NORK COMMISSION THE SEAI
AG2023/3994 Employer Undertakings
Catholic Employers Single Enterprise Collective Agreement – Diocesan Schools of Queensland 2023 - 2026
IN THE FAIR WORK COMMISSION
FWC Matter No.:
AG2023/3994
Applicant:
The Corporation of the Trustees of the Roman Catholic Archdiocese of Brisbane
(ABN 49 991 006 857)
Section 185 – Application for approval of a single enterprise agreement
Undertakings - section 190
The persons outlined in ATTACHMENT 1 of this Undertaking have the authority of the named
employers (collectively referred to as “the Employers”) to give the following undertakings with
respect to the Catholic Employers Single Enterprise Collective Agreement – Diocesan
Schools of Queensland 2023 - 2026 ("the Agreement"):
1) For the purposes of clause 5.19.4(d) of the Agreement (span of hours), the
Employers undertake that the ordinary span of hours for cleaners (other than
domestic/housekeepers in boarding facilities) is Monday to Friday between 6.00am and
6.00pm.
2) For the purposes of clause 5.23.4 of the Agreement (Broken Shift), the Employers
undertake that a children’s services employee working in outside school hours care is
entitled to a minimum payment as for 2 hours for each period of duty of the broken shift.
3) For the purposes of clauses 5.24.5 to 5.24.7 of the Agreement (Overtime – Meal
Allowance), the Employers undertake and confirm that:
a) those overtime meal allowance provisions apply to all general employees; and
b) the quantum of that meal allowance is prescribed in Schedule 1-7 (Services Staff) for
all general employees.
The undertakings are provided on the basis of issues raised by the Fair Work Commission in
the application before the Fair Work Commission.
1
Annexure A
Employer The Roman Catholic Trust Corporation for the Diocese of Cairns
Employer’s ABN 42 498 340 094
Signature
Name of person William Dixon
Position Executive Director
Date
Employer The Roman Catholic Trust Corporation for the Diocese of
Rockhampton
Employer’s ABN 21 528 592 597
Signature
Name of person Leesa Jeffcoat
Position Director
Date
AG2023/3994 Employer Undertakings
Catholic Employers Single Enterprise Collective Agreement – Diocesan Schools of Queensland 2023 - 2026
ATTACHMENT 1
2
Employer The Corporation of the Trustees of the Roman Catholic Archdiocese of
Brisbane
Employer’s ABN 49 991 006 857
Signature
Name of person Dr Sally Towns
Position Executive Director
Date 9/01/2024
Employer
Employer's AB N
Signature
Name of person
Position
Date
Employer
Employer's AB N
Signature
Name of person
Position
Date
The Roman Catholic Trust Corporation for the Diocese of Cairns
42 498 340 094
Wi ll iam Dixon
Executive Director
10 January 2024
The Roman Catholic Trust Corporation for the Diocese of
Rockhampton
21 528 592 597
Leesa Jeffcoat
Director
09/01/2024
Sally Towns
Employer The Roman Catholic Trust Corporation for the Diocese of Cairns Employer's ABN 42 498 340 094 Signature 1/ Nia Name of person William Dixon Position Executive Director Date 10 January 2024
Employer The Roman Catholic Trust Corporation for the Diocese of Rockhampton Employer's ABN 21 528 592 597 Signature Name of person Leesa Jeffcoat Position Director Date 09/01/2024
5
Employer The Corporation of the Roman Catholic Diocese of Toowoomba –
Catholic Schools
Employer’s ABN 88 934 244 646
Signature
Name of person Patrick Coughlan
Position Executive Director
Date
Employer The Roman Catholic Trust Corporation for the Diocese of Townsville
Employer’s ABN 13 622 319 794
Signature
Name of person Jacqueline Francis
Position Executive Director
Date
AG2023/3994 Employer Undertakings
Catholic Employers Single Enterprise Collective Agreement – Diocesan Schools of Queensland 2023 - 2026
3
Employer
Employer's ABN
Signature
Name of person
Position
Date
Employer
Employer's ABN
Signature
Name of person
Position
Date
The Corporation of the Roman Catholic Diocese of Toowoomba -
Catholic Schools
88 934 244 646
Patrick Cough lan
Executive Director
09/01/2024
The Roman Catholic Trust Corporation for the Diocese of Townsville
Jacqueline Francis
Executive Director
tO / 1/ z_o;2__4-
Employer The Corporation of the Roman Catholic Diocese of Toowoomba - Catholic Schools Employer's ABN 88 934 244 646 Signature Coughlan Name of person Patrick Coughlan Position Executive Director Date 09/01/2024
Employer The Roman Catholic Trust Corporation for the Diocese of Townsville Employer's ABN 13 622 319 794 Signature Name of person Jacqueline Francis Position Executive Director 10/1/2024 Date
Catholic Employers
Single Enterprise
Collective Agreement
Diocesan Schools of
Queensland
2023-2026
Note - the model flexibility term is taken to be a term of this agreement. This agreement is to
be read together with an undertaking given by the employer. The undertaking is also taken
to be a term of this agreement. A copy of these terms can be found at the end of the
agreement.
EB10 CATHOLIC EDUCATION ENTERPRISE BARGAINING
Note - the model flexibility term is taken to be a term of this agreement. This agreement is to be read together with an undertaking given by the employer. The undertaking is also taken to be a term of this agreement. A copy of these terms can be found at the end of the agreement.
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
PART 1 APPLICATION AND OPERATION ....................................................................................... 11
1.1 Title ........................................................................................................................................ 11
1.2 Commencement Date ............................................................................................................ 11
1.3 Definitions .............................................................................................................................. 11
1.4 Coverage ................................................................................................................................ 13
1.5 Access to the Agreement and the National Employment Standards .................................... 15
1.6 Application of the National Employment Standards ............................................................. 15
PART 2 CONSULTATION, DISPUTE RESOLUTION AND REDUNDANCY ........................................... 16
2.1 Consultative Arrangements ................................................................................................... 16
2.2 Consultation Regarding Major Workplace Change................................................................ 18
2.3 Workload/Intensity of Work (Managing Significant Change from Regulatory Requirements)
20
2.4 Procedures for Preventing and Settling Disputes .................................................................. 21
2.5 Agreement Flexibility ............................................................................................................. 23
2.6 Redundancy ........................................................................................................................... 24
PART 3 TYPES OF EMPLOYMENT ................................................................................................. 26
3.1 Type of Employment .............................................................................................................. 26
3.2 Job Share ................................................................................................................................ 26
3.3 Fixed-Term Contracts – Teachers and School Officers .......................................................... 28
3.4 Multiple Contracts of Employment ....................................................................................... 30
3.5 Flexible Working Arrangements ............................................................................................ 31
PART 4 CONDITIONS APPLYING TO TEACHERS ............................................................................. 32
4.1 Application ............................................................................................................................. 32
4.2 Part-Time Teachers ................................................................................................................ 32
4.3 Casual Teachers ..................................................................................................................... 33
4.4 Classification Overview .......................................................................................................... 35
4.5 Salary and Allowance Increases ............................................................................................. 36
4.6 Full Year Salary ....................................................................................................................... 36
4.7 Proportion of Full Year Salary ................................................................................................ 36
4.8 Salary Increments .................................................................................................................. 37
4.9 Overtime ................................................................................................................................ 37
4.10 Moderation Allowance .......................................................................................................... 37
4.11 Four Year Trained Teachers ................................................................................................... 37
4.12 Three Year Trained Teacher ................................................................................................... 38
4.13 Permission to Teach ............................................................................................................... 41
4.14 Treatment of Teachers Who Have Held (or Hold) a Position of Leadership ......................... 41
4.15 Experienced Proficient Teacher ............................................................................................. 41
4.16 Highly Accomplished and Lead Teacher (HAT or LT) ............................................................. 42
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
4.17 Positions of Leadership .......................................................................................................... 43
4.18 Recognition of Prior Non-Teaching Service and Experience for Teachers ............................ 43
4.19 Recognition of Additional Qualifications Prior to Commencing Teaching Career ................. 44
4.20 Timely Notification of Qualifications and Experience ........................................................... 44
4.21 Support for Graduate Teachers ............................................................................................. 46
4.22 Hours of Work ........................................................................................................................ 48
4.23 Itinerant Specialist Teachers – Primary ................................................................................. 48
4.24 Class Sizes .............................................................................................................................. 49
4.25 Vocational Education ............................................................................................................. 50
4.26 Teaching Resources ............................................................................................................... 50
4.27 Staff Mobility ......................................................................................................................... 50
4.28 Co-Curricular Activities .......................................................................................................... 52
4.29 Safe Work Practices ............................................................................................................... 52
4.30 Remote Area Provisions (ITAS and IPRASS) ........................................................................... 53
4.31 Termination of Employment .................................................................................................. 53
4.32 Statement of Service .............................................................................................................. 53
4.33 Termination Payments ........................................................................................................... 54
4.34 Redundancy ........................................................................................................................... 54
PART 5 CONDITIONS APPLYING TO GENERAL EMPLOYEES ........................................................... 55
5.1 Application ............................................................................................................................. 55
5.2 No Reduction of Overall Conditions ...................................................................................... 55
5.3 Contract of Employment ........................................................................................................ 56
5.4 Full-time Employees .............................................................................................................. 56
5.5 Part-time Employees ............................................................................................................. 56
5.6 Casual Employees .................................................................................................................. 57
5.7 Term-time Employees ............................................................................................................ 58
5.8 Classifications ......................................................................................................................... 58
5.9 Classification of School Officers – Current Structure ............................................................. 59
5.10 Classification of School Officers – Transition to New Structure ............................................ 60
5.11 Wage Increases ...................................................................................................................... 61
5.12 Junior Rates ............................................................................................................................ 62
5.13 Recognition of Prior Service ................................................................................................... 62
5.14 Increments ............................................................................................................................. 63
5.15 Higher Duties ......................................................................................................................... 63
5.16 Allowances - General ............................................................................................................. 64
5.17 Allowances – School Officers Only ......................................................................................... 65
5.18 Allowances – Services Staff Only ........................................................................................... 67
5.19 Ordinary Hours of Work – Non-Shiftworkers ........................................................................ 68
5.20 Ordinary Hours of Work – Shiftworkers ................................................................................ 69
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
5.21 Breaks – Meal and Rest Pauses ............................................................................................. 69
5.22 Breaks Between Duty ............................................................................................................. 70
5.23 Broken Shift ........................................................................................................................... 70
5.24 Overtime ................................................................................................................................ 71
5.25 Time off in lieu of Overtime ................................................................................................... 72
5.26 Penalty Rates ......................................................................................................................... 72
5.27 On-call/recall .......................................................................................................................... 73
5.28 Range of Duties - School Officers ........................................................................................... 74
5.29 Termination of Employment .................................................................................................. 74
5.30 Statement of Service .............................................................................................................. 75
5.31 Termination Payments ........................................................................................................... 75
5.32 Redundancy ........................................................................................................................... 75
5.33 Induction ................................................................................................................................ 75
5.34 School Officer Relief Provision ............................................................................................... 75
PART 6 CONDITIONS APPLYING TO COUNSELLORS ...................................................................... 76
6.1 Common Employment Arrangements Applicable to Counsellors ......................................... 76
6.2 Guidance Counsellors (Teacher) ............................................................................................ 77
6.3 Annual Leave for Guidance Counsellors (Without Teacher Qualifications) and Counsellors
(Without Teacher Qualifications) .................................................................................................................... 79
6.4 Guidance Counsellors (Without Teacher Qualifications) ...................................................... 79
6.5 Counsellors (Without Teacher Qualifications) ....................................................................... 81
6.6 Career Counsellor/Career Adviser (Teacher) ......................................................................... 82
PART 7 WAGE RELATED MATTERS ............................................................................................... 84
7.1 Cost of Living Payment .......................................................................................................... 84
7.2 Payment of Wages and Salaries ............................................................................................. 86
7.3 Superannuation ..................................................................................................................... 87
7.4 Salary Package into Superannuation Funds ........................................................................... 87
7.5 Salary Packaging – Other than to Superannuation ................................................................ 88
7.6 Deferred Salary Scheme ........................................................................................................ 88
7.7 Employee Records and Pay Slips ........................................................................................... 89
7.8 Overpayments ....................................................................................................................... 90
PART 8 LEAVE ............................................................................................................................. 91
8.1 Annual Leave – Teachers ....................................................................................................... 91
8.2 Annual Leave Loading – Teachers .......................................................................................... 91
8.3 Annual Leave and Loading – General Employees .................................................................. 92
8.4 Long Service Leave ................................................................................................................. 95
8.5 Personal/Carer’s Leave .......................................................................................................... 99
8.6 Health Check Leave .............................................................................................................. 101
8.7 Access to Leave – Terminally Ill Member of Household ...................................................... 101
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
8.8 Unpaid Parental Leave ......................................................................................................... 101
8.9 Paid Parental Leave .............................................................................................................. 102
8.10 Compassionate Leave .......................................................................................................... 108
8.11 Emergency and Natural Disaster Leave ............................................................................... 108
8.12 Defence Force Reserve Leave .............................................................................................. 109
8.13 Cultural Leave ...................................................................................................................... 110
8.14 Extended Unpaid Leave ....................................................................................................... 111
8.15 Union Education Leave ........................................................................................................ 112
8.16 Union Development Leave .................................................................................................. 112
8.17 Public Holidays ..................................................................................................................... 113
8.18 Family and Domestic Violence Leave .................................................................................. 114
8.19 Jury Service Leave ................................................................................................................ 114
8.20 Payment of Leave ................................................................................................................ 114
PART 9 MISCELLANEOUS CONDITIONS ...................................................................................... 115
9.1 Right to Disconnect .............................................................................................................. 115
9.2 Students with Identified Learning Needs ............................................................................ 116
9.3 Appraisal .............................................................................................................................. 116
9.4 Professional Development ................................................................................................... 117
9.5 Complaints Against Employees ............................................................................................ 118
9.6 Breastfeeding and Expressing Facilities ............................................................................... 118
9.7 Resourcing of School Level Industrial Practice .................................................................... 118
9.8 Incidental and Peripheral Tasks ........................................................................................... 119
9.9 Position Descriptions ........................................................................................................... 119
9.10 Affirmative Employment of the Disabled ............................................................................ 119
9.11 Services Staff Provisions ...................................................................................................... 119
9.12 Boarding House Supervision Provisions ............................................................................... 119
9.13 Flexible Learning Centres ..................................................................................................... 119
9.14 Signatures ............................................................................................................................ 119
PART 10 SCHEDULES ................................................................................................................... 120
SCHEDULE 1 WAGES, SALARIES AND ALLOWANCES ........................................................................... 121
S1.1 Teachers ............................................................................................................................... 121
S1.2 Teaching Allowances ............................................................................................................ 123
S1.3 Positions of Leadership ........................................................................................................ 124
S1.4 Guidance Counsellor, Counsellor and Career Counsellor/Career Advisor .......................... 127
S1.5 School Officers ..................................................................................................................... 130
S1.6 Annualised Wages for Term-Time School Officers (Archdiocese of Brisbane and Cairns
Catholic Education Service) ........................................................................................................................... 132
S1.7 Services Staff ........................................................................................................................ 134
S1.8 Boarding House Supervision Staff........................................................................................ 138
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
S1.9 Children’s Services Employees ............................................................................................. 139
S1.10 Nurses .................................................................................................................................. 140
S1.11 Divisional and District Allowances for Employees Other Than Teachers ............................ 141
SCHEDULE 2 POSITIONS OF LEADERSHIP IN DIOCESAN SCHOOLS ...................................................... 142
S2.1 Coverage .............................................................................................................................. 142
S2.2 Operation ............................................................................................................................. 142
S2.3 How Allowances are paid ..................................................................................................... 142
S2.4 Definitions ............................................................................................................................ 142
S2.5 Appointment to Senior Leadership Positions ...................................................................... 144
S2.6 Termination of Employment ................................................................................................ 144
S2.7 Allocation of Senior Leadership Positions ........................................................................... 144
S2.8 Positions of Senior Leadership – Secondary Schools ........................................................... 144
S2.9 Release Time Senior Leadership Positions – Secondary Schools ......................................... 145
S2.10 Positions of Senior Leadership - Primary Schools ................................................................ 146
S2.11 Role Descriptions and Key Selection Criteria for Senior Leadership Positions .................... 147
S2.12 Remuneration – Senior Leadership ..................................................................................... 149
S2.13 Appointment to Middle Leadership Positions in Secondary Schools .................................. 150
S2.14 Appointment to Middle Leadership Positions - Primary Schools ........................................ 150
S2.15 Termination of Appointment as a Middle Leader in Primary and Secondary Schools ........ 150
S2.16 Remuneration and Release Time: Middle Leadership Positions – Secondary..................... 150
S2.17 School Consultative Committee – Secondary ...................................................................... 154
S2.18 Middle Leadership Structure ............................................................................................... 155
S2.19 Middle Leadership in Primary Schools ................................................................................. 186
S2.20 Middle Leadership in P-12 Schools and other Non-Standard Compositions ....................... 187
S2.21 Appointment Processes ....................................................................................................... 188
S2.22 Fundamental Principles of the Appointment Process ......................................................... 189
S2.23 Amendment to the Application of this Schedule................................................................. 189
S2.24 Review/Appraisal Process Principles ................................................................................... 189
SCHEDULE 3 HOURS OF DUTY (TEACHERS) ........................................................................................ 190
S3.1 Coverage .............................................................................................................................. 190
S3.2 Spread and Flexibility ........................................................................................................... 190
S3.3 Hours of Duty – Secondary .................................................................................................. 190
S3.4 Hours of Duty – Primary ...................................................................................................... 192
S3.5 Playground Supervision - Primary Teachers ........................................................................ 193
S3.6 Meal breaks ......................................................................................................................... 194
S3.7 Rest Pauses .......................................................................................................................... 194
S3.8 Determination of Other Duties ............................................................................................ 194
S3.9 Composite Classes ............................................................................................................... 194
S3.10 Overtime Rate ...................................................................................................................... 195
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
S3.11 Extra-Curricular Duties ......................................................................................................... 195
S3.12 Additional Hours per Term .................................................................................................. 195
S3.13 Resident Teachers ................................................................................................................ 195
S3.14 School Level Variation .......................................................................................................... 195
S3.15 Vacation Leave ..................................................................................................................... 195
SCHEDULE 4 ISOLATED TEACHERS’ ASSISTANCE SCHEME (ITAS) ........................................................ 197
S4.1 Preamble .............................................................................................................................. 197
S4.2 Criteria ................................................................................................................................. 197
S4.3 Part-Time Teachers .............................................................................................................. 197
S4.4 Teachers on Leave ............................................................................................................... 197
S4.5 Payment on Termination ..................................................................................................... 197
S4.6 ITAS Allowance – Schedule .................................................................................................. 198
SCHEDULE 5 INCENTIVE PAYMENTS – REMOTE AREA STAFF SCHEME (IPRASS) .................................. 201
S5.1 Eligibility ............................................................................................................................... 201
S5.2 Remote Area Incentive Payments ....................................................................................... 201
S5.3 Emergent Leave Days ........................................................................................................... 203
S5.4 Travel Leave Days ................................................................................................................ 204
S5.5 Reimbursement of Reasonable Relocation Expenses .......................................................... 204
S5.6 Accommodation and other Conditions ................................................................................ 204
S5.7 Professional Development ................................................................................................... 208
S5.8 Use of Employee’s Private Vehicle ...................................................................................... 209
S5.9 Remote Area Secondary Teacher Relocation Support ........................................................ 209
S5.10 Airfare Assistance Payments ................................................................................................ 209
SCHEDULE 6 FLEXIBLE LEARNING CENTRES ........................................................................................ 210
S6.1 Application of this Schedule ................................................................................................ 210
S6.2 Travel time to and from external educational activities and mobile programs .................. 210
S6.3 Christmas Closedown Arrangements - School Officer ......................................................... 210
S6.4 Planning and Collaboration Time ......................................................................................... 210
S6.5 Teacher in Charge/Deputiser ............................................................................................... 211
SCHEDULE 7 APPRAISAL PROCESS PRINCIPLES .................................................................................. 212
S7.1 Principles .............................................................................................................................. 212
S7.2 Elaboration of each Principle ............................................................................................... 212
SCHEDULE 8 CLASSIFICATION OF SCHOOL OFFICERS – CURRENT STRUCTURE .................................... 214
S8.1 Wage Relativities ................................................................................................................. 214
SCHEDULE 9 CLASSIFICATION OF SCHOOL OFFICERS – NEW STRUCTURE ........................................... 227
S9.1 Classification Coverage ........................................................................................................ 227
S9.2 Classification System Objectives .......................................................................................... 227
S9.3 Acknowledgement ............................................................................................................... 228
S9.4 Classification System Overview ........................................................................................... 228
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
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S9.5 Positions Evaluation and Recording ..................................................................................... 230
S9.6 Wage Relativities ................................................................................................................. 233
Attachment 1 – Classification Factors ........................................................................................................... 234
Attachment 2 – Evaluation Record ................................................................................................................ 248
Attachment 3 – Evaluation Process Flowchart .............................................................................................. 251
SCHEDULE 10 COUNSELLORS (WITHOUT TEACHER QUALIFICATIONS) – CHARACTERISTICS –
QUALIFICATIONS – DUTIES AND SKILLS ......................................................................... 252
SCHEDULE 11 TERM-TIME EMPLOYEES OTHER THAN TEACHERS ......................................................... 256
S11.1 Term-Time Definition ........................................................................................................... 256
S11.2 Contract of Employment ...................................................................................................... 256
S11.3 Employment Conditions for Term-Time Employees ............................................................ 256
S11.4 Term Time Employees - Additional Hours ........................................................................... 256
S11.5 Accrued Hours...................................................................................................................... 257
S11.6 Personal/carer’s leave for Term-Time Employees ............................................................... 257
S11.7 Annual Leave for Term-Time Employees ............................................................................. 257
S11.8 Payment of Public Holidays – Term-Time Employees ......................................................... 259
S11.9 Fixed-term Term-Time Definition ........................................................................................ 259
S11.10 Other Conditions for Term-Time Employees ....................................................................... 260
S11.11 Annualisation of Salary ........................................................................................................ 260
SCHEDULE 12 NURSES ......................................................................................................................... 266
S12.1 APPLICATION AND OPERATION ........................................................................................... 266
S12.2 EMPLOYER AND EMPLOYEES' DUTIES, EMPLOYMENT RELATIONSHIP AND RELATED
ARRANGEMENTS ........................................................................................................................................... 266
S12.3 WAGES AND WAGE RELATED MATTERS .............................................................................. 266
S12.4 Generic Level Statements .................................................................................................... 271
SCHEDULE 13 SERVICES STAFF ............................................................................................................ 272
S13.1 Coverage .............................................................................................................................. 272
S13.2 Definitions ............................................................................................................................ 272
S13.3 Classifications ....................................................................................................................... 272
S13.4 Board and Lodging ............................................................................................................... 273
SCHEDULE 14 CONDITIONS OF EMPLOYMENT FOR BOARDING SCHOOLS SUPERVISION STAFF ............ 289
S14.1 Application and Operation ................................................................................................... 289
S14.2 Definitions ............................................................................................................................ 289
S14.3 Classifications ....................................................................................................................... 289
S14.4 First Aid Certificate .............................................................................................................. 291
S14.5 Bus Licence ........................................................................................................................... 291
S14.6 Types of Employment .......................................................................................................... 291
S14.7 Board and Lodgings.............................................................................................................. 292
S14.8 Wages and Wage Related Matters ...................................................................................... 292
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
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S14.9 Sleepover Allowance ............................................................................................................ 293
S14.10 Span of Hours ....................................................................................................................... 293
S14.11 Hours of Work ...................................................................................................................... 294
S14.12 Rostering .............................................................................................................................. 295
S14.13 Overtime and Time off in Lieu ............................................................................................. 295
S14.14 Public Holidays ..................................................................................................................... 295
S14.15 Provision of Meals and Meal Breaks .................................................................................... 295
S14.16 Provision of Accommodation ............................................................................................... 295
S14.17 Provision of Laundry Facilities ............................................................................................. 295
S14.18 Formative Appraisal ............................................................................................................. 296
S14.19 Professional Development ................................................................................................... 296
S14.20 Provisions applicable to employees who are employed on the basis that their hours of work
are not averaged across a year...................................................................................................................... 296
SCHEDULE 15 CHILDREN'S SERVICES ................................................................................................... 299
S15.1 PART 1 - APPLICATION AND OPERATION ............................................................................. 299
S15.2 PART 2 - EMPLOYER AND EMPLOYEES' DUTIES, EMPLOYMENT RELATIONSHIP AND RELATED
ARRANGEMENTS ........................................................................................................................................... 305
S15.3 PART 3 - WAGES AND WAGE RELATED MATTERS ............................................................... 307
S15.4 PART 4 - HOURS OF WORK .................................................................................................. 308
SCHEDULE 16 LONG SERVICE LEAVE - TEACHERS ................................................................................. 310
S16.1 Application of Schedule ....................................................................................................... 310
S16.2 Definitions ............................................................................................................................ 310
S16.3 Amount of Long Service Leave ............................................................................................. 310
S16.4 Transitional Arrangements .................................................................................................. 310
S16.5 Date of Operation ................................................................................................................ 310
SCHEDULE 17 PORTABILITY OF EMPLOYEE BENEFITS ........................................................................... 311
S17.1 Sick Leave / Personal/carer’s leave ..................................................................................... 311
SCHEDULE 18 BRISBANE CATHOLIC EDUCATION GUIDANCE COUNSELLOR (TEACHER) AND (WITHOUT
TEACHER QUALIFICATIONS) .......................................................................................... 312
S18.1 Brisbane Catholic Education Guidance Counsellor (Teacher) and (Without Teacher
Qualifications) 312
S18.2 Definition and Classification Criteria ................................................................................... 312
SCHEDULE 19 SUPPORTED WAGE SYSTEM .......................................................................................... 315
S19.1 Application ........................................................................................................................... 315
S19.2 Definitions ............................................................................................................................ 315
S19.3 Eligibility Criteria .................................................................................................................. 315
S19.4 Supported Wage Rates ........................................................................................................ 315
S19.5 Assessment of Capacity ....................................................................................................... 316
S19.6 Lodgement of SWS Wage Assessment Agreement ............................................................. 316
S19.7 Review of Assessment ......................................................................................................... 316
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
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S19.8 Other Terms and Conditions of Employment ...................................................................... 316
S19.9 Workplace Adjustment ........................................................................................................ 316
S19.10 Trial Period ........................................................................................................................... 316
SCHEDULE 20 SIGNATORIES ................................................................................................................ 318
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PART 1 APPLICATION AND OPERATION
1.1 Title
This document will be known as the Catholic Employers Single Enterprise Collective Agreement
– Diocesan Schools of Queensland 2023-2026 (this Agreement).
1.2 Commencement Date
1.2.1 This Agreement will operate seven (7) days after approval from the Fair Work Commission in
accordance with the Act.
1.2.2 This Agreement will remain in force until 30 June 2026 unless otherwise agreed in terms of the
provisions of the Act.
1.2.3 Where this Agreement specifies an earlier operative date in relation to a particular provision,
then that provision will operate from that date for all applicable employees employed at that
earlier date.
1.2.4 For the purposes of subclause 3 and consistent with the Act, an “applicable employee” is one
who is employed by the employer at the time this Agreement commences to operate.
1.3 Definitions
1.3.1 “Act” means Fair Work Act 2009.
1.3.2 “Clause” is the number reference to wording in this Agreement that is identified by 2 numbers
separated by a “.” and may be divided into a number of subclauses.
For example, see clause 1.6 (Application of the National Employment Standards).
Note:
• See Definition of “Subclause” (1.3.11)
1.3.3 “Compassionate leave” is defined in section 104 of the Act with provisions also outlined in
clause 8.10 (Compassionate Leave) of this Agreement.
1.3.4 "Duty" in relation to a teacher, includes all tasks related to the educational development of
students and tasks concerned with the maintenance of good order and behaviour.
Such tasks include class and group teaching and instruction; conducting excursions for
instruction in school curriculum during school hours; setting and correcting assignments, tests,
laboratory work, and examination papers; supervision of tests and examinations conducted in
connection with the school curriculum; evaluating and assessing students' work; care of
laboratories and their equipment; compiling mark registers; compiling syllabuses and work
books; giving written reports on students' work and progress; and supervising students
detained for punishment.
In the case of resident teachers "duty" also means any supervision or other tasks in connection
with the boarding establishment of the particular school required of the resident teacher the
school authority.
1.3.5 "Fixed-term appointee" is defined as an employee appointed by the school to accommodate an
identifiable short term need – see clause 3.3 (Fixed-Term Contracts) of this Agreement.
1.3.6 “Immediate family” is defined in section 12 of the Act and means, for the purposes of this
Agreement:
(a) a spouse (or former spouse), de facto partner, child, parent, grandparent, grandchild or
sibling of the employee; or
(b) a child, parent, grandparent, grandchild or sibling of a spouse (or former spouse) or de
facto partner of the employee.
http://www8.austlii.edu.au/cgi-bin/viewdoc/au/legis/cth/consol_act/fwa2009114/s104.html
http://www.austlii.edu.au/cgi-bin/viewdb/au/legis/cth/consol_act/fwa2009114/s12.html
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1.3.7 “NES” means that National Employment Standards provided for in the Act.
1.3.8 “Party” means, for the purposes of this Agreement, an employer, an employee or a union
which is covered by this Agreement.
1.3.9 “Personal leave/Carer’s leave” is defined in section 97 of the Act with provisions also outlined
in clause 8.5 (Personal/carer’s leave) of this Agreement.
1.3.10 “QCAA” means the Queensland Curriculum and Assessment Authority, or its successor, and is
responsible for kindergarten guideline and senior secondary syllabus development, and for
providing resources and services to help teachers develop curriculum, teaching and learning
programs from kindergarten to Year 12. It also provides testing, assessment, moderation,
certification and vocational education and training services to Queensland’s education
community.
1.3.11 “Subclause” for the purposes of this Agreement means the subclause of a clause and has 3
numbers each separated by a “.” with the first 2 numbers being the same as the clause and the
last digit referencing the subclause.
For example, clause 1.4 has 5 subclauses and one of those subclauses includes a
reference to “subclause 2”, which is a reference to clause 1.4.2.
1.3.12 "Teacher" means and includes any employee other than the Principal, who is ordinarily
engaged in teaching full-time or part-time on the staff of a school.
The term also includes any teacher engaged in giving class instruction in physical education,
commercial subjects, home science, agricultural subjects, art, music, manual training subjects
or such other subjects approved by the Queensland Curriculum and Assessment Authority
(QCAA).
The term also includes teachers who are seconded to the following organisations:
(a) Brisbane Catholic Education;
(b) The Catholic Education Offices (Dioceses of Toowoomba, Cairns, Townsville, and
Rockhampton);
(c) the Queensland Catholic Education Commission;
(d) the Association of Independent Schools of Queensland; and
(e) the Queensland Curriculum and Assessment Authority.
1.3.13 "Term-time employee" is an employee, other than a teacher or a casual, who is engaged to
work:
(a) thirty-eight (38) ordinary hours per week but less than fifty-two (52) weeks per annum;
or
(b) less than thirty-eight (38) ordinary hours per week and less than fifty-two (52) weeks per
annum.
Note:
Specific terms and conditions applicable to term-time employees are contained in Schedule
11 (Term-Time Employees other than Teachers).
1.3.14 "Union" means the Independent Education Union of Australia (IEUA) (which includes, where
appropriate to the context, the Independent Education Union of Australia – Queensland and
Northern Territory Branch (IEUA-QNT)), the Australian Nursing and Midwifery Federation,
Queensland Branch/Queensland Nurses Union of Employees (ANMF/QNU) and/or any other
organisation which is registered pursuant to the Fair Work (Registered Organisations) Act 2009
and which is eligible to cover an employee to which this Agreement applies.
http://www8.austlii.edu.au/cgi-bin/viewdoc/au/legis/cth/consol_act/fwa2009114/s97.html
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1.3.15 "Year of Service" for the purpose of assessing the salary payable to a teacher will be
determined by their qualifications and years of teaching service in a school or equivalent:
(a) controlled by the Queensland Department of Education; or
(b) accredited by the Queensland Non-State Schools Accreditation Board (or its successor).
1.3.16 For the purposes of the subclause 15 definition and to avoid doubt:
(a) teaching service in an interstate or overseas school equivalent to a school outlined in
subclause 15(a) or (b) are included in the definition; and
(b) the definition does not have retrospective effect and will not apply to the assessments of
the salary payable to teachers made in accordance with the provisions of enterprise
agreements that applied prior to the operation of this Agreement.
1.4 Coverage
1.4.1 This Agreement will cover the following employers:
1.4.2
(a) The Corporation of the Trustees of the Roman Catholic Archdiocese of Brisbane;
(b) The Roman Catholic Trust Corporation for the Diocese of Cairns;
(c) The Roman Catholic Trust Corporation for the Diocese of Rockhampton;
(d) The Corporation of the Roman Catholic Diocese of Toowoomba - Catholic Schools; and
(e) The Roman Catholic Trust Corporation for the Diocese of Townsville.
This Agreement will cover any employee of the employers identified in clause 1.4.1 who:
(a) is, subject to subclause 4, covered by the Educational Services (Teachers) Award 2020
and the Educational Services (Schools) General Staff Award 2020;
(b) is employed to work in a school accredited by the Non-State School Accreditation Board
(NSSAB) of Queensland or its successor; and
(c) reports through to, and works under the direction of, the school’s Principal.
1.4.3 In addition to the employees prescribed in subclause 2, this Agreement will also cover any
employee of the employers identified in subclause 1 who is employed in a school as a deputy
Principal.
1.4.4 This Agreement does not cover the following employees who are covered by the Educational
Services (Schools) General Staff Award 2020:
(a) instructional services (sport) employees;
(b) trainees; and
(c) apprentices.
1.4.5 Employees covered by this Agreement may have different conditions applying to them
depending on whether they are:
(a) teachers (see clause 1.3 Definitions);
(b) counsellors (see Part 9); or
(c) general employees.
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1.4.6 General employees are not teachers or counsellors and mean:
(a) school officers who provide the following services:
(i) classroom support – principal duties to provide support to teachers and
students in a primary or secondary classroom, individual students or groups of
students.
(ii) administration – principal duties are in the functional areas of a school’s
business operations, including but not limited to clerical, administration,
finance, marketing, fundraising, public relations, information technology,
human resources, information/record management and property/facilities
management.
(iii) curriculum/resources – principal duties are to support the operation of
curriculum-related services, such as those provided by a library, laboratory or a
student technology centre.
(iv) wellbeing services – principal duties are to support the health and wellbeing of
students (and employees where appropriate), such as first aid, home/school
liaison, youth worker and counsellors except those counsellors covered by the
following clauses of this Agreement:
(A) clause 6.2 (Guidance Counsellors – Teacher);
(B) clause 6.4 (Guidance Counsellors – Without Teacher Qualifications);
(C) clause 6.5 (Counsellors (without teacher qualifications)); and
(D) clause 6.6 (Career Counsellor/Career Advisor (Teacher)).
(v) instructional services – Principal duties are to develop the framework for and
provide instruction to students (within a structured learning environment)
under the general supervision of the teaching staff.
Example: music tutor/instructor
(b) nurses;
(c) boarding supervision staff;
(d) children services employees; and
(e) services staff (are not teachers, school officers, nurses, boarding supervision staff or
children services employees) including, but not limited to:
(i) building and building maintenance employees;
(ii) retail employees;
(iii) greenkeeping and grounds employees;
(iv) catering;
(v) domestic/housekeeping employees;
(vi) drivers of motor vehicles and associated duties;
(vii) cleaners;
(viii) caretakers; and
(ix) security employees.
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1.5 Access to the Agreement and the National Employment Standards
The employer will ensure that a copy of this Agreement, and the NES, are readily accessible to
all employees.
1.6 Application of the National Employment Standards
This Agreement will be read and interpreted in conjunction with the NES. Where there is any
inconsistency between this Agreement and the NES, and the NES provides a greater benefit,
the NES provision will apply to the extent of the inconsistency.
--
https://www.fairwork.gov.au/employee-entitlements/national-employment-standards
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PART 2 CONSULTATION, DISPUTE RESOLUTION AND REDUNDANCY
2.1 Consultative Arrangements
2.1.1 The parties to this Agreement are committed to co-operation and consultation as part of the
climate and culture of Catholic Education. The parties also accept that according to the
authority and responsibility structure of the college/school, final decision making remains the
prerogative of the Principal/employer for the purposes of this clause. The Principal/employer
however, in coming to decisions, is committed to the process of consultation with employees.
College/School Structures
2.1.2 The school/college has in place structures and may revise structures to facilitate consultation
and to advise the Principal/employer in decision making. These structures may include:
(a) regular meetings of staff, middle management and committees;
(b) an Executive Committee of senior staff;
(c) other committees or groups set up from time to time by the Principal for a special
purpose; and
(d) various committees or officers appointed according to government regulation (e.g.
workplace health and safety).
LCC
2.1.3 A Local Consultative Committee (LCC) can also be an important element in the consultative
structure within a college/school.
2.1.4 The purpose of the school LCC is to:
(a) provide an environment for greater two-way communication between the employer and
the employees;
(b) provide advice on the priorities for the implementation of this Agreement;
(c) provide a forum in which employees participate in the implementation of this Agreement;
(d) address issues and provide advice to the college/school regarding matters arising from
this Agreement;
(e) provide the employer with the opportunity to utilise employee knowledge and
experience; and
(f) consider and provide advice about workload issues that affect employees at the
college/school.
2.1.5 To avoid doubt and for the purposes of subclause 4(f), where there are individual or small
group workload issues, they should be raised by the relevant employee(s) through the usual
management processes that exist at the college/school.
Establishing a LCC
2.1.6 The employer must establish an LCC at each college/school each year if and while there are
employees elected as members of the LCC in accordance with subclause 11(b) and (c)(i) and
(ii).
2.1.7 The process of forming a LCC each year is initiated by the Principal giving employees referred
to in subclause 11(c) an opportunity to express an interest in being a member of the LCC
(expression of interest opportunity).
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2.1.8 The Principal must:
(a) provide the expression of interest opportunity by the fifth week of Term 1; and
(b) if an LCC must be established in accordance with subclause 6 for a particular school year,
a LCC meeting must take place by the end of Term 1.
2.1.9 The employer will determine:
(a) the charter of the LCC in consultation with the LCC; and
(b) an allocation of time for meetings having regard to the hours of duty provisions.
Membership of LCC
2.1.10 Membership of the LCC is voluntary.
2.1.11 Subject to subclause 12, the LCC will reflect the staffing structure of the college/school and
must include:
(a) two (2) persons appointed by the college/employer;
(b) one (1) union member elected by the IEUA college/school chapter;
(c) three (3) members, one elected from each of the following staff areas:
(i) teaching;
(ii) school officer; and
(iii) other services staff.
2.1.12 An LCC can still be established if a services staff employee is not elected as a member of the
LCC.
2.1.13 If a member of the LCC identified in subclause 11(c)(i), (ii) or (iii) withdraws from their
membership of the LCC during the year they have been elected, then the Principal will provide,
as soon as practicable, an expression of interest opportunity for that vacancy to be filled for
the remainder of that year.
2.1.14 If the vacancy is not filled following the expression of interest opportunity in subclause 13,
then the LCC will continue for the remainder of the year provided there is:
(a) at least 1 member on the LCC from subclause 11(c)(i), (ii) or (iii); and
(b) a union member pursuant to subclause 11(b),
still on the LCC for the remainder of that year.
2.1.15 When appropriate, other relevant personnel may be invited for input on specific issues.
LCC 2024 Report
2.1.16 Where a LCC has been established in the 2024 school year, the LCC may:
(a) Identify workload issues;
(b) Identify strategies believed to better manage workload issues; and
(c) seek feedback from all employees on those issues identified in paragraphs (a) and (b),
for the purposes of providing a report to the Principal by the first school day of Term 3, 2024
outlining the strategies believed to better manage workload.
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2.1.17 The Principal of the school will:
(a) consider any report provided by the LCC in accordance with subclause 16; and
(b) in the prerogative of the Principal, implement any of the identified strategies that:
(i) are believed to better manage workload; and
(ii) can be implemented at the school level within existing school resourcing and
delegation.
2.1.18 By the last school day of Term 4, 2024, if the LCC provided a report in accordance with
subclause 16, the Principal will provide the employer with:
(a) a copy of the report; and
(b) information about the identified strategies that have, or will be, implemented at the
school in accordance with subclause 17.
2.1.19 The employer will consider the material provided in accordance with subclause 18 and in the
prerogative of the employer, identify any systemic issues and implement any strategies that
are believed to better manage workload considering available resources.
2.1.20 By the last school day of Term 2, 2025, the employer will inform employees of any systemic
strategies implemented, or to be implemented, to better manage workload in accordance with
subclause 19.
2.1.21 The employer may also consult with employees about workload by, but not limited to:
(a) surveys;
(b) focus groups; and
(c) meetings.
2.2 Consultation Regarding Major Workplace Change
Major Change
2.2.1 Where an employer has made an in-principle decision to introduce major changes in
production, program, organisation, structure and/or to introduce new technology that is likely
to have significant effects on employees, the employer will notify the employees who may be
affected by the proposed changes and will undertake consultation as provided in this clause.
2.2.2 If a relevant employee appoints, or relevant employees appoint, a representative for the
purposes of consultation and advises the employer of the identity of the representative, then
the employer must recognise the representative.
2.2.3 Consultation must commence as early as practicable after an in-principle decision has been
made by the employer to make the changes referred to in subclause 1.
2.2.4 The employer will consult with the employees affected and their representatives, if any, in
relation to: the introduction of the changes referred to in subclause 1; the effects the changes
are likely to have on employees; and measures to avert or mitigate the adverse effects of such
changes on employees. For the purposes of the consultation, such information will be
provided to relevant employees (and their representative(s)) in writing, however, the
employer is not required to disclose confidential or commercially sensitive information.
2.2.5 The employer will give prompt consideration to matters raised by the employees and/or their
representatives in relation to the changes as part of making a final decision.
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2.2.6 In subclause 1, “significant effects” include: termination of employment; major changes in the
composition, operation or size of the employer’s workforce or in the skills required; the
elimination or diminution of job opportunities (including promotion opportunities or job
tenure); the alteration of hours of work; the need for retraining or transfer of employees to
other work or locations; and the restructuring of jobs.
2.2.7 If a term in this Agreement makes provision for a major change referred to in subclause 1, then
subclauses 3 to 5 are taken not to apply.
2.2.8 Where an in-principle decision is made by the employer to contract out work currently being
done by a school employee(s), that decision will be deemed to be a major change for the
purposes of this clause. In such circumstances the employer will consult with the affected
employee(s) and the relevant union(s) before a decision on this matter is finalised.
Such consultation need not occur where contracting out is for circumstances such as
temporary increased workflow or staff on leave and does not result in a school employee(s)
being disadvantaged.
Change to Regular Roster or Ordinary Hours of Work
2.2.9 If the employer proposes to introduce a change to the regular roster or ordinary hours of work
of employees:
(a) the employer must notify the relevant employees of the proposed change; and
(b) subclauses 10 to 14 apply.
2.2.10 The relevant employees may appoint a representative for the purposes of the procedures in
this clause.
2.2.11 If:
(a) a relevant employee appoints, or relevant employees appoint, a representative for the
purposes of consultation; and
(b) the employee or employees advise the employer of the identity of the representative;
the employer must recognise the representative.
2.2.12 As soon as practicable after proposing to introduce the change, the employer must:
(a) discuss with the relevant employees the introduction of the change; and
(b) for the purposes of the discussion—provide to the relevant employees:
(i) all relevant information about the change, including the nature of the change;
and
(ii) information about what the employer reasonably believes will be the effects of
the change on the employees; and
(iii) information about any other matters that the employer reasonably believes are
likely to affect the employees; and
(c) invite the relevant employees to give their views about the impact of the change
(including any impact in relation to their family or caring responsibilities).
2.2.13 However, the employer is not required to disclose confidential or commercially sensitive
information to the relevant employees.
2.2.14 The employer must give prompt and genuine consideration to matters raised about the change
by the relevant employees.
2.2.15 In this clause: relevant employees means the employees who may be affected by a change
referred to in subclauses 1 and 9.
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2.3 Workload/Intensity of Work (Managing Significant Change from Regulatory Requirements)
2.3.1 Consideration will be given at school and system level sites to the nature and implementation
of changes that:
(a) result from regulatory requirements; and
(b) are likely to have significant effects on employees as referred to in clause 2.2.6.
2.3.2 Before any change referred to in subclause 1 is introduced, that proposed change will be
subject to consultation with:
(a) all employees potentially affected by the proposed change; and
(b) the LCC referred to in clause 2.1, and
2.3.3 For the purposes of consultation referred to in subclause 2, where relevant, the following
matters will be considered:
(a) the Mission Statement of the school/system;
(b) identification of the matters to be implemented;
(c) clarification of the process of implementation;
(d) clarification of the relevant structures to be implemented;
(e) the resource support to be provided to staff. Consideration will be given to the planning,
implementation and evaluation of the change when determining this support;
(f) the time frame for implementation;
(g) the on-going role of staff in the process of implementation;
(h) the structures and process by which relevant staff may acquire appropriate professional
development, where necessary;
(i) appropriate staffing formula;
(j) identification of the short term and on-going impact on workload of the staff from the
process of implementation;
(k) identification of the technology hardware, software and associated professional
development needed to implement the change; and
(l) identification of teacher support, in particular for data entry and other clerical support,
classroom resource development and other tasks associated with implementation of the
change.
2.3.4 School Based Trials
(a) The change may be trialled by an employer at a school in an endeavour to respond to
issues of workload and intensity of work.
(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 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;
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(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.
(d) 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.
2.4 Procedures for Preventing and Settling Disputes
2.4.1 If a dispute relates to:
(a) a matter arising under this Agreement;
(b) the National Employment Standards; or
(c) a matter between an employee(s) and an employer in respect to any industrial matter,
this clause sets out procedures to settle the dispute.
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2.4.2 An employee who is a party to the dispute may appoint a representative for the purposes of
the procedures in this clause.
2.4.3 In the first instance, the parties to the dispute must try to resolve the dispute at the workplace
level, by discussions between the employee or employees and relevant supervisors and/or
management.
2.4.4 If discussions at the workplace level do not resolve the dispute, a party to the dispute may
refer the matter to the Fair Work Commission.
2.4.5 The Fair Work Commission may deal with the dispute in 2 stages:
(a) the Fair Work Commission will first attempt to resolve the dispute as it considers
appropriate, including by mediation, conciliation, expressing an opinion or making a
recommendation; and
(b) if the Fair Work Commission is unable to resolve the dispute at the first stage, the Fair
Work Commission may then:
(i) arbitrate the dispute; and
(ii) make a determination that is binding on the parties.
Note:
• If the Fair Work Commission arbitrates the dispute, it may also use the powers that
are available to it under the Act.)
• A decision that the Fair Work Commission makes when arbitrating a dispute is a
decision for the purpose of Division 3 of Part 5.1 of the Act. Therefore, an appeal may
be made against the decision.
2.4.6 While the parties are trying to resolve the dispute using the procedures in this clause:
(a) an employee must continue to perform his or her work as he or she would normally unless
he or she has a reasonable concern about an imminent risk to his or her health or safety;
and
(b) an employee must comply with a direction given by the employer to perform other
available work at the same workplace, or at another workplace, unless:
(i) the work is not safe; or
(ii) applicable occupational health and safety legislation would not permit the work
to be performed; or
(iii) the work is not appropriate for the employee to perform; or
(iv) there are other reasonable grounds for the employee to refuse to comply with
the direction.
2.4.7 To avoid doubt, the parties record that the reference to disputes or grievances in respect to
any industrial matter includes disputes or grievances in relation to whether the employer had
reasonable grounds for refusing a request under the NES for flexible working arrangements or
an application to extend unpaid parental leave.
2.4.8 The parties to the dispute agree to be bound by a decision made by the Fair Work Commission
in accordance with this clause.
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2.5 Agreement Flexibility
2.5.1 Notwithstanding any other provision of this Agreement, an employer and an individual
employee may agree to vary the application of certain terms of this Agreement to meet the
genuine individual needs of the employer and the individual employee. The terms the
employer and the individual employee may agree to vary the application of are those
concerning:
(a) arrangements for when work is performed;
(b) allowances;
(c) leave loading;
(d) overtime rates; and
(e) penalty rates.
2.5.2 The employer and the individual employee must have genuinely made the agreement without
coercion or duress.
2.5.3 The agreement between the employer and the individual employee must:
(a) be confined to a variation in the application of one or more of the terms listed in subclause
1; and
(b) result in the employee being better off overall than the employee would have been if no
individual flexibility agreement had been agreed to.
2.5.4 The agreement between the employer and the individual employee must also:
(a) be in writing, name the parties to the agreement and be signed by the employer and the
individual employee and, if the employee is under eighteen (18) years of age, the
employee’s parent or guardian;
(b) state each term of this agreement that the employer and the individual employee have
agreed to vary;
(c) detail how the application of each term has been varied by agreement between the
employer and the individual employee;
(d) detail how the agreement results in the individual employee being better off overall in
relation to the individual employee’s terms and conditions of employment; and
(e) state the date the agreement commences to operate.
2.5.5 The employer must give the individual employee a copy of the agreement and keep the
agreement as a time and wages record.
2.5.6 Except as provided in subclause 4(a) the agreement must not require the approval or consent
of a person other than the employer and the individual employee.
2.5.7 Where an employee or an employer seeks to enter into an agreement as provided by this
clause, the initiating party must provide a written proposal. Where the employer initiates the
proposal and where the employee’s understanding of written English is limited, the employer
must take measures, including translation into an appropriate language and the opportunity to
seek advice and assistance, to ensure the employee understands the proposal.
2.5.8 The agreement may be terminated:
(a) by the employer or the individual employee giving four (4) weeks’ notice of termination,
in writing, to the other party and the agreement ceasing to operate at the end of the
notice period; or
(b) at any time, by written agreement between the employer and the individual employee.
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2.5.9 The right to make an agreement pursuant to this clause is in addition to, and is not intended to
otherwise affect, any provision for an agreement between an employer and an individual
employee contained in any other term of this Agreement.
2.6 Redundancy
Consultation Before Terminations
2.6.1 Where an employer makes an in-principle decision that the employer no longer requires the
job done by the employee to be done by anyone, and this is not due to the ordinary and
customary turnover of labour, and that decision is likely to result in termination of
employment, the employer will consult with the employee in accordance with clause 2.2
(Consultation Regarding Major Workplace Change) of this Agreement.
Transfer to Lower Paid Duties
2.6.2 Where an employee agrees to be transferred to lower paid duties for reasons set out in
subclause 1, the employee is entitled to the same period of notice of transfer as the employee
would have been entitled to if the employee's employment had been terminated.
2.6.3 For the purposes of subclause 2, the employer may, at the employer's option, make payment
in lieu of an amount equal to the difference between the former amounts the employer would
have been liable to pay and the new lower amount the employer is liable to pay the employee
for the number of weeks of notice still owing.
2.6.4 For the purposes of subclause 3, the amounts must be worked out on the basis of:
(a) the ordinary working hours to be worked by the employee; and
(b) the amounts payable to the employee for the hours including for example, allowances,
loadings and penalties; and
(c) any other amounts payable under the employee's employment contract.
Time off During Notice Period
2.6.5 Where a decision has been made to terminate an employee in the circumstances outlined in
subclause 1, the employee will be allowed up to one day's time off without loss of pay during
each week of notice for the purpose of seeking other employment.
2.6.6 If the employee has been allowed paid leave for more than one day during the notice period
for the purpose of seeking other employment, the employee will, at the request of the
employer, be required to produce proof of attendance at an interview or the employee will
not receive payment for the time absent.
2.6.7 For the purposes of subclause 6, a statutory declaration will be sufficient.
Employee Leaving During Notice
2.6.8 An employee whose employment is terminated for reasons set out in subclause 1 may
terminate such employment during the period of notice and, subject to subclause 9, be
entitled to the same benefits and payments under this clause had the employee remained in
employment with the employer until the expiry of such notice.
2.6.9 The employee will not be entitled to receive payment in lieu of any part of the notice period
remaining after the employee ceased to be employed.
15 or More Employees Affected
2.6.10 For information purposes only, where a decision has been made to terminate 15 or more
employees in the circumstances outlined in subclause 1, the Act outlines obligations for the
employer to:
(a) notify Centrelink; and
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(b) notify and consult the relevant union if reasonably expected to have known that one or
more employees was a member of the union.
Redundancy Pay
2.6.11 In addition to the period of notice prescribed for ordinary termination, and subject to further
order of the Fair Work Commission, an employee whose employment is terminated for
reasons set out in subclause 1 is entitled to the following amounts of redundancy pay at the
employee’s base rate of pay for ordinary hours of work:
Period of Continuous Service Redundancy Pay
(weeks’ pay)
Less than 1 year nil
At least 1 year but less than 2 years 4
At least 2 years but less than 3 years 6
At least 3 years but less than 4 years 7
At least 4 years but less than 5 years 8
At least 5 years but less than 6 years 10
At least 6 years but less than 7 years 11
At least 7 years but less than 8 years 13
At least 8 years but less than 9 years 14
At least 9 years 16
2.6.12 “base rate of pay” has the same meaning as that outlined in section 16(1) of the Act.
Alternative Employment
2.6.13 An employer may make application to the Fair Work Commission in accordance with section
120 of the Act to have the prescribed redundancy pay in subclause 11 reduced (including to
nil) if the employer:
(a) obtains acceptable alternative employment for an employee; or
(b) cannot pay.
Employees Exempted
2.6.14 Subclause 11 (Redundancy Pay) does not apply to:
(a) employees whose period of continuous service with the employer is less than 12 months;
or
(b) employees of a small business employer as defined in section 23 of the Act; or
(c) employees who are not entitled to redundancy pay due to the operation of section 122
of the Act.
2.6.15 This clause does not apply to:
(a) an employee who is terminated because of serious misconduct; or
(b) employees engaged for a specific period or task(s); or
(c) casual employees.
Staff Reduction
2.6.16 The parties agree that changes to work practices and productivity initiatives must be consistent
with the operation of the school. The parties further acknowledge that employees are a critical
element in the improvement of quality service delivery. Arbitrary job reductions will not be
pursued to secure the ongoing improvement in productivity and efficiency sought in accordance
with the terms and conditions of this Agreement.
http://www8.austlii.edu.au/cgi-bin/viewdoc/au/legis/cth/consol_act/fwa2009114/s16.html
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PART 3 TYPES OF EMPLOYMENT
3.1 Type of Employment
3.1.1 Subject to subclause 2, employees under this Agreement will be employed in one of the
following categories:
(a) full-time employment;
(b) part-time employment;
(c) job share employment;
(d) casual employment;
(e) fixed-term employment; or
(f) term-time employment.
Note:
Relevant clauses for the above types of employment are outlined in this Agreement as
follows:
• For Job share employment for all employees – see clause 3.2
• For fixed-term employment for teachers and school officers – see clause 3.3
• For flexible working arrangements – see clause 3.5
• For teachers – see Part 4
• For general employee – see Part 5
• For counsellors – see Part 6
3.1.2 Employees may be employed on multiple contracts of employment in accordance with clause
3.4 of this Agreement.
3.2 Job Share
The following provisions provide the minimum requirements for job share guidelines:
Table 1
Definition Job share is a voluntary arrangement in which a full-time
continuing position, occupied by a full-time continuing
employee, is divided between that employee and another
suitable employee. Both employees will share responsibility for
the position for a fixed-term period.
Principles underpinning
the guidelines
Job share arrangements are arrangements entered into at an
employee’s initiative. No employee will be coerced into taking
up or converting to such a position.
Size of school ratio The number of job share positions offered in any school will not
normally exceed one (1) to seven (7) – (one job share position
to seven full-time positions). The employer may vary the ratio
above the maximum of 1:7 where necessary or desirable.
Subsequent appointment At the conclusion of the job share period both employees
return to the position as designated in the relevant letter of
appointment and the employment status each held before the
job-share began.
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Length of appointment Job share positions are usually for one school year. Job share
positions may be for shorter periods and may be negotiated at
the end of each year for a subsequent period.
Arrangements Arrangements of the job share position will be detailed in a
document signed by the employer/Principal and employees
and will include but not limited to: days/hours worked,
communication protocols, planning time, non-contact time,
excursions, parent – teacher interviews, assessment and
reporting procedures, playground and bus duty, attendance at
staff meetings, timetabled sport and related arrangements, and
professional development.
The arrangements should outline the protocols to be followed,
if for whatever reason, one member of the job share is unable
to continue in the position during the period of the job share.
Alterations to
arrangements
Alterations to arrangements may be initiated by the
employee/s or employer and need to be mutually agreed. Such
alterations will require at least two weeks’ notice or a shorter
period by mutual agreement, before implementation.
Division of position The position will generally be divided according to full days but
other options may be mutually agreed between the employer
and employees.
Rates of pay Job share employees are to be remunerated on a pro rata basis
according to their classification and include reference to any
relevant allowances.
Pro rata conditions and
benefits
Employees in job share positions will receive on a pro rata basis
all entitlements in regard to: annual leave, annual leave loading,
personal/carer’s leave, long service leave, superannuation and
all other relevant benefits and allowances.
Where one employee in a job share position accesses
personal/carer’s leave or other short term leave the remaining
employee will be offered the relief work. The method of
remuneration associated with such relief work will be in
accordance with the payment for additional hours that applies
to the applicable part-time employee under this Agreement.
Usual replacement conditions apply for leave such as long
service leave, special leave and parental leave.
Where situations of redundancy occur, redundancy provisions
will apply to the job share incumbent/s.
Professional
development
Job share employees are entitled to access professional
development and promotion on the same basis as full-time
employees.
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Calculation of service All work done by job-share employees counts towards
incremental progression on a pro-rata basis.
Professional
development planning
days
Teacher job share employees are expected to attend
professional development days as designated by the employer.
The arrangements will specify remuneration arrangements for
such attendance.
3.3 Fixed-Term Contracts – Teachers and School Officers
3.3.1 This clause applies to the use of fixed-term contracts for teachers and school officers
(a) Employing authorities are committed to ensure that:
(i) fixed-term appointments are only used in circumstances where there is a
specific identifiable short term need as detailed in subclause 5; and
(ii) no employee, regardless of category or type of employment, will be employed
as a matter of course on a fixed-term contract. To avoid doubt, “category or
type of employment” includes: part-time employees; specialist teachers;
graduate teachers; learning support employees; and those providing release for
Senior Leadership.
(b) Employing authorities will conduct an annual review to identify those fixed-term positions
which would more appropriately be designated as continuing positions.
3.3.2 Where a position is identified as a continuing position, an employee will be appointed to such
a position on a continuing basis.
3.3.3 Subject to subclauses 5(a) and 10, the maximum period for a fixed-term contract is twelve (12)
months or in the case of subclauses 5(e) or (f) for the balance of the calendar year.
3.3.4 It is recognised that in some exceptional circumstances an employee may accept appointment
to a series of fixed-term appointments for a series of identifiable short term needs.
3.3.5 An employer will employ an employee on a fixed-term contract of employment only where the
employee is appointed to cover an identifiable short term need. An identifiable short term
need includes:
(a) special projects that operate until a specified date of conclusion;
(b) proposed closure of a school;
(c) short term funding where the position is reliant on such designated funding;
(d) filling the position of a specified employee who is on nominated leave from the school;
(e) filling the position, for the balance of a calendar year, of an employee arising from a
resignation, where such position is declared vacant and no suitable permanent employee
is available;
(f) accommodating, organisational changes, temporary enrolment fluctuations in a school
resulting from a specific short term factor;
(g) providing release time for Senior Leadership in a school where the relevant arrangements
vary for a specific short term arrangement; and
(h) employing a person to address class size issues and/or enhance curriculum offerings on a
short term basis.
3.3.6 A fixed-term contract of employment will not be used as a probationary period.
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3.3.7 Where an employer employs an employee on a fixed-term contract, the employer will indicate
in the employee’s letter of appointment the identifiable short term need, including those
identified in subclause 5, which the employee is appointed to fill.
3.3.8 The letter of appointment will also contain the terms, conditions and specific duration
(commencement and cessation dates) of the appointment.
3.3.9 Where the identifiable short term need exists after the twelve (12) month period, a further
fixed-term appointment (no longer than twelve (12) months) may be agreed between the
parties. Any agreement reached between an employer and an employee as prescribed by this
clause will be in writing and signed by both parties:
(a) where an employer receives short term funding for a specific purpose/project and that
funding covers a specified period which is in excess of twelve (12) months then an
employee may be appointed for that specified period of time; or
(b) where an employee is provided with a period of parental leave in accordance with clause
8.8 (Unpaid Parental Leave) of this Agreement which is in excess of twelve (12) months
then an employee may be appointed on a fixed-term contract for that specified period of
time; or
(c) where an employee commences on a specified period of approved leave (paid and/or
unpaid) which is in excess of twelve (12) months then an employee may be appointed on
a fixed-term contract for that specified period of time.
3.3.10 Where an employee is employed on a fixed-term basis but they believe their employment is
not consistent with subclause 5 or if they believe the criteria for their fixed-term employment
has changed they may apply to the employer for continuing status.
3.3.11 Application Procedure
(a) Such written application will contain the original reason the employee was given for
appointment (where known), information regarding any changed circumstances relevant
to the application and the length of time employed on a fixed-term contract.
(b) The employer will consider the written request for conversion to continuing status and
notify the employee in writing of the decision within one month.
(c) If after receiving the employer’s notification, the employee believes that their position
has not been correctly designated, the employee may seek to resolve the matter in
accordance with the formal procedure for preventing and settling disputes contained at
clause 2.4 of the collective Agreement. Employees may be assisted by the representative
of their choice, including the employee’s union.
3.3.12 Notwithstanding the above, fixed-term employees are entitled to apply for any other
continuing position advertised in accordance with the normal employment processes
identified by the relevant employer.
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3.4 Multiple Contracts of Employment
3.4.1 Employees may be engaged on separate contracts of employment where any subsequent
contract(s) is for a separate and distinct category of work.
3.4.2 For the purposes of subclause 1, separate and distinct categories of work include:
(a) teachers, except resident teachers (refer clause S3.13 of Schedule 3 of this Agreement);
(b) counsellors;
(c) school officers, with each category outlined in clause 1.4.6(a)(i) to (v) considered a
separate and distinct category of work;
(d) nurses;
(e) boarding supervision staff;
(f) children services (refer clause 1.4.6(d) of this Agreement); and
(g) services staff, with each category outlined in clause 1.4.6(e)(i) to (ix) considered a
separate and distinct category of work.
3.4.3 An employee may only be employed on separate and distinct contracts:
(a) on a voluntary basis;
(b) where the effects of entering into such an arrangement have been explained by the
employer; and
(c) the separate and distinct contracts are recorded in writing and signed by the employee.
3.4.4 Where an employee is employed on separate and distinct contracts of employment, that
employee will be paid for the subject work at the applicable rate prescribed by this Agreement
for that work.
3.4.5 Where an employee subject to this clause is employed for a total number of hours that are in
excess of the maximum hours permitted by this Agreement, overtime provisions will apply for
the excess hours.
3.4.6 For the purposes of subclause 5, the maximum hours permitted by this Agreement refers to
any hours in excess of 1.0 full-time equivalent (FTE) when the FTE of each separate contract is
added together.
Note –
Maximum weekly hours:
• For teachers - see clause Schedule 3 of this Agreement;
• For general employees – see clauses 5.19 of this Agreement
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3.5 Flexible Working Arrangements
3.5.1 A request for a change in working arrangements will be in accordance with the NES (including
65 and 65A of the Act) and supplemented by this clause.
Note:
A summary of the NES provisions is provided for on the Fair Work Ombudsman website.
3.5.2 This clause supplements the NES as follows:
(a) the circumstances referred to in section 65(1A) of the Act (in which an employee may
request a change in working arrangements) extends to an employee who cares for elderly
parents or grandchildren;
(b) the details of the change sought in the request by the employee (section 65(3)(b) of the
Act) must include the period of time that the change in working arrangements is sought
to apply and, if relevant, the date of return to the employee’s previous status of
employment; and
(c) a request for flexible working arrangements will not be unreasonably refused by the
employer.
http://www.austlii.edu.au/cgi-bin/viewdb/au/legis/cth/consol_act/fwa2009114/s65.html
http://www.austlii.edu.au/cgi-bin/viewdb/au/legis/cth/consol_act/fwa2009114/s65.html
http://www.austlii.edu.au/cgi-bin/viewdb/au/legis/cth/consol_act/fwa2009114/s65a.html
https://www.fairwork.gov.au/employment-conditions/flexibility-in-the-workplace/flexible-working-arrangements
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PART 4 CONDITIONS APPLYING TO TEACHERS
4.1 Application
4.1.1 The provisions of this Part apply to teachers as defined in clause 1.3.12 of this Agreement.
4.2 Part-Time Teachers
4.2.1 The hourly rate of payment for part-time teachers will be calculated by dividing the fortnightly
rate of prescribed salary for a teacher of equivalent teaching experience and academic
qualification by sixty (60). Part-time teachers will accrue a pro rata entitlement to
personal/carer’s leave and vacation periods based on the average weekly hours of
employment.
4.2.2 A part-time teacher may be employed up to a maximum 0.9 of a full time equivalent in a
school or schools operated by an employer, inclusive of the following:
(a) face to face teaching;
(b) pastoral care;
(c) sporting activities which form part of the programmed school day; and
(d) other duties as described by Schedule 3 (Hours of Duty – Teachers) of this Agreement.
4.2.3 No existing employee will have the basis of his/her employment changed unless the change is
agreed to by the employee.
4.2.4 A part-time teacher in:
(a) secondary schools and in secondary departments of primary schools is entitled to
preparation and correction time at the school not less than at the rate of one (1) hour for
every five (5) hours of teaching time, which will be paid at the employee’s applicable
ordinary hourly rate; and
(b) in a primary school or primary department of a school is entitled to preparation and
correction time in accordance with clause S3.4.6 of Schedule 3 of this Agreement.
4.2.5 Part-time teachers may be required to undertake the relevant proportion of supervision duties
in paid planning, preparation and correction time (as provided in clause S3.3.5 of Schedule 3
(Hours of Duty – Teachers) of this Agreement.
4.2.6 Payment for the hours of duty for which a part-time teacher is engaged includes payment for
the proportionate amount of other duties as provided in Schedule 3 (Hours of Duty – Teachers)
of this Agreement.
4.2.7 Details of the contact time, planning, preparation and correction time and other duties will be
advised to the part-time teacher at the commencement of the school year.
4.2.8 Throughout the year and in accordance with the provision for additional hours in clause S3.12
of Schedule 3 of this Agreement, a part-time teacher may be requested to undertake
additional hours for special activities in accordance with the following:
A teacher engaged for: Additional hours per term:
20 to 24 hours per week 2 hours
15 to 19 hours per week 1.5 hours
10 to14 hours per week 1 hour
5 to 9 hours per week 30 minutes
Less than 5 hours per week Nil
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4.2.9 The additional hours referred to in subclause 8:
(a) may be required on a per term basis, or may be aggregated over a semester (a semester
being either Terms One and Two, or Terms Three and Four); and
(b) will be advised to the teacher at the commencement of the term or semester, as the case
may be.
4.2.10 If a part-time teacher is requested to undertake additional hours in excess of the hours
outlined in subclauses 7 and 8, such hours will be paid at:
(a) the employee’s applicable ordinary hourly rate with the appropriate leave accruals; or
(b) the applicable casual hourly rate (with no leave accrual except long service leave accruals)
if mutually agreed between the employee and employer.
4.2.11 To avoid doubt, the default position for the payment of additional hours worked by a part-time
teacher is subclause 10(a) (the applicable ordinary hourly rate).
4.2.12 The provisions of clauses 4.11 and 4.12 of this Agreement will apply to part-time teachers:
Provided that a part-time teacher will be deemed to have completed a year of service, for the
purpose of this clause and this clause only, when the aggregate amount of time paid in respect
of work performed is 1,200 hours. Prior to 1 January 2013 the aggregate amount in respect to
work performed was 1,000 hours.
4.2.13 Payment will also be made at the prescribed rate to a part-time teacher whose class or classes
are not available unless notice of the unavailability of such classes has been given to the part-
time teacher on the preceding school day.
4.3 Casual Teachers
4.3.1 A casual teacher will be engaged as such in accordance with the provisions of the Act.
4.3.2 A casual teacher will be employed:
(a) for a minimum period of three (3) hours each day; and
(b) up to a maximum of eleven (11) consecutive working days in respect of any one
engagement.
4.3.3 Subject to subclause 2(a), casual teachers will be paid for the hours they are required to work.
4.3.4 A casual teacher will be paid an hourly rate calculated by:
(a) dividing the fortnightly rate of salary prescribed in Schedule 1 – S1.1 (Wages, Salaries and
Allowances) to this Agreement for a teacher of equivalent teaching experience and
academic qualification by sixty (60); and
(b) adding a casual loading of twenty-five per cent (25%) (prior to 1 January 2013 the casual
loading was twenty-three per cent (23%)).
4.3.5 The casual loading is paid in compensation for not having an entitlement to a range of
conditions, including the following:
(a) paid leave entitlements under this Agreement that do not apply to casual employees
(including annual leave, paid personal/carer’s leave and compassionate leave);
(b) payment for absences on a public holiday;
(c) payment in lieu of notice of termination; and
(d) Redundancy Pay (clause 2.6).
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4.3.6 Casual teachers in secondary schools will be paid for preparation and correction time at the
rate of one hour for every five hours of teaching time, but will not receive such payment in
respect of the first two (2) days of any one engagement.
4.3.7 For the purposes of salary increments a casual teacher will be deemed to have completed a
year of service when the aggregate amount of time paid is 1,200 hours (prior to 1 January 2013
a casual teacher was deemed to have completed a year of service when the aggregate amount
of time paid was 1,000 hours).
Conversion
4.3.8 Offers and requests for conversion will be in accordance with the provisions of the Act.
Notes –
1. Section 15A of the Act defines the meaning of a casual employee, including
engagement requirements.
2. Division 4A of the NES in the Act prescribes provisions for offer and requests for casual
conversion
http://www8.austlii.edu.au/cgi-bin/viewdoc/au/legis/cth/consol_act/fwa2009114/s15a.html
https://www.fairwork.gov.au/starting-employment/types-of-employees/casual-part-time-and-full-time/casual-employees/becoming-a-permanent-employee
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4.4 Classification Overview
4.4.1 Teachers will be classified according to the following table:
Trained Teachers Classification Level
Permission to Teach Step 1
Step 2
3 year trained teachers Step 1
Step 2
Graduate
Proficient 1
Proficient 2
Proficient 3
Proficient 4
Proficient 5
Proficient 6
Proficient 7
Proficient 8
Experienced Proficient
Teacher
4 year trained teachers Graduate
Proficient 1
Proficient 2
Proficient 3
Proficient 4
Proficient 5
Proficient 6
Proficient 7
Proficient 8
Experienced Proficient
Teacher
4.4.2 Provisions relating to classifications and progression for four year trained teachers are
contained in clause 4.11.
4.4.3 Provisions relating to classifications and progression for three year trained teachers are
contained in clauses 4.12.
4.4.4 Provisions relating to classification and progression for permission to teach teachers are
contained in clause 4.13.
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4.5 Salary and Allowance Increases
4.5.1 Salary increases are as follows:
(a) 4% of the applicable salary rate operative as of the first full pay period on or after 1 July
2023;
(b) a further increase of 3% from the first full pay period on or after 1 July 2024;
(c) a further increase from the first full pay period on or after 1 July 2025 that will be the
same headline percentage wage increase paid to teachers employed by the Queensland
Department of Education on or from 1 July 2025;
4.5.2 The allowances listed in Schedule 1 – S1.1 (Wages, Salaries and Allowances) will receive the
same percentage increases, from the same dates of application as detailed in subclause 1.
4.5.3 Where an allowance is determined by a formula contained in the Agreement that formula will
be applicable.
4.5.4 Increases will compound over the life of the Agreement.
4.5.5 The salaries and allowances for all classifications are set out in Schedule 1 – S1.1 (Wages,
Salaries and Allowances).
4.6 Full Year Salary
4.6.1 A teacher who has worked (or has been granted paid leave by the employer) for each day of
the school year at the particular school will be paid for the full calendar year.
4.7 Proportion of Full Year Salary
Completed less than 1 full term of teaching
4.7.1 Where an employee:
(a) does not work for the full school year as referred to in clause 4.6.1; and
(b) has completed less than one full term of teaching (including paid leave granted by the
employer),
the employee will be paid in lieu of vacation pay an amount equal to 1/12th of their ordinary pay
for the period of employment.
Completed at least 1 full term of teaching
4.7.2 Where an employee:
(a) does not work for the full school year as referred to in clause 4.6.1; and
(b) has completed at least one full term of teaching (including paid leave granted by the
employer),
the employee will be paid a proportion of the teacher's annual salary of that year that the
teacher's service excluding school vacations bears to a standard school year.
4.7.3 For the purposes of subclause 2:
(a) the proportion of salary will be calculated on the salary which the employee was receiving
either immediately before cessation of employment or immediately before the Christmas
vacation period; and
(b) a standard school year for a teacher with any employer is calculated as:
One Standard School Year = Number of weeks in Term 1 + Number of weeks in Term 2 +
Number of weeks in Term 3 + Number of weeks in Term 4.
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4.8 Salary Increments
4.8.1 Subject to satisfactory conduct, diligence, and efficiency, a teacher will receive increments in
salary according to the scale of salaries applicable and the provisions of this Agreement until
the teacher receives the maximum salary for which the teacher is eligible.
4.9 Overtime
4.9.1 A non-resident teacher or a resident teacher required to work in excess of thirty and a half
(30.5) hours per week or forty and a half (40.5) hours per week in a secondary school and
thirty (30) hours per week or forty (40) hours per week in a primary school, as the case may be,
will be paid at the overtime rate prescribed in Schedule 1 – S1.1 of this Agreement for the
extra time so worked.
4.9.2 This clause will not apply to a teacher where that teacher is excluded by the provisions of a
schedule to this Agreement.
4.10 Moderation Allowance
4.10.1 A teacher who performs moderation duties and is responsible to a district moderation meeting
for the assessment of a subject (or subject area) for Year 11 or 12 will be paid an allowance as
per Schedule 1 – S1.1 of this Agreement.
4.10.2 The moderation allowance will not be paid to a teacher who is in receipt of an Middle Leader
Tier 1 allowance as described in Schedule 2 of this Agreement.
4.11 Four Year Trained Teachers
4.11.1 A “Four year trained teacher” means a person appointed as a teacher who holds:
(a) An approved degree from a recognised tertiary education institution; or
(b) An approved equivalent tertiary qualification plus at least one year of teacher education;
or
(c) An approved equivalent tertiary qualification plus such other qualifications recognised by
the employer as equivalent to one (1) year of teacher education.
4.11.2 Appointment and Incremental Progression – Four (4) Year Trained Teacher
(a) A 4 year trained teacher will be appointed at Graduate in the scale at clause 4.4.1 above.
(b) A 4 year trained teacher will progress from one salary step to a higher salary step by
annual increments to Proficient 8 subject to clause 4.8.1 (Salary Increments).
(c) A 4 year trained teacher who, immediately prior to the commencement of this
Agreement:
(i) was on the Graduate salary step; and
(ii) had not met the requirements of full registration with the Queensland College
of Teachers (QCT),
will advance from the Graduate salary step to Proficient 1 pursuant to paragraph (d).
(d) For the purposes of paragraph (c), the teacher will advance from the Graduate salary step
to Proficient 1:
(i) effective from the first full pay period following this Agreement coming into
operation subject to:
(A) completing at least 1 year of service on their current salary step
(including service prior to this Agreement operating); and
(B) clause 4.8 (Salary Increments); or
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(ii) from the date of completing 1 year of service after this Agreement comes into
operation (including service prior to this Agreement operating) subject to clause
4.8 (Salary Increments).
(e) To avoid doubt, a teacher subject to paragraph (d) will only advance beyond Proficient 1
by further annual increments irrespective of how much service has been completed on
the Graduate salary step prior to the commencement of this Agreement.
Example1:
Prior to the commencement of this Agreement, a full-time 4 year trained teacher has 3
years of service on the Graduate salary step as the teacher did not have full QCT
registration to increment as required by the enterprise agreement this Agreement
replaced. The teacher will:
• increment to Proficient 1 in the first full pay period after this Agreement
commences (2023) – paragraph (d)(i);
• increment to Proficient 2 after a further 1 year of service (2024) – paragraph
(b); and
• increment to Proficient 8 by annual increments thereafter – paragraph (b).
Example 2:
Prior to the commencement of this Agreement, a full-time 4 year trained teacher has 6
months service on the Graduate salary step. On a further 6 months of service after the
Agreement operates, the teacher will increment to Proficient 1. In accordance with
paragraph (b), the teacher will:
• increment to Proficient 2 after a further 1 year of service (2024); and
• increment to Proficient 8 by annual increments thereafter.
4.12 Three Year Trained Teacher
4.12.1 Appointment and Incremental Progression – Three (3) Year Trained Teacher
(a) A three (3) year trained teacher will be appointed at Step 1 of the scale at clause 4.4.1
above.
(b) A three (3) year trained teacher will progress from Step 1 to Proficient 4 (subject to clause
4.8) by annual increment.
(c) Except as provided by subclause 2 (Additional Qualifications) and 3 (Professional
Development), or as otherwise provided by this Agreement, a three (3) year trained
teacher will progress from Proficient 4 to Proficient 8 by completing two (2) years’ service
(subject to clause 4.8 (Salary Increments) on each of Proficient 4, 5, 6, and 7.
(d) A 3 year trained teacher who, immediately prior to the commencement of this
Agreement:
(i) was on the Graduate salary step; and
(ii) has not met the requirements of full registration with the Queensland College
of Teachers (QCT),
will advance from the Graduate salary step to Proficient 1 in accordance with paragraph
(e).
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(e) For the purposes of paragraph (d), the teacher will advance from the Graduate salary step
to Proficient 1:
(i) effective from the first full pay period following the commencement of this
Agreement subject to:
(A) completing at least 3 years of service; and
(B) clause 4.8 (Salary Increments); or
(ii) from the date of completing 3 years of service after this Agreement comes into
operation (including service prior to this Agreement operating) subject to clause
4.8 (Salary Increments).
(f) To avoid doubt, a teacher subject to subparagraph (e) will only advance beyond Proficient
1 by further increments in accordance with paragraphs (b) and (c) irrespective of how
much service has been completed on the Graduate salary step prior to the
commencement of this Agreement.
Example:
Prior to the commencement of this Agreement, a full-time 3 year trained teacher has 3
years of service on the Graduate salary step as the teacher did not have full QCT
registration to increment as required by the enterprise agreement this Agreement
replaced. The teacher will:
• increment to Proficient 1 in the first full pay period after this Agreement
commences (2023) – paragraph (e);
• increment to Proficient 2 after a further 1 year of service (2024) – paragraph
(b);
• increment to Proficient 3 and 4 by further annual increments – paragraph (b);
• increment to Proficient 5 up to Proficient 8 by completing 2 years of service on
each preceding increment – paragraph (c).
(g) Subject to clause 4.8 (Salary Increments), subclause 2 (Additional Qualifications) and 4.15
(Experienced Proficient Teacher), a three (3) year trained teacher will progress from
Proficient 8 to Experienced Proficient Teacher by completing six (6) years of full-time
equivalent service at Proficient 8.
4.12.2 Incremental Progression – Three (3) Year Trained Teacher - Additional Qualifications
(a) A three (3) year trained teacher who successfully completes further tertiary study to
achieve the status of four (4) year trained teacher shall, as from 1 January or 1 July
whichever is the first following such completion, and upon production of satisfactory
evidence thereof, have their appropriate salary step in subclause 4 determined according
to the following table:
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Salary Step – Clause 4.4.1 Salary Step – Clause 4.12.2
Step 1 Graduate
Step 2 Proficient 1
Graduate Proficient 2
Proficient 1 Proficient 3
Proficient 2 Proficient 4
Proficient 3 Proficient 5
Proficient 4 Proficient 6
Proficient 5 Proficient 7
Proficient 6 and 7 Proficient 8
(b) The arrangements contained in paragraph (a) will not alter the date at which a teacher
progresses to the next salary step on the scale (the teacher’s increment date) where
applicable.
4.12.3 Incremental Progression – Three (3) Year Trained Teacher - Professional Development
(a) Notwithstanding the provisions of subclause 1(c), a 3 year trained teacher may apply for
progression by annual increments from Proficient 4 to 8 subject to the following
conditions:
(i) completion of at least twelve (12) months service on Proficient 4;
(ii) participation in one hundred and fifty (150) hours of accredited professional
development activities to be achieved at an annual average rate of not less than
thirty (30) hours (five (5) days) and to be undertaken outside the hours engaged
in teaching; and
(iii) provision of a statement outlining the knowledge and skills acquired through
participation in professional development.
(b) Applications for progression identified in paragraph (a) will be made through the Principal
of the school and be subject to assessment and recommendation to the employer by a
panel consisting of:
(i) a representative of the school;
(ii) a representative of the teacher seeking progression; and
(iii) a representative jointly agreed to.
(c) Applications for progression identified in paragraph (a) will include:
(i) certification of participation in accredited professional development activities
by activity providers; and
(ii) a brief statement on a standard agreed, outlining the additional knowledge and
skills acquired and their application in the teacher's work.
(d) No teacher will be required to undergo classroom or other inspection for the purposes of
certification.
(e) The review panel identified in paragraph (b) will make a recommendation to the employer
as to whether in its opinion the teacher has satisfied the eligibility criteria in paragraph
(a).
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(f) A teacher who is assessed by the review panel as having satisfied the requirements
contained in paragraph (a) will be entitled to progress to the next incremental pay step
(Proficient 4 to 8 as appropriate) effective from their date of application or on the
completion of twelve (12) months' service on their current incremental step (whichever
is the later).
4.13 Permission to Teach
4.13.1 An employee who holds Permission to Teach (PTT) issued by the Queensland College of
Teachers (QCT) will:
(a) be paid the rate applicable to a three year trained teacher at Step 1 or Step 2 at the
discretion of the employer;
(b) be entitled to all other conditions applying to teachers pursuant to this Agreement;
(c) not progress beyond the applicable salary step 1 or 2 outlined in paragraph (a) until
registered as a teacher with the QCT; and
(d) not have service while holding PTT recognised as teaching service for the purposes
determining their teacher classification upon registration with the QCT.
4.13.2 An employee who is paid at Step 1 pursuant to subclause 1(a) may submit a written application
to the employer to progress to Step 2 and the employer may, at its discretion, approve the
progression having regard to:
(a) the experience and performance of the employee;
(b) the progression of the employee towards completing required tertiary qualifications to
become registered as a teacher with QCT; or
(c) any professional development undertaken by the employee as part of the required
tertiary qualifications or as part of their employment.
4.14 Treatment of Teachers Who Have Held (or Hold) a Position of Leadership
4.14.1 Where a teacher is appointed to a position of leadership, that teacher will be:
(a) deemed to progress through the incremental steps as provided in clauses 4.11 and 4.12
on the basis of their total years of service as a teacher; and
(b) be paid in accordance with Schedule 2 (Positions of Leadership) of this Agreement.
4.15 Experienced Proficient Teacher
4.15.1 A teacher (other than a casual teacher) will be eligible to access the Experienced Proficient
Teacher (EPT) classification provided that:
(a) the teacher has completed three years of full-time equivalent service on Proficient 8; and
(b) a discussion occurs between the employer and the teacher which will be informed by the
focus areas and descriptors of the Australian Professional Standards for Teachers (APST)
at the Highly Accomplished Teacher career stage.
4.15.2 For part-time teachers, a completed year of service for this clause is deemed to be the same as
provided for in clause 4.2.12 of this Agreement (namely, the performance of an aggregate of
1,200 hours of paid work).
4.15.3 For the purpose of this clause, all recognised relevant service with the employer or another
employer, will be recognised.
4.15.4 Notwithstanding when the discussion occurs pursuant to subclause 1(b)), the date of payment
as an Experienced Proficient Teacher will be the date of eligibility consistent with subclause
1(a).
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Note –
Clause 4.12.1(g) requires a 3 Year Trained Teacher to have completed 6 years of full-time
equivalent service on Proficient 8 to be eligible for EPT.
4.16 Highly Accomplished and Lead Teacher (HAT or LT)
4.16.1 Definitions for this clause are as follows:
(a) ‘AITSL’ means the Australian Institute of Teaching and School Leadership.
(b) ‘APST’ means the Australian Professional Standards for Teachers.
(c) ‘Certification/recertification period’ is five (5) years from date of approval from the
certifying authority.
(d) ‘Certifying Authority’ means the Queensland College of Teachers (QCT) or other certifying
body.
(e) ‘Highly Accomplished Teacher’ is a teacher who holds certification as a Highly
Accomplished Teacher (HAT).
(f) ‘Lead Teacher’ is a teacher who holds certification as a Lead Teacher (LT).
Certification and Renewal of Certification
4.16.2 Certification and renewal will be consistent with the APST and AITSL guidelines and in
accordance with the requirements and operational procedures of the certifying authority.
4.16.3 Appeals related to certification and renewal will be in accordance with the requirements and
operational procedures of the certifying authority.
Remuneration Level
4.16.4 A HAT or LT who has more than the equivalent of five (5) years’ (i.e. 6000 hours) teaching
experience will be classified and paid at the HAT or LT level of Schedule 1 – S1.1 (Teachers).
4.16.5 Years of teaching experience will be deemed to include all teaching service which is recognised
for the purpose of classifying a teacher covered by this Agreement.
Roles and Duties
4.16.6 Roles and duties undertaken by a teacher classified as HAT or LT will be identified and
confirmed by consultation between the teacher and the employer.
4.16.7 Such roles and duties will fall within the HAT or LT descriptors established in the APST.
Positions of Leadership
4.16.8 Teachers who hold positions of leadership will be eligible to apply for HAT or LT in accordance
with the requirements of this clause.
4.16.9 Where a teacher holds the HAT or LT classification and a position of leadership, the total
remuneration paid will be the greater of the applicable salary rates.
Currency
4.16.10 Teachers must maintain the currency of their certification as HAT or LT for their classification
and payment to be continued.
4.16.11 Where renewal is not confirmed, or if the certification is otherwise revoked by the certifying
authority, teachers will be paid on the Proficient scale in accordance with their teaching
service as provided for in this Agreement.
4.16.12 Teachers are responsible for providing original or certified copies of their documentation to
their employer for verification and action and clause 4.20 (Timely Notification of Qualifications
and Experience) applies.
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Portability
4.16.13 Teachers who have been certified as HAT or LT by the QCT or another certifying body whose
processes comply with those of the AITSL will be classified as HAT or LT by Catholic employers
in Queensland.
4.16.14 Teachers new to Queensland Catholic education who are certified as HAT or LT, and who meet
the teaching service requirement in subclause 4 above, will be classified as a HAT or LT for the
duration of their remaining HAT or LT certification period.
Quota
4.16.15 No quotas are applicable to these classifications.
4.17 Positions of Leadership
4.17.1 All appointments to Positions of Leadership will be made in accordance with Schedule 2 of this
Agreement.
4.18 Recognition of Prior Non-Teaching Service and Experience for Teachers
4.18.1 This clause applies to all teachers and applicants for the position of teacher.
4.18.2 In accordance with this clause a teacher, or applicant for the position of teacher, may apply to
have prior non-teaching service and experience recognised for the purposes of salary
classification. Full-time and part-time service and/or experience is recognised.
4.18.3 Where an existing employee successfully makes application for the recognition of prior non-
teaching service and experience in accordance with this clause, they will be paid at the
adjusted rate.
4.18.4 Any application for recognition of prior non-teaching service and experience must be made in
accordance with clause 4.20 of this Agreement (Timely Notification of Qualifications and
Experience).
4.18.5 A teacher or applicant for the position of teacher may seek recognition for multiple categories
of prior non-teaching employment in one application.
4.18.6 Applications for recognition of previous non-teaching service and experience should relate to
employment in an area/s relevant to their current teaching role. Recognition will be given only
to employment that ceased in the five (5) year period prior to the date of appointment.
4.18.7 The five (5) year limitation in subclause 6 may be extended by the employer where special
circumstances are demonstrated by the teacher or applicant.
4.18.8 The relevance of the prior non-teaching experience must be demonstrated by the employee
and accepted by the employer as being applicable to the current teaching role.
4.18.9 For the purposes of this clause any prior non-teaching service as an apprentice or trainee will
not be recognised as relevant prior service.
4.18.10 Should prior non-teaching service and experience be recognised for salary classification
purposes, any such recognised service will count on the basis of thirty-three per cent (33%).
4.18.11 A teacher who has their classification determined consistent with clauses 4.11 or 4.12 (as
applicable) will advance to the appropriate classification determined having regard to both
their years of service as a teacher and the quantum of service recognised in accordance with
this clause.
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4.19 Recognition of Additional Qualifications Prior to Commencing Teaching Career
4.19.1 This clause is to grant an extra salary classification level if the proposed employee has attained
more than one (1) degree or a degree plus an honours year in addition to the required teacher
qualification study.
Example -
The grant of an extra salary classification refers to the movement from a classification
level based on recognised teaching service (eg. Graduate) to the next salary classification
level (eg. Proficient 1).
4.19.2 A teacher must have completed the additional qualifications prior to, or within the initial
twelve (12) months, of commencing employment as a teacher to be eligible for the extra salary
classification in accordance with this clause.
4.19.3 The increment date for teachers who complete the additional qualifications after
commencement of duty will be twelve (12) months (full-time equivalent) from the date of the
completed additional qualification.
4.19.4 Bachelor, Honours, Master and Doctoral degrees awarded by recognised universities will be
recognised for the purpose of this clause.
4.19.5 Teachers who possess the following combinations of qualifications are eligible to receive the
extra salary classification provided by this clause:
(a) Bachelor’s Degree and Honours year plus teacher qualification study; or
(b) two (2) approved degrees plus teacher qualification study.
4.19.6 The following scenarios are provided for the purpose of examples of the qualifications and
classification levels assigned:
(a) qualifications that would not attract the extra salary classification provided by this clause:
(i) Bachelor of Economics + Master of Teaching
(ii) Bachelor of Education + Master of Teaching.
(b) qualifications that would attract the extra salary classification provided by this clause:
(i) Bachelor of Economics + Graduate Diploma of Education + Master of Teaching
(ii) Bachelor of Arts + Graduate Diploma of Education + Master of Education
(iii) Bachelor of Commerce + Bachelor of Commerce (Honours) + Graduate Diploma
of Education
(iv) Bachelor of Arts + Bachelor of Arts (Honours) + Bachelor of Education
(v) Bachelor of Science + Bachelor of Science (Honours) + Bachelor of Education
4.20 Timely Notification of Qualifications and Experience
It is imperative that employees provide, in a timely manner, documentary evidence of
qualifications and experience which will enable an employer to identify the appropriate salary
for an employee. An employee will be paid at the rate of pay consistent with information
provided until further supporting documentary evidence is provided to the employer.
4.20.1 Timely Notification of: gaining qualifications; full registration; or certification
(a) Teachers will provide their employer with timely written advice along with documentary
evidence of any changes to: their professional qualifications; or certification as Highly
Accomplished Teacher or Lead Teacher, which would bring about adjustment to the
teacher’s classification.
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(b) If a teacher does provide within six (6) months such written advice and documentary
evidence: of having met the requirements for being awarded the qualification; or of
certification, then payment for the variation will be effective from the date of meeting
these requirements.
(c) If a teacher does not provide within the timeline outlined above documentary evidence
of having met the requirements for being awarded the qualification or certification, then
the payment for the variation will be from the date of receipt of the documentary
evidence from the teacher.
(d) Teachers will provide their employer with timely written advice along with documentary
evidence of the date of provision to the reviewer of the required portfolio (clause
4.21.2(e)). The outcomes of providing the evidence within, or outside of, six (6) months
outlined in paragraphs (b) and (c) above will apply.
(e) Documentary evidence must be an original or certified copy of an original document.
4.20.2 Timely Notification of Previous Relevant Service
(a) Teachers will provide their employer with timely written advice along with supporting
documentary evidence of relevant employment service which would be relevant to
determining the employee’s rate of pay.
(b) Subject to (c) below, if a teacher does provide supporting documentary evidence
regarding previous relevant service within six (6) months of commencement of service
with the employer, payment for the adjustment will be effective from the date of
commencement with the employer.
(c) Where a provisionally registered teacher is seeking recognition of prior non-teaching
service (clause 4.18) the employee must provide the information during the period they
are classified as Graduate.
(d) If an employee does not provide supporting documentary evidence regarding relevant
service within six (6) months of commencement, then any payment relating to that
service will be applied from the date of receipt of notification from the employee.
(e) Supporting documentary evidence of previous relevant service should include
statements of service. A statement of service from each previous employer(s) should be
provided. A statement of service is normally the appropriate proof of prior service and
satisfies the criteria at subclause 3 below.
(f) A statutory declaration may be submitted in lieu of a statement of service in instances
where an individual is unable to obtain the necessary documentation from a previous
employer. For instance, a school and its records may no longer exist or exist in an area
of civil disturbance or natural disaster. A statutory declaration may be submitted only
after the employer is satisfied that the employee has exhausted all reasonable avenues
to obtain a statement of service. Where a statutory declaration is accepted it should
satisfy the criteria at subclause 3 below. The circumstances preventing the employee
from obtaining the necessary documentation should be noted and retained with the
application.
4.20.3 A statement of service should:
(a) be an original or certified copy of an original document;
(b) be provided on the official letterhead of the authority responsible for the school or
institution and it must be signed and dated by the employer or an authorised person;
(c) specify the position held;
(d) specify the period of employment;
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(e) specify the exact nature of the employment e.g. full-time, part-time, casual, etc. and
provide a detailed description of the teaching or other relevant duties performed;
(f) detail whether the employment was part-time – and if so the number of hours worked
per week or their full-time equivalent, or the total number of hours paid for the total
period of employment;
(g) detail whether the employment was casual – and if so the total number of hours paid for
the total period of employment;
(h) indicate any periods of unpaid leave that were taken; and
(i) specify whether any leave without pay was taken and the period when this leave
without pay occurred. If no periods of leave without pay were taken, the statement
must show that ‘no leave without pay was taken’.
4.20.4 Duty to Notify
All new employees will be given at the time of appointment a document detailing the
requirements with regards to timely notification of gaining qualifications and timely
notification of previous relevant service.
4.21 Support for Graduate Teachers
4.21.1 Induction
An induction program will be implemented for all employees and will include as a minimum:
(a) provision of a duty statement;
(b) identification of lines of support;
(c) provision of materials relevant to the ethos and mission of the system/school;
(d) provision of documents relevant to the system/school policy and procedures;
(e) provision of clear guidance in terms of curriculum expectation and implementation;
(f) provision of documentation and training consistent with workplace health and safety
requirements specific to the duties undertaken by the employee;
(g) provision of information relevant to union coverage and benefits; and
(h) provision of information relevant to superannuation entitlements and options.
4.21.2 New Graduate Teachers
(a) Employers recognise the challenges for newly employed graduate teachers as they begin
their teaching career. They are committed to the appropriate induction and support for
new graduate teachers to assist them with the continuing development of their
knowledge, skills and attitudes.
(b) The graduate teacher mentor programme will be for a minimum period of the
graduate’s first twelve (12) months of teaching.
The graduate teacher may request and/or the Principal may determine to extend access
to quality mentoring provided through this programme beyond their first twelve (12)
months of teaching, in consideration of the graduate teacher’s particular professional
needs or the level of proficiency attained.
(c) Provisionally registered teachers will have access to a clear process to assist them in
meeting the requirements for full registration. Access to this process should be open to
all new graduate teachers, whether employed on a full-time, part-time, fixed-term or
casual basis.
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(d) In the event that a graduate teacher has met the minimum number of days to apply for
full registration and has developed the required portfolio for such application, the
teacher will have direct access to their current employer, seeking specific guidance and
assistance as to how the teacher’s evidence for the application may be reviewed and
assessed consistent with the registration authority’s requirements. Such access must be
provided within two weeks of the teacher’s request.
(e) The graduate teacher will provide their employer with written notification and
documentary evidence of:
(i) notification of full registration by the Queensland College of Teachers; and
(ii) the date of provision to the reviewer of the required portfolio.
(f) Clause 4.20 (Timely Notification of Qualifications and Experience) applies to paragraph
(e).
(g) The employer will provide back-payment of wages to the documented date of
submission of the required portfolio in paragraph (e) to be reviewed and assessed.
(h) The following support will be provided to graduates in the first year of employment:
(i) an initial induction and orientation of new school workplace, in accordance
with subclause 1;
(ii) a formal induction program, including appropriate professional development
support should any weaknesses become apparent or are otherwise identified
by the new graduate; and
(iii) additional release time to enable the graduate teacher to undertake activities
such as:
(A) observation of exemplary teaching practice;
(B) joint and structured planning;
(C) mentoring meetings; and
(D) professional development.
(i) Time release will be provided for any designated mentor/s to provide effective
mentoring, consistent with paragraph (j) below.
(j) The employer/Principal may also provide:
(i) assistance by members of the school leadership:
(A) working with graduate in class;
(B) support and advice with access to teaching resources, program and
lesson preparation;
(ii) assistance by other experienced teachers; and
(iii) a collegial work group for planning and discussion of suitable pedagogies.
(k) The support offered to new graduates will normally be discussed and outlined as part of
the initial school-level induction and orientation program.
(l) Provision of time for teachers and members of the school leadership team providing
assistance for new graduate teachers will be made within the provisions of Schedule 3
(Hours of Duty - Teachers) of this Agreement.
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4.21.3 Notification of Employment Details
(a) All employees will be provided with written advice prior to the commencement of their
engagement setting out the:
(i) nature of their employment (i.e. full-time, part-time, term-time, casual, fixed-
term etc.);
(ii) date of commencement of duties; and
(iii) job title and a short description of the duties required.
(b) As soon as is practicable, the following additional details will be provided on the
employee’s pay advice:
(i) classification level and, where appropriate, the incremental step; and
(ii) rate of wages to be paid.
4.22 Hours of Work
4.22.1 Hours of work provisions for teachers are outlined in Schedule 3 of this Agreement.
4.22.2 In addition to the hours of work provisions, an employee has a right to disconnect from work
and not respond to, or engage with work related electronic communications outside of a
designated span of hours in accordance with clause 9.1 of this Agreement.
4.23 Itinerant Specialist Teachers – Primary
4.23.1 Itinerant specialist teachers employed by an employer will be engaged under the provisions of
this Agreement including the provisions regarding paid and unpaid breaks of clause S3.6 and
S3.7 of Schedule 3 (Hours of Duty – Teachers).
4.23.2 In the allocation of duties under this Agreement, the employer agrees to take into account the
itinerant nature of the role. The parties are committed to the fair and reasonable application
of the Agreement.
4.23.3 Travel time is included in paid time. When travelling from the base school to the circuit school
and vice versa, travel time is taken to include the time reasonably required to transport lesson
resource material to and from the car and the classroom and to set up and pack up these
materials.
4.23.4 Travel time is recognised as that time a teacher spends travelling between the various schools
in their circuit and is not inclusive of travel between their residence and their base school.
4.23.5 Where a teacher travels directly from home to a circuit school other than their base school to
commence their duties, the travel time, which is included in paid time, is recognised as that
time which would have been taken to travel from the base school to the circuit school.
4.23.6 Where an employee is required to use their car, kilometric allowance will be payable. The
rates payable will be in accordance with the employer’s administrative guidelines.
4.23.7 Any grievance arising from the above provisions is to be addressed through the procedures
contained in clause 2.4 of this Agreement.
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4.24 Class Sizes
4.24.1 It is recognised that class size has implications for the work of teachers and as such pertains to
the employment relationship.
4.24.2 The parties acknowledge that the achievement of educational outcomes for students is
influenced by a wide range of factors including student ability, educational programs,
pedagogy, resources, time on task, the quality of classroom interactions and relationships and
parental attitudes and support. Over the life of the Agreement the employer will continue to
implement strategies that support teachers with the provision of quality educational programs
and sound teaching practices so as to provide students with opportunities to achieve optimal
educational outcomes.
With this in mind, employers will continue to consider class staffing and resourcing levels when
allocating classes to teachers. They will achieve class sizes that are within targets and balanced
with overall school resourcing and budgetary constraints. The school enrolment patterns and
demographic trends will also inform decisions about class sizes and resource allocation.
4.24.3 The employer will consider:
(a) individual staff preferences, expertise and experience in their allocation of classes;
(b) the staffing and resource needs for classes that have a high proportion of students who
have definite challenges to their learning because of:
(i) socio-economic background;
(ii) learning capabilities, including students with identified learning needs;
(iii) linguistic background;
(iv) cultural background;
(c) class size data when making allocations of teachers to classes.
(d) making adjustments as appropriate, to address duty of care and Workplace Health and
Safety matters; and
(e) the particular circumstances, staffing and resource requirements where multi age,
composite (also refer clause S3.9 of Schedule 3 (Composite Classes)) and practical
classes operate so that appropriate support is provided.
4.24.4 Targets for Class Sizes
The following targets for class sizes will inform a Principal’s decision about class sizes and
resource allocation. They will assist with maintaining a focus on class size and resourcing as
important elements to be considered in relation to student learning, teacher workload and the
financial management of schools.
(a) Years P – 3, 11 and 12 25-28 students
(b) Year 4 – 10 28-30 students
4.24.5 In emergent circumstances, where there is the possibility of class sizes in excess of these
targets, the class arrangements will be the subject of a timely and consultative process with
staff affected in accordance with the consultative principles contained in this Agreement to
establish appropriate measures to ameliorate any identified negative impact on student
learning and/or teacher workload.
4.24.6 The final decision about class sizes and the allocation of classes to teachers is the responsibility
of the employer/Principal.
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4.25 Vocational Education
4.25.1 Vocational education and training is an integral and expanding curriculum provision in
Queensland Catholic schools. In circumstances where a Principal determines that the Middle
Leadership structure at his/her school will include vocational education and training, the
designated teachers responsible for its coordination and/or leadership, and who accept a
middle leader position, will be appointed to a program leader position, as defined in Schedule
2 (Positions of Leadership in Diocesan Schools) of this Agreement.
4.25.2 Where an employee incurs expenses whilst undertaking their professional duties such
expenses will be reimbursed to the employee upon presentation of a receipt, invoice or
telephone log. Such expenses may include such items as home telephone use, vehicle
expenses, resource provision and training.
4.25.3 Where teachers are required to undertake industry placement to gain or maintain
accreditation to deliver vocational competencies, such placement will occur where possible
during normal hours of duty. Where the professional development can be scheduled only
outside of school time, the Principal will negotiate with the teacher prior to undertaking the
relevant industry placement, arrangements which may include additional release time,
timetable adjustments, time-in-lieu provision, adjustments to supervisions and release from
other duties.
4.25.4 Costs associated with the industry placement will be met by the school.
4.26 Teaching Resources
4.26.1 The employer will provide access to such textbooks, computer hardware and/or software as
the Principal considers necessary for curriculum delivery, support or management. All such
equipment will remain the property of the school.
4.27 Staff Mobility
4.27.1 This clause applies only to the Dioceses of Rockhampton, Toowoomba and Townsville
To enhance the mobility of teaching staff throughout the diocese, the following working
arrangements will apply:
(a) each graduate primary teacher is offered employment (fixed-term or continuing) on the
basis that:
(i) the first two (2) years of employment will be, subject to suitable vacancies, in a
more focussed regional area;
(ii) after two (2) years’ service, the staff member agrees to a transfer to a remote
area for a further two (2) year period; The employer will supply a schedule of
remote schools;
(iii) such a determination will take into consideration the family commitments of
the teacher;
(iv) at the completion of the second two (2) year period, the staff member may
seek to relocate to a centre[s] nominated by the employee (subject to suitable
vacancies existing).
(b) teachers relocating in terms of (a) above will be allowed reasonable expenses for
personal travel and transportation of furniture and personal effects to the new centre
subject to the following:
(i) the actual costs to be met by the employer will be negotiated between the
teacher and the employer;
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(ii) reasonable expenses will include transportation of the personal effects of the
employee and the employee’s family and travel for the employee and the
employee’s family; and
(iii) the actual mechanism of payment to the employee will be determined by the
employer.
(c) recognition of remote area service
(i) a graduate primary teacher who undertakes service in a remote area in any of
the Diocese of Rockhampton, Toowoomba or Townsville will have such service
acknowledged should the teacher be employed by another Diocese as detailed
in subclause 1; and
(ii) any remote area service completed by a teacher as detailed in paragraph (c) (i)
will count towards the teacher’s two (2) year period of service in a remote area
with the new Diocesan employer.
4.27.2 This clause applies only to the Diocese of Cairns
To enhance the professional development of graduate primary teachers in their initial years of
teaching in the Diocese, the following working arrangements will apply:
(a) each graduate primary teacher is offered employment (fixed-term or continuing) on the
basis that:
(i) initial employment will be, subject to suitable vacancies, in a more focused
regional area;
(ii) after a period of up to three (3) years’ service, the staff member, in
consultation with the Principal and the Catholic Education Office Staffing
Officer, agrees to relocate to another school for a further two (2) year period;
(iii) such a determination will take into consideration family commitments of the
teacher;
(iv) at the completion of the second two (2) year period, the staff member may
seek to relocate to a centre[s] nominated by the employee (subject to suitable
vacancies existing).
(b) teachers relocating in terms of (a) above will be allowed reasonable expenses for
personal travel and transportation of furniture and personal effects to the new centre,
subject to the following:
(i) the actual costs to be met by the employer will be negotiated between teacher
and employer;
(ii) reasonable expenses will include transportation of the personal effects of the
employee and the employee’s family and travel for the employee and the
employee’s family;
(iii) the actual mechanism of payment to the employee will be determined by the
employer.
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4.28 Co-Curricular Activities
4.28.1 A wide variety of co-curricular activities contribute to the mission and ethos of the school and
may enhance the holistic development of the student. Therefore, an organised co-curricular
program is provided.
4.28.2 Teachers contribute to the ethos and mission of the school by accepting the performance of
co-curricular activities which are an integral part of the total school curriculum. The employer
seeks to formalise more equitable practices in relation to co-curricular activities. It is the
employer's view that such practices may generally involve participation in at least two co-
curricular activities during each year.
4.28.3 Co-curricular activities will be considered to include supervision of school sports, clubs within
the school, cadet training and other like duties.
4.28.4 Co-curricular activities thus defined will continue to be performed on an honorary and
voluntary basis.
4.28.5 A schedule of the current recognised elements of the school's co-curricular will be developed
at each school using those mechanisms outlined in clause 2.1 hereof. Members of staff are
actively involved in maintaining the schedule.
4.28.6 Where variation to the schedule is contemplated, any such variation will be by the agreement
of those parties affected using those mechanisms outlined in clause 2.1 of this Agreement.
4.29 Safe Work Practices
4.29.1 Employing authorities acknowledge that health and safety issues, especially in relation to duty
of care are important. As schools provide various activities and instruction for students,
situations requiring risk assessments may arise.
4.29.2 Employing authorities are committed to their administrative guidelines relating to risk
management for hazardous situations. The guidelines will include clear advice on the need for
detailed risk assessment prior to undertaking instructional activities outside of the school. A
risk assessment will be informed by reference to resources such as Education Queensland’s
Risk Management Assessment of Excursion Venue and/or Activities and similar manuals from
other educational authorities, sporting and outdoor education bodies and current legal and
insurance advice. Decisions about the ratio of supervisors to students will be made at the
school level.
4.29.3 Employing authorities will endeavour to ensure that their employees are familiar with and
adhere to these procedures when planning out-of-class activities, where student safety may be
of special concern.
4.29.4 Where an employee forms the view that the supervision level determined by the employer is
insufficient to meet duty of care considerations then the employee may notify a dispute under
clause 2.4 of this Agreement and the provisions of clause 2.4 will apply.
4.29.5 Employing authorities reaffirm their commitment to workplace health and safety and the need
to provide appropriate supervision. This is best attended to within the context of each
situation and the activity to be undertaken.
4.29.6 A supervisor will be either a teacher suitably qualified for the activity or where not required by
the provisions of the Education (Queensland College of Teachers) Act 2005 an adult person
who is suitably qualified and has the direct authority of the employer to undertake the activity
and associated supervision.
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4.30 Remote Area Provisions (ITAS and IPRASS)
4.30.1 Remote area incentives are provided to recognise the increased costs of living in rural and
remote areas and to support a continuity of culture within school communities.
4.30.2 Eligible teachers are entitled to the:
(a) Isolated Teachers’ Assistance Scheme (ITAS) payments in accordance with Schedule 4 of
this Agreement; and
(b) Incentive Payments – Remote Area Staff Scheme (IPRASS) in accordance with Schedule 5
of this Agreement.
4.31 Termination of Employment
Notice of Termination by Employer
4.31.1 The employer will give a full-time teacher at least 4 weeks’ notice in writing of the termination
of their services.
4.31.2 The employer will give a part-time teacher the following notice in writing of the termination of
employment based on the period of continuous service as outlined below:
Period of Continuous Service Notice Period
(weeks)
not more than three (3) years 2
more than three (3) years but not more than five (5) years 3
more than five (5) years 4
4.31.3 Employees over forty-five (45) years of age at the time of the giving of notice, and with more
than two years’ service with the employer, will be entitled to one additional week of notice to
that prescribed in paragraph subclauses 1 and 2.
4.31.4 Payment in lieu of notice will be made if the appropriate notice is not given; provided that
employment may be terminated by part of the period of notice specified and part payment in
lieu thereof.
4.31.5 In calculating any payment in lieu of notice the ordinary time rate of pay for the employee
concerned will be used.
4.31.6 The period of notice in subclauses 1 and 2 will not apply in the case of:
(a) casuals; or
(b) dismissal for serious misconduct or other grounds that justify instant dismissal.
Notice of Termination by Employee
4.31.7 The notice of termination required to be given by a teacher will be the same as that required
of an employer; provided that there will be no additional notice based on the age of the
employee concerned.
4.31.8 If an employee fails to give notice the employer will have the right to withhold monies due to
the employee with a maximum amount equal to the ordinary time rate for the period of
notice. Provided that employment may be terminated by part of the period of notice specified
and part withholding of wages in lieu thereof.
4.32 Statement of Service
4.32.1 The employer shall, in the event of termination of employment, provide upon request to an
employee who has been terminated a written statement specifying the period of employment
and the classification or type of work performed by the employee.
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4.33 Termination Payments
4.33.1 Subject to section 117(2)(b) of the Act for payments in lieu of notice, a termination payment to
an employee will be paid through an employee’s existing banking arrangements by no later
than the date of the next full pay period after termination.
4.34 Redundancy
4.34.1 Redundancy provisions are outlined in clause 2.6 (Redundancy) of this Agreement.
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PART 5 CONDITIONS APPLYING TO GENERAL EMPLOYEES
5.1 Application
5.1.1 The provisions of this Part apply to general employees as defined in clause 1.4.5 (Coverage).
5.1.2 If a provision elsewhere in this Agreement is specified to apply to a particular type of general
employee, then that provision will apply to that general employee to the extent of any
inconsistency with the provisions of this Part.
5.1.3 Other conditions of employment for general employees are provided for in schedules as
outlined below:
General Employees Schedule
Nurses 12
Services Staff 13
Boarding Supervisors 14
Children Services 15
5.2 No Reduction of Overall Conditions
5.2.1 An employee’s overall terms and conditions of employment under this Agreement are not
intended to be reduced as a result of its operation and if there is an unintended reduction as
result of the operation of this Agreement, this clause will apply if an employee has a concern(s)
in this regard,
5.2.2 If a general employee, employed at the time this Agreement comes into operation and during
the period of operation of this Agreement, has a concern about a reduction in the overall
terms and conditions between this Agreement and the enterprise agreement it replaced, then
the employee may advise the employer in writing of the specific nature of the concern(s).
5.2.3 On receipt of an employee’s written concern, the employer must:
(a) assess the concern(s) as to whether this Agreement is more beneficial overall when
comparing the terms and conditions of this Agreement to the terms and conditions of the
enterprise agreement it replaced;
(b) advise the employee in writing within 4 school term weeks of receipt of the concern(s) as
to whether the employer assesses the Agreement as more beneficial overall and the
reasons for the assessment; and
(c) if this Agreement is not more beneficial overall, provide a monetary payment to the
employee, either as a lump sum, or periodic payment, so that the employee is treated
more beneficially.
5.2.4 For the purposes of subclause 3(c), the employer and employee will agree in writing to the
form and quantum of the payment, but such agreement will not be unreasonably withheld by
either party.
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5.3 Contract of Employment
5.3.1 Each employee must be advised in writing at the point of engagement and at other times
when varied in accordance with this Agreement, the following:
(a) the nature of the engagement as provided in clause 3.1;
(b) the classification level;
(c) the normal starting and finishing time for each day's employment (non-shift work) or in
accordance with a roster if clause 5.20 (shiftwork) applies;
(d) for a term-time employee:
(i) the weeks of the year; and
(ii) in the case of the employee working less than 38 hours per week - the days of
the week; and
(e) the duration of the engagement in respect of employment for a fixed-term and in the case
of school officers, compliance with clause 3.3.
5.3.2 The normal starting and finishing times in subclause 1(c) may be varied by:
(a) the employer giving 2 weeks’ notice; or
(b) the employee agreeing to the variation commencing earlier.
5.3.3 Despite paragraph (a), an employee’s roster cannot be changed, unless agreed by the
employee, where such change would result in the employee becoming ineligible for payment
on a public holiday where the employee would otherwise have been rostered to work on that
day.
5.4 Full-time Employees
5.4.1 A full-time employee is engaged to work:
(a) 52 weeks per annum; and
(b) 38 ordinary hours per week, which may be averaged in accordance with clause 5.19
(Ordinary Hours of Work – Non-Shiftworkers).
5.5 Part-time Employees
5.5.1 A part-time employee is engaged to work:
(a) 52 weeks per annum;
(b) less than 38 ordinary hours per week, which may be averaged in accordance with clause
5.19 (Ordinary Hours of Work – Non-Shiftworkers);
(c) not less than 2 hours per day; and
(d) has reasonably predictable hours of work.
Engagement
5.5.2 At the time of engagement, the employer and employee will agree in writing on a regular
pattern of work specifying the following:
(a) the hours worked each day;
(b) which days of the week the employee will work; and
(c) the actual starting and finishing times each day.
5.5.3 The agreed number of weekly hours worked may be varied by written agreement between the
employer and employee.
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5.5.4 The agreed days of the week and hours worked on those days (paragraphs (a) and (b) of
subclause 2) may be varied:
(a) by written agreement between the employer and employee; or
(b) in accordance with clause 2.2 (Consultation Regarding Major Workplace Change).
5.5.5 The actual starting and finishing times each day may be varied in accordance with clause 5.3.2.
Pay and conditions
5.5.6 A part-time employee will be paid the hourly rate (1/38th of the weekly rate) prescribed for
the kind of work performed for each hour worked and receives, on a pro rata basis, pay and
conditions equivalent to those of a full-time employee who performs the same kind of work
under this Agreement.
Reasonable Additional Hours
5.5.7 An employer may require a part-time employee to work reasonable additional ordinary hours
within:
(a) the maximum daily ordinary hours;
(b) the maximum weekly hours; and
(c) the ordinary span of hours.
Note –
Clause 5.19 outlines the above provisions for maximum daily and weekly hours and
ordinary span of hours.
5.5.8 Such reasonable additional hours will be:
(a) paid at the applicable casual hourly rate (with no leave accrual except for Long Service
Leave); or
(b) if agreed between the employer and employee, taken as time off in lieu.
Public Holidays
5.5.9 Public holidays will be paid in accordance with clause 8.17 (Public Holidays).
Change to Full-time
5.5.10 Where an employee and employer agree in writing, part-time employment may be converted
to full-time, and vice-versa and all accrued entitlements will be maintained.
5.5.11 Following a conversion referred to in subclause 10, entitlements will accrue under this
Agreement in accordance with the relevant employment status.
5.6 Casual Employees
Engagement
5.6.1 A casual employee is an employee engaged:
(a) as such in accordance with the provisions of the Act; and
(b) up to a maximum period of twenty (20) working days on any one engagement.
5.6.2 A casual employee must be paid the hourly rate (equal to 1/38th of the weekly rate for a full-
time employee) plus a twenty-five percent (25%) casual loading of the hourly rate with a
minimum payment of two (2) hours for each engagement.
5.6.3 The casual loading is paid in compensation for not having any entitlement to a range of
conditions, including the following:
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(a) paid leave entitlements under this Agreement that do not apply to casual employees
(including annual leave, paid personal/carer’s leave and compassionate leave);
(b) payment for absences on a public holiday;
(c) payment in lieu of notice of termination; and
(d) Redundancy Pay (clause 2.6.11)
Conversion
5.6.4 Offers and requests for conversion will be in accordance with the provisions of the Act.
Notes –
1. Section 15A of the Act defines the meaning of a casual employee and engagement requirements.
2. Division 4A of the NES in the Act prescribes provisions for offer and requests for casual conversion
5.7 Term-time Employees
5.7.1 General employees may be employed on a term- time basis (less than 52 weeks per annum) in
accordance with the following applicable provisions:
(a) clause 1.3 definition; and
(b) Schedule 11 (Term-Time Employees) of this Agreement.
5.7.2 General employees may annualise their wages in accordance with clause S11.11 (Annualisation
of Salary) of Schedule 11.
5.8 Classifications
Classification Structures
5.8.1 A description of the classifications and the classification process for employees are outlined in
the relevant schedules as follows:
General Employees Schedule
School Officers Schedules 8 and 9
(Refer clauses 5.9 and 5.10)
Nurses 12
Services Staff 13
Boarding Supervisors 14
Children Services 15
Classification Review
5.8.2 An employee may request a reclassification of their position in relation to either the
classification level of an existing position or where the classification level of the position has
been changed (the request).
5.8.3 Except in exceptional circumstances no employee can request a reclassification of their
position on more than one occasion in a twelve (12) month period.
5.8.4 The employee must make the request in writing to the employer, which will contain the
following:
(a) A description of the work performed by the employee;
http://www8.austlii.edu.au/cgi-bin/viewdoc/au/legis/cth/consol_act/fwa2009114/s15a.html
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(b) The employee’s assessment as to whether their position description is accurate and any
substantiating reasons for that assessment;
(c) Information comparing the work performed and the characteristics, skills and duties,
and criteria prescribed by this Agreement for the respective levels; and
(d) The identity of persons who support the subject employee’s application for review;
(e) Other material as appropriate.
5.8.5 An employee may be assisted and/or represented in preparing and submitting the material
identified in subclause 4 and in any discussion with the employer related to the request.
5.8.6 The employer will:
(a) consider the information provided in the request; and
(b) notify the employee in writing of the decision regarding the request:
(i) within sixty (60) calendar days of receiving the request; or
(ii) by the last day in February of the following year of a request received in
December.
5.8.7 A classification review may be the subject of clause 2.4 (Procedures for Preventing and Settling
Disputes) of this Agreement.
5.9 Classification of School Officers – Current Structure
5.9.1 Subject to the transition provisions outlined in clause 5.10, positions of all school officers will
be classified according to Schedule 8 (the current structure).
5.9.2 An employer will determine the classification of a position through the following process:
(a) an analysis is to be undertaken to establish the skills and responsibilities required for
each identified position and a position description written for each position;
(b) each position is classified by reference to the classification criteria set out in subclauses
3 to 6 using the position description developed in accordance with paragraph (a); and
(c) employees are appointed to a position at the appropriate level within the structure and
to a step in the level according to experience based on years of service.
Classification Criteria
5.9.3 Classification criteria are guidelines to determine the appropriate classification level and
consist of characteristics and typical duties and skills.
5.9.4 The characteristics are the Principal guide to classification as they are designed to indicate the
level of basic knowledge, comprehension of issues, problem and procedures required, the level
of autonomy, accountability supervision/training involved with the position. The
characteristics of a level must be read as a whole to gain an understanding of the position and
the performance requirements. Isolated characteristics should not be used to justify the
classification of a position.
5.9.5 The typical duties/skills are a non-exhaustive list of duties/skills that may be comprehended
within the particular level. They reflect the competencies of a particular level. They are an
indicative guide only and at any particular level employees may be expected to undertake
duties of any level lower than their own. Employees at any particular level may perform/utilise
one such duty/skill or many of them depending on the particular work allocated to them.
Typical duties/skills should not be used as the primary determinant in classifying employees
but may be useful if the characteristics of a level cannot be easily applied in an individual
instance.
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5.9.6 Some of the characteristics have been included in the typical skills/duties at each level. Where
there is inconsistency between the characteristics and the typical skills/duties, the
characteristics will prevail over the typical skills/duties.
(a) The key issue to be looked at in properly classifying an employee is the level of initiative,
responsibility/accountability, competency and skill that an employee is required to
exercise in performing the employee's work within the parameters of the
characteristics, read as a whole, of the position.
(b) It should be noted that some typical duties/skills appear at one level only while others
appear at more than one level. Because of this, the classification or reclassification of a
position needs to be done by reference to the specific characteristics of the level. As an
example, because an employee may be utilising a skill comprehended at a higher level
than that to which the employee has been appointed, the employee assumes the level
of initiative, accountability/responsibility, skill and competency envisaged by the
characteristics of the higher level.
5.10 Classification of School Officers – Transition to New Structure
5.10.1 In accordance with subclause 2, school officers will transition to the classification structure
outlined in Schedule 9 (the new structure) during the operation of this Agreement.
5.10.2 Employers will make best endeavours for school officers to transition to the new structure as
follows:
(a) Instructional Services – Music, howsoever described – by the commencement of the
2024 school year;
(b) Classroom Support, howsoever described – by 30 June 2024;
(c) All other school officers – by 31 December 2024.
5.10.3 An employer will transition the school officers through the following process:
(a) an analysis is to be undertaken to establish the skills and responsibilities required for
each role to be recorded in a position description;
(b) each position is classified at, and will transition to, the applicable level outlined in the
new structure by reference to the position description and the processes outlined in
Schedule 9 (new transitioned level); and
(c) the new transitioned level will be paid at the corresponding wage level outlined in
Schedule 1.5 (School Officers).
Example - If a school officer is classified in the current structure at level 3 and transitions to
the new structure at level 3, there will be no change in the wages paid to the school officer.
5.10.4 If the position of a school officer:
(a) does not transition to the new structure by the relevant date outlined in subclause 2;
and
(b) transitions to a higher level in the new structure compared to the current structure,
then the school officer will be entitled to be paid at the higher level from the first full pay
period after the dates outlined in subclause 5.
5.10.5 For the purposes of subclause 4, the relevant dates are as follows:
(a) for employees outlined in subclause 2(a) – 22 January 2024;
(b) for employees outlined in subclause 2(b) – 8 July 2024; and
(c) for employees outlined in subclause 2(c) – 27 January 2025.
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5.10.6 If the position of a school officer transitions to the new structure at a level lower than the level
that applied in the current structure, then the employee will continue to be:
(a) paid at the wage level outlined in Schedule 1.5 (School Officers) that the employee was
receiving at the level that applied in the current structure; and
(b) entitled to:
(i) wage increases in accordance with clause 5.11 of this Agreement; and
(ii) incremental advancement within that level, if applicable, in accordance with
clause 5.14.
5.10.7 Once a school officer has transitioned to the new structure, the current structure will have no
application to that school officer, but all other provisions of this Agreement relating to school
officers will continue to apply.
Review of Transitions
5.10.8 Any anomalies that may arise from the above transition process will, in the first instance, be
the subject of negotiation between the relevant parties.
5.10.9 Where an agreement cannot be reached on how to rectify an anomaly, the matter may be
processed through clause 2.4 (Procedures for Preventing and Settling Disputes) of this
Agreement.
5.11 Wage Increases
5.11.1 Wage increases are as follows:
(a) a wage increase of 4% (or a flat dollar increase of $47.08 per week, whichever is the
greater) of the applicable salary will be paid from the first full period on or after 1 May
2023;
(b) a further 3% (or a flat dollar increase of $36.72 per week, whichever is the greater) from
the first full pay period on or after 1 May 2024; and
(c) a further increase from the first full pay period on or after 1 May 2025 that will be the
same headline percentage wage increase paid to teachers in 2025 employed by the
Queensland Department of Education on or from 1 July 2025.
5.11.2 The actual wages and allowances for all classifications of employees are set out as follows:
General Employees Schedule
School Officers 1-5
Services Staff 1-7
Boarding Supervisors 1-8
Children Services 1-9
Nurses 1-10
5.11.3 A supported wage system may apply to employees with a disability in accordance with
Schedule 19 of the this Agreement.
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5.12 Junior Rates
5.12.1 A junior employee appointed:
(a) as a school officer at Level 1 or 2; or
(b) services staff employee at Level 0 or 1,
will be paid at the following percentage of the appropriate rate for the position performed:
Age % of rate
Under 16 years of age 55
Under 17 years of age 65
Under 18 years of age 75
18 years and over 100
5.13 Recognition of Prior Service
5.13.1 On commencing employment with an employer, an employee will be appointed to a paypoint
step within the relevant classification level for the role in accordance with subclause 2.
5.13.2 The appointment will be to the first paypoint of the level unless the employer recognises prior
relevant years of employment service in accordance with subclause 3.
5.13.3 An employer will recognise prior years of employment service of an employee for a higher
paypoint upon application by the employee providing:
(a) Documentary evidence of prior work in the 10 years immediately prior to appointment
that is demonstrated to be relevant to the work of the appointed role;
(b) Such documentary evidence must include a statement of service from each previous
employer relied upon that:
(i) is an original or a certified copy of an original document;
(ii) is provided on the official letterhead of the authority responsible for the school
or institution and it must be signed and dated by the employer or an
authorised person;
(iii) specifies the position(s) held;
(iv) specifies the period of employment;
(v) specifies the exact nature of the employment e.g. full-time, part-time, casual,
etc., and provide a detailed description of the relevant duties performed;
(vi) if part-time, detail the number of hours worked per week or their full-time
equivalent, or the total number of hours paid for the total period of
employment;
(vii) if casual, details so the total number of hours paid for the total period of
employment;
(viii) details when any periods of unpaid leave that were taken;
(ix) If no periods of leave without pay were taken, specifically state the statement
must show that ‘no leave without pay was taken’.
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5.13.4 In lieu of a statement of service from a previous employer referred to in subclause 3, an
employer may accept a statutory declaration from the employee that contains the following
information:
(a) the details outlined in subclause 3(b)(iii) to (ix); and
(b) the steps taken by the employee to exhaust all reasonable avenues in obtaining the
statement of service from the employer; and
(c) the reasons why those steps were unable to obtain the statement of service (for
example, the previous employer, or certain records of the employer, may no longer
exist).
5.13.5 If the employee provides the documentary evidence referred to in subclause 3 within 6
months of commencing the appointed role, then the relevant paypoint adjustment will take
effect from the date of commencement with the employer.
5.13.6 If the employee:
(a) was provided written advice of the timeframe in subclause 5 at or prior to
commencement with the employer; and
(b) provides the documentary evidence referred to in subclause 5 after 6 months of
commencing the appointed role,
then the relevant paypoint adjustment will take effect from the date of receipt by the
employer of the documentary evidence.
5.14 Increments
5.14.1 An employee will increment from one paypoint step to the next highest within a classification
level based on 12 months service at each step subject to satisfactory performance.
5.14.2 For the purposes of subclause 1:
(a) An increment will not be withheld by an employer for a lack of satisfactory performance
without due process; and
(b) 12 months service is constituted by 1976 hours of service.
5.14.3 Progression from one level to a higher level is either by appointment to such higher level as a
result of a vacancy at that level or the position is reclassified in accordance with clauses 5.8.2
to 5.8.7 (Classification Review) of this Agreement.
5.14.4 An employee may be appointed to a higher level without having progressed through all pay
steps within a lower level.
5.15 Higher Duties
5.15.1 An employer may require an employee to temporarily perform duties in a role that has a
classification higher than their current classification.
5.15.2 An employee who is appointed to perform the whole or substantially the whole type of duties
of the higher classification:
(a) in the case of general employees (other than services staff) - for more than 5
consecutive days; or
(b) in the case of services staff – for 4 or more hours,
will be paid at the first increment of the higher classification for the whole period of the
appointment.
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5.16 Allowances - General
5.16.1 Except for the divisional and district allowances outlined in subclause 2, all other allowances
outlined in this clause will increase at the same time and by the same percentage as for wages
outlined in clause 5.11. 1 of this Agreement.
Divisional and District Allowance
5.16.2 Divisional and district allowances outlined in Schedule S1.11 (Wages, Salaries and Allowances)
of this Agreement will be paid to employees for all purposes of this Agreement in addition to
the employee’s wages.
First Aid Allowance
5.16.3 For the purposes of this Agreement, a “First Aid Certificate” means a certificate issued as a
result of an employee completing a nationally accredited training course providing the
competencies required to administer first aid in the context of a school environment.
5.16.4 An employee who:
(a) is appointed by the employer to be a first aid officer; and
(b) holds a current First Aid Certificate,
will receive only the first aid allowance outlined in Schedule S1.7 (Salary, Wages and
Allowances) on or after the first full pay period after the date this Agreement comes into
operation.
5.16.5 An employee referred to in subclause 4 will be:
(a) reimbursed by the employer for course fees in obtaining and maintaining the First Aid
Certificate during employment; and
(b) entitled to undertake the course during paid work time.
5.16.6 The first aid allowance will not apply to:
(a) Nurses;
(b) a Boarding Supervisor who may be required by the employer to hold a current First Aid
Certificate, but is not designated as a first aid officer;
(c) an employee whose primary duties are to perform first aid duties and was employed on
this basis; or
(d) an employee whose appointment as a first aid officer has been taken into account in
classifying their position.
5.16.7 For the purposes of subclause 6(b), a boarding supervisor required by the employer to hold a
current First Aid Certificate will be reimbursed course fees in obtaining and maintaining the
certificate except when the requirement is a condition of employment for a new employee.
Uniform/Laundry Allowance
5.16.8 Where an employer requires an employee to wear a uniform or protective clothing, which
includes clothing and/or footwear, during the performance of the employee’s duties, the
employer will:
(a) provide the uniform or protective clothing, which includes the maintenance and
laundering of the items; or
(b) provide a uniform or protective allowance and a laundry allowance prescribed in
Schedule 1 - S1.7 (Salary, Wages and Allowances) from the first full pay period on or
after the date this Agreement comes into operation if the employer does not launder
the items in accordance with paragraph (a); or
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(c) reimburse the employee for the purchase of the uniform or protective clothing and
provide a laundry allowance as prescribed in paragraph (b) if the employer does not
launder the items.
Vehicle Allowance
5.16.9 An employee who is required by the employer to use their own car in the performance of
duties is entitled to claim reimbursement of the kilometres travelled in accordance with the
Australian Taxation Office cents per kilometre method.
5.17 Allowances – School Officers Only
5.17.1 A school officer is entitled to receive only one of the following allowances:
(a) Qualifications Allowance outlined in this clause;
(b) Specialised Care Allowance outlined in this clause; or
(c) First Aid Allowance outlined in clause 5.16.4.
Qualifications Allowance
5.17.2 A school officer at Level 2 who holds:
(a) a Certificate Level (III) qualification (or higher) which is relevant to their work; and
(b) a current First Aid Certificate,
will receive the Qualification Allowance identified in Schedule 1 – S1.7 (Salary, Wages and
Allowances).
5.17.3 A school officer at Level 3 who holds:
(a) a Certificate Level (IV) qualification (or higher) which is relevant to their work; and
(b) a current First Aid Certificate,
will receive the Qualification Allowance identified in Schedule 1 – S1.5 (Salary, Wages and
Allowances).
5.17.4 A school officer at Level 4 who holds:
(a) a Diploma or Associate Diploma level qualification (or higher) which is relevant to their
work; and
(b) a current First Aid Certificate,
will receive the Qualification Allowance identified in Schedule 1– S1.5 (Salary, Wages and
Allowances).
5.17.5 A school officer at Level 5 who holds:
(a) a Degree level qualification (or higher) which is relevant to their work: and
(b) a current First Aid Certificate,
will receive the Qualification Allowance identified in Schedule 1 – S1.5 (Salary, Wages and
Allowances).
5.17.6 A school officer will apply for the payment of the allowance prescribed in subclauses 2, 3, 4 or
5 as applicable.
5.17.7 If the employee applies for the allowance:
(a) within six (6) months of the qualification being obtained - the allowance will be paid as
from the date that the qualification is obtained; or
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(b) otherwise - the allowance will be paid from the first full pay period on or after the date
of making the application.
5.17.8 The employer will:
(a) reimburse enrolment fees associated with obtaining a First Aid Certificate which are
incurred within the twelve (12) month period immediately prior to the school officer
accessing the qualification allowance; and
(b) pay any fees associated with maintaining the First Aid Certificate for a school officer
receiving the Qualification Allowance.
5.17.9 The employee will obtain and maintain the First Aid Certificate in their own personal time and
there is no entitlement for such time to be provided during paid working hours.
Specialised Care Allowance
5.17.10 A school officer who is designated by their employer to engage in, or assist particular students
with, ongoing specialised care needs (for example, medical, manual handling and/or hygiene
procedures) will receive a Specialised Care Allowance, identified in Schedule 1 – S1.5 (Salary,
Wages and Allowances).
5.17.11 The Specialised Care Allowance will not be varied to reflect part-time hours.
5.17.12 The Specialised Care Allowance is equivalent in value to the First Aid Allowance.
Special Project Allowance
5.17.13 For the purposes of this subclause, a “special project” is one in which the following criteria are
met:
(a) the employer requires a school officer to undertake responsibilities, or to exercise skills,
at the level higher than the employee’s classified position for the purposes of
undertaking a designated project; and
(b) such responsibilities or skills are not of such a substantive nature as to affect the
classification level of the employee’s position; and
(c) the project will only be for a fixed period of time, being at least one week, and will not
be ongoing or indefinite in nature.
5.17.14 A school officer undertaking a special project will be paid a weekly allowance outlined in
Schedule 1– S1.5 of this Agreement for the duration of the special project.
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5.18 Allowances – Services Staff Only
Work in the Rain
5.18.1 When a services staff employee is required to work in the rain and by so doing gets their
clothes wet, such employee will be paid double rates for all work so performed until such time
as the employee finishes work or is able to change into dry clothing.
5.18.2 Subclause 1 does not apply where the employee has been supplied with adequate rainproof
clothing.
Toilet Cleaning
5.18.3 Services staff employees who are required to clean toilets connected with septic tanks or
sewerage are to be paid an allowance outlined in Schedule 1 – S1.7 per week in addition to
their ordinary wage rates.
Allowances – Building and Maintenance employees only
5.18.4 The following allowances applicable to building and maintenance employees only are outlined
in Attachment 2 of Schedule 13 and Schedule 1-7 (Salary, Wages and Allowances):
(a) “Leading hand”;
(b) “Labourers mixing wet concrete or compo”;
(c) “Work in excessive heat”;
(d) “Dirty work”; and
(e) “Tool allowances”.
5.18.5 The tool allowances outlined in subclause 4 will not apply where the employer provides all
tools necessary for a tradesperson to perform their work.
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5.19 Ordinary Hours of Work – Non-Shiftworkers
5.19.1 This clause applies to all general employees who do not work shift work (other than Boarding
Supervisors who have hours of work provisions outlined in Schedule 14).
5.19.2 In addition, an employee has a right to disconnect from work and not respond to, or engage
with work related electronic communications outside of a designated span of hours in
accordance with clause 9.1 of this Agreement.
5.19.3 The ordinary hours of work are up to 38 hours per week, which may, subject to the operational
requirements of the employer and the agreement of the employee, be averaged over a period
of 2 or 4 weeks.
Span of Hours
5.19.4 The ordinary hours of work will be worked:
(a) up to a maximum of 10 hours on any day;
(b) continuously each day subject to clauses 5.21.1 and 5.21.2 (Meal Breaks) and 5.23
(Broken Shift);
(c) on no more than 5 days in 7 days; and
(d) within the following span of hours:
General Employee Days of the Week Between Hours of the Day
(Daily Span)
(a) School Officers Monday to Friday 7.00am and 6.00pm
(b) Nurses Monday to Friday 6.30am and 6.30pm
(c) Children Services Monday to Friday 6.00am and 6.00pm
Services Staff
(d) Building and building
maintenance, retail
Monday to Friday 6.00am and 6.00pm
(e) Greenkeeping and
grounds
Monday to Friday 6.00am and 6.00pm
Saturday 6.00am and 12 noon
(f) Catering and
domestic/house
keepers, drivers of
motor vehicles and
associated duties
Monday to Sunday 6.00am and 6.00pm
(g) Cleaners, caretakers,
security
Monday to Sunday 6.00am and 6.00pm
5.19.5 If there is agreement between the employer and the majority of employees in a work area of a
particular category of general employees identified in clause 1.4.6, the daily span of hours may
be varied by up to one hour provided the total hours within the span is unchanged.
For example, cleaners and security employees are each considered separate “particular
category of general employee”. Accordingly, if the employer agrees with a majority of
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the cleaners at one campus of a multi-campus school, then their daily span of hours can
be varied to 5.30am and 5.30pm with the 12 hours within the span being unchanged.
5.20 Ordinary Hours of Work – Shiftworkers
5.20.1 This clause applies to the following general employees who work shiftwork:
(a) nurses;
(b) services staff who are:
(i) catering and domestic/house keepers;
(ii) drivers of motor vehicles and associated vehicles;
(iii) cleaners;
(iv) caretakers; and
(v) security.
5.20.2 Hours of work provisions for Boarding Supervisors are outlined in Schedule 14.
5.20.3 The definitions for shiftwork are provided in clause 5.26.2.
5.20.4 The ordinary hours for shiftwork will:
(a) be worked continuously each shift subject to clauses 5.21.1 and 5.21.2 (Meal Breaks) and
5.23 (Broken Shift);
(b) not exceed 10 hours on any single shift; and
(c) be rostered in accordance with this clause.
Rostering
5.20.5 For employees working to a roster, a roster showing normal starting and finishing times and
the name of each employee will be prepared by the employer and will be displayed in a place
conveniently accessible to the employees at least 7 days before the commencement of the
roster period.
5.20.6 An employee may be rostered to work on a Saturday, Sunday or public holiday and will be paid
the appropriate penalty rate in accordance with clause 5.26.4 (Penalty Rates) and clause 8.17
(Public Holiday).
5.20.7 A roster may be altered by mutual consent at any time or by amendment of the roster by the
employer on 7 days’ notice.
5.21 Breaks – Meal and Rest Pauses
Meal Break
5.21.1 An employer is required to provide an unpaid meal break of not less than 30 consecutive
minutes and not more than 1 hour to an employee who is engaged or rostered to work for
more than 5 hours on a day and such meal break will start no later than 5 hours after the
employee commenced work on that day.
5.21.2 An employee and the employer may enter into an agreement to change the requirement to
take a meal break pursuant to subclause 1 (the agreement) provided:
(a) the employee is not engaged or rostered to work for more than 6 hours on a day subject
to the agreement; and
(b) the agreement satisfies:
(i) the personal needs of the employee; and
(ii) the operational requirements of the employer.
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Rest Pauses
5.21.3 An employee who works:
(a) in excess of 6 consecutive ordinary hours in a day (excluding meal breaks) - is entitled to
2 paid rest pauses of 10 minutes each with 1 taken in the first half and the other taken in
the second half of the day; and
(b) a minimum of 4, but no more than 6 consecutive ordinary hours in a day (excluding meal
breaks) - is entitled to a paid rest pause of 10 minutes to be taken at a time suitable to
the employer.
5.21.4 Where the employee has an entitlement to 2 rest pauses per day or shift:
(a) the employer and the employee may agree to one rest pause of 20 minutes; or
(b) the employer may require one rest pause of 20 minutes where reasonably required
because of operational requirements.
5.21.5 A rest pause will not be taken:
(a) at such times that interfere with the continuity of work where continuity is necessary; or
(b) adjacent to a meal break unless the employee and the employer agree.
5.22 Breaks Between Duty
5.22.1 An employee is entitled to a minimum break of 10 consecutive hours between the end of one
period of duty and the beginning of the next, which applies to both ordinary hours and where
overtime is worked.
5.22.2 If the employer instructs an employee to resume or continue work without having had 10
consecutive hours off duty in accordance with subclause 1, then the following applies:
(a) the employee is entitled to be absent from duty without loss of pay until a 10-hour
break has been taken; or
(b) the employee is entitled to be paid 200% of the minimum hourly rate until released
from duty.
5.22.3 This clause does not apply to:
(a) employees attending a school camp or excursion;
(b) boarding supervisors as clause S14.10 of Schedule 14 applies; and
(c) an employee working a broken shift.
5.23 Broken Shift
5.23.1 This clause only applies to the following employees who are not casual employees:
(a) Service Staff who are:
(i) Greenkeeping and grounds employees;
(ii) Catering employees;
(iii) Domestic/housekeeping employees;
(iv) Drivers of motor vehicles and associated duties employees;
(v) Cleaners; and
(vi) Security employees; and
(b) Children Services employees working in outside school hours care.
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5.23.2 A broken shift is a shift that is broken into two or more periods (excluding rest pauses and
meal breaks).
5.23.3 An employee (other than a children services employee) who works a broken shift on a day is
entitled to the broken shift allowance prescribed in Schedule 1 – 7 (Services Staff Allowances)
for that day.
5.23.4 A children services employee who works a broken shift on a day is entitled to the broken shift
allowance prescribed in Schedule 1-9 (Children Services Employees).
5.23.5 To avoid doubt, an employee will not be entitled to the broken shift payment on a day where:
(a) the employee is engaged to work hours in accordance with multiple contracts (see
clause 3.4 of this Agreement); and
(b) there is not an unpaid break greater than one hour between any of those hours worked
on that day.
5.24 Overtime
5.24.1 Overtime is any authorised work performed outside of or in excess of the ordinary or rostered
hours (refer clause 5.19 Hours of Work – non-shift workers), but does not include work
performed in accordance with clause 5.26 (Penalty Rates).
5.24.2 If an employee works overtime the employer must pay the employee overtime rates as
follows:
Full-time and part-time
employees Casual employees
For overtime worked on % of hourly rate % of hourly rate
Monday to Saturday—first
3 hours 150 175
Monday to Saturday—
after 3 hours 200 225
Sunday 200 225
Public holidays 250 275
5.24.3 All overtime worked on a Saturday or Sunday (other than overtime worked continuously with
ordinary hours on such days) will be subject to a minimum overtime payment of 2 hours.
5.24.4 Overtime will be calculated daily.
Overtime – Meal Allowance
5.24.5 If the employer requires an employee to work more than 2 hours overtime after a period of
work of at least 7.6 hours, the employer will provide the employee with a meal.
5.24.6 If it is not possible to provide the employee with a meal, the employer will pay a meal
allowance for each occasion in accordance with Schedule 1- 7 from the first full pay period on
or after the date this Agreement comes into operation.
5.24.7 The employer is not required to provide a meal or pay the allowance to an employee who
could reasonably return home for a meal at, or about, the time that a meal would normally be
eaten.
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5.25 Time off in lieu of Overtime
5.25.1 Time off in lieu of overtime (TOIL) can only apply to overtime that that would be paid at the
rate of 150% of the hourly rate in accordance with subclause 2.
5.25.2 An employee and employer may agree in writing to the employee taking time off in lieu (TOIL)
instead of being paid overtime in accordance with subclause 1 that has been worked by the
employee. To avoid doubt, such an agreement may relate to a portion of overtime worked on
a day.
For example, an employee may work 3 hours overtime on a week day and agree with the
employee that the first 2 hours is to be taken as TOIL while the 3rd hour is paid as
overtime at 150% .
5.25.3 An employer must not exert undue influence or undue pressure on an employee to make an
agreement to take TOIL.
5.25.4 TOIL will be taken:
(a) as the same number of overtime hours worked (for example – 2 hours of overtime
worked equates to 2 hours of time off);
(b) at an agreed time during the next school holiday/vacation period following the working
of the overtime unless the employer and employee agree to the TOIL being taken at
some other time; and
(c) so that an employee has a zero TOIL balance at the end of a 12 month cycle being the
conclusion of the Christmas school holiday/vacation period.
5.25.5 Any accrued TOIL not taken at the end of the 12 month cycle mentioned in subclause 4(c) will
be paid to the employee at 150% of the hourly rate in the next pay roll period.
5.25.6 If an employee gives notice of resignation, then TOIL must be taken prior to the resignation
date unless extenuating circumstances exist.
5.25.7 If:
(a) extenuating circumstances exist in relation to an employee’s resignation; or
(b) the employer terminates the employee,
any accrued TOIL not taken by the date the termination takes effect will be paid:
(c) to the employee at 150% of the hourly rate; and
(d) as part of the termination payment referred to in clause 5.31 of this Agreement.
5.26 Penalty Rates
5.26.1 This clause applies to all general employees who work shiftwork (other than Boarding
Supervisors whose hours of work provisions are outlined in Schedule 14).
Day/Afternoon/Night Shifts
5.26.2 The following shift definitions apply:
(a) “day shift” is a shift which starts and finishes wholly within the spread of ordinary hours
identified in clause 15.19.4;
(b) “afternoon shift” is a shift which is not a day shift and which finishes after the ordinary
hours identified in clause 15.19.4 and at or before midnight;
(c) “night shift” is a shift which is not a day shift and which finishes after midnight and at or
before the commencement of the relevant spread of ordinary hours identified in clause
15.19.4.
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5.26.3 Payment for shiftwork is as follows:
(a) An employee required to work ordinary hours on an afternoon shift or night shift will be
paid the following percentage of the hourly rate:
General Employee Afternoon Night
Nurses 112.5% 115%
Other Employees 115%
(b) An employee working a permanent night shift will be paid 130% of the hourly rate.
Saturday/Sunday Work
5.26.4 An employee required to work ordinary hours on a Saturday or Sunday will be paid the
following percentage of the hourly rate:
General Employee Saturday Sunday
Nurses 150% 190%
Greenkeeping and grounds 135% 200%
Catering, Domestic/housekeeping 150% 155%
Drivers of motor vehicles and associated duties,
cleaners, caretakers, security
150% 175%
5.26.5 The penalty rates in this clause and for overtime in subclause 5.24 are not cumulative. Where
an employee is entitled to more than one penalty or overtime, the employee will be entitled to
the highest single penalty rate.
5.27 On-call/recall
5.27.1 An employee who is:
(a) required by the employer to hold themselves available to be recalled to work will be
paid an amount equal to one ordinary hour’s pay (for that employee pursuant to this
Agreement) for each period up to 24 hours that the employee is required to be on-call;
and
(b) recalled to duty at the workplace will be paid a minimum of 3 hours at the appropriate
overtime rate where that duty is not continuous with their ordinary hours of duty.
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5.28 Range of Duties - School Officers
5.28.1 In addition to curriculum support a school officer can otherwise be allocated additional duties
that would be typically carried out by teachers such as:
(a) data entry/collation;
(b) record taking/keeping;
(c) collation of reports;
(d) yard/playground duty;
(e) attendance records; and
(f) supervision of students (including bus duty and exam supervision); and
(g) other duties as agreed.
5.28.2 The allocation of such duties is considered by the Principal and where a Principal determines
the need to allocate such types of duty to support staff, the following conditions apply:
(a) The school will establish protocols to cover legal and operational elements of
supervision of students where a duty of care is exercised;
(b) the protocols will ensure that the determination to use support staff in such supervision
is minuted, training is provided, a clear delegated line of authority to the Principal is
established and that supervision will be only within the person’s training;
(c) no fundamental change in the nature of an employee’s duties will occur under this
clause without reasonable consultation, notice and training;
(d) where an employee perceives they cannot perform the functions requested by the
employer in accordance with a change in duties under this clause, the employee should
raise their concerns with the employer for identification of support needs including
professional development, supervision and/or alternative allocated duties consistent
with their skills and experience; and
(e) in the event of a change in duties, no employee will be required to perform more work
than is reasonable within their normal hours of work.
5.29 Termination of Employment
Notice of Termination by Employer
5.29.1 The employer will give an employee the following notice in writing of the termination of
employment based on the period of continuous service as outlined below:
Period of Continuous Service Notice Period
(weeks)
not more than three (3) years 2
more than three (3) years but not more than five (5) years 3
more than five (5) years 4
5.29.2 The notice period required subclause 1 will be increased by one week if the employee:
(i) is over forty-five (45) years old; and
(ii) has completed at least two (2) years of continuous service with the employer;
5.29.3 Payment in lieu of notice will be made if the appropriate notice is not given; provided that
employment may be terminated by part of the period of notice specified and part payment in
lieu thereof.
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5.29.4 The period of notice in subclause 1 will not apply in the case of:
(a) casuals; or
(b) dismissal for serious misconduct or other grounds that justify instant dismissal.
Notice of Termination by Employee
5.29.5 An employee, other than a casual, will give to the employer two (2) weeks' notice in writing of
intention to resign from the position.
5.29.6 If an employee fails to give notice the employer will have the right to withhold monies due to
the employee with a maximum amount equal to the ordinary time rate for the period of
notice. Provided that employment may be terminated by part of the period of notice specified
and part withholding of wages in lieu thereof.
5.30 Statement of Service
5.30.1 The employer will, in the event of termination of employment, provide upon request to an
employee who has been terminated a written statement specifying the following:
(a) the full name and address of the employee;
(b) a description of position in which the employee was engaged;
(c) the dates the employee commenced and ceased employment in each of the positions;
(d) the address of the workplace at which the employee was so engaged;
(e) the classification level(s) of the employee; and
(f) periods of leave without pay taken during the period of employment with the employer.
5.31 Termination Payments
5.31.1 Subject to section 117(2)(b) of the Act for payments in lieu of notice, a termination payment to
an employee will be paid through an employee’s existing banking arrangements by no later
than the date of the next full pay period after termination.
5.32 Redundancy
5.32.1 Redundancy provisions are outlined in clause 2.6 (Redundancy) of this Agreement.
5.33 Induction
5.33.1 An induction program will be implemented for employees and will include the following:
(a) provision of a duty statement;
(b) identification of lines of support;
(c) provision of materials relevant to the ethos and mission of the system / school;
(d) provision of documents relevant to the system / school policy and procedures;
(e) provision of documentation and training consistent with workplace health and safety
requirements specific to the duties undertaken by the employee;
(f) provision of information relevant to union coverage and benefits; and
(g) provision of information relevant to superannuation entitlements and options.
5.34 School Officer Relief Provision
The employing authority agrees that when a school officer, who is undertaking duties with essential
student supervision responsibilities that cannot be reallocated, is absent from work due to the accessing
of leave, they will be replaced, where a suitable replacement is available, by another employee for the
duration of their absence. This clause will not apply where the absence is less than five (5) hours.
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PART 6 CONDITIONS APPLYING TO COUNSELLORS
6.1 Common Employment Arrangements Applicable to Counsellors
The following provisions will apply to all categories of guidance counsellor and counsellor as
contained in clauses 6.2, 6.4 and 6.5
6.1.1 Wage increases are as follows:
(a) for guidance counsellors and career counsellors referred to in clauses 6.2, 6.4 and 6.6:
(i) a wage increase of 4% of the applicable salary will be paid from the first full
period on or after 1 July 2023;
(ii) a further 3% from the first full pay period on or after 1 July 2024; and
(iii) a further increase from the first full pay period on or after 1 July 2025 that will
be the same headline percentage wage increase paid to teachers in 2025
employed by the Queensland Department of Education on or from 1 July 2025;
and
(b) for counsellors (without teacher qualifications) referred to in clause 6.5:
(i) a wage increase of 4% of the applicable salary will be paid from the first full
period on or after 1 May 2023;
(ii) a further 3% from the first full pay period on or after 1 May 2024; and
(iii) a further increase from the first full pay period on or after 1 May 2025 that will
be the same headline percentage wage increase paid to teachers in 2025
employed by the Queensland Department of Education on or from 1 July 2025.
6.1.2 Professional Development and Support
(a) The specific nature of an employee’s skills requires professional development and
training on an ongoing basis. It is the joint responsibility of both the employer and the
employee to have due regard to this requirement.
(b) The employer will ensure access to reasonable, pre-approved professional development
- provided by the employer as well as external opportunities relevant to the needs of the
counsellor role within individual schools and the priorities of each school.
(c) The employer will provide time to complete professional practice requirements of the
counsellor role i.e. follow up phone calls, scoring assessments, writing reports and case
notes, maintaining files, participating in mandatory supervision and professional
development, and involvement in system processes.
(d) The employer will provide counsellor supervision and monitor required participation.
6.1.3 School Vacation Periods and Term Time Employment
(a) Subject to clauses 6.4.9 and 6.5.9, counsellors are not required to attend for work during
school vacation periods.
(b) No counsellor will be employed on a term-time basis.
6.1.4 Teaching Allocations
No counsellor will be allocated a classroom teaching load or be required to undertake
classroom student supervision.
6.1.5 Review of Counsellor Duties and Working Arrangements
Consistent with the consultative arrangements contained in this agreement, employing
authorities will consult with counsellors at the local level regarding the practical workplace
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supports and resources necessary to address particular issues such as caseloads, counselling
models, referral pathways and other initiatives to mitigate the impact on counsellors.
6.2 Guidance Counsellors (Teacher)
6.2.1 Coverage
This provision will apply to guidance counsellors (teacher) employed in schools under the
control of the employer but will not apply to such person who are in Holy Orders or who are
members of a recognised Religious Order.
6.2.2 Contract of Employment
(a) Each person appointed to a position of guidance counsellor (teacher) will be
remunerated in accordance with Schedule 1 – S1.4 of this Agreement.
(b) The employer will consider the needs of the school and whether it is possible/desirable
to appoint a guidance counsellor (teacher) on a full-time continuing basis.
(c) A periodic review/appraisal process will be determined by the employer. That process
will be in accordance with the principles set out in Schedule 7 of this Agreement.
6.2.3 Recognition of Prior Service
Except for employees of Brisbane Catholic Education, all previous relevant experience as a
school counsellor or guidance counsellor, either in the Catholic education system in
Queensland or as a school counsellor or guidance counsellor with any other school authority in
Queensland or other states and territories within Australia, will be recognised by the employer
in placing an employee on the appropriate salary step. Prior service for employees of Brisbane
Catholic Education will be recognised in accordance with Schedule 18.
6.2.4 Termination of Employment
(a) Should the position of guidance counsellor (teacher) cease to exist within the school or
system, the teacher occupying the position will be guaranteed a teaching position by the
employer and such salary and conditions contained in the Agreement, should this be
mutually agreeable.
(b) However, paragraph (a) will not apply to any employee dismissed for incompetence,
misconduct, or neglect of duty, who may be summarily dismissed without notice.
(c) Where the employee opts not to exercise the provisions of subclause (a), the provisions
of the redundancy clause in this Agreement will apply.
6.2.5 All conditions of employment, other than those stated in this clause will be in accordance with
those applying to teachers except clause 1.3.4 of this Agreement.
6.2.6 The parties agree that those employees currently employed as school counsellors (teacher)
and who occupy a position consistent with the definition provided at subclause 7 and the roles
detailed at subclause 8 will be afforded the title of guidance counsellor (teacher) and will be
remunerated in accordance with Schedule 1 – S1.4 of this Agreement.
6.2.7 Definitions
(a) Except for employees of Brisbane Catholic Education, the guidance counsellor (teacher)
is a person appointed as such at the discretion of the employer. A guidance counsellor
(teacher) will be a person who:
(i) is a registered teacher with appropriate experience and demonstrated
competency, and
(ii) holds an appropriate degree with major studies in psychology from a
recognised tertiary institution and completion of an approved post graduate
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counsellor training program of at least one year’s duration comprising
academic course work, supervised practicum and a professional practices
component with appropriate experience and demonstrated competency or
other relevant qualifications which are acceptable to the employer.
(b) Employees of Brisbane Catholic Education will be defined and classified as guidance
counsellors (teacher) in accordance with Schedule 18.
6.2.8 Role
(a) The role of a guidance counsellor (teacher) is to collaboratively design and/or implement
a guidance counselling program which proactively fosters the development and mental
health of students in the context of the Catholic school. The guidance counsellor
(teacher) may be required to utilise their professional skills in areas including
counselling, consultation, programming and psycho-educational assessment to address
the relevant educational, personal, vocational and social needs of students within the
school setting. In the wider context consultation is required with specialist and other
personnel as well as various agencies in achieving service delivery.
(b) The guidance counsellor (teacher) operates as an integral part of the school’s
educational team and provides services which are negotiated with and authorised by the
school Principal in support of both the Mission of the school and the goals of the
school’s development plan.
(c) The guidance counsellor (teacher) designation will not include those persons specifically
employed as counsellors (without teacher qualification) whose role includes provision of
careers advice, social work, school home liaison, work experience or other coordinating
roles.
6.2.9 Experience - Guidance Counsellor (Teacher)
(a) "Appropriate experience" as contained in subclause 7(a) means nine (9) years’
experience accumulated either as a teacher or a school counsellor or a guidance
counsellor (teacher). In the case of experience as a school counsellor or a guidance
counsellor (teacher) such experience will have been obtained in a school environment.
(b) Notwithstanding the provisions of paragraph (a) an employee who has less than nine (9)
years appropriate experience but who is:
(i) required to carry out the major and substantial responsibilities of the position
of guidance counsellor (teacher) as defined in subclause 8; and
(ii) who fulfils the qualification requirements contained in subclause 7, will be
entitled to the full benefits of this clause.
6.2.10 Guidance Counsellor (Teacher) Engaged Across Multiple Schools
(a) The employer agrees to take into account the particular working arrangements of any
guidance counsellor (teacher) who is engaged to work across multiple schools.
(b) The arrangements and principles contained in clause 4.23 (Itinerant Specialist Teachers –
Primary) of this agreement will be applicable to a guidance counsellor (teacher) who is
engaged across multiple schools.
6.2.11 Remote Area Incentives
The provisions and entitlements contained in Schedule 4 (ITAS) and Schedule 5 (IPRASS) will be
deemed to apply to guidance counsellors (teachers) who are located in schools in the
applicable geographical areas nominated in these schedules.
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6.3 Annual Leave for Guidance Counsellors (Without Teacher Qualifications) and Counsellors
(Without Teacher Qualifications)
6.3.1 For the purposes of this clause, relevant counsellors means:
(a) Guidance Counsellors (Without Teacher Qualifications) and
(b) Counsellors (Without Teacher Qualifications),
who are not required to attend for work during vacation periods subject to clause 6.4.9.
6.3.2 Relevant counsellors will be entitled to annual leave on the same basis as teachers in
accordance with clauses 8.1, 8.2 (Annual Leave/Loading – Teachers), 4.6 and 4.7 (Full Year
Salary /Proportion of Full Year Salary).
6.3.3 To avoid doubt, relevant counsellors will not access annual leave during school term.
6.4 Guidance Counsellors (Without Teacher Qualifications)
6.4.1 Coverage
This provision will apply to guidance counsellors (without teacher qualifications) employed in
schools under the control of the employing authorities in the state of Queensland but will not
apply to such persons who are in Holy Orders or are members of a recognised Religious Order.
6.4.2 Contract of Employment
(a) Each person appointed to a position of guidance counsellor (without teacher
qualifications) will be appointed in accordance with clause 5.3 (Contract of Employment)
of this Agreement.
(b) Each person appointed to a position of guidance counsellor (without teacher
qualifications) will be remunerated in accordance with Schedule 1 – S1.4.
(c) The employer will consider the needs of the school and whether it is possible or
desirable to appoint a guidance counsellor (without teacher qualifications) on a full-time
continuing basis. The guidance counsellor (without teacher qualifications) will not be
employed on a term-time basis.
(d) A periodic review/appraisal process will be determined by the employer. That process
will be in accordance with the principles set out in Schedule 7 of this Agreement.
6.4.3 Recognition of Prior Service
(a) Except for employees of Brisbane Catholic Education, clause 4.18 (Recognising Non-
teaching Service – Teachers) of this Agreement will apply in recognising prior service.
Relevant service for guidance counsellors (without teacher qualifications) will include all
previous experience as a guidance counsellor, either in the Catholic education system in
Queensland or as a school counsellor with any other school authority in Queensland or
other states and territories within Australia or other counselling experience as deemed
relevant by the employer.
(b) Prior service for employees of Brisbane Catholic Education will be recognised in
accordance with Schedule 18.
6.4.4 Termination of Employment
(a) Should the position of guidance counsellor (without teacher qualifications) cease to exist
within a school or system the provisions of the redundancy clause contained in this
Agreement will apply.
(b) Provided that paragraph (a) will not apply to any employee dismissed for incompetence,
misconduct or neglect of duty.
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6.4.5 All conditions of employment, other than those stated in this clause will be in accordance with
those applying to school officers.
6.4.6 Regularising Current Practice and Savings Clause
(a) The parties acknowledge that currently a variety of qualification requirements and
remuneration determinations exist in relation to guidance counsellor (without teacher
qualification) positions, previously known as school counsellors (without teacher
qualifications).
(b) The parties agree that those employees currently employed as school counsellor
(without teacher qualifications) and who occupy a position consistent with the definition
provided at subclause 7 will be afforded the title of guidance counsellor (without
teacher qualifications) and will be remunerated in accordance with Schedule 1 – S1.4 of
this Agreement.
6.4.7 Definition
(a) Except for employees of Brisbane Catholic Education, the guidance counsellor (without
teacher qualifications) is a person appointed as such at the discretion of the employer.
A guidance counsellor (without teacher qualifications) will be a person who is a
registered psychologist, or holds another degree deemed acceptable by the employer,
and with a minimum of two year of experience relevant to the school setting.
(b) Employees of Brisbane Catholic Education will be defined and classified as guidance
counsellors (without teacher qualifications) in accordance with Schedule 18.
6.4.8 Role
(a) The role of a guidance counsellor (without teacher qualifications) is to collaboratively
design and/or implement a guidance counselling program which proactively fosters the
development and mental health of students in the context of the Catholic school. The
guidance counsellor (without teacher qualifications) may be required to utilise their
professional skills in areas including counselling, consultation, programming and psycho-
educational assessment to address the relevant educational, personal, vocational and
social needs of students within the school setting. In the wider context consultation is
required with specialist and other personnel as well as various agencies in achieving
service delivery.
(b) The guidance counsellor (without teacher qualifications) operates as an integral part of
the school's educational team and provides services which are negotiated with and
authorised by the school Principal in support of both the Mission of the school and the
goals of the school's development plan.
(c) The guidance counsellor (without teacher qualifications) designation will not include
those persons specifically employed as counsellors (without teacher qualifications)
whose role includes provision of careers advice, school home liaison, work experience or
other co-ordinating roles.
6.4.9 Attendance for Work Duties and School Vacation Periods
(a) Subject to paragraph (b), the guidance counsellor (without teacher qualifications) is not
required to attend for work during a vacation period.
(b) Consistent with the guidance counsellor (teacher) provisions and the nature of the role
of the guidance counsellor (without teacher qualifications), it is agreed that the role may
require availability:
(i) for meetings before and after school, including some evening work;
(ii) in the event of critical incidents on weekends and during school vacations; and
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(iii) to respond to enquiries from parents and students about matters such as
QTAC during school vacations.
(c) In the case of a guidance counsellor (without teacher qualifications) employed on a part-
time basis, paragraph (b) will apply to the week days in the vacation periods that
correspond to the contracted working week days of the employee during school term,
otherwise clause 5.5.7 will apply to those hours (payment of additional hours).
6.5 Counsellors (Without Teacher Qualifications)
6.5.1 Coverage
This provision will apply to counsellors (without teacher qualifications) employed in schools
under the control of the employing authorities in the state of Queensland but will not apply to
such persons who are in Holy Orders or are members of a recognised Religious Order.
6.5.2 Contract of Employment
(a) Each person appointed to a position of counsellor (without teacher qualifications) will be
appointed in accordance with clause 5.3 (Contract of Employment) of this Agreement
and the provisions for school officers contained in this Agreement.
(b) Each person appointed to a position of counsellor (without teacher qualifications) will be
remunerated in accordance with Schedule 1 – S1.5 of this Agreement.
(c) The employer will consider the needs of the school and whether it is possible or
desirable to appoint a counsellor on a full-time continuing basis.
(d) The counsellor will participate in the school’s periodic review/appraisal process.
6.5.3 Classification
In accordance with Schedule 9 (Counsellors Without Teacher Qualifications), a Level 6 or Level
7 of the school officer classification and wage level (Schedule 1.5 - School Officers) will apply to
counsellor (without teacher qualification) positions.
6.5.4 Recognition of Prior Service
Clause 5.13 (Recognition of Service) of this Agreement will apply in recognising prior service.
Relevant service for counsellors (without teacher qualifications) will include all previous
experience as a counsellor, either in the Catholic education system in Queensland or as a
counsellor with any other school authority in Queensland or other states and territories within
Australia or as a counsellor in a school setting or not.
6.5.5 Termination of Employment
(a) Should the position of counsellor (without teacher qualifications) cease to exist within a
school or system, the provisions of the redundancy clause contained in the Agreement
will apply.
(b) Provided that paragraph (a) will not apply to any employee dismissed for incompetence,
misconduct, or neglect of duty.
6.5.6 All conditions of employment, other than those stated in this clause will be in accordance with
the provisions for school officers contained in this Agreement.
6.5.7 Definitions
The counsellor (without teacher qualifications) is a person appointed as such at the discretion
of the employer and with formal qualifications as deemed acceptable by the employer and
relevant to the duties of the position.
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6.5.8 Role
(a) The role of a counsellor (without teacher qualifications) is to provide individual and
group counselling services to students.
(b) The counsellor (without teacher qualifications) is required to utilise professional
counselling skills to address the relevant educational, personal, vocational and social
needs of students within the school setting. In the wider context consultation may be
required with other personnel as well as various agencies in achieving service delivery.
(c) The counsellor (without teacher qualification) operates as an integral part of the
school's educational team and provides services which are negotiated with and
authorised by the school Principal in support of both the Mission of the school and the
goals of the school's development plan.
(d) Where a counsellor (without teacher qualifications) is appointed to a school that also
employs a guidance counsellor (with or without teacher qualifications), they will be
required to work under the professional supervision of the guidance counsellor and the
Principal on issues of student mental health or student protection.
(e) The counsellor (without teacher qualifications) may include those persons employed to
provide careers advice, school home liaison, work experience or other co-ordinating
roles in addition to the provision of individual and group counselling to support
student’s normal developmental concerns.
6.5.9 School Vacation Periods
Where a counsellor (without teacher qualifications) is not required to attend for work during a
vacation period, that employee will be so advised at the time of engagement.
6.6 Career Counsellor/Career Adviser (Teacher)
6.6.1 Professional Recognition and Support
(a) The employer recognises the integral role that Career Counsellors/Career Advisers
(Teachers) undertake within a school’s educational team and the application of
appropriate professional standards and professional associations relevant to such roles.
(b) The employer will provide support to Career Counsellors/Career Advisers (Teachers) in
relation to meeting and/or maintaining the Professional Standards for Career
Development Practitioners including access to continuing professional development.
6.6.2 Definitions
The Career Counsellor/Career Adviser (Teacher) is a person appointed as such at the discretion
of the employer. A Career Counsellor/Career Adviser (Teacher) will be a person who is:
(a) a registered teacher with appropriate experience and demonstrated competency;
(b) holds as a minimum as outlined in the Professional Standards for Career Development
Practitioners a graduate certificate or equivalent and appropriate and recognised
qualification in the field of career development; and
(c) the Career Counsellor/Career Adviser (Teacher) designation will not include those
persons specifically employed as Counsellors (Without Teacher Qualification) whose role
includes provision of personal counselling advice, social work, school home liaison or
other coordinating roles.
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6.6.3 Teaching Duties – Career Counsellor/Career Adviser (Teacher)
Where the Career Counsellor/Career Adviser (Teacher) is required to undertake teaching
duties their teaching load will prioritise the delivery of the career development program (or
the components of this program that may be integrated within the broader curriculum).
Academic subject area(s) may be included after consultation between the Career
Counsellor/Career Adviser (Teacher) and the School Principal.
6.6.4 Matters Relating to Wages
(a) Employees who are employed as a Career Counsellor/Career Adviser (Teacher) will be
paid in accordance with this subclause and Schedule 1 – S1.4);
(b) An employee will progress from Level 1 to Level 2 on the basis of one (1) year’s
satisfactory service at Level 1;
(c) An employee will progress from Level 2 to Level 3 on the basis of one (1) year’s
satisfactory service at Level 2 and the possession of a relevant Masters qualification or
equivalent;
(d) An employee who is a teacher and who is classified as Proficient 8 will receive either the
wage rate prescribed by this subclause and Schedule 1 – S1.4, or the wage rate for
Proficient 8, whichever is higher;
(e) An employee who, at the date of making this Enterprise Agreement, is in receipt of
remuneration which is higher than that prescribed by this subclause and Schedule 1 –
S1.4 (regardless of how that remuneration is described) will continue to receive such
higher remuneration. Further, such higher remuneration will be adjusted in accordance
with the percentage wage movements identified in clause 4.5.
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PART 7 WAGE RELATED MATTERS
7.1 Cost of Living Payment
7.1.1 The employer will make Cost of Living Payments (COLP) to employees in accordance with this
clause.
Definitions
7.1.2 The following definitions apply for the purposes of this clause:
(a) applicable eligibility date – for each of the applicable earnings year is:
(i) in the case of part-time employees whose agreed contracted hours of work do
not include the last school day of term 2 – a day in the last school week of term
2; or
(ii) for all other purposes - the last school day of term 2.
(b) applicable earnings year – means one of the following 12 month periods:
(i) 1 July 2022 to 30 June 2023;
(ii) 1 July 2023 to 30 June 2024; or
(iii) 1 July 2024 to 30 June 2025.
(c) base rate of pay – has the same meaning as outlined in section 16(1) of the Act except
that:
(i) the only allowances to be included are:
(A) Senior Leader allowances paid in accordance with clause S2.10.7 of
Schedule 2 of this Agreement; and
(B) Middle Leader allowances paid in accordance with clause S2.16.3 of
Schedule 2 of this Agreement; and
(ii) the only loading to be included is a casual loading.
(d) CPI – means the Brisbane Consumer Price Index (all groups, March quarter annual
percentage change from the March quarter of the previous year), for the March that falls
within the applicable earnings year, as published by the Australian Bureau of Statistics.
(e) wage increase – means:
(i) for teachers, the percentage increase to wages on or after 1 July at the start of
the applicable earnings year pursuant to clause 4.5 of this Agreement or the
enterprise agreement this Agreement replaced, as applicable; and
(ii) for employees other than teachers, the percentage increase to wages on or after
1 May immediately prior to the applicable earnings year pursuant to clauses
5.11 and 6.1.1 of this Agreement or the enterprise agreement this Agreement
replaced, as applicable.
Eligibility
7.1.3 Subject to clause 1.2 of this Agreement:
(a) employees (other than casuals) are eligible to receive a COLP from the employer if they:
(i) are employed by the employer on the applicable eligibility date; and
(ii) received base rate of pay earnings under this Agreement from that employer
during the applicable earnings year.
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(b) casual employees are eligible to receive a COLP from the employer for an applicable
earnings year if they:
(i) worked on a minimum of 100 days for the employer during the applicable
earnings year; and
(ii) either:
(A) for the applicable earnings year from 1 July 2022 to 30 June 2023 –
worked at least on 1 day for the employer in the 3 months prior to this
Agreement coming into operation; or
(B) for the other applicable earnings years – worked at least on 1 day for the
employer in the 3 months prior to the applicable eligibility date.
Calculations
7.1.4 A COLP is payable for an applicable earnings year if the CPI exceeds the wage increase.
7.1.5 If the COLP for an applicable earnings year is payable, it is calculated by:
(a) subtracting the wage increase from CPI with the remaining amount, up to a maximum of
3%, being used for the purposes of paragraph (d);
(b) determining the base rate of pay actually received by the employee from the employer
during the applicable earnings year;
(c) to determine the amount in (b) as if the wage increase had not been applied - multiply
the amount in paragraph (b) by percentage X, with X calculated in accordance with the
following formula:
X% = 100/(1 + wage increase expressed as a decimal); and
(d) multiplying the amount from paragraph (c) by the amount in paragraph (a) as a
percentage.
7.1.6 To avoid doubt and for the purposes of subclause 5(b), the 1 July 2022 to 30 June 2023
earnings year will not include any wage increase from 1 May 2023 for employees other than
teachers.
Example 1:
• Applicable earnings year is- 1/7/22 to 30/6/23 (see definition in subclause 1.1.2(b)(i))
• A school officer has base rate of pay earnings for 1/7/22 to 30/6/23 of $60,000 (see definition
in subclause 1.1.2(c)).
• The wage increase for the above applicable earnings year is 4% on 1/5/22 pursuant to the
replaced enterprise agreement being the Catholic Employing Authorities Single Enterprise
Collective Agreement – Diocesan/Religious Institute Schools Queensland 2019 – 2023 (see
definition in subclause 1.1.2(g)(ii))
• CPI for March 2023 is 7.5%. (see definition in subclause 1.1.2(e))
• 7.5% - 4% = 3.5%, but maximum amount can only be 3% (see subclause 1.1.5(a))
• X% = 100/(1 + 0.04) = 96.15% of $60,000 = $57,690 (see subclause 1.1.5(c))
• COLP = 3% of $57, 690 = $1,730.70 (see subclause 1.1.5(d))
Example 2:
• Applicable earnings year is- 1/7/23 to 30/6/24 (see definition in subclause 1.1.2(b)(i))
• A part-time teacher has base rate of pay earnings for 1/7/23 to 30/7/24 of $60,000.
• The wage increase for the above applicable earnings year is 4% on 1/7/23. (see definition in
subclause 1.1.2(g)(i))
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• CPI for March 2024 is 5%. (see definition in subclause 1.1.2(e))
• 5% - 4% = 1% (see subclause 1.1.5(a))
• X% = 100/(1 + 0.04) = 96.15% of $60,000 = $57,690 (see subclause 1.1.5(c))
• COLP = 1% of 57,690 = $576.90 (see subclause 1.1.5(d))
Example 3:
• Applicable earnings year is- 1/7/24 to 30/6/25 (see definition in subclause 1.1.2(b)(i))
• A full-time teacher takes a period of leave without pay and has a base rate of pay earnings for
1/7/24 to 30/6/25 of $60,000 (i.e. for the period they were not on leave without pay)
• The wage increase for the above applicable earnings year is 3% on 1/7/24. (see definition in
subclause 1.1.2(g)(i))
• CPI for March 2025 is 3.5%. (see definition in subclause 1.1.3(e))
• 3.5% - 3% = 0.5% (see subclause 1.1.5(a))
• X% = 100/(1 + 0.03) = 97.09% of $60,000 = $58, 254 (see subclause 1.1.5(c))
• COLP = 0.5% of $58,254 = $291.27 (see subclause 1.1.5(d))
Payments
7.1.7 The COLP is:
(a) to be paid as a one-off payment:
(i) for the applicable earnings year of 1 July 2022 to 30 June 2023 - in the first full
pay period on or after the date this Agreement comes into operation; and
(ii) for the other applicable earning years – in the first full pay period on or after 1
September that immediately follows the applicable earnings year; and
(b) subject to applicable superannuation and taxation laws; and
(c) not part of the base rate of pay for any purpose.
Example 1:
• Using the COLP payable in Example 1 under subclause 6.
• This Agreement comes into operations on 17/8/23.
• The next full pay period is from 28/8/23 to 9/9/23.
• The COLP of $1,730.70 is paid to the school officer in the pay fortnight of 10/9/23 – 24/9/23 as
this is the later of the relevant pay periods (see subclause 1.1.7(a)(i)).
Example 2:
• Using the COLP payable in Example 2 under subclause 6.
• The COLP of $576.90 is paid to the part-time teacher in the first full pay period on or after 1/9/24
7.2 Payment of Wages and Salaries
An employee will be paid fortnightly by electronic funds transfer to credit an account(s) held
by and/or nominated by the employee, except in circumstances where an employer elects to
pay a leave period as a lump sum in advance.
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7.3 Superannuation
7.3.1 The rights and obligations in this clause supplement those in superannuation legislation as
amended.
7.3.2 Employees can choose to have their contributions paid to any complying superannuation fund.
7.3.3 Where an employee does not:
(a) choose a fund; or
(b) have a “stapled fund” as defined in the superannuation legislation,
the employer will make contributions on their behalf to one of the following superannuation
funds or its successor:
(c) Uni Super Limited; or
(d) NGS Super Pty Limited.
7.3.4 The employer will contribute 12.75% (inclusive of the superannuation guarantee charge
outlined in superannuation legislation) into an employee’s superannuation fund (from
subclauses 2 or 3) from the first full pay period on or after the date this Agreement comes into
operation.
7.3.5 An employee may make voluntary before tax contributions in accordance with the salary
packaging provisions.
7.3.6 Where an employee salary sacrifices all or part of their income to an approved and designated
superannuation fund, the employer will transfer such salary sacrificed contributions to the
designated superannuation fund of each employee within fourteen (14) days of the end of
each month.
7.4 Salary Package into Superannuation Funds
7.4.1 Employees will be permitted to elect to salary package into an approved superannuation fund,
subject to compliance with superannuation legislation. Where the employer and individual
employee agree an additional contribution may be made into a complying superannuation
fund within the range of funds offered by the employer. This Agreement will be subject to the
following provisos:
(a) the fund(s) comply with the provisions of the Superannuation Industry (Supervision) Act
1993;
(b) the implementation of any such arrangements will be at the discretion of the employer;
(c) the contribution will be expressed as either a dollar amount or as a percentage;
(d) such salary packaging arrangements will be available to all employees with the exception
of casual employees. Notwithstanding the forgoing, an employer, at their discretion, may
make these arrangements available to casual employees;
(e) the funds will accept electronic funds transfer;
(f) any arrangements as set out in this clause will be at the employee’s request;
(g) the terms of the arrangement will be committed to writing and signed by the employer
and the employee;
(h) a copy of the signed Agreement will be held by the employer and a copy provided to the
employee;
(i) this arrangement may be altered only once per annum;
(j) this subclause does not apply to the Archdiocese of Brisbane:
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(i) the employer will apply a Total Employment Cost (TEC) approach to make
payments under the Salary Packaging Agreement;
(ii) the employee’s TEC will be the sum of the base salary, leave loadings, locality
allowances where they apply and superannuation contributions being met by
the employer;
(iii) the parties acknowledge that within the limits prescribed in this clause the
implementation of any salary packaging arrangement will be at the discretion of
the employer.
7.4.2 Notwithstanding the foregoing, the costs of administration of salary packaging for the purpose
of superannuation only will be met by the employer.
7.5 Salary Packaging – Other than to Superannuation
7.5.1 The employer agrees to the implementation of salary packaging for components other than
superannuation. Administrative guidelines will be made available to all employees.
7.5.2 Components that may be subject to salary packaging arrangements will be specified by the
employer and may include, but are not limited to: mobile phones; laptop computers; self-
education expenses; motor vehicles; childcare expenses; work related equipment; accident or
income protection insurance premiums; technical journal subscriptions; uniforms; protective
clothing; union fees or professional association fees. The employer will notify in writing those
items which may be included in the salary package.
7.6 Deferred Salary Scheme
7.6.1 Employees who have completed three (3) consecutive years' full-time service with the
employer at the time of application may apply to be included in a deferred salary scheme. The
scheme will enable employees, over a five-year period, to receive eighty per cent (80%) salary
for the first four (4) continuous years of the nominated period, and take the fifth (5th) year as
special leave, using the accumulated reserves of deferred salary.
7.6.2 The following principles for the scheme will apply:
(a) an employee will make application to participate in the deferred salary scheme a
minimum of three (3) calendar months before such participation is to begin.
(b) to be eligible for participation in the deferred salary scheme, employees must seek advice
from a qualified financial advisor and superannuation fund regarding individual
implications for taxation and superannuation.
(c) the fifth (5th) year of any deferred salary agreement must be taken as special leave. The
rate of pay will be the accumulated surplus retained over the preceding four (4) years.
Deferred salary benefits cannot be accrued beyond the five (5) years of the agreement.
Any interest on the accrued deferred salary component will be utilised to offset the cost
of the scheme.
(d) an employee will not, during any period in which the employee is on such special leave,
engage in any other remunerative employment of a kind performed by the employee in
the employment from which the employee was granted special leave.
(e) superannuation entitlements and employer contribution rates will be governed by the
relevant Superannuation Guarantee Contribution legislative provisions (that is, the SGC
component will be paid on the four (4) years worked and paid);
(f) the five (5) year agreement period counts as four (4) years' service for the purpose of
accruing long service leave;
(g) the employee's substantive position will be preserved for the fifth (5th) (special leave)
year.
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(h) any outstanding long service leave entitlements of ten (10) weeks or more can be taken
as part of the fifth (5th) special year;
(i) any employee who withdraws from the scheme will be paid the exact monies contributed
to the scheme, with no interest payable. These funds will be paid as a lump sum unless
otherwise negotiated with the employer;
(j) without prejudicing any other circumstances where an employee withdraws from the
scheme, an employee who ceases to be employed by the employer will be deemed to
have withdrawn from the scheme at the cessation of such employment, unless otherwise
agreed; and
(k) the employee is not covered by workers compensation during the fifth (special leave)
year.
7.6.3 Participation in the scheme is to be requested by application from the employee.
(a) Approval or rejection of the application will be determined at the employer's discretion.
(b) The employee will be formally advised of the employer’s decision within one month of
the application being made.
7.7 Employee Records and Pay Slips
7.7.1 The requirements for maintaining employee records and pay slips are outlined in the Act and
regulations made under the Act and a summary is available on the website of the Fair Work
Ombudsman.
7.7.2 The employer agrees to the implementation of measures to provide all employees with details
of leave accruals where the employer does not currently provide such details on pay advice
slips.
7.7.3 Where information concerning the accrual of personal/carer’s leave and annual leave is not
currently reported on pay slips, the employer will respond to employee requests for this
information within twenty-one (21) days of receipt of the request.
7.7.4 Where the capacity to report on these accruals currently does not exist, the employer will
work towards achieving this capacity within the life of the Agreement.
7.7.5 Employees who currently receive such information on pay advice slips will continue to be
provided with such information on pay advice slips.
7.7.6 Employing authorities will advise employees when they are eligible for long service leave. They
will respond to requests from employees for an assessment of current long service leave
accrual within twenty-one (21) days of receipt of the request.
7.7.7 Employees will have access to payslips and leave balances online through ‘web self-service’.
However, where it is not reasonable or convenient for an employee to access this information
online, the employer will make available the provision of this information as a ‘paper’ pay slip.
7.7.8 The employer will use its best endeavours to ensure that the leave balances made available to
employees are accurate. There may be occasions where delays in the provision of information
to the employers’ payroll area may result in information which is not up to date.
Consequently, employees will use the information so provided as a guide and will be able to
seek specific identification of entitlements as required.
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7.8 Overpayments
7.8.1 If an employee is overpaid, the employer will have the right to recover such an overpayment in
accordance with this clause and/or in accordance with other legal actions that are available.
Current Employees
7.8.2 Where the employer seeks to recover an overpayment, the employer may contact the
employee in writing to request that a reasonable repayment schedule be agreed to deduct
monies from the employer payments to the employee in relation to the performance of work
to recover the overpayment.
7.8.3 The employer and employee cannot unreasonably withhold agreement to a reasonable
repayment schedule proposed by either party in accordance with subclause 2.
7.8.4 To avoid doubt, subclause 2 does not prevent the parties from reaching agreement to recover
the debt by means other than deductions from employer payments to the employee, such as
the employee agreeing to pay the overpayments by lump sum payment(s).
7.8.5 If a party believes the other party is unreasonably withholding agreement to a reasonable
repayment schedule for the purposes of subclause 2, then that party can raise a dispute to be
dealt with in accordance with clause 2.4 (Procedures for Preventing and Settling Disputes) of
this Agreement.
7.8.6 If the Fair Work Commission arbitrates the dispute and makes a determination that is binding
on the parties in accordance with clause 2.4.5 of this Agreement about an amount that is to be
deducted from the employer payments to the employee in relation to the performance of
work to recover the overpayment, then that deduction will be authorised by the employee for
the purposes of section 323(b) of the Act.
Terminating Employees
7.8.7 If, at the date of termination of an employee’s services, it is clearly established and accepted
by the employee that the employee owes the employer money (for example, in the case of
overpayment of wages), the employer is entitled to and may withhold from monies due to the
employee, as either wages or leave entitlements, an amount equivalent to the overpayment if
authorised by the employee, which cannot be unreasonably withheld.
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PART 8 LEAVE
8.1 Annual Leave – Teachers
8.1.1 The NES provide that an employee (other than a shift worker) is entitled to four weeks annual
leave.
8.1.2 For teachers, annual leave will be deemed to be taken, in the case of an employee whose
employment with the employer is continuing into the next school year, in the four weeks
immediately following the final term week of the current school year, unless otherwise agreed
between the employer and the employee.
8.2 Annual Leave Loading – Teachers
8.2.1 A teacher who has worked (or has been granted paid leave by the employer) for each day of
the school year at the particular school will receive an annual leave loading equivalent to
seventeen and a half percent (17.5%) of four (4) weeks' salary calculated upon the salary which
such employee was receiving immediately before commencing the Christmas vacation.
8.2.2 Where a teacher:
(a) does not work for the full school year as referred to in subclause 1; and
(b) has completed at least one full term of teaching (including paid leave granted by the
employer),
the teacher will be paid a proportion of the annual leave loading prescribed in subclause 1 that
the teacher's service excluding school vacations bears to a standard school year.
8.2.3 For the purposes of subclause 2:
(a) the proportion of salary will be calculated on the salary which the employee was receiving
either immediately before cessation of employment or immediately before the Christmas
vacation period as applicable; and
(b) a standard school year for a teacher with the employer is calculated as:
One Standard School Year = Number of weeks in Term 1 + Number of weeks in Term 2 +
Number of weeks in Term 3 + Number of weeks in Term 4.
8.2.4 Annual leave loading for a teacher will be paid to an employee by one of the following
applicable methods:
(a) as part of a termination payment;
(b) in employer designated pay periods in December each year, or
(c) where an employee has a salary packaging arrangement (in accordance with clause 7.5)
it may be agreed that the loading be paid fortnightly in the regular pay periods.
8.2.5 For the purposes of this clause, salaries will be regarded as including allowances prescribed by
Schedule 1.
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8.3 Annual Leave and Loading – General Employees
8.3.1 Entitlements
(a) Full-time, part-time and fixed-term general employees, covered by this Agreement shall,
at the end of each year of employment, be entitled to annual leave with pay as set out in
this clause.
(b) The accrual rate of annual leave for full-time employees will be one hundred and fifty-
two (152) hours per annum (i.e. four (4) weeks annual leave per annum on a thirty-eight
(38) hour week basis).
(c) An employee’s entitlement to paid annual leave accrues progressively during a year of
service according to the employee’s ordinary hours of work, and accumulates from year
to year. Service includes a period when annual leave is taken by the employee. The
calculation of the entitlement to such leave is set out in paragraphs (d) and (e).
(d) Part-time and fixed-term employees will at the end of the initial school year in which
they are employed be entitled to annual leave calculated as follows:
(i) annual leave due to the employee will be determined using the following
formula:
A x Four (4) weeks = weeks of annual leave
Fifty-two (52)
Where: A = number of weeks worked during that year
(ii) the number of weeks of annual leave determined using the formula in
subparagraph (i) will be paid for as follows:
weeks of annual leave x B x the hourly rate applicable at the time
Where B = average hours worked per week during that year
(e) Part-time and fixed-term employees will at the end of each subsequent school year in
which they are employed be entitled to annual leave calculated as follows:
(i) annual leave due to the employee will be determined using the following
formula:
C x Four (4) weeks = weeks of annual leave
Fifty-two (52)
Where: C = number of weeks worked during that year plus the number of weeks
of annual leave determined using the formula in paragraph (d)(i).
(ii) The number of weeks of annual leave determined using the formula in
paragraph (d)(i) will be paid for as follows:
weeks of annual leave x B x the hourly rate applicable at the time
Where B = average hours worked per week during that year
(f) Annual leave for term-time employees will be calculated and paid in accordance with
the relevant provisions of Schedule 11.
(g) Annual leave will be taken by all employees during school vacation periods unless
otherwise agreed between the employer and employee.
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(h) If an employee and employer so agree, annual leave may be taken wholly or partly in
advance before the employee has become entitled to annual leave.
(i) An employee, who has taken in advance the whole of the annual leave that would be
due at the end of a year of employment, is not entitled to any further annual leave at
the end of that year of employment.
(j) An employee, who has taken in advance part of the annual leave that would be due at
the end of a year of employment, becomes entitled at the end of that year of
employment to the part of the annual leave not already taken.
8.3.2 Calculation of Annual Leave Pay
(a) In respect to annual leave entitlements to which this clause, annual leave pay (including
any proportionate payments) will comprise:
(i) the employee's ordinary wage rate as prescribed by the Agreement for the
period of the annual leave; and
(ii) a further amount calculated at the rate of seventeen and a half per cent
(17.5%) of the amounts referred to in paragraph (a)(i) (annual leave loading).
(b) Subclause 2 (a) will not apply to:
(i) any period or periods of leave exceeding four (4) weeks per annum in any
other case; and
(ii) employers (and their employees) who are already paying (or receiving) an
annual leave bonus, loading or other annual leave payment which is not less
favourable to employees.
8.3.3 Annual leave loading for a general employee will be paid by one of the following methods:
(a) at the time of taking annual leave, or
(b) where an employee has a salary packaging arrangement (in accordance with clause 7.5)
it may be agreed that the loading be paid fortnightly in the regular pay periods.
8.3.4 Termination (employees other than casuals)
(a) If any employee will be dismissed by the employer or resign after any leave will have
become due, and without such leave having been taken, such employee will be entitled
in lieu thereof to a sum equal to salary computed at the rate of wages which the
employee was earning at the date of such dismissal or leaving calculated in accordance
with subclause 2.
(b) If any such leave will not have been taken as it falls due from time to time, such leave
will be cumulative from year to year.
8.3.5 Cashing-Out Annual Leave
(a) A general employee may apply, to the employer, in writing to cash-out a proportion of
their accrued annual leave instead of taking this leave and the criteria governing such an
application are as follows:
(i) at least four (4) weeks accrued annual leave must be retained at any point of
time to use as annual leave in the usual manner;
(ii) each payment of a particular amount of accrued annual leave must be by
separate written agreement between the employee and the employer;
(iii) the employee may apply to combine the cash-out of some annual leave with
the taking of some annual leave. In this case, the time taken in annual leave
may be deducted from the minimum retained four (4) weeks leave;
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(iv) cashing-out of annual leave may only occur once in any a calendar year;
(v) the notice period required to cash-out some annual leave only is a minimum of
four (4) weeks (or less by mutual agreement with the employer);
(vi) the employee will seek independent financial advice prior to making
application to cash-out their annual leave;
(vii) superannuation at the rate the employee would have received if they had
taken the leave is payable on the cashed out amount; and
(viii) the employee is paid at least the full amount that would have been payable to
the employee had the employee taken the leave that the employee has
forgone.
(b) If an application to cash out annual leave is approved, the employer will provide to the
employee written confirmation of such approval. The existing arrangements for making
application for annual leave would continue in the present form.
(c) To avoid doubt, any agreement to cash-out annual leave in accordance with this clause
can only be initiated by the employee.
8.3.6 Direction to Take Excess Annual Leave
(a) In circumstances where a general employee’s accrued annual leave balance exceeds
eight (8) weeks or equivalent hours, the employer may direct this employee to take the
full period of annual leave that exceeds the eight (8) weeks, or part thereof.
(b) The quantum of annual leave in excess of eight (8) weeks subject of a direction will be at
the discretion of the employer.
(c) Prior to giving a direction to take leave as provided for in paragraph (a), the employer
will consult with the employee and attempt to obtain an agreement as to when such
annual leave will be taken.
(d) The consultation will include consideration of the following:
(i) the needs of the employee;
(ii) the needs of the school;
(iii) the employee’s future intentions regarding the taking of annual leave;
(iv) any agreed arrangement with the employee;
(v) the custom and practice in the school;
(vi) the timing of the requirement or direction to take leave; and
(vii) the reasonableness of the period of notice given by the employee to take
leave.
(e) In the absence of an agreement with the employee, the employer will determine when
the annual leave is to be taken, provided that the employee is given notice of at least
three (3) calendar months.
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8.4 Long Service Leave
This clause is to read in conjunction with Schedule 16 (Long Service Leave – Teachers).
8.4.1 Accrual of Long Service Leave
(a) Teaching staff will accrue long service leave at the rate of 1.3 weeks per year of
continuous service in accordance with the provisions of Schedule 16 (Long Service Leave
– Teachers).
(b) Other staff will accrue long service leave at the rate of 1.3 weeks per year of continuous
service from 1 January 1998.
8.4.2 Access to Long Service Leave
(a) Employees are entitled to access their accrued long service leave after completing seven
(7) years of continuous service. An employee is entitled to access subsequent leave,
where that employee has an entitlement of four (4) weeks or more. All applications for
leave will be in accordance with the provisions for taking of such leave.
(b) An employee who has completed at least seven (7) years of continuous service is
entitled to a proportionate payment for long service leave on the termination of the
employee’s service.
(c) A casual employee who is entitled to long service leave will have the entitlement
calculated as follows:
Actual service/52 X 1.3 = entitlement in hours
(d) "Actual service” in subparagraph (c) means the total ordinary hours actually worked by
the casual employee during the period of continuous service.
(e) The minimum period of leave that may be taken by an employee is normally one (1)
week.
(i) In some clearly identified and demonstrated exceptional circumstances an
employer may approve an application for a period less than one (1) week, but
not less than one (1) day.
(ii) Where the period of long service leave is less than a school term (nominally
ten (10) weeks) that leave should normally be taken wholly within the school
term period.
(iii) Non-teaching term-time employees may access accrued long service leave
during periods of unpaid leave, including school vacations.
(f) Where an employee applies to access a period of long service leave of one week or
more, that employee will be required to make application at least twenty (20) weeks
prior to the proposed commencement date for the leave. This period of notice may be
reduced by mutual agreement between the employer and the employee. The
employer's right to make the final decision will not be diminished by this arrangement.
(g) Where an employee applies to access a period of long service leave of less than one
week that employee will be required to make application at least four (4) weeks prior to
the proposed commencement date for the leave. This period of notice may be reduced
by mutual agreement between the employer and the employee. In emergent
circumstances, where an employee is unable to provide four (4) weeks’ notice, the
application will be made as soon as practicable.
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8.4.3 Employer Direction to Take Long Service Leave
(a) In the first instance an employee and employer may agree when the employee is to take
Long Service Leave and this will normally occur through the employee applying, in
accordance with subclause 2, to access their leave.
(b) Subject to paragraph (c), an employer may direct an employee who has accrued long
service leave after completing at least 10 years of continuous service to take a period of
leave provided the direction:
(i) is to take at least 1 full school term; and
(ii) gives the employee written notice of at least twenty (20) weeks.
(c) Before directing an employee to take the leave, discussions must first occur between the
employer and the employee in a genuine attempt to achieve agreement as to when such
leave is to be taken.
(d) Any period of long service leave taken by an employee is exclusive of any public
holiday(s), and/or paid vacation periods.
8.4.4 Interaction between personal/carer’s leave and long service leave
(a) An employee may request to have a period of long service leave re-credited and
personal/carer’s leave used instead for a period of illness or care or support in
accordance with clause 8.5.4(a)(i) or (ii) (Taking Personal/Carer’s Leave), whilst the
employee is on long service leave.
(b) An employee is entitled to have the period of long service leave re-credited where the
period of illness or care or support referred to in paragraph (a), is one (1) calendar week
(seven (7) days) or more and the request is accompanied by a medical certificate or
other appropriate proof of the reason for the request.
8.4.5 When an employee has a period of long service leave re-credited as provided in subclause 4,
the actual period of absence from work will not normally be extended.
8.4.6 The employer will consider the particular circumstances of applications for periods of leave
without pay to be taken in conjunction with long service leave. Such applications will be
considered in conjunction with existing guidelines for leave without pay.
8.4.7 Long Service Leave at Half Pay
(a) Accrued Long Service Leave (LSL) may be accessed at half pay and the employee will be
entitled to double the period of leave which would otherwise be applicable.
(b) The period of LSL at half pay will be paid for at half the rate which would have been
applicable if the employee were not accessing LSL at half pay.
(c) Where an employee accesses LSL at half pay that employee’s current ordinary hours will
be deemed to be halved and all entitlements will accrue on that pro rata basis.
(d) The facility to access long service leave at half pay is not available to employees where
the time to be taken is less than four (4) weeks.
(e) Where an employee accesses long service leave at half pay and where a salary packaging
agreement exists, this agreement will be honoured or renegotiated. Any associated
costs will be borne by the employee consistent with current salary packaging
arrangements.
(f) A period of LSL at half pay will be exclusive of public holidays. A public holiday occurring
during a period of LSL at half pay, and which falls on a day on which the subject
employee would otherwise work, will be paid for at half the rate which would have been
applicable if the employee were not accessing LSL at half pay.
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(g) Where an employee on a period of LSL at half pay becomes ill or is required to provide
care and support in accordance with clause 8.5 (Taking Personal/Carer’s Leave), the
provisions of subclause 4 will apply, except that the:
(i) period of personal/carer’s leave will be paid for at half the rate which would
have been applicable if the employee were not accessing LSL at half pay;
(ii) quantum of LSL re-credited to the employee will be half that which would have
been applicable if the employee were not accessing LSL at half pay; and
(iii) quantum of personal/carer’s leave debited from the employee’s
personal/carer’s leave account will be half that which would have been
applicable if the employee were not accessing LSL at half pay.
(h) The provisions of this clause will apply to teachers who access a period of LSL at half pay:
(i) a period of LSL at half pay will be exclusive of school vacations.
(ii) school vacations (except for the Christmas vacation) which are within a period
of LSL at half pay will be paid for at half the rate which would have been
applicable if the employee were not accessing LSL at half pay.
(iii) school vacations (except for the Christmas vacation) which are contiguous with
a period of LSL at half pay will be paid for at the rate which would have been
applicable if the employee were not accessing LSL at half pay.
(iv) where a teacher accesses a period of LSL at half pay which is wholly within one
calendar year (as defined in paragraph (v) below), that employee will be paid a
sum for the Christmas vacation calculated in accordance with the following
formula:
L
P = ____ X S - A
W
Where:
P Is the total amount paid to the employee for the Christmas vacation.
L Is the number of weeks actually worked plus the number of weeks
debited from the employees LSL account.
W Is the number of weeks the teacher would have worked if they had not
accessed LSL.
S Is the total amount which would have been paid for the calendar year if
the employee were not accessing LSL at half pay.
A Is the total amount paid to the teacher in that calendar year prior to the
Christmas vacation.
(v) for the purposes of this clause, “calendar year” will be defined in one of two
ways, depending on the method of employing teachers used by a particular
employer. Where an employer employs teachers from 1 January to 31
December, then that is the definition of calendar year to be used in relation to
that employer for the purposes of paragraph (iv). Where an employer employs
teachers from the beginning of term one to the day before the beginning of
term one in the following year, then that is the definition of calendar year to
be used in relation to that employer for the purposes of paragraph (iv).
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(vi) where a teacher accesses a period of LSL at half pay and that period extends
across two calendar years, that employee will be paid in accordance with this
clause (clause 6.3.8 (h) (vi)). For the Christmas vacation at the end of each
calendar year the employee will be paid a sum calculated in accordance with
the formula prescribed in paragraph (iv). All other school vacations (including,
where applicable, the Christmas vacation at the beginning of a calendar year)
which are within a period of LSL at half pay will be paid for at half the rate
which would have been applicable if the employee were not accessing LSL at
half pay.
8.4.8 Portability of Long Service Leave
(a) Long service leave accruals with Queensland Catholic education employing authorities
from the nominated date will be portable subject to paragraph (d).
(b) For teachers the “nominated date” described in paragraphs (a) and (d) is the date
identified in Schedule 16 (Long Service Leave – Teachers), paragraphs S16.3 (b), (c), (d)
and (e) as appropriate for teachers who were employed at that date (or subsequently)
by the employers identified in those paragraphs.
(c) For school officers and services staff the “nominated date” described in paragraphs (a)
and (d) is 1 January 2004.
(d) For the purposes of portability of long service leave:
(i) all continuous service with the employee’s employer as at the nominated date
will be portable for the purpose of long service leave accrual; and
(ii) all continuous service, from the nominated date, with a Catholic education
employer will be portable for the purpose of long service leave accrual; and
(iii) there must be continuity of service (as defined by the Industrial Relations Act
2016 (Qld)) between Catholic education employing authorities.
8.4.9 Cashing Out Long Service Leave
Employees who are eligible to access their accruals of long service leave (i.e. after seven (7)
years’ service) may apply, to the employer, in writing to “cash out” a proportion of such leave
instead of taking leave. Provided that:
(a) at least five (5) weeks must be retained at any point of time to use as long service leave,
in accordance with this clause and Schedule 16 of this Agreement;
(b) the employee may apply to combine the cash out of some long service leave with the
taking of some long service leave. In this case, the time taken in long service leave may
be deducted from the minimum retained five (5) weeks leave, as prescribed in
paragraph (a) above.
For example, thirteen (13) weeks accrued long service leave may be taken as eight (8)
weeks cashed out, three (3) weeks in leave actually taken and two (2) weeks long
service leave retained for another time.
(c) the “cashing out” of long service leave may only occur once in any five (5) year period;
(d) the notice period required to cash out some long service leave only is a minimum of four
(4) weeks (or less by mutual agreement with the employer); and
(e) the employee seeks independent financial advice prior to making application to “cash
out” their long service leave.
The existing arrangements for making application for long service leave would continue in the
present form.
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8.5 Personal/Carer’s Leave
8.5.1 Personal/Carer’s Leave Accrual
(a) Full-time employees will accrue personal/carer’s leave at the rate of ten (10) days per
year.
(b) Personal/Carer’s leave is accrued at the rate one (1) day for every 5.2 weeks of service
and will accumulate from year to year.
(c) Part-time or term-time employees accrue personal/carer leave on a pro rata basis.
8.5.2 Portability of Personal/Carer Leave
There will be portability of personal/carer’s leave among all Queensland Catholic school
employers, conditional upon the following:
(a) all personal/carer’s leave accruing after 12 January 2004 will be portable; and
(b) there must be continuity of service between the Queensland Catholic school employers.
8.5.3 Personal/Carer Leave Access for Teachers
In addition to the provisions of subclause 2, employers agree to continue the provision of access
to personal/carer’s leave as described in Schedule 17 (Portability of Employee Benefits).
8.5.4 Taking Personal/Carer’s Leave
(a) An employee may take paid personal/carer’s leave if the leave is taken:
(i) because the employee is not fit for work because of a personal illness, or
personal injury, affecting the employee; or
(ii) to provide care or support to a member of the employee’s immediate family,
or a member of the employee’s household, who requires care or support
because of:
(A) a personal illness, or personal injury, affecting the member; or
(B) an unexpected emergency affecting the member; or
(iii) for their emotional recovery following a traumatic event.
(b) If the employee has exhausted his or her entitlement under subclause 4(a), the
employee may take up to an additional two (2) days unpaid personal/carer’s leave each
time the employee needs to care for and support members of the employee’s
immediate family or household who requires care and support for a reason specified in
subclause 4(a)(ii).
(c) The employee may take additional unpaid carer’s leave if the employer agrees.
(d) An employee cannot take personal/carer’s leave if another person has taken leave to
care for the same person unless there are special circumstances requiring more than
one (1) person to care for the person.
(e) Personal/carer’s leave may be taken for part of a day.
(f) In this clause:
(i) “employee” does not include a casual employee.
(ii) “personal/carer’s leave” includes sick personal/carer’s leave accrued before
the commencement of this clause.
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8.5.5 Casual Employees
(a) A casual employee is entitled to unpaid personal/carer’s leave where a reason specified
in subclause 4(a) applies.
(b) The employer must not fail to re-engage a casual employee only because the employee
has taken unpaid personal-carer’s leave under this clause.
(c) However, the rights of an employer not to re-engage a casual employee are not
otherwise affected.
8.5.6 Provision of evidence to the employer
(a) Subject to paragraph (b), where an employee accesses personal/carer’s leave as a result
of their own personal illness or injury (subclause 4(a)(i), and the employee's absence is
for more than two (2) days, the employee is required to give the employer a doctor's
certificate or other reasonably acceptable evidence about the nature and approximate
duration of the illness.
(b) An employer may give an employee written notice that for future absences of less than
3 days, the employee is required to give evidence about the nature of the employee’s
illness or injury as referred to in paragraph (a) provided that:
(i) the employer forms a reasonable concern in relation to the absences of an
employee;
(ii) such reasonable concern relates to:
(A) absences on working days before or following a public holiday, approved
leave, an RDO or school vacation period; or
(B) absences on particular days or events; or
(C) absences with a frequency that exceeds reasonable workplace norms.
(iii) the employer must first:
(A) give the employee an opportunity to discuss and respond to the
reasonable concern; and
(B) consider the employee’s response; and
(iv) the written notice includes:
(A) any specific directions in relation to:
(1) how and who the employee is to notify in relation to absences;
and/or
(2) whether there will be a follow up meeting after absences to
consider whether there is any reasonable support that the
employer can provide the employee;
(B) a date by which the notice expires that must be within 12 months of the
date of the notice; and
(C) information that a further written notice may be issued if subparagraphs
(i) to (iii) are satisfied in the future.
(c) To avoid doubt, paragraph (b) does not restrict the employer from taking other
management action at any time relating to an employee’s illness, injury or absence.
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(d) Where an employee accesses personal/carer’s leave for a reason specified in subclause
4(a)(ii) (to provide care and support) or (iii) (emotional recovery), then the employee
must, if required by the employer, produce a doctor’s certificate (where appropriate) or
a statutory declaration evidencing that the leave is taken for the specified reason.
(e) An employee must, if practicable, give the employer:
(i) notice of the intention to take personal/carer’s leave before taking the leave;
and
(ii) if providing care or support, the name of the person requiring care and the
person’s relationship to the employee; and
(iii) the reason for taking the leave; and
(iv) the period that the employee estimates he or she will be absent; and
(v) if the reason for taking the leave is because an unexpected emergency has
arisen, the nature of the emergency.
(f) If it is not practicable for the employee to notify the employer of the intention to take
personal/carer’s leave before taking the leave, the employee must notify the employer
at the first reasonable opportunity.
8.6 Health Check Leave
The importance of employees maintaining healthy lifestyles and seeking regular health check-
ups is recognised.
8.6.1 Employees with forty (40) or more days of accumulated personal/carer’s leave will be entitled
to use one (1) day per annum of the accumulated personal/carer’s leave to obtain medical
advice and/or treatment of a preventative nature.
8.6.2 The employee shall, where practicable, give the employer two (2) weeks’ notice prior to taking
health check leave.
8.7 Access to Leave – Terminally Ill Member of Household
8.7.1 Employees are entitled to access paid leave to care for or support a household member who is
terminally ill. This leave will be deducted from the employee’s personal/carer’s leave accrual.
8.7.2 A further three (3) months of unpaid leave can be accessed by the employee to continue such
care and support if necessary.
8.7.3 An employer may request a doctor’s certificate indicating the terminal nature of the illness.
8.8 Unpaid Parental Leave
8.8.1 Unpaid parental leave provisions are provided for in the NES (Chapter 2, Part 2-2, Division 5:
sections 67 to 85 of the Fair Work Act 2009).
8.8.2 For information purposes, a summary of the NES provisions are provided on the Fair Work
Ombudsman website.
8.8.3 The normal guidelines and application procedures of the employer will be used to access
unpaid parental leave.
8.8.4 Interruption of Leave by Return to Work
(a) An employee and employer may agree that the employee break the period of parental
leave by returning to work for the employer, whether on a full-time, part-time or casual
basis.
(b) The period of parental leave cannot be extended by the return to work beyond the total
period allowed under the NES.
https://www.legislation.gov.au/Details/C2018C00512
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8.9 Paid Parental Leave
8.9.1 Eligible Employees
Eligible employees are entitled to a paid component of parental leave. An employee is eligible
if they:
(a) have at least one (1) year’s continuous service with the employer;
(b) comply with either subclause 3 (a), (b), (c) or (d); and
(c) have complied with relevant notice and evidence requirements for taking parental leave
unless the non-compliance was caused by:
(i) the child being born, or the pregnancy otherwise terminating, before the
expected date of birth; or
(ii) the child being placed for adoption before the expected day of placement; or
(iii) another reason that was reasonable in the circumstances and the employee
has given the employer:
(A) notice as soon as reasonably practicable; and
(B) evidence supporting the reason for non-compliance that would satisfy a
reasonable person in the circumstances.
8.9.2 In this clause:
(a) “child” for the purposes of subclause 3 (adoption) means a child under the age of five (5)
years at the date of placement, but does not include a child who:
(i) has lived continuously with the employee for a period of at least six (6)
months; or
(ii) is the child or stepchild of the employee or employee’s spouse.
(b) “full pay” means the normal average weekly earnings for the six (6) weeks immediately
preceding the date upon which the employee commenced parental leave.
(c) “PPL” means paid parental leave;
(d) “primary carer” means the person who assumes the Principal role of providing care and
attention to a child; and
(e) “still born child” has the same meaning as outlined in section 77A(2) of the Act.
8.9.3 PPL – Continuing Employees
Eligible continuing employees are entitled to PPL as follows:
(a) a female employee who is giving birth to a child and remains the primary carer of the
child is entitled to up to 14 (fourteen) weeks PPL on full pay;
(b) an employee who has adopted a child and remains the primary carer of the child is
entitled to up to 14 (fourteen) weeks PPL on full pay from the date of placement;
(c) a female employee who gave birth to a still born child is entitled to up to 14 (fourteen)
weeks PPL on full pay from:
(i) the date of the still birth if a period of PPL had not already commenced prior to
that date; or
(ii) the date the period of PPL commenced if that date is prior to the still birth; and
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(d) an employee who is the:
(i) spouse of a mother who has given birth to their child; and
(ii) primary carer of the child for at least five (5) consecutive working days within
the first fourteen (14) weeks immediately following the birth of the child,
is entitled to PPL on full pay for that period.
8.9.4 Where both spouses:
(a) are employed by employers covered by either this Agreement or the Catholic Employers
Single Enterprise Collective Agreement – Religious Institute Schools of Queensland 2023 -
2026 (or any enterprise agreement that replaces, or is replaced by that agreement); and
(b) would otherwise comply with subclauses 3 (a) and (d),
the entitlement for PPL is up to 14 (fourteen) weeks between them.
For example, an employee of a Diocesan employer is pregnant and has applied for parental
leave to commence 6 weeks before the date of birth. That employee then returns to work
6 weeks after giving birth. At this time, that employee’s spouse, who is employed by a
Religious Institute School employer, becomes the primary carer of the child for the next 8
weeks (ie. up to the end of the first 14 weeks immediately following the birth). The
employee who gave birth receives 12 weeks PPL (pursuant to this Agreement), while the
spouse would be entitled to two (2) weeks PPL (ie. a maximum of 14 weeks PPL between
them).
For the avoidance of doubt, it is recorded that PPL is exclusive of Paid Spousal Leave – Non-
Primary Carer. Consequently, the spouse is entitled to: two weeks spousal leave at the
time of the birth (clause 8.9.11); and two (2) weeks PPL after the employee who gave birth
returns to work.
8.9.5 PPL is:
(a) taken at the commencement of parental leave as one unbroken period and cannot be
broken into smaller periods of leave (subject to paragraph (e) for term-time employees);
(b) counted as service for all purposes with superannuation and all other employee
entitlements continuing to accrue during the leave;
(c) inclusive of public holidays which may fall during the period of leave;
(d) for teachers, exclusive of any paid school vacation period which may fall during the
period of leave;
(e) for term-time employees:
(i) exclusive of any unpaid school vacation period that may fall during the period
of leave; and
(ii) if subject to clause S11.11 of Schedule 11 (Annualisation of Salary – Term Time
Employees), paid on the basis that the employee will receive the equivalent of
14 weeks full pay at the weekly wage rate that would apply if an annualization
of salary arrangement was not implemented;
(f) accessed prior to any annual leave or long service leave that the employee may wish to
apply for;
(g) not to be substituted by paid personal/carer’s leave; and
(h) not diminished by any federal government’s legislative paid parental leave scheme that
is implemented consistent with that legislation.
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8.9.6 Subsequent Eligibility for PPL (eg. pregnancy) while on leave
(a) An employee who:
(i) is already on parental leave; and
(ii) subsequently becomes eligible to receive PPL in accordance with 8.9.1 (Eligible
Employees),
will be entitled to subsequent period(s) of PPL on full pay without any requirement to first
return to work.
(b) An employee on extended leave without pay (other than parental leave) is not entitled
to PPL.
(c) For the purposes of paragraph (a), “full pay” means the normal average weekly earnings
for the 6 weeks immediately preceding the date the employee commenced their initial
period of parental leave.
8.9.7 PPL - Half Pay
(a) Where an employee is entitled to PPL and elects to access this entitlement at half pay,
the following applies:
(i) the employee will be entitled to double the period of leave which would
otherwise be applicable;
(ii) the period of PPL at half pay will be paid for at half the rate which would have
been applicable if the employee were not accessing PPL at half pay;
(iii) where an employee accesses PPL at half pay, the employee’s current ordinary
hours will be deemed to be halved and all entitlements will accrue on that pro
rata basis;
(iv) where an employee accesses PPL at half pay and where a salary packaging
agreement exists, this agreement will be honoured or renegotiated - any
associated costs will be borne by the employee consistent with current salary
packaging arrangements;
(v) a period of PPL at half pay will be inclusive of public holidays and where a
public holiday falls:
(A) during a period of PPL at half pay; and
(B) on a day on which the subject employee would otherwise work,
(vi) the employee will be paid for the public holiday at half the rate which would
have been applicable if the employee were not accessing PPL at half pay.
8.9.8 PPL – Half Pay - Teachers
The following provisions will apply to teachers who access PPL at half pay:
(a) a period of PPL at half pay will be exclusive of school vacations;
(b) school vacations (except for the Christmas vacation) which are within a period of PPL at
half pay will be paid for at half the rate which would have been applicable if the
employee were not accessing PPL at half pay;
(c) school vacations (except for the Christmas vacation) which are contiguous with a period
of PPL at half pay will be paid for at the rate which would have been applicable if the
employee were not accessing PPL at half pay;
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(d) Christmas Vacation
Where a teacher accesses a period of PPL at half pay which is wholly within one calendar
year (as defined in sub-paragraph (e) below), that employee will be paid a sum for the
Christmas vacation calculated in accordance with the following formula:
L
P = ____ X S - A
W
Where:
P - is the total amount paid to the employee for the Christmas vacation;
L - is the number of weeks actually worked plus the number of weeks of PPL;
W - is the number of weeks the teacher would have worked if they had not accessed PPL;
S - is the total amount which would have been paid for the calendar year if the employee
were not accessing PPL at half pay; and
A - is the total amount paid to the teacher in that calendar year prior to the Christmas
vacation.
(e) for the purposes of this clause, “calendar year” will be defined in one (1) of two (2)
ways, depending on the method of employing teachers used by a particular employer:
(i) Where an employer employs teachers from 1 January to 31 December, then
that is the definition of calendar year to be used in relation to that employer
for the purposes of sub-paragraphs (d) and (f); and
(ii) Where an employer employs teachers from the beginning of term one to the
day before the beginning of Term One in the following year, then that is the
definition of calendar year to be used in relation to that employer for the
purposes of sub-paragraphs (d) and (f); and
(f) where a teacher accesses a period of PPL at half pay and that period extends across two
(2) calendar years (as defined in paragraph (e)), that employee will be paid in
accordance with this paragraph:
(i) For the Christmas vacation at the end of each calendar year the employee will
be paid a sum calculated in accordance with the formula prescribed in
paragraph (d).
(ii) All other school vacations (including, where applicable, the Christmas vacation
at the beginning of a calendar year) which are within a period of PPL at half
pay will be paid for at half the rate which would have been applicable if the
employee was not accessing paid parental leave at half pay.
8.9.9 PPL – Fixed-Term Employees
(a) Fixed-term employees are eligible for PPL on the same basis as continuing employees.
(b) Notwithstanding paragraph (a) above, where the employee’s contract comes to an end
before the expiration of the period of PPL, the employee will be entitled to receive
payment only up until the conclusion of the fixed-term contract.
(c) Where a fixed-term employee secures a further contract, and that further contract
commences within three (3) months of the expiry of the preceding contract, any period
of PPL that would have been forfeited as a result of the expiry of the preceding contract
can be accessed from the date of commencement of the new contract of employment.
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8.9.10 Payment of PPL
(a) The employee may request, and the employer may agree, that the payment for PPL be
made in advance at the time of commencing such leave. Where agreement is not
reached, the employee will be paid in accordance with the normal fortnightly pay cycle.
(b) Where an employee has received payment in advance for the period of PPL at the time
of commencing leave, and the pregnancy subsequently results in a miscarriage or
stillbirth, the employee will be entitled to retain such payment, subject to the employee
remaining on leave for a minimum of fourteen (14) weeks.
(c) Where an employee is paid in accordance with the normal fortnightly pay cycle, and the
pregnancy subsequently results in a miscarriage or a still birth, the employee will be
entitled to remain on PPL for the fourteen (14) week period.
8.9.11 Paid Spousal Leave – Non-Primary Carer
(a) An employee is entitled to ten (10) days (pro-rata for part-time employees) paid leave in
connection with the birth or adoption of child/children for whom the employee will
have responsibility or a stillborn child for whom the employee would have had
responsibility as follows:
(i) this leave is a separate entitlement to personal/carer’s leave and will not be
deducted from the employee’s accrued personal/carer’s leave.
For example, a full-time employee is entitled to ten (10) days paid leave
from the school workplace (that is, a fortnight’s full-time wage payment)
in connection with the birth or adoption of their child.
(ii) subject to paragraphs (iii) to (vi) below, the employee can nominate when they
will take this leave;
(iii) subject to subparagraph (iv), the period of leave nominated by the employee
will be taken within one month after:
(A) the birth or adoption of the child;
(B) the child being first discharged from hospital following a period of
hospitalisation immediately following birth; or
(C) the stillbirth of the child.
(iv) in cases of demonstrated need (for example, travel to a birthing facility or
caring for other children where complete bed rest for pregnant partner is
prescribed) this leave may be accessed prior to confinement or adoption;
(v) the employee must comply with the notice requirements identified in
paragraph (b) below;
(vi) the employee must, if requested, participate in discussions with the employer
regarding reasonable operational requirements.
(vii) this period of leave is inclusive of public holidays which may fall during the
leave;
(viii) for teachers, this period of leave will be exclusive of any paid school vacation
which may fall during the leave;
(ix) an employee will not be required to provide a medical certificate to support
such leave;
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(b) To be entitled to the leave (paid spousal leave – non-primary carer) provided at
paragraph (a) above, an employee must comply with the following requirements of:
(i) subclause 1(a) – 1 year’s continuous service with the employer; and
(ii) subclause 1(c) - notice and evidence requirements.
(c) Employees who are the primary care givers and have accessed PPL in accordance with
subclause 3(b) or (d) within one month of the birth or adoption are eligible for paid
spousal leave pursuant to this clause only for the period within that first month that was
not PPL; and
For example, a spouse accessed PPL for the first 3 weeks following the birth of a
child. That spouse would be entitled to 1 week of paid spousal leave being the
remainder of the period not covered by PPL within the month following the birth
when paid spousal leave must be taken.
(d) For part-time employees:
(i) the provisions of paragraph (a) above apply, except where altered by
paragraphs (ii) to (iii) below.
(ii) paid spousal leave is on a pro rata basis and the quantum of paid hours of
spousal leave will be the same as the number of hours which the employee
would normally have received in the two week period of leave had the
employee attended for work; and
(iii) it is recognised that the period of absence will not often fall neatly in complete
weeks of the school timetable,
For example, a part-time employee working fifteen (15) hours per week
(Monday five (5) hours, Tuesday six (6) hours, Wednesday four (4) hours
in Week 1; and Wednesday seven (7) hours, Thursday four (4) hours and
Friday four (4) hours in Week 2) may choose to commence the ten (10)
days paid spousal (paternity) leave on the Thursday of Week 2 of the
timetable. They would be paid as follows for the period of the ten (10) day
absence: Thursday four (4) hours + Friday four (4) hours (Week 2) +
Monday five (5) hours + Tuesday six (6) hours + Wednesday four (4) hours
(Week 1) + Wednesday seven (7) hours (Week 1) = thirty (30) hours. The
total amount of paid leave for the ten (10) day period of spousal
(paternity) leave remains the normal fortnightly part-time wage payment.
(e) In addition to the provision at subclause 11 (a) and (d), an employee will be entitled to
five (5) days spousal leave in connection with the birth or adoption of child/children for
whom the employee will have responsibility subject to the following as follows:
(i) the leave will be used to enable the employee to attend to medical/agency
appointments or to care for ill members of the immediate family;
(ii) an employer may request either confirmation of medical/agency
appointments, or a doctor’s certificate indicating the nature of the illness, as
the case may be; and
(iii) the leave will be deducted from the employee’s accrued personal/carer’s
leave.
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8.10 Compassionate Leave
8.10.1 An employee, other than a casual employee, is entitled to:
(a) at least three (3) days paid compassionate leave for each permissible occasion when a
member of the person’s immediate family or household:
(i) contracts or develops a personal illness that poses a serious threat to his or her
life, for the purposes of spending time with that member; or
(ii) sustains a personal injury that poses a serious threat to his or her life, for the
purposes of spending time with that member; or
(iii) dies.
(b) If the employee reasonably requires extra time to travel to and from the funeral or other
ceremony for the death, an amount of unpaid compassionate leave equal to the time
reasonably required for the travel.
(c) Compassionate leave may be taken as a single three (3) day period, three (3) separate
one day periods, or as otherwise agreed with the employer.
(d) If the permissible occasion is the contraction or development of a personal illness, or the
sustaining of a personal injury, (see subclause 1(a)(i) or (ii)) the employee may take the
compassionate leave for that occasion at any time while the illness or injury persists.
(e) An employee may take additional unpaid compassionate leave if the employer agrees.
8.10.2 Casual Employees
(a) A casual employee is entitled to at least three (3) days unpaid compassionate leave on
the same basis, and subject to the same conditions, as provided in subclause 1(a) above.
(b) The employer must not fail to re-engage a casual employee only because the casual
employee has taken compassionate leave under this clause.
(c) However, the rights of an employer not to re-engage a casual employee are not
otherwise affected.
8.10.3 Notice and Evidence
(a) An employee must give his or her employer notice of the taking of compassionate leave
as soon as practicable (which may be at a time after the leave has started) and must
advise the employer of the period, or expected period, of the leave.
(b) In the event of a death, the employee must give the employer a copy of the funeral
notice or other evidence of the death the employer reasonably requires.
(c) In circumstances other than a death, an employee who has given their employer notice
of taking compassionate leave must, if required by the employer, provide the employer
with evidence which would satisfy a reasonable person that the leave is taken for the
reason specified.
8.11 Emergency and Natural Disaster Leave
8.11.1 The parties to this Agreement recognise the importance of keeping schools open wherever
possible during times of natural disasters and, should schools need to be closed for a time, to
reopen them as soon as possible.
8.11.2 Employees will assist with keeping schools open to support students, families and the
community and to provide continuity of teaching/learning as far as is feasible and safe to do
so. They will attend work unless prevented by circumstances described in subclause 3 or are
otherwise on approved leave. Subject to subclause 3 employees may be asked to assist with
preparing for a reopening of a damaged school.
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8.11.3 An employee who is prevented from attending the employee’s normal place of employment
because of floods, cyclonic disturbances, severe storms, or bush fires (or any other comparable
natural disaster or emergency) will be granted a maximum of five (5) days per calendar year
non-cumulative paid leave in the following circumstances:
(a) when they have experienced extreme loss or trauma; or
(b) where the employee must, of necessity, remain at home to safeguard the employee’s
family or property; or
(c) where the employee must remain at home to have temporary repairs effected, restore
or replace essential belongings, complete necessary clean-up for safety or to enable
occupation of residence etcetera; or
(d) where an employee must remain at home because transport services and facilities are
disrupted or discontinued due to weather or flood conditions; or
(e) where the employee is away from their usual residence and is unavoidably delayed in
returning to their place of employment due to identified and specific disruptions to
transport services and facilities; or
(f) where the employee is required to return home before the employee’s usual ceasing
time to ensure personal safety, the protection of the employee’s family and property or
because the availability of transport services and facilities may be disrupted or
discontinued due to weather or flood conditions.
8.11.4 Access to the leave in subclause 3 will be coordinated by the employer and/or Principal.
8.11.5 The employer and/or Principal will make every effort to clarify contact and communication
procedures to be used at times of emergencies.
8.11.6 The employer may consider additional paid leave in exceptional circumstances or where an
employee is affected by more than one (1) disaster or emergency in any year.
8.11.7 Leave for attendance at emergencies
(a) An employee who is a member of the State Emergency Service, voluntary member of a
local firefighting unit, members of a Rural Fire Brigade, auxiliary of a fire brigade,
honorary ambulance officer or St John ambulance volunteer will be granted paid leave
when called out for emergencies, to fight local fires or where an emergency situation or
state of disaster has been declared under the Public Safety Preservation Act 1986
(Queensland) or the Disaster Management Act 2003 (Queensland).
(b) Paid leave is not available for training purposes, however unpaid leave may be granted
at the employer’s discretion.
8.12 Defence Force Reserve Leave
8.12.1 Teachers
(a) Teachers who are members of the Defence Force Reserve may access leave with pay to
attend periods of required training offered in normal working hours (such as but not
limited to camps, field exercises or required courses) up to a maximum of ten (10)
calendar days during term time each Australian Tax Office (ATO) financial year.
In addition, a teacher may access an additional twenty-two (22) calendar days paid leave
during term time each ATO financial year, after the initial qualifying period has been paid
by the employer, provided that the employer receives a payment for the employee
absence under the Employer Support Payment Scheme (Defence Reserves Support) or
howsoever named.
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(b) In addition to the above, a further fourteen (14) calendar days leave with pay may be
accessed during term time in a teacher’s first year of reserve service, where attendance
at recruitment or initial training is required.
The teacher is not required to forward to the employer any monies or allowances paid by
the defence force for their attendance at camps, courses or other training whilst on
periods of leave with pay during term time.
The teacher will not be disadvantaged in terms of accrued entitlements during absence
on leave with pay for this purpose.
(c) Wherever possible, the teacher should schedule their attendance at Defence Force
Reserve activities during school vacation periods.
(d) Any further teacher absence due to defence force reserve leave activities in term time
will be approved as leave without pay.
8.12.2 School Officers and Service Staff
(a) School officers and service staff who are members of the Defence Force Reserve may
access leave with pay to attend periods of required training offered in normal working
hours (such as but not limited to camps, field exercises or required courses) up to a
maximum of ten (10) calendar days each ATO financial year.
In addition, a school officer or services staff member may access an additional twenty-
two (22) calendar days paid leave during term time each ATO financial year, after the
initial qualifying period has been paid by the employer, provided that the employer
receives a payment for the employee absence under the Employer Support Payment
Scheme (Defence Reserves Support) or howsoever named.
(b) In addition to the above, a further fourteen (14) calendar days leave with pay may be
accessed in an employee’s first year of reserve service, where attendance at recruitment
or initial training is required.
(c) The school officer or service staff member is not required to forward to the employer
any monies or allowances paid by the defence force for their attendance at camps,
courses or other training whilst on periods of leave with pay.
(d) The employee will not be disadvantaged in terms of accrued entitlements during
absence on leave with pay for this purpose.
(e) Wherever possible, the school officer or service staff member should schedule their
attendance at Defence Force Reserve activities during annual leave.
(f) Any further absence due to defence force reserve leave activities will be approved as
leave without pay.
8.13 Cultural Leave
8.13.1 The value of First Nations Peoples’ (being Aboriginals or Torres Strait Islanders) spiritualities
and cultures is recognised and affirmed, and the important relationship between the people,
their culture, traditional lore and country is acknowledged.
8.13.2 An employee, as defined in subclause 9, may apply for up to a maximum of ten (10) days
cultural leave per calendar year, of which two (2) days will be paid and the remainder will be
unpaid. Cultural leave does not accumulate from one calendar year to the next calendar year.
8.13.3 Such applications will be considered within the normal leave provisions, guidelines and
application procedures.
8.13.4 The employer must not unreasonably refuse the leave.
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8.13.5 In considering the employee’s request for leave, the employer must consider at least the
following:
(a) the employer’s capacity to reorganise work arrangements to accommodate the
employee’s request;
(b) the impact of the employee’s absence on the operations of the school;
(c) the particular circumstances of the employee; and
(d) the impact of a refusal on the employee, including the employee’s ability to balance his
or her work and family responsibilities.
8.13.6 The employee must give the employer:
(a) reasonable notice of the intention to take cultural leave before taking the leave;
(b) the reason for taking the leave; and
(c) the period that the employee estimates the employee will be absent.
8.13.7 If it is not practicable for the employee to give the notice before taking the leave, the
employee must give the employer notice of the matters in subclause 6(b) and (c) at the first
opportunity.
8.13.8 It is declared that leave provided under this section is a welfare measure for the purposes of
the Queensland Anti-Discrimination Act 1991, section 104.
8.13.9 In this clause, an “employee” who may apply for cultural leave means an employee who is
required by Aboriginal tradition or Island custom to attend an Aboriginal or Torres Strait
Islander ceremony.
8.14 Extended Unpaid Leave
8.14.1 An employee may apply to access extended unpaid leave on the following basis:
(a) at least six (6) months’ notice is given in all but exceptional circumstances;
(b) at least three (3) years continuous service has been completed prior to the intended
commencement of each period of leave;
(c) notwithstanding (b) above, new graduate primary teachers subject to the provisions of
any staff mobility clause (clause 4.27 of this Agreement) would usually be required to
complete four (4) years of continuous service prior to the intended commencement of
leave;
(d) the period of leave sought is a maximum of twelve (12) months duration and should
normally occur within the calendar year.
8.14.2 A subsequent application for consecutive unpaid leave may also be considered, in special
circumstances.
8.14.3 Approval of extended unpaid leave applications are granted at the employer’s discretion.
8.14.4 Extended unpaid leave can also be used in conjunction with other forms of leave with their
own prescribed parameters, as detailed elsewhere in this Agreement. Specifically, this clause
does not override an employee’s access to extended unpaid leave associated with parental
leave, carer’s leave, defence force leave or any other industrial provision.
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8.15 Union Education Leave
8.15.1 Paid leave of absence may be granted to employees under the following conditions:
(a) up to three days leave on ordinary pay will be granted to attend courses, seminars or
workshops of an industrial or professional nature conducted by the Australian Council of
Trade Unions (ACTU), IEUA, ANMF/QNMU or, specific union training courses approved
by the union;
(b) the leave will be non-cumulative. One (1) month of notice must be given of the
employee's intention to take this leave;
(c) the application for leave will be endorsed by the respective union;
(d) the granting of such leave will be subject to the reasonable convenience of the employer
having regard to the efficient operation of the school concerned. Consistent with the
college’s/school’s professional development guidelines the employer will not
unreasonably withhold approval to attend such courses;
(e) no employee will be granted leave in excess of the duration of the course i.e. travelling
time is not included;
(f) the employer is not responsible for any additional costs except for the payment of relief
employees where this is considered appropriate. The maximum number of employees at
a particular school who may avail themselves of this leave at the same time are:
(i) teachers
(A) where the school employs up to thirty (30) teachers – One (1) teacher;
or
(B) where the school employs more than thirty (30) teachers – Two (2)
teachers;
(ii) non-teaching staff
(A) where the school employs up to eight (8) non-teaching staff – One (1)
non-teaching employee; or
(B) where the school employs more than eight (8) non-teaching staff – two
(2) non-teaching employees.
8.15.2 Application
Applications for this leave must be submitted through the Principal to Personnel Services within
the prescribed time limits and must include the following documentation:
(a) an application for leave;
(b) details of the course to be attended; and
(c) endorsement from the respective union.
8.16 Union Development Leave
8.16.1 An employee may request leave without pay for a minimum of four (4) weeks and a maximum
of up to two (2) terms for union training and development. During this leave, the union will be
this person’s employer and the union will be responsible for the payment of the person’s
salary. Accruals of leave for the person will continue during a union leave of absence and
provision for the costs of such accruals will be included in a payment to the employer.
The Catholic education employer will maintain the employee’s continuity of employment.
Upon completion of the leave of absence, the employee will return to his/her former position.
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8.16.2 Union development leave is restricted to not more than three (3) employees per year from
Brisbane Catholic Education and two (2) employees per year from each other Diocesan
Catholic education employer. The two (2) employees from an employer should not be from the
same school unless agreed upon by the employer. An employee will not be eligible to apply for
union development leave more than once in any three (3) year period.
8.16.3 Such leave will be at the discretion of the employer. Normally, there will be at least three (3)
month of notice given, in order to secure such leave. The impact on the school, its students
and staffing profile will be taken into account in the granting of such leave. The employer will
not unreasonably withhold approval of such leave.
8.16.4 The employer will identify any reasonable consequential location, advertising or other expense
arising from the granting of union development leave and the union will meet the costs where
agreed.
8.17 Public Holidays
8.17.1 An employee (other than a casual employee) who would ordinarily be required to work on a
day on which a public holiday falls is entitled to full pay for the time the employee would
ordinarily have been required to perform work on that day.
8.17.2 All work required by the employer to be done by an employee on any day or part-day,
declared or prescribed by the Holidays Act 1983, to be observed generally within Queensland
or a region of Queensland, as a public holiday, other than a day or part-day, or a kind of day or
part-day, that is excluded by the regulations from counting as a public holiday will be paid for
at the rate of double time and a-half with a minimum of four (4) hours.
For information purposes, Queensland Gazetted Public Holidays can be found here.
8.17.3 Double Time and a-Half
For the purposes of this clause, where the rate of wages is a weekly rate, "double time and a-
half" means one and one-half days wages in addition to the prescribed weekly rate, or pro rata
if there is more or less than a day.
8.17.4 Annual Show
(a) Moreover, all work done by an employee in a district specified from time to time by the
Minister by notification published in the Queensland Government Industrial Gazette on
the day appointed under the Holidays Act 1983, to be kept a holiday in relation to the
annual agricultural, horticultural or industrial show held at the Principal city or town, as
specified in such notification, of such district will be paid for at the date of double time
and a half with a minimum of four (4) hours.
(b) In a district in which a holiday is not appointed for an annual agricultural, horticultural or
industrial show, the employee and employer must agree on an ordinary working day
that is to be treated as a show holiday for all purposes.
8.17.5 Notwithstanding any other provision of this clause, when an employee works on a public
holiday such employee will be paid at the rate prescribed by subclause 3 for the particular
holiday or by agreement between the employee and the employer may be paid at the ordinary
rate and given a day off in lieu thereof within twenty-eight (28) days of the holiday occurring;
provided that if an employee subsequently works on the day in lieu of the deferred public
holiday, such employee will be paid in accordance with the other provisions of subclause 2.
---
https://www.qld.gov.au/recreation/travel/holidays/public
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8.18 Family and Domestic Violence Leave
8.18.1 Paid family and domestic violence leave is provided for in the NES and supplemented by this
clause.
Note:
A summary of the NES provisions and resources are provided for on the Fair Work
Ombudsman website.
8.18.2 This clause supplements the NES as follows:
(a) An employee who supports a person experiencing domestic violence may use their
existing carer’s leave to accompany the person on activities related to that personal
crisis, or to mind the children of the person to enable them to undertake activities
related to such significant matter.
(b) Paragraph (a) applies only where an employee supports a person who is a member of
their immediate family (as defined in clause 1.3 of this Agreement) or household.
8.19 Jury Service Leave
8.19.1 An employee, other than a casual employee, required to attend for jury service during their
ordinary working hours will be reimbursed by the employer an amount equal to the difference
between the amount paid in respect of their attendance for such jury service and the ordinary
pay the employee would have been paid if the employee was not absent on jury service.
8.19.2 Alternatively, by agreement, fees (other than meal allowance) received by the employee to
attend jury service will be paid to the employer and the employer will continue to pay the
employee their ordinary pay for the time the employee was absent on jury service.
8.19.3 Employees will notify their employer as soon as practicable of the date upon which they are
required to attend for jury service and will provide their employer with proof of such
attendance, the duration of such attendance and the amount received in respect thereof.
8.19.4 If the employee is not required to serve on a jury for a day or part of a day after attending for
jury service and the employee would ordinarily be working for all or part of the remaining day,
the employee must, if practicable, present for work at the earliest reasonable opportunity.
8.19.5 "Ordinary pay" means the rate of pay that an employee would normally expect to receive for
working ordinary hours on an ordinary day of the week, including any payments over and
above those prescribe in Schedule 1 of this Agreement. "Ordinary pay" excludes overtime,
penalty rates of all types - including those attaching to working ordinary hours (for example)
on a Saturday, disability allowances, shift allowances, special rates, fares and travelling time
allowances, bonuses and other ancillary payments of a like nature.
8.20 Payment of Leave
8.20.1 For the purposes of Part 6 of this Agreement, the rate of payment for paid leave will be the
rate the employee would have received had the employee attended for work.
https://www.fairwork.gov.au/leave/family-and-domestic-violence-leave
https://www.fairwork.gov.au/leave/family-and-domestic-violence-leave
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PART 9 MISCELLANEOUS CONDITIONS
9.1 Right to Disconnect
9.1.1 In accordance with this clause and the protocols developed pursuant to subclause 2, an
employee has a right to:
(a) disconnect from work; and
(b) not respond to, or engage with, work related electronic communications including
emails, texts, telephone calls, messages, video calls or sending or reviewing other
messages.
9.1.2 The employer will develop protocols to implement a right to disconnect through consultation
with staff and the protocols will include:
(a) A designated span of hours when employees may be expected to respond;
(b) a response time to “out of hours” contact to the next designated hours considering
weekends, leave, other non-working days (including those of part-time employees),
vacation periods and holidays; and
(c) the circumstances in which employees can be required to connect and/or respond
outside of the designated span of hours, such as:
(i) public emergencies;
(ii) critical incidents;
(iii) receiving information about expectations for the start of school terms or
return from leave;
(iv) potential harm to others may otherwise result; or
(v) may be necessary to comply with legal obligations.
9.1.3 The employer must advise students, parents and the school community of the employees’
right to disconnect consistent with this clause and the protocols developed in subclause 2.
9.1.4 An employee cannot be subject to disciplinary action if the employee exercises the right to
disconnect in accordance with this clause and the protocols developed in subclause 2.
9.1.5 This clause is subject to other:
(a) clauses in this Agreement; and
(b) reasonable requirements within the context of the employment relationship,
that require an employee to provide any notification or otherwise communicate with an
employer.
Example 1 – An employee has an obligation to notify an employer when accessing
personal/carer’s leave in accordance with clause 8.5.6 (e) of this Agreement.
Example 2 – An employee can be requested and reasonably required to communicate
and provide medical information or attend a medical examination when on personal
leave to enable an employer to consider a safe return to work, plan for the employee’s
further absence or review the capacity of the employee.
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9.2 Students with Identified Learning Needs
9.2.1 Preamble
The employer has a long-term commitment to the educational provision for students with
identified learning needs. Students with identified learning needs are those requiring
adjustments to the curriculum beyond what would be regarded as quality differentiated
classroom teaching due to a disability as defined in the Disability Discrimination Act 1992 (Cth)
and the Disability Standards for Education made under that legislation.
9.2.2 Government funding for students with identified learning needs is provided to schools for the
purposes of providing appropriate and reasonable adjustments to support educational
outcomes.
9.2.3 The distribution of funding at school level has a focus on delivery of resources needed for
planning, documentation reporting and educational outcomes.
9.2.4 Resources to the classroom teacher provided by an employer will include reference to, but not
limited to, the following:
(a) training about the Nationally Consistent Collection of Data (NCCD) funding model to
ensure legislative requirements are being met and to consider the following aims in
regard to evidence gathering:
(i) existing records, processes and structures to be used where appropriate; and
(ii) recorded in a manner that is efficient, avoids duplication and maintains the
principles of personalised planning.
(b) Allocation of time (in addition to PPCT provisions in Schedule 3 of this Agreement) for
employees engaged in educational provision for students with identified learning needs
to plan, deliver, document, report and review educational outcomes.
9.2.5 The employer will provide training and professional learning for employees engaged in the
support of educational provision for students with disability in the form of:
(a) access to information on the functional impact of the student’s disability and necessary
adjustments to be made prior to the student’s placement in a class; and
(b) techniques and strategies appropriate to supporting necessary adjustments aligned to
the education and support needs of a student; and
(c) instruction in physical lifting and support techniques if appropriate; and
(d) training regarding the administration of medication and emergency procedures.
9.3 Appraisal
A process of self-appraisal and validation provides an occasion to identify strengths and
opportunities, set goals and identify professional development needs.
9.3.1 Teachers
In consultation with staff, the employer will periodically review the agreed self-appraisal and
validation process for teachers based upon the principles detailed in Schedule 7. Such a
process will take into account the needs of staff in individual schools.
9.3.2 General Employees
In consultation with staff, the employer may develop, implement and periodically review a
process of validated self-appraisal for general employees. Where appropriate such appraisal
process will take into account the needs of staff in individual schools and be based upon
principles detailed in Schedule 7.
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9.4 Professional Development
9.4.1 Professional development is a shared responsibility of both employee and employer.
Additionally, the value of all teachers and general employees undertaking relevant
professional development related to their work role and duties is affirmed.
(a) In negotiating the content, format, timing and financial arrangements for professional
development, the goals of the individual, the school (renewal planning) and the system
will be taken into account.
(b) Particular attention will be given to Information Communication Technology (ICT)
competencies in relation to schools’ ICT plans and implementation.
9.4.2 Employer directed professional development programmes (including on-line or e-learning
sessions) will be included in the quantum of maximum hours of duty contained in clauses S3.3
and S3.4 of Schedule 3 of this Agreement.
9.4.3 Teachers
This clause should be read in conjunction with Schedule 3 of this Agreement.
(a) The participation in planning, pastoral and curriculum matters is an important element
in the professional status of teachers, as well as in maintaining the efficient and effective
operation of colleges and schools.
(b) The parties will cooperate in encouraging and enabling involvement in professional
activities such as subject panels, regional subject and teacher meetings within the
schools’ resource capacity.
(c) Professional development, including that held during pupil free days and staff meetings,
conducted by the employer for teaching staff will, wherever relevant, articulate the
Queensland College of Teacher (QCT) professional standards.
(d) Teachers who attend these planned professional development activities will be provided
with a record of attendance. Such documentation will be provided by the employer to
teachers to support the maintenance of a teacher’s individual account of professional
development undertaken which is required for report to the Queensland College of
Teachers.
(e) In addition, the school administration may provide advice to QCT of the roll of
attendance of teachers at all relevant professional development activities through their
online reporting facility.
9.4.4 General Employees
(a) The employer recognises the specific training requirements of general employees within
schools in their contribution to the support of students, teaching staff and school
programs.
(b) The employer will give consideration to the provision of professional development and
training to general employees, in ordinary working hours, on an annual basis. Such
consideration will include professional development that is in addition to employer
directed compliance and regulatory training.
(c) The quantum of professional development provided will be such as to meet the
knowledge and skills required by the employee’s designated position, employer
initiatives and (as appropriate) future roles and duties.
(d) In practice and in order to deliver an effective approach to professional development for
general employees and to meet the needs of the school, consultation will occur
between the employee and employer in order to identify appropriate professional
development and training to be undertaken. A professional development plan will be
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jointly developed between the school officer or services staff employee and their
supervisor. This plan will be implemented within the employer’s resource capacity.
(e) Where professional development is directed outside ordinary working hours (including
reasonable travel time subject to paragraph (f)), general employees will be granted
time-in-lieu for the equivalent hours taken at a mutually convenient time or may receive
payment at the ordinary hours rate.
(f) For the purposes of calculating the time-in-lieu, or the payment, prescribed by
paragraph (e), an employee may be required to travel for up to one (1) hour each way in
their own time. Hence, up to one hour of travel time (each way) may not be subject to
the granting of time-in-lieu or payment.
9.5 Complaints Against Employees
9.5.1 The parties acknowledge that schools are a partnership between the employer, staff, students
and parents. The employer will ensure that guidelines exist to cover situations where
complaints are made against employees.
9.5.2 The guidelines will ensure that, in dealing with a complaint, the concerns are addressed in an
objective and sensitive manner giving due consideration to the reputation and dignity of the
persons concerned, and that any staff member who is subject to a complaint will be afforded
the fundamental principles of natural justice within a fair and transparent process.
9.5.3 The parties agree that a policy and guidelines consistent with these principles will be
developed or reviewed in consultation with employees and their union. Once developed or
reviewed the policy and guidelines will be documented and recorded by the parties.
9.5.4 It is recognised that these processes are not those used to deal with situations where
allegations of abuse or sexual misconduct are made against employees.
9.6 Breastfeeding and Expressing Facilities
9.6.1 Collegial support is crucial to providing a positive workplace environment for employees who
are breastfeeding. All staff have a responsibility to treat these colleagues with respect and
dignity.
9.6.2 Women on maternity leave will advise the Principal of their intention to continue
breastfeeding upon return to work, in order to initiate constructive dialogue regarding the
specific considerations (with reference to subclause 3) they may require of their employer to
enable them to do this.
9.6.3 This conversation should occur ahead of the woman’s return to work, so that the necessary
arrangements can be made.
9.6.4 The employer will, upon request, provide a private and secure area for the purpose of
breastfeeding and/or expressing and storing milk separate to communal staff facilities.
9.7 Resourcing of School Level Industrial Practice
9.7.1 The employer agrees to provide access for workplace union representatives to the use of
communication equipment, for the purpose of carrying out their union workplace
responsibilities. Such access will be in accordance with local arrangements for all staff at the
school for the use of this equipment.
9.7.2 Subject to agreement with the respective union, the employer will make available to all
employees, facilities for the payment of their union fees, by payroll deduction or other
schemes as agreed. The operation of any such facility will be dependent upon the appropriate
authorisation being signed by the employee.
9.7.3 A school’s induction program will include the provision of information relevant to union
coverage, membership and benefits.
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9.7.4 The employer agrees to provide reasonable opportunity, for workplace union representatives
to consult with employees on workplace matters and enterprise bargaining issues. Such
consultation will not withdraw an employee from any scheduled school activity which fulfils
part of their workplace duties.
9.8 Incidental and Peripheral Tasks
9.8.1 An employer may direct an employee to carry out such duties as are reasonably within the
limits of the employee's skill, competence and training.
9.8.2 An employer may direct an employee to carry out such duties and use such tools and
equipment as may be required provided that the employee has been properly trained in the
use of such tools and equipment (where relevant).
9.8.3 Any direction issued by an employer pursuant to subclauses 1 and 2 will be consistent with the
employer's responsibilities to provide a safe and healthy working environment.
9.9 Position Descriptions
9.9.1 The employer will develop generic position descriptions for all employees where these do not
currently exist. The development of such position descriptions will be through a process of
consultation with each relevant group of employees and is to take into account:
(a) clarification of current roles supported by duty statements, where appropriate; and
(b) consultation arrangements regarding future position changes.
9.10 Affirmative Employment of the Disabled
9.10.1 Catholic employing authorities are inclusive of employees who are competent, able to fully
carry out required employment tasks and are disabled.
9.10.2 Catholic employers commit, where two (2) or more applicants for a position are of
substantially equal merit, and one is a person with a disability, to choose the applicant with
disability, as a means of enhancing opportunity for people with disability.
9.11 Services Staff Provisions
The provisions for Services Staff are listed in Schedule 13 of this Agreement.
9.12 Boarding House Supervision Provisions
The provisions for Boarding House Supervision Staff are listed in Schedule 14 of this Agreement.
9.13 Flexible Learning Centres
The provisions for employees working in Flexible Learning Centres or Special Assistance Schools
are outlined in Schedule 6 of this Agreement.
9.14 Signatures
Signatures of parties to this Agreement are contained in Schedule 20.
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PART 10 SCHEDULES
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SCHEDULE 1 WAGES, SALARIES AND ALLOWANCES
S1.1 Teachers
1 July 2022 1 July 2023 1 July 2024 1 July 2025
4.00% 4.00% 3.00%
Fortnight Annual Hour Casual Fortnight Annual Hour Casual Fortnight Annual Hour Casual Fortnight Annual Hour Casual
Classification $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $
Graduate 3,008.50 78,489 50.1417 62.6771 3,128.80 81,627 52.1467 65.1834 3,222.70 84,077 53.7117 67.1396
Percentage increase for 1 July 2025 will
be in accordance with clause 4.5
Proficient 1 3,155.50 82,324 52.5917 65.7396 3,281.70 85,616 54.6950 68.3688 3,380.20 88,186 56.3367 70.4209
Proficient 2 3,305.30 86,232 55.0883 68.8604 3,437.50 89,681 57.2917 71.6146 3,540.60 92,371 59.0100 73.7625
Proficient 3 3,460.90 90,291 57.6817 72.1021 3,599.30 93,902 59.9883 74.9854 3,707.30 96,720 61.7883 77.2354
Proficient 4 3,751.50 97,873 62.5250 78.1563 3,901.60 101,789 65.0267 81.2834 4,018.60 104,841 66.9767 83.7209
Proficient 5 3,901.20 101,778 65.0200 81.2750 4,057.20 105,848 67.6200 84.5250 4,178.90 109,023 69.6483 87.0604
Proficient 6 3,993.70 104,192 66.5617 83.2021 4,153.40 108,358 69.2233 86.5291 4,278.00 111,609 71.3000 89.1250
Proficient 7 4,176.80 108,969 69.6133 87.0166 4,343.90 113,328 72.3983 90.4979 4,474.20 116,727 74.5700 93.2125
Proficient 8 4,333.00 113,044 72.2167 90.2709 4,506.30 117,565 75.1050 93.8813 4,641.50 121,092 77.3583 96.6979
Experienced Proficient Teacher* 4,404.90 114,920 73.4150 91.7688 4,581.10 119,516 76.3517 95.4396 4,718.50 123,101 78.6417 98.3021
Highly Accomplished Teacher 4,679.30 122,078 77.9883 97.4854 4,866.50 126,962 81.1083 101.3854 5,012.50 130,771 83.5417 104.4271
Lead Teacher 5,108.50 133,276 85.1417 106.4271 5,312.80 138,606 88.5467 110.6834 5,472.20 142,764 91.2033 114.0041
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Teachers continued
3 Year Trained
1 July 2022 1 July 2023 1 July 2024 1 July 2025
4.00% 4.00% 3.00%
Fortnight Annual Hour Casual Fortnight Annual Hour Casual Fortnight Annual Hour Casual Fortnight Annual Hour Casual
Classification $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $
Step 1 2,664.20 69,506 44.4033 55.5041 2,770.80 72,287 46.1800 57.7250 2,853.90 74,455 47.5650 59.4563
Percentage increase for 1 July 2025 will be
in accordance with clause 4.5
Step 2 2,755.40 71,886 45.9233 57.4041 2,865.60 74,761 47.7600 59.7000 2,951.60 77,004 49.1933 61.4916
Graduate 3,008.50 78,489 50.1417 62.6771 3,128.80 81,627 52.1467 65.1834 3,222.70 84,077 53.7117 67.1396
Proficient 1 3,155.50 82,324 52.5917 65.7396 3,281.70 85,616 54.6950 68.3688 3,380.20 88,186 56.3367 70.4209
Proficient 2 3,305.30 86,232 55.0883 68.8604 3,437.50 89,681 57.2917 71.6146 3,540.60 92,371 59.0100 73.7625
Proficient 3 3,460.90 90,291 57.6817 72.1021 3,599.30 93,902 59.9883 74.9854 3,707.30 96,720 61.7883 77.2354
Proficient 4 3,751.50 97,873 62.5250 78.1563 3,901.60 101,789 65.0267 81.2834 4,018.60 104,841 66.9767 83.7209
Proficient 5 3,901.20 101,778 65.0200 81.2750 4,057.20 105,848 67.6200 84.5250 4,178.90 109,023 69.6483 87.0604
Proficient 6 3,993.70 104,192 66.5617 83.2021 4,153.40 108,358 69.2233 86.5291 4,278.00 111,609 71.3000 89.1250
Proficient 7 4,176.80 108,969 69.6133 87.0166 4,343.90 113,328 72.3983 90.4979 4,474.20 116,727 74.5700 93.2125
Proficient 8 4,333.00 113,044 72.2167 90.2709 4,506.30 117,565 75.1050 93.8813 4,641.50 121,092 77.3583 96.6979
Experienced Proficient Teacher* 4,404.90 114,920 73.4150 91.7688 4,581.10 119,516 76.3517 95.4396 4,718.50 123,101 78.6417 98.3021
Highly Accomplished Teacher 4,679.30 122,078 77.9883 97.4854 4,866.50 126,962 81.1083 101.3854 5,012.50 130,771 83.5417 104.4271
Lead Teacher 5,108.50 133,276 85.1417 106.4271 5,312.80 138,606 88.5467 110.6834 5,472.20 142,764 91.2033 114.0041
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S1.2 Teaching Allowances
1 July 2022 1 July 2023 1 July 2024 1 July 2025
4.00% 4.00% 3.00%
Fortnight Annual Hour Fortnight Annual Hour Fortnight Annual Hour Fortnight Annual Hour
Moderation Allowance $ $ $ $ $ $ $ $ $ $ $ $
2 Teachers 36.90 963 38.40 1,002 39.60 1,033
Percentage increase for 1 July
2025 will be in accordance with
clause 4.5
1 Teacher 24.90 650 25.90 676 26.70 697
Secondment Allowance
1st Year 123.80 3,230 128.80 3,360 132.70 3,462
2nd Year 153.40 4,002 159.50 4,161 164.30 4,286
3rd Year 184.00 4,800 191.40 4,993 197.10 5,142
Overtime 27.7170 28.8257 29.6905
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S1.3 Positions of Leadership
1 July 2022 1 July 2023 1 July 2024 1 July 2025
4.00% 4.00% 3.00%
Middle Management Allowances Fortnight Annual Fortnight Annual Fortnight Annual Fortnight Annual
(S4.4.3 (c) and S4.17.2 and S4.17.3) $ $ $ $ $ $ $ $
One Unit Value 113.20 2,953 117.70 3,071 121.20 3,162
Percentage increase for 1 July
2025 will be in accordance with
clause 4.5
Tier 1.1 226.30 5,904 235.40 6,141 242.50 6,327
Tier 1.2 339.50 8,857 353.10 9,212 363.70 9,489
Tier 2 452.60 11,808 470.70 12,280 484.80 12,648
Tier 2 + Complexity Loading of 1 Unit 565.40 14,751 588.00 15,340 605.60 15,799
Tier 3 678.70 17,707 705.80 18,414 727.00 18,967
Tier 3 + Complexity Loading of 1 Unit 791.80 20,657 823.50 21,484 848.20 22,129
Tier 4 821.20 21,424 854.00 22,280 879.60 22,948
Tier 4 + Complexity Loading of 1 Unit 821.20 21,424 854.00 22,280 879.60 22,948
Tier 5 821.20 21,424 854.00 22,280 879.60 22,948
Middle Management Substantive Salaries Fortnight Annual Fortnight Annual Fortnight Annual
(S4.4.3 (c) and S4.17.2 and S4.17.3) $ $ $ $ $ $
Tier 2 4,785.60 124,852 4,977.00 129,845 5,126.30 133,740
Tier 2 + Complexity Loading of 1 Unit 4,898.40 127,794 5,094.30 132,905 5,247.10 136,892
Tier 3 5,011.70 130,750 5,212.10 135,978 5,368.50 140,059
Tier 3 + Complexity Loading of 1 Unit 5,124.80 133,701 5,329.80 139,049 5,489.70 143,221
Tier 4 5,154.20 134,468 5,360.30 139,845 5,521.10 144,040
Tier 4 + Complexity Loading of 1 Unit 5,154.20 134,468 5,360.30 139,845 5,521.10 144,040
Tier 5 5,154.20 134,468 5,360.30 139,845 5,521.10 144,040
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1 July 2022 1 July 2023 1 July 2024 1 July 2025
4.00% 4.00% 3.00% 0.00%
Senior Leadership Salary Fortnight Annual Fortnight Annual Fortnight Annual Fortnight Annual
Assistant Principal $ $ $ $ $ $ $ $
(''Old" Level 1 removed - see S2.13.6)
Percentage increase for 1 July
2025 will be in accordance with
clause 4.5
Level 1 5,202.80 135,737 5,410.90 141,166 5,573.30 145,401
Level 2 5,324.90 138,921 5,537.90 144,478 5,704.00 148,812
Level 3 5,458.40 142,404 5,676.70 148,100 5,847.00 152,543
Deputy Principal
("Old" Level 1 removed - see S2.13.7)
Year 1 5,324.90 138,921 5,537.90 144,478 5,704.00 148,812
Year 2 5,458.40 142,404 5,676.70 148,100 5,847.00 152,543
Year 3 5,591.70 145,881 5,815.30 151,716 5,989.80 156,267
Year 4 5,732.10 149,545 5,961.40 155,527 6,140.30 160,193
S4.11 (Positions of Senior Leadership - Primary Schools)
S4.11.3 and S4.11.4
1 July 2022 1 July 2023 1 July 2024 1 July 2025
4.00% 4.00% 3.00%
Annual Annual Annual Annual
$ $ $ $
Deputising Allowance 4,893 5,089 5,242
Percentage increase for 1
July 2025 will be in
accordance with clause
4.5
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Table 2: Diocesan Primary Schools - Senior Leadership 1 July 2022 1 July 2023 1 July 2024 1 July 2025
4.00% 4.00% 3.00%
Annual Annual Annual Annual
Enrolment (APRE/REC) $ $ $ $
151 8,572 8,915 9,183
Percentage increase for 1
July 2025 will be in
accordance with clause
4.5
151-199 12,256 12,746 13,128
199 Senior Leadership Salary (Assistant Principal) applies
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S1.4 Guidance Counsellor, Counsellor and Career Counsellor/Career Advisor
(i) Guidance Counsellors (Teachers, and Without Teacher Qualifications – Other than BCE)
Note: The below classifications are separate and distinct from those applying to teachers covered by this Agreement.
Guidance Counsellors (Teachers Qualifications)
1 July 2022 1 July 2023 1 July 2024 1 July 2025
4.00% 4.00% 3.00%
Fortnight Annual Hourly Casual Fortnight Annual Hourly Casual Fortnight Annual Hourly Casual Fortnight Annual Hourly Casual
Classification $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $
1st Year of Service 4,297.70 112,123 71.6283 89.5354 4,469.60 116,607 74.4933 93.1166 4,603.70 120,106 76.7283 95.9104 Percentage increase for 1 July 2025
will be in accordance with clause 6.1
2nd Year of Service 4,435.10 115,707 73.9183 92.3979 4,612.50 120,336 76.8750 96.0938 4,750.90 123,946 79.1817 98.9771
3rd Year of Service 4,572.80 119,300 76.2133 95.2666 4,755.70 124,071 79.2617 99.0771 4,898.40 127,794 81.6400 102.0500
Guidance Counsellors (Without Teacher Qualifications)
1 July 2022 1 July 2023 1 July 2024 1 July 2025
4.00% 4.00% 3.00%
Fortnight Annual Hourly Casual Fortnight Annual Hourly Casual Fortnight Annual Hourly Casual Fortnight Annual Hourly Casual
Classification $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $
1st Year of Service 4,297.70 112,123 56.5487 70.6859 4,469.60 116,607 58.8105 73.5131 4,603.70 120,106 60.5750 75.7188
Percentage increase for 1 July 2025
will be in accordance with clause 6.1
2nd Year of Service 4,435.10 115,707 58.3566 72.9458 4,612.50 120,336 60.6908 75.8635 4,750.90 123,946 62.5118 78.1398
3rd Year of Service 4,572.80 119,300 60.1684 75.2105 4,755.70 124,071 62.5750 78.2188 4,898.40 127,794 64.4526 80.5658
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(ii) Guidance Counsellors (Teachers, and Without Teacher Qualifications - BCE)
BCE Guidance Counsellor (Teachers Qualifications)
1 July 2022 1 July 2023 1 July 2024 1 July 2025
4.00% 4.00% 3.00%
Fortnight Annual Hourly Casual Fortnight Annual Hourly Casual Fortnight Annual Hourly Casual Fortnight Annual Hourly Casual
Classification $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $
Graduate 1 3,592.00 93,712 59.8667 74.8334 3,735.70 97,461 62.2617 77.8271 3,847.80 100,385 64.1300 80.1625
Percentage increase for 1 July 2025 will
be in accordance with clause 6.1
Graduate 2 3,810.80 99,420 63.5133 79.3916 3,963.20 103,396 66.0533 82.5666 4,082.10 106,498 68.0350 85.0438
Proficient 1 4,029.20 105,118 67.1533 83.9416 4,190.40 109,323 69.8400 87.3000 4,316.10 112,603 71.9350 89.9188
Proficient 2 4,248.10 110,829 70.8017 88.5021 4,418.00 115,261 73.6333 92.0416 4,550.50 118,718 75.8417 94.8021
Experienced 1 4,453.30 116,182 74.2217 92.7771 4,631.40 120,829 77.1900 96.4875 4,770.30 124,452 79.5050 99.3813
Experienced 2 4,605.20 120,145 76.7533 95.9416 4,789.40 124,951 79.8233 99.7791 4,933.10 128,700 82.2183 102.7729
Experienced 3 4,780.30 124,713 79.6717 99.5896 4,971.50 129,701 82.8583 103.5729 5,120.60 133,591 85.3433 106.6791
Experienced 4 (Dual Registration) 5,011.10 130,735 83.5183 104.3979 5,211.50 135,963 86.8583 108.5729 5,367.80 140,041 89.4633 111.8291
BCE Guidance Counsellor (Without Teacher Qualifications)
1 July 2022 1 July 2023 1 July 2024 1 July 2025
4.00% 4.00% 3.00%
Fortnight Annual Hourly Casual Fortnight Annual Hourly Casual Fortnight Annual Hourly Casual Fortnight Annual Hourly Casual
Classification $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $
Graduate 1 3,592.00 93,712 47.2632 59.0790 3,735.70 97,461 49.1539 61.4424 3,847.80 100,385 50.6289 63.2861
Percentage increase for 1 July 2025 will
be in accordance with clause 6.1
Graduate 2 3,810.80 99,420 50.1421 62.6776 3,963.20 103,396 52.1474 65.1843 4,082.10 106,498 53.7118 67.1398
Proficient 1 4,029.20 105,118 53.0158 66.2698 4,190.40 109,323 55.1368 68.9210 4,316.10 112,603 56.7908 70.9885
Proficient 2 4,248.10 110,829 55.8961 69.8701 4,418.00 115,261 58.1316 72.6645 4,550.50 118,718 59.8750 74.8438
Experienced 1 4,453.30 116,182 58.5961 73.2451 4,631.40 120,829 60.9395 76.1744 4,770.30 124,452 62.7671 78.4589
Experienced 2 4,605.20 120,145 60.5947 75.7434 4,789.40 124,951 63.0184 78.7730 4,933.10 128,700 64.9092 81.1365
Experienced 3 4,780.30 124,713 62.8987 78.6234 4,971.50 129,701 65.4145 81.7681 5,120.60 133,591 67.3763 84.2204
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 129 of 325 Pages
(iii) Career Counsellor/Career Advisor (Teacher)
Career Counsellor/Career Adviser (Teacher)
1 July 2022 1 July 2023 1 July 2024 1 July 2025
4.00% 4.00% 3.00%
Fortnight Annual Hourly Casual Fortnight Annual Hourly Casual Fortnight Annual Hourly Casual Fortnight Annual Hourly Casual
Classification $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $
Level 1 4,297.70 112,123 71.6283 89.5354 4,469.60 116,607 74.4933 93.1166 4,603.70 120,106 76.7283 95.9104
Percentage increase for 1 July 2025 will
be in accordance with clause 6.1
Level 2 4,435.10 115,707 73.9183 92.3979 4,612.50 120,336 76.8750 96.0938 4,750.90 123,946 79.1817 98.9771
Level 3
(Masters Qualification or equivalent) 4,572.80 119,300 76.2133 95.2666 4,755.70 124,071 79.2617 99.0771 4,898.40 127,794 81.6400 102.0500
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 130 of 325 Pages
S1.5 School Officers
1 May 2022 1 May 2023 1 May 2024 1 May 2025
Greater of 4.00% or $45.26 per week Greater of 4.00% or $47.08 per week Greater of 3.00% or $36.72 per week
Week Annual Hourly Casual Week Annual Hourly Casual Week Annual Hourly Casual Week Annual Hourly Casual
Classification $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $
Level 1 Step 1 1,066.40 55,643 28.0632 35.0790 1,113.50 58,100 29.3026 36.6283 1,150.20 60,015 30.2684 37.8355
Percentage increase for 1 May 2025 will
be in accordance with clause 5.11
Level 1 Step 2 1,078.70 56,284 28.3868 35.4835 1,125.80 58,742 29.6263 37.0329 1,162.50 60,657 30.5921 38.2401
Level 1 Step 3 1,090.80 56,916 28.7053 35.8816 1,137.90 59,373 29.9447 37.4309 1,174.60 61,288 30.9105 38.6381
Level 1 Step 4 1,103.10 57,558 29.0289 36.2861 1,150.20 60,015 30.2684 37.8355 1,186.90 61,930 31.2342 39.0428
Level 2 Step 1 1,115.50 58,205 29.3553 36.6941 1,162.60 60,662 30.5947 38.2434 1,199.30 62,577 31.5605 39.4506
Level 2 Step 2 1,133.00 59,118 29.8158 37.2698 1,180.10 61,575 31.0553 38.8191 1,216.80 63,490 32.0211 40.0264
Level 2 Step 3 1,141.10 59,540 30.0289 37.5361 1,188.20 61,998 31.2684 39.0855 1,224.90 63,913 32.2342 40.2928
Level 3 Step 1 1,176.90 61,408 30.9711 38.7139 1,224.00 63,866 32.2105 40.2631 1,260.70 65,781 33.1763 41.4704
Level 3 Step 2 1,196.40 62,426 31.4842 39.3553 1,244.30 64,925 32.7447 40.9309 1,281.60 66,871 33.7263 42.1579
Level 3 Step 3 1,216.10 63,454 32.0026 40.0033 1,264.70 65,990 33.2816 41.6020 1,302.60 67,967 34.2789 42.8486
Level 3 Step 4 1,226.80 64,012 32.2842 40.3553 1,275.90 66,574 33.5763 41.9704 1,314.20 68,572 34.5842 43.2303
Level 4 Step 1 1,273.80 66,464 33.5211 41.9014 1,324.80 69,125 34.8632 43.5790 1,364.50 71,197 35.9079 44.8849
Level 4 Step 2 1,280.20 66,798 33.6895 42.1119 1,331.40 69,470 35.0368 43.7960 1,371.30 71,552 36.0868 45.1085
Level 4 Step 3 1,313.80 68,551 34.5737 43.2171 1,366.40 71,296 35.9579 44.9474 1,407.40 73,435 37.0368 46.2960
Level 5 Step 1 1,358.40 70,879 35.7474 44.6843 1,412.70 73,712 37.1763 46.4704 1,455.10 75,924 38.2921 47.8651
Level 5 Step 2 1,391.30 72,595 36.6132 45.7665 1,447.00 75,502 38.0789 47.5986 1,490.40 77,766 39.2211 49.0264
Level 5 Step 3 1,424.50 74,328 37.4868 46.8585 1,481.50 77,302 38.9868 48.7335 1,525.90 79,618 40.1553 50.1941
Level 6 Step 1 1,469.80 76,691 38.6789 48.3486 1,528.60 79,759 40.2263 50.2829 1,574.50 82,154 41.4342 51.7928
Level 6 Step 2 1,550.10 80,881 40.7921 50.9901 1,612.10 84,116 42.4237 53.0296 1,660.50 86,642 43.6974 54.6218
Level 6 Step 3 1,630.10 85,055 42.8974 53.6218 1,695.30 88,457 44.6132 55.7665 1,746.20 91,113 45.9526 57.4408
Level 6 Step 4 1,711.60 89,308 45.0421 56.3026 1,780.10 92,882 46.8447 58.5559 1,833.50 95,668 48.2500 60.3125
Level 6 Step 5 1,789.50 93,373 47.0921 58.8651 1,861.10 97,108 48.9763 61.2204 1,916.90 100,020 50.4447 63.0559
Level 7 Step 1 1,813.10 94,604 47.7132 59.6415 1,885.60 98,387 49.6211 62.0264 1,942.20 101,340 51.1105 63.8881
Level 7 Step 2 1,846.30 96,336 48.5868 60.7335 1,920.20 100,192 50.5316 63.1645 1,977.80 103,198 52.0474 65.0593
Level 7 Step 3 1,880.00 98,095 49.4737 61.8421 1,955.20 102,018 51.4526 64.3158 2,013.90 105,081 52.9974 66.2468
Level 7 Step 4 1,913.60 99,848 50.3579 62.9474 1,990.10 103,839 52.3711 65.4639 2,049.80 106,954 53.9421 67.4276
Level 7 Step 5 1,947.00 101,591 51.2368 64.0460 2,024.90 105,655 53.2868 66.6085 2,085.60 108,822 54.8842 68.6053
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 131 of 325 Pages
4.00% 4.00% 3.00%
School Officers Allowances Week Week Week
Qualifications 44.10 45.90 47.30
Specialised Care 20.27 21.08 21.71
Special Projects 48.70 50.60 52.10
First Aid (as per Services Staff) 20.27 21.10 21.70
Note: The Specialised Care Allowance shall not be varied to reflect part-time hours.
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 132 of 325 Pages
S1.6 Annualised Wages for Term-Time School Officers (Archdiocese of Brisbane and Cairns Catholic Education Service)
This Schedule only applies to School Officers in Brisbane Archdiocese and Cairns Diocese who have chosen to annualise their salary in accordance with clause 4.11.2 of this Agreement
1 May 2023 20 January 2024 1 May 2024 25 January 2025
Week Fortnight Hour Week Fortnight Hour Week Fortnight Hour Week Fortnight Hour
Classification $ $ $ $ $ $ $ $ $ $ $ $
Level 1 Step 1 899.40 1,798.80 23.6684 922.40 1,844.80 24.2737 952.80 1,905.60 25.0737 929.00 1,858.00 24.4474
Level 1 Step 2 909.30 1,818.60 23.9289 932.60 1,865.20 24.5421 963.00 1,926.00 25.3421 938.90 1,877.80 24.7079
Level 1 Step 3 919.10 1,838.20 24.1868 942.60 1,885.20 24.8053 973.00 1,946.00 25.6053 948.70 1,897.40 24.9658
Level 1 Step 4 929.00 1,858.00 24.4474 952.80 1,905.60 25.0737 983.20 1,966.40 25.8737 958.70 1,917.40 25.2289
Level 2 Step 1 939.00 1,878.00 24.7105 963.10 1,926.20 25.3447 993.50 1,987.00 26.1447 968.70 1,937.40 25.4921
Level 2 Step 2 953.20 1,906.40 25.0842 977.60 1,955.20 25.7263 1,008.00 2,016.00 26.5263 982.80 1,965.60 25.8632
Level 2 Step 3 959.70 1,919.40 25.2553 984.30 1,968.60 25.9026 1,014.70 2,029.40 26.7026 989.30 1,978.60 26.0342
Level 3 Step 1 988.60 1,977.20 26.0158 1,014.00 2,028.00 26.6842 1,044.40 2,088.80 27.4842 1,018.30 2,036.60 26.7974
Level 3 Step 2 1,005.00 2,010.00 26.4474 1,030.80 2,061.60 27.1263 1,061.70 2,123.40 27.9395 1,035.10 2,070.20 27.2395
Level 3 Step 3 1,021.50 2,043.00 26.8816 1,047.70 2,095.40 27.5711 1,079.10 2,158.20 28.3974 1,052.10 2,104.20 27.6868
Level 3 Step 4 1,030.50 2,061.00 27.1184 1,057.00 2,114.00 27.8158 1,088.70 2,177.40 28.6500 1,061.50 2,123.00 27.9342
Level 4 Step 1 1,070.00 2,140.00 28.1579 1,097.50 2,195.00 28.8816 1,130.40 2,260.80 29.7474 1,102.10 2,204.20 29.0026
Level 4 Step 2 1,075.40 2,150.80 28.3000 1,102.90 2,205.80 29.0237 1,136.00 2,272.00 29.8947 1,107.60 2,215.20 29.1474
Level 4 Step 3 1,103.60 2,207.20 29.0421 1,131.90 2,263.80 29.7868 1,165.90 2,331.80 30.6816 1,136.70 2,273.40 29.9132
Level 5 Step 1 1,141.00 2,282.00 30.0263 1,170.30 2,340.60 30.7974 1,205.40 2,410.80 31.7211 1,175.30 2,350.60 30.9289
Level 5 Step 2 1,168.70 2,337.40 30.7553 1,198.70 2,397.40 31.5447 1,234.70 2,469.40 32.4921 1,203.80 2,407.60 31.6789
Level 5 Step 3 1,196.60 2,393.20 31.4895 1,227.30 2,454.60 32.2974 1,264.10 2,528.20 33.2658 1,232.50 2,465.00 32.4342
Level 6 Step 1 1,234.60 2,469.20 32.4895 1,266.30 2,532.60 33.3237 1,304.30 2,608.60 34.3237 1,271.70 2,543.40 33.4658
Level 6 Step 2 1,302.10 2,604.20 34.2658 1,335.50 2,671.00 35.1447 1,375.60 2,751.20 36.2000 1,341.20 2,682.40 35.2947
Level 6 Step 3 1,369.30 2,738.60 36.0342 1,404.40 2,808.80 36.9579 1,446.60 2,893.20 38.0684 1,410.40 2,820.80 37.1158
Level 6 Step 4 1,437.80 2,875.60 37.8368 1,474.60 2,949.20 38.8053 1,518.90 3,037.80 39.9711 1,480.90 2,961.80 38.9711
Level 6 Step 5 1,503.20 3,006.40 39.5579 1,541.70 3,083.40 40.5711 1,588.00 3,176.00 41.7895 1,548.30 3,096.60 40.7447
Level 7 Step 1 1,523.00 3,046.00 40.0789 1,562.00 3,124.00 41.1053 1,608.90 3,217.80 42.3395 1,568.70 3,137.40 41.2816
Level 7 Step 2 1,550.90 3,101.80 40.8132 1,590.70 3,181.40 41.8605 1,638.40 3,276.80 43.1158 1,597.50 3,195.00 42.0395
Level 7 Step 3 1,579.20 3,158.40 41.5579 1,619.70 3,239.40 42.6237 1,668.30 3,336.60 43.9026 1,626.60 3,253.20 42.8053
Level 7 Step 4 1,607.40 3,214.80 42.3000 1,648.60 3,297.20 43.3842 1,698.10 3,396.20 44.6868 1,655.60 3,311.20 43.5684
Level 7 Step 5 1,635.50 3,271.00 43.0395 1,677.40 3,354.80 44.1421 1,727.70 3,455.40 45.4658 1,684.50 3,369.00 44.3289
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 133 of 325 Pages
School Officers Allowances Week Fortnight Week Fortnight Week Fortnight Week Fortnight
Qualifications 37.10 74.20 38.00 76.00 39.20 78.40 38.20 76.40
Specialised Care 17.00 34.00 17.50 35.00 18.00 36.00 17.50 35.00
Special Projects 40.90 81.80 41.90 83.80 43.20 86.40 42.10 84.20
First Aid (as per Services Staff) 17.00 34.00 17.50 35.00 18.00 36.00 17.50 35.00
Northern Division,
Eastern District 0.80 1.60 0.80 1.60 0.80 1.60 0.80 1.60
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 134 of 325 Pages
S1.7 Services Staff
(i) Services Staff Wages
1 May 2022 1 May 2023 1 May 2024 1 May 2025
Greater of 4.00% or $45.26 per week Greater of 4.00% or $47.08 per week Greater of 3.00% or $36.72 per week
Week Annual Hour Casual Week Annual Hour Casual Week Annual Hour Casual Week Annual Hour Casual
Classification $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $
Level 0 Step 1 1,017.70 53,102 26.7816 33.4770 1,064.80 55,559 28.0211 35.0264 1,101.50 57,474 28.9868 36.2335
Percentage increase for 1 May 2025
will be in accordance with clause
5.11
Level 0 Step 2 1,023.60 53,409 26.9368 33.6710 1,070.70 55,867 28.1763 35.2204 1,107.40 57,782 29.1421 36.4276
Level 0 Step 3 1,029.50 53,717 27.0921 33.8651 1,076.60 56,175 28.3316 35.4145 1,113.30 58,090 29.2974 36.6218
Level 1 Step 1 1,066.40 55,643 28.0632 35.0790 1,113.50 58,100 29.3026 36.6283 1,150.20 60,015 30.2684 37.8355
Level 1 Step 2 1,078.70 56,284 28.3868 35.4835 1,125.80 58,742 29.6263 37.0329 1,162.50 60,657 30.5921 38.2401
Level 1 Step 3 1,090.80 56,916 28.7053 35.8816 1,137.90 59,373 29.9447 37.4309 1,174.60 61,288 30.9105 38.6381
Level 1 Step 4 1,103.10 57,558 29.0289 36.2861 1,150.20 60,015 30.2684 37.8355 1,186.90 61,930 31.2342 39.0428
Level 2 Step 1 1,115.50 58,205 29.3553 36.6941 1,162.60 60,662 30.5947 38.2434 1,199.30 62,577 31.5605 39.4506
Level 2 Step 2 1,133.00 59,118 29.8158 37.2698 1,180.10 61,575 31.0553 38.8191 1,216.80 63,490 32.0211 40.0264
Level 2 Step 3 1,141.10 59,540 30.0289 37.5361 1,188.20 61,998 31.2684 39.0855 1,224.90 63,913 32.2342 40.2928
Level 3 Step 1 1,176.90 61,408 30.9711 38.7139 1,224.00 63,866 32.2105 40.2631 1,260.70 65,781 33.1763 41.4704
Level 3 Step 2 1,196.40 62,426 31.4842 39.3553 1,244.30 64,925 32.7447 40.9309 1,281.60 66,871 33.7263 42.1579
Level 3 Step 3 1,216.10 63,454 32.0026 40.0033 1,264.70 65,990 33.2816 41.6020 1,302.60 67,967 34.2789 42.8486
Level 3 Step 4 1,226.80 64,012 32.2842 40.3553 1,275.90 66,574 33.5763 41.9704 1,314.20 68,572 34.5842 43.2303
Level 4 Step 1 1,273.80 66,464 33.5211 41.9014 1,324.80 69,125 34.8632 43.5790 1,364.50 71,197 35.9079 44.8849
Level 4 Step 2 1,280.20 66,798 33.6895 42.1119 1,331.40 69,470 35.0368 43.7960 1,371.30 71,552 36.0868 45.1085
Level 4 Step 3 1,313.80 68,551 34.5737 43.2171 1,366.40 71,296 35.9579 44.9474 1,407.40 73,435 37.0368 46.2960
I I I
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 135 of 325 Pages
(ii) Service Staff Allowances
$ Per Week Per Occasion $ Per Day $ Per Hour $ Per Week Per Occasion $ Per Day $ Per Hour $ Per Week Per Occasion $ Per Day $ Per Hour $ Per Week
Overtime Meal 16.27 16.92 17.43
Toilet Cleaning 10.90 11.34 11.68
First Aid 20.27 21.08 21.71
Uniforms 6.00 1.20 6.24 1.25 6.43 1.29
Laundry 1.50 0.30 1.56 0.31 1.61 0.32
Tool allowances
Carpenter and/or Joiner 30.54 31.76 32.71
Plumber 30.54 31.76 32.71
Plasterer and Tiler 25.22 26.23 27.02
Bricklayer 21.64 22.51 23.19
Waterproofer 11.88 12.36 12.73
Signwriter, Painter, Glazier 7.30 7.59 7.82
Licensed Drainer 7.30 7.59 7.82
Building and Maintenance Allowances
In charge of not more than 1 person 4.2100 4.3800 4.5100
In charge of 2 and not more than 5 persons 9.2700 9.6400 9.9300
In charge of 6 and not more than 10 persons 11.6500 12.1200 12.4800
In charge of more than 10 persons 15.5000 16.1200 16.6000
Leading Hand Plumber
In charge of less than two (2) 5.5300 5.7500 5.9200
In charge of 2 to 4 employees 8.3900 8.7300 8.9900
In charge of 4 or more employees 11.8200 12.2900 12.6600
Labourers mixing wet concrete or compo 0.6000 0.6200 0.6400
Explosive powered tools 1.6600 1.7300 1.7800
Broken Shift 13.7700 14.3200 14.7500
Work in excessive heat
46-54 degrees celsius 0.7077 0.7360 0.7581
Exceding 54 degrees celsius 0.8622 0.8967 0.9236
Dirty work 0.7077 0.7360 0.7581
Percentage increase for 1 May 2025 will be in
accordance with clause 4.2
3.00%
1 May 2023
4.00%
1 May 20251 May 20241 May 2022
4.00%
I I
---------------------------- ·---- ·---- ·---- ·---------- --- ·· ················· .................. ; .................. !----··············
----------------- -------------- -----.---------------
: ····! ...... ( ........ [. ' ............... .
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 136 of 325 Pages
(iii) Service Staff Annualisation of Wages (Archdiocese of Brisbane and Cairns CES)
This Schedule only applies to School Services Staff in Brisbane Archdiocese and Cairns Diocese who have chosen to annualise their salary in accordance with clause 4.11.2 of this Agreement.
1 May 2023 20 January 2024 1 May 2024 25 January 2025
Week Fortnight Hour Week Fortnight Hour Week Fortnight Hour Week Fortnight Hour
Classification $ $ $ $ $ $ $ $ $ $ $ $
Level 0 Step 1 860.00 1,720.00 22.6316 882.10 1,764.20 23.2132 912.50 1,825.00 24.0132 889.70 1,779.40 23.4132
Level 0 Step 2 864.80 1,729.60 22.7579 887.00 1,774.00 23.3421 917.40 1,834.80 24.1421 894.40 1,788.80 23.5368
Level 0 Step 3 869.60 1,739.20 22.8842 891.90 1,783.80 23.4711 922.30 1,844.60 24.2711 899.20 1,798.40 23.6632
Level 1 Step 1 899.40 1,798.80 23.6684 922.40 1,844.80 24.2737 952.80 1,905.60 25.0737 929.00 1,858.00 24.4474
Level 1 Step 2 909.30 1,818.60 23.9289 932.60 1,865.20 24.5421 963.00 1,926.00 25.3421 938.90 1,877.80 24.7079
Level 1 Step 3 919.10 1,838.20 24.1868 942.60 1,885.20 24.8053 973.00 1,946.00 25.6053 948.70 1,897.40 24.9658
Level 1 Step 4 929.00 1,858.00 24.4474 952.80 1,905.60 25.0737 983.20 1,966.40 25.8737 958.70 1,917.40 25.2289
Level 2 Step 1 939.00 1,878.00 24.7105 963.10 1,926.20 25.3447 993.50 1,987.00 26.1447 968.70 1,937.40 25.4921
Level 2 Step 2 953.20 1,906.40 25.0842 977.60 1,955.20 25.7263 1,008.00 2,016.00 26.5263 982.80 1,965.60 25.8632
Level 2 Step 3 959.70 1,919.40 25.2553 984.30 1,968.60 25.9026 1,014.70 2,029.40 26.7026 989.30 1,978.60 26.0342
Level 3 Step 1 988.60 1,977.20 26.0158 1,014.00 2,028.00 26.6842 1,044.40 2,088.80 27.4842 1,018.30 2,036.60 26.7974
Level 3 Step 2 1,005.00 2,010.00 26.4474 1,030.80 2,061.60 27.1263 1,061.70 2,123.40 27.9395 1,035.10 2,070.20 27.2395
Level 3 Step 3 1,021.50 2,043.00 26.8816 1,047.70 2,095.40 27.5711 1,079.10 2,158.20 28.3974 1,052.10 2,104.20 27.6868
Level 3 Step 4 1,030.50 2,061.00 27.1184 1,057.00 2,114.00 27.8158 1,088.70 2,177.40 28.6500 1,061.50 2,123.00 27.9342
Level 4 Step 1 1,070.00 2,140.00 28.1579 1,097.50 2,195.00 28.8816 1,130.40 2,260.80 29.7474 1,102.10 2,204.20 29.0026
Level 4 Step 2 1,075.40 2,150.80 28.3000 1,102.90 2,205.80 29.0237 1,136.00 2,272.00 29.8947 1,107.60 2,215.20 29.1474
Level 4 Step 3 1,103.60 2,207.20 29.0421 1,131.90 2,263.80 29.7868 1,165.90 2,331.80 30.6816 1,136.70 2,273.40 29.9132
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 137 of 325 Pages
(iv) Annualisation of Wages Services Staff (Archdiocese of Brisbane and Cairns CES) – Allowances
$ Per WeekPer Occasion $ Per Day $ Per Hour $ Per WeekPer Occasion $ Per Day $ Per Hour $ Per WeekPer Occasion $ Per Day $ Per Hour $ Per WeekPer Occasion $ Per Day $ Per Hour
Overtime Meal 13.67 14.02 14.44 14.08
Toilet Cleaning 9.16 9.39 9.68 9.43
First Aid 17.03 17.46 17.98 17.54
Uniforms 5.04 5.17 5.33 5.19
Laundry 1.26 1.29 1.33 1.30
Tool allowances
Carpenter and/or Joiner 25.65 26.31 27.10 26.42
Plumber 25.65 26.31 27.10 26.42
Plasterer and Tiler 21.19 21.73 22.38 21.82
Bricklayer 18.18 18.65 19.21 18.73
Waterproofer 9.98 10.24 10.55 10.28
Signwriter, Painter, Glazier 6.13 6.29 6.48 6.32
Licensed Drainer 6.13 6.29 6.48 6.32
Building and Maintenance Allowances
In charge of not more than 1 person 3.5400 3.6300 3.7400 3.6400
In charge of 2 and not more than 5 persons 7.7900 7.9900 8.2300 8.0200
In charge of 6 and not more than 10 persons 9.7900 10.0400 10.3400 10.0800
In charge of more than 10 persons 13.0200 13.3500 13.7500 13.4100
Leading Hand Plumber
In charge of less than two (2) 4.6400 4.7600 4.9000 4.7800
In charge of 2 to 4 employees 7.0500 7.2300 7.4500 7.2600
In charge of 4 or more employees 9.9300 10.1800 10.4900 10.2300
Labourers mixing wet concrete or compo 0.5000 0.5100 0.5300 0.5200
Explosive powered tools 1.4000 1.4300 1.4700 1.4400
Broken Shift 11.5700 11.8600 12.2200 11.9100
Work in excessive heat
46-54 degrees celsius 0.5900 0.6100 0.6300 0.6100
Exceding 54 degrees celsius 0.7200 0.7400 0.7700 0.7500
Dirty Work 0.5900 0.6100 0.6300 0.6100
25 January 20251 May 2023 20 January 2024 1 May 2024
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CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 138 of 325 Pages
S1.8 Boarding House Supervision Staff
Table 1 - Minimum Rate of Pay
1 May 2022 1 May 2023 1 May 2024 1 May 2025
Greater of 4.00% or $45.26 per week Greater of 4.00% or $47.08 per week Greater of 3.00% or $36.72 per week
Week Annual Hour Casual Week Annual Hour Casual Week Annual Hour Casual Week Annual Hour Casual
Classification $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $
Assistant Supervisor 1,071.40 55,904 28.1947 35.2434 1,118.50 58,361 29.4342 36.7928 1,155.20 60,276 30.4000 38.0000
Percentage increase for 1 May
2025 will be in accordance with
clause 5.11
Boarding Supervisor 1,116.80 58,272 29.3895 36.7369 1,163.90 60,730 30.6289 38.2861 1,200.60 62,645 31.5947 39.4934
Boarding Supervisor Qualified 1,156.20 60,328 30.4263 38.0329 1,203.30 62,786 31.6658 39.5823 1,240.00 64,701 32.6316 40.7895
Senior Supervisor 1,245.60 64,993 32.7789 40.9736 1,295.40 67,591 34.0895 42.6119 1,334.30 69,621 35.1132 43.8915
Allowances
1 May 2022 1 May 2023 1 May 2024 1 May 2025
Classification $ Per Occasion $ Per Occasion $ Per Occasion $ Per Occasion
Sleepover
(Schedule 16, Clause S16.8.5)
58.83 61.19 63.02
Percentage increase for 1 May
2025 will be in accordance with
clause 5.11
Table 2 - Aspirational Rates of Pay
1 May 2022 1 May 2023 1 May 2024 1 May 2025
Greater of 4.00% or $45.26 per week Greater of 4.00% or $47.08 per week Greater of 3.00% or $36.72 per week
Week Annual Hour Casual Week Annual Hour Casual Week Annual Hour Casual Week Annual Hour Casual
Classification $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $
Assistant Supervisor 1,198.80 62,551 31.5474 39.4343 1,246.80 65,056 32.8105 41.0131 1,284.20 67,007 33.7947 42.2434
Percentage increase for 1 May
2025 will be in accordance with
clause 5.11
Boarding Supervisor 1,272.40 66,391 33.4842 41.8553 1,323.30 69,047 34.8237 43.5296 1,363.00 71,119 35.8684 44.8355
Boarding Supervisor Qualified 1,383.30 72,178 36.4026 45.5033 1,438.60 75,063 37.8579 47.3224 1,481.80 77,317 38.9947 48.7434
Senior Supervisor 1,477.50 77,093 38.8816 48.6020 1,536.60 80,177 40.4368 50.5460 1,582.70 82,582 41.6500 52.0625
Allowances
1 May 2022 1 May 2023 1 May 2024 1 May 2025
Classification $ Per Occasion $ Per Occasion $ Per Occasion $ Per Occasion
Sleepover
(Schedule 16, Clause S16.8.5)
58.83 61.19 63.02
Percentage increase for 1 May
2025 will be in accordance with
clause 5.11
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 139 of 325 Pages
S1.9 Children’s Services Employees
Week Annual Hour Casual Week Annual Hour Casual Week Annual Hour Casual Week Annual Hour Casual
Classification $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $
Assistant CCW Unqualified Year 1 1,022.90 53,373 26.9184 33.6480 1,070.00 55,830 28.1579 35.1974 1,106.70 57,745 29.1237 36.4046
Year 2 1,059.30 55,272 27.8763 34.8454 1,106.40 57,730 29.1158 36.3948 1,143.10 59,645 30.0816 37.6020
Year 3 1,074.40 56,060 28.2737 35.3421 1,121.50 58,518 29.5132 36.8915 1,158.20 60,433 30.4789 38.0986
Assistant CCW Qualified Year 1 1,112.80 58,064 29.2842 36.6053 1,159.90 60,521 30.5237 38.1546 1,196.60 62,436 31.4895 39.3619
Year 2 1,138.10 59,384 29.9500 37.4375 1,185.20 61,841 31.1895 38.9869 1,221.90 63,756 32.1553 40.1941
Year 3 1,162.30 60,646 30.5868 38.2335 1,209.40 63,104 31.8263 39.7829 1,246.10 65,019 32.7921 40.9901
Assistant Coordinator Qualified Large Service Year 1 1,196.40 62,426 31.4842 39.3553 1,244.30 64,925 32.7447 40.9309 1,281.60 66,871 33.7263 42.1579
Year 2 1,214.20 63,355 31.9526 39.9408 1,262.80 65,890 33.2316 41.5395 1,300.70 67,868 34.2289 42.7861
Coordinator Unqualified Year 1 1,196.40 62,426 31.4842 39.3553 1,244.30 64,925 32.7447 40.9309 1,281.60 66,871 33.7263 42.1579
Year 2 1,244.20 64,920 32.7421 40.9276 1,294.00 67,518 34.0526 42.5658 1,332.80 69,543 35.0737 43.8421
Coordinator Qualified Small Service Year 1 1,284.90 67,044 33.8132 42.2665 1,336.30 69,725 35.1658 43.9573 1,376.40 71,818 36.2211 45.2764
Year 2 1,304.70 68,077 34.3342 42.9178 1,356.90 70,800 35.7079 44.6349 1,397.60 72,924 36.7789 45.9736
Coordinator Qualified Large Service Year 1 1,336.40 69,731 35.1684 43.9605 1,389.90 72,522 36.5763 45.7204 1,431.60 74,698 37.6737 47.0921
Year 2 1,368.30 71,395 36.0079 45.0099 1,423.00 74,249 37.4474 46.8093 1,465.70 76,477 38.5711 48.2139
Year 3 1,412.20 73,686 37.1632 46.4540 1,468.70 76,634 38.6500 48.3125 1,512.80 78,935 39.8105 49.7631
Year 4 1,430.90 74,662 37.6553 47.0691 1,488.10 77,646 39.1605 48.9506 1,532.70 79,973 40.3342 50.4178
Allowances Per Day Per Day Per Day
Broken Shift Allowance 34.60 35.98 37.06
Week Annual Hour Casual Week Annual Hour Casual Week Annual Hour Casual Week Annual Hour Casual
Classification $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $
Coordinator Unqualified Year 1 1,196.40 62,426 31.4842 39.3553 1,244.30 64,925 32.7447 40.9309 1,281.60 66,871 33.7263 42.1579
Year 2 1,244.20 64,920 32.7421 40.9276 1,294.00 67,518 34.0526 42.5658 1,332.80 69,543 35.0737 43.8421
Percentage increase for 1 May 2025 will be in
accordance with clause 4.2
1 May 2025
1 May 2025
Percentage increase for 1 May 2025 will be in
accordance with clause 4.2
1 May 2024
Greater of 3.00% or $36.72 per week
3.00%
1 May 2024
Greater of 3.00% or $36.72 per week
1 May 2023
Greater of 4.00% or $47.08 per week
4.00%
1 May 2023
Greater of 4.00% or $47.08 per weekGreater of 4.00% or $45.26 per week
1 May 2022
1 May 2022
Greater of 4.00% or $45.26 per week
4.00%
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CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 140 of 325 Pages
S1.10 Nurses
1 May 2022 1 May 2023 1 May 2024 1 May 2025
Greater of 4.00% or $45.26 per week Greater of 4.00% or $47.08 per week Greater of 3.00% or $36.72 per week
Week Annual Hour Casual Week Annual Hour Casual Week Annual Hour Casual Week Annual Hour Casual
Classification $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $
Enrolled Nurse 1,150.70 60,041 30.2816 37.8520 1,197.80 62,499 31.5211 39.4014 1,234.50 64,414 32.4868 40.6085
Percentage increase for 1 May
2025 will be in accordance with
clause 5.11
Registered Nurse Level 1 1st Year 1,258.50 65,666 33.1184 41.3980 1,308.80 68,291 34.4421 43.0526 1,348.10 70,341 35.4763 44.3454
2nd Year 1,321.20 68,938 34.7684 43.4605 1,374.00 71,693 36.1579 45.1974 1,415.20 73,842 37.2421 46.5526
3rd Year 1,384.60 72,246 36.4368 45.5460 1,440.00 75,136 37.8947 47.3684 1,483.20 77,390 39.0316 48.7895
4th Year 1,446.80 75,491 38.0737 47.5921 1,504.70 78,512 39.5974 49.4968 1,549.80 80,865 40.7842 50.9803
Registered Nurse Level 2 1st Year 1,761.30 91,901 46.3500 57.9375 1,831.80 95,580 48.2053 60.2566 1,886.80 98,449 49.6526 62.0658
2nd Year 1,803.00 94,077 47.4474 59.3093 1,875.10 97,839 49.3447 61.6809 1,931.40 100,777 50.8263 63.5329
3rd Year 1,844.60 96,248 48.5421 60.6776 1,918.40 100,098 50.4842 63.1053 1,976.00 103,104 52.0000 65.0000
4th Year 1,886.70 98,444 49.6500 62.0625 1,962.20 102,384 51.6368 64.5460 2,021.10 105,457 53.1868 66.4835
Registered Nurse Level 3 1st Year 1,965.50 102,556 51.7237 64.6546 2,044.10 106,657 53.7921 67.2401 2,105.40 109,856 55.4053 69.2566
2nd Year 2,022.30 105,520 53.2184 66.5230 2,103.20 109,741 55.3474 69.1843 2,166.30 113,033 57.0079 71.2599
3rd Year 2,059.70 107,471 54.2026 67.7533 2,142.10 111,770 56.3711 70.4639 2,206.40 115,126 58.0632 72.5790
4th Year 2,106.90 109,934 55.4447 69.3059 2,191.20 114,332 57.6632 72.0790 2,256.90 117,761 59.3921 74.2401
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 141 of 325 Pages
S1.11 Divisional and District Allowances for Employees Other Than Teachers
Division and/or District Adult Per Week ($)
Northern Division, Eastern District 1.05
Northern Division, Western District 3.25
Mackay Division 0.90
Southern Division, Western District 1.05
These amounts are payable for all purposes of this Agreement.
For the purpose of this Schedule, the divisions and districts are as follows:
(a) Divisions
(i) Northern Division - That portion of the State along or north of a line commencing at the junction of the sea-coast with the 21st parallel of south
latitude; then by that parallel of latitude due west to 147 degrees of east longitude; then by that meridian of longitude due south to 22 degrees
30 minutes of south latitude; then by that parallel of latitude due west to the western border of the State.
(ii) Mackay Division - That portion of the State within the following boundaries - Commencing at the junction of the sea-coast with the 21st parallel
of south latitude; then by that parallel of latitude due west to 147 degrees of east longitude; then by that meridian of longitude due south to 22
degrees of south latitude; then by that parallel of latitude due east to the sea-coast; then by the sea-coast northerly to the point of
commencement.
(iii) Southern Division – That portion of the State not included in the Northern or Mackay Divisions.
(b) Districts
(i) Northern Division:
Eastern District – That portion of the Northern Division along or east of 144 degrees 30 minutes of east longitude.
Western District – The remainder of the Northern Division.
(ii) Southern Division:
Eastern District – That portion of the Southern Division along or east of a line commencing at the junction of the State with 150 degrees of east
longitude, exclusive of the Local Authority Area of the City of Brisbane; then by that meridian of longitude due north to 25 degrees of south
latitude; then by that parallel of latitude due west to 147 degrees of east longitude; then by that meridian of longitude due north to the
southern boundary of the Mackay Division.
Western District - The remainder of the Southern Division.
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 142 of 325 Pages
SCHEDULE 2 POSITIONS OF LEADERSHIP IN DIOCESAN SCHOOLS
S2.1 Coverage
This Schedule does not apply to such persons who are in Holy Orders or are members of a
recognised Religious Institute.
S2.2 Operation
S2.2.1 All appointments to the positions of the leadership structure are made under the provisions of
this Schedule.
S2.2.2 Purposes
The parties to this Schedule recognise that Catholic schools are conducted for the purposes
related to the Mission of the Catholic Church in addition to those purposes common to all
schools in Queensland.
S2.2.3 It is therefore accepted that the leadership and management structures appropriate to
Catholic schools reflect both the nature and ethos or the values that derive from those
purposes and take account of different educational needs without prejudice to principles of
public accountability and equity.
S2.2.4 This Schedule provides Positions of Leadership in Catholic schools that:
(a) assure quality learning for students;
(b) provide a satisfactory career path for teachers;
(c) incorporate a Christian leadership model that is committed to the principle of collegiality
and subsidiarily;
(d) value responsibility for people and for processes;
(e) support school staff pastorally;
(f) maintain quality management and accountability;
(g) encourage leadership and innovation;
(h) contribute positively to the particular ethos of the school;
(i) are determined in a fair manner; and
(j) receive just remuneration.
S2.3 How Allowances are paid
S2.3.1 Where this Schedule provides for the payment of an allowance for a Position of Leadership
(see clauses S2.10.7, S2.16.3 and S2.16.4), the teacher concerned receives the allowance
added to the teacher’s substantive rate of pay up to and including the rate of Proficient 8. To
avoid any doubt, this includes teachers on Proficient 8.
S2.3.2 A teacher whose substantive rate of pay is Experienced Proficient Teacher (see clause 4.15 of
this Agreement), and who is appointed to a Position of Leadership, receives the Proficient 8
rate plus the allowance.
S2.4 Definitions
S2.4.1 Senior Leadership Positions
Senior Leadership positions howsoever designated include all appointments of teachers within
the school who provide support to the Principal in the senior leadership and management of
the school and include:
(a) Deputy Principal (DP);
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 143 of 325 Pages
(b) Assistant to the Principal (AP);
(c) Assistant to the Principal – Administration (APA);
(d) Assistant to the Principal – Religious Education (APRE); or
(e) Religious Education Coordinator (REC).
S2.4.2 Middle Leadership Positions
(a) Middle Leadership positions include all appointments of teachers within the school
designated to provide support to the Principal in the overall leadership and management
of the school specifically in the areas of curriculum, pastoral care and other program or
coordination responsibilities.
(b) Provided that Middle Leadership positions do not include those positions which would fill
a minor co-ordinating role and which attract an allowance payment of less than one unit
as defined.
S2.4.3 The difference between leadership and co-ordination is intrinsic to the accurate classification
of Middle Leadership positions. Table 4 of this Schedule describes these in terms of
application to various roles.
(a) “Coordination” describes the administrative tasks of organising people and/or things in
order to make them work together effectively.
(b) “Leadership” describes a wide range of responsibilities and skills, particularly the ability
to guide, direct or influence people in achieving collective objectives. Leadership includes
self-development; developing, engaging and inspiring others; thinking clearly; and
delivering outcomes.
(c) “one unit” is defined in clause S2.16.4(a).
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SENIOR LEADERSHIP
S2.5 Appointment to Senior Leadership Positions
S2.5.1 Each person who accepts a position of Senior Leadership will be appointed for an initial period
for five (5) years with a further five (5) year appointment subject to a satisfactory performance
review at the conclusion of the first five (5) years. The review/appraisal process will be
determined by the employer. That process will be based upon principles outlined in Schedule
7 (Review/Appraisal Process Principles) of this Agreement.
S2.5.2 After the completion of an appointment period of ten (10) years, the employer may at its
discretion advertise the position. Subject to a successful application the incumbent will be
appointed in accordance with subclause 1.
S2.5.3 After the completion of an appointment period of ten (10) years and notwithstanding the
foregoing subclause 2, the employer may, by mutual agreement with the incumbent and
subject to satisfactory appraisal, appoint the incumbent for a period of up to five (5) years. At
the completion of this agreed period, the employer will advertise the position. Subject to a
successful application the incumbent will be appointed in accordance with this clause.
S2.6 Termination of Employment
S2.6.1 Both the employee and employer will have the right to terminate employment in positions
occupied in accordance with this Schedule.
S2.6.2 In the case of a person categorised as a Senior Leader in accordance with clause S2.4.1, a
minimum of three (3) months' notice is required by either party.
S2.6.3 A person whose position is terminated in accordance with the terms of this Schedule will
continue to be employed as a teacher under the terms and conditions of this Agreement:
S2.6.4 Provided that, a person who occupies a position whose length of appointment is determined
by clause S2.5 may be required to accept employment with the employer other than at the
school where the previous position was held.
S2.6.5 Subclause 3 will not apply to any employee dismissed for incompetence, misconduct or neglect
of duty.
S2.7 Allocation of Senior Leadership Positions
S2.7.1 Enrolment levels for the purpose of allocation of Senior Leadership positions within bands as
outlined in clause S2.9 and clause S2.10.5 of this Schedule will be those taken from the
Commonwealth School Census for the year prior to the operating year.
S2.7.2 Notwithstanding the provisions of clause S2.5 of this Schedule, in the event of a decrease
below the enrolment required for the allocation of a Senior Leadership position, the position
will continue for that year and for the following year and then will cease to exist:
S2.7.3 Provided that the incumbent of the position whose appointment has terminated will be
granted continued employment with the employer as a teacher.
S2.7.4 Notwithstanding the provisions of clause S2.5 of this Schedule, in the event of a decrease
below or increase above the enrolment required for the current classification of a Senior
Leadership position, the classification of the position will continue for that year and will then
be adjusted to the appropriate band at the beginning of the following year.
S2.8 Positions of Senior Leadership – Secondary Schools
S2.8.1 One (1) position of deputy Principal will be established in all secondary schools with an
enrolment of less than 300 students.
S2.8.2 Two (2) positions of deputy Principal will be established in secondary schools with an
enrolment in excess of 300 students.
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S2.8.3 Three (3) positions of deputy Principal will be established in secondary schools with an
enrolment in excess of 1,200 students.
S2.8.4 Notwithstanding the provisions of subclause 2 the employer may, at its discretion, create two
(2) Senior Leadership positions in lieu of the second position of deputy Principal in schools with
an enrolment in excess of 300 students.
S2.8.5 Notwithstanding the provisions of subclause 3 the employer may, at its discretion, create
Senior Leadership positions in lieu of the third position of deputy Principal in schools with an
enrolment in excess of 1,200 students.
S2.9 Release Time Senior Leadership Positions – Secondary Schools
S2.9.1 The following table of release time from teaching duties will apply to senior leadership
positions in secondary schools. The designated figure represents the proportion of the
teaching load for which the appointee will be released. The teaching load is based on the
maximum contact time in Schedule 3 (Hours of Duty - Teachers).
TABLE 1: Release Time for Diocesan Secondary Senior Leadership
Enrolments
Senior
Leadership
Positions
Release Time
(FTE)
Release time hours effective
from January 2010 (weekly)
150 DP+APRE 0.6 +0.3 12.9 + 6.45
151-200 DP+APRE 0.6 +0.3 12.9 + 6.45
201-250 DP+APRE 0.6 +0.3 12.9 + 6.45
251-300 DP+APRE 0.6 +0.3 12.9 + 6.45
301-350 DP2 0.7 15.05 + 15.05
351-400 DP2 0.7 15.05 + 15.05
401-450 DP2 0.865 18.6 + 18.6
451-500 DP2 0.865 18.6 + 18.6
501-550 DP2 0.865 18.6 + 18.6
551-600 DP2 0.865 18.6 + 18.6
601-650 DP2 0.865 18.6 + 18.6
651-700 DP2 0.865 18.6 + 18.6
701-750 DP2 0.865 18.6 + 18.6
751-800 DP2 0.865 18.6 + 18.6
801-850 DP2 0.9 19.35 + 19.35
851-900 DP2 0.9 19.35 + 19.35
901-950 DP2 0.9 19.35 + 19.35
951-1000 DP2 0.9 19.35 + 19.35
1001-1050 DP2 0.9 19.35 + 19.35
1051-1100 DP2 0.9 19.35 + 19.35
1101-1150 DP2 0.9 19.35 + 19.35
1151-1200 DP2 0.9 19.35 + 19.35
1201-1250 DP3 0.9 19.35 + 19.35 + 19.35
1250-1300 DP3 0.9 19.35 + 19.35 + 19.35
1301-1350 DP3 0.9 19.35 + 19.35 + 19.35
1351-1450 DP3 0.9 19.35 + 19.35 + 19.35
1451-1500 DP3 0.9 19.35 + 19.35 + 19.35
1501+ DP4 0.9 19.35 +19.35 + 19.35 + 19.35
S2.9.2 Provision of additional release time beyond the above allocation may be taken from the
general teaching provision of a school in accordance with local decision, subject to the terms
and conditions of Schedule 3 (Hours of Duty - Teachers) of this Agreement.
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S2.9.3 Notwithstanding the provisions in the table above, a secondary deputy Principal in any school
may be expected to teach at least one subject line or class.
S2.9.4 In circumstances where the prescribed teaching time available is insufficient to teach one class
or subject line, the Principal and deputy Principal will prospectively discuss mechanisms so that
the teaching can be undertaken and, on agreement, the mechanisms will be appropriately
recorded. Such mechanisms include the option to aggregate for periods up to one school term
the senior leadership release time that will be used as allocated teaching time.
S2.10 Positions of Senior Leadership - Primary Schools
S2.10.1 A position of Assistant to the Principal Religious Education and a position of Assistant to the
Principal Administration will be established in schools with an enrolment of 451 or more
students. The occupant of either of these positions may be required to deputise for the
Principal in respect of short term absences.
S2.10.2 A position of Assistant to the Principal Religious Education or Religious Education Co-ordinator
will be established in schools with an enrolment of 450 or fewer students.
S2.10.3 In schools of 450 or fewer students, a specific teacher will be designated to deputise for the
Principal in respect of short term absences. Where the person deputising is not the Assistant
to the Principal Religious Education or Religious Education Co-ordinator, an allowance as
prescribed in Schedule 1 – S1.3 of this Agreement.
S2.10.4 If REC/APRE does not deputise, the person appointed to deputise will receive an allowance as
prescribed in Schedule 1 – S1.3 of this Agreement.
S2.10.5 Table 2 (provided below) outlines the minimum positions, annual allowance and weekly
release time commensurate with school enrolments for Senior Leadership positions in primary
schools.
S2.10.6 The coordination time provisions allocated in the following Table 2 will be used to provide for
the coordination and development of curriculum in primary schools.
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TABLE 2: Diocesan Primary Schools - Senior Leadership
Enrolment Positions for
Senior Leadership Payment Weekly Release Time
Hours
51 REC/APRE Allowance 2
51-75 REC/APRE Allowance 6
76-99 REC/APRE Allowance 6
100-150 REC/APRE Allowance 6
151-199 REC/APRE Allowance 7.5
200-224 REC/APRE Salaries 7.5
225-250 REC/APRE Salaries 7.5
251-300 REC/APRE Salaries 7.5
301-325 REC/APRE Salaries 11
326-400 REC/APRE Salaries 13.75
401-450 REC/APRE Salaries 13.75
451-500 APRE + APA Salaries 16.5
501-550 APRE + APA Salaries 16.5
551-600 APRE + APA Salaries 16.5
601-700 APRE + APA Salaries Full
701-799 APRE + APA Salaries Full
800-899 APRE + APA Salaries Full
900-949 APRE + APA Salaries Full
950-999 APRE+APA+AP Salaries Full
1000-1099 APRE+APA+AP Salaries Full
1100-1199 APRE+APA+AP Salaries Full
1200-1299 APRE+APA+AP+AP Salaries Full
1300-1399 APRE+APA+AP+AP Salaries Full
1400-1499 APRE+APA+AP+AP Salaries Full
1500+ APRE+APA+AP+AP Salaries Full
S2.10.7 The salaries and allowances mentioned in Table 2 are as prescribed in Schedule 1 – S1.3 of this
Agreement.
S2.11 Role Descriptions and Key Selection Criteria for Senior Leadership Positions
S2.11.1 Role Descriptions
Role Descriptions for all Senior Leadership Positions will be developed where they do not already
exist. Such Role Descriptions may include statements similar to those below:
(a) Contributions to the Mission/Ethos of the school or college
(i) Participate in processes that contribute to the positive development of the
school mission and ethos
(ii) Participate in processes that assist in the formation of school/college policies
and practices
(b) Learning and teaching
(i) Develop and maintain effective teaching
(ii) Implement quality pedagogies
(iii) Plan, implement and evaluate the nature of student's learning outcomes
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(iv) Develop collaborative ways of improving teaching and learning in specialised
subject areas
(c) Information, communication and technology
(i) Establish policies relating to the use of information technologies for students
and teachers
(ii) Monitor the implementation of the use of information technologies for students
and teachers
(iii) Plan for the provision of suitable professional development
(d) Accountability including student outcomes
(i) Become familiar with QCAA procedures and requirements relating to the
programming and assessment
(ii) Develop and implement QCAA and school based programs
(iii) Plan for the provision of quality professional development for staff
(e) Accountability to school community
(i) Ensure quality reporting programs are in place for students, parents and staff
(ii) Work collaboratively with the school administration to develop these reporting
programs
(f) Professional development
(i) Access quality professional development for staff
(ii) Develop collaboratively school based professional development
(iii) Encourage participation in professional associations or similar organisation
(g) Management of staff and resources
(i) Work collaboratively with staff and administration to ensure appropriate
allocation of classes
(ii) Establish effective budgeting and resource process
(iii) Ensure appropriate WHS procedures are established and monitored
S2.11.2 Key Selection Criteria
Key selection criteria will be developed where they do not exist currently. Such Key selection
criteria include:
(a) demonstrated commitment to the Catholic mission/ethos of the school/college;
(b) demonstrated achievement in the learning and teaching aspects of school life;
(c) ability to implement and use creatively a range of activities associated with information
technology;
(d) demonstrated understanding of curriculum development and QCAA and employer
procedures;
(e) ability to plan effectively and communicate an appropriate range of reporting processes;
(f) demonstrated involvement and commitment to quality professional development; and
(g) ability to develop processes to manage staff and resources effectively and collaboratively.
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S2.12 Remuneration – Senior Leadership
S2.12.1 Subject to subclauses 2 to 4 (Recognition of Previous Service), an employee appointed as a
Senior Leader who is remunerated by the payment of a salary in accordance with Table 2 of
this Schedule will:
(a) be paid at the relevant level 1 of Schedule 1 - S1.3 (Positions of Leadership); and
(b) progress to the next available level by annual increments subject to the same conditions
applying to teachers pursuant to clause 4.8 (Salary Increments) and clause 4.2.12 (Part-
Time Teachers – increment).
Recognition of Previous Service for the Position of Deputy or Assistant to the Principal
S2.12.2 All previous service as a deputy Principal or Principal of a Catholic school will be recognised in
determining the appropriate salary level for the deputy Principal. Such service as deputy
Principal or Principal is recognised provided that there is not a break of continuous service
exceeding twelve (12) months.
S2.12.3 All service as an Assistant to the Principal, Deputy Principal or Principal of a Catholic school will
be recognised in determining the appropriate salary level for the Assistant to the Principal.
Such service as Assistant to the Principal, Deputy Principal or Principal is recognised provided
that there is not a break in continuous service exceeding twelve (12) months.
S2.12.4 A break in continuous service of exceeding twelve (12) months or more may be recognised as
service for purposes of allocation of salary level, if that break was for the purposes of
professional development or some other purpose acceptable to the employer.
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MIDDLE LEADERSHIP
S2.13 Appointment to Middle Leadership Positions in Secondary Schools
S2.13.1 Each person who accepts a Middle Leadership position in a secondary school will be appointed
for an initial period of three (3) years. Two (2) further three (3) year appointments will be
made subject to a continued designation of the position and a satisfactory performance review
at the conclusion of the previous three (3) years.
S2.13.2 The review/appraisal process will be determined by the employer. That process will be based
upon principles outlined in Schedule 7 (Review/Appraisal Process Principles) of this
Agreement.
S2.13.3 After the completion of an appointment period of nine (9) years, the employer may at its
discretion advertise the position. Subject to a successful application the incumbent will be
appointed in accordance with subclause 1.
S2.13.4 Should an incumbent holding a position resign during a period of the contract, the employer
may engage an employee:
(a) on a fixed-term contract for the balance of the current triennium and any subsequent
appointment will be made in accordance with subclause 1; or
(b) in accordance with subclause 1 (initial period of 3 years).
S2.14 Appointment to Middle Leadership Positions - Primary Schools
S2.14.1 Each person who accepts a position of Religious Education Co-ordinator in a primary school
will be appointed on the same terms and conditions as set out in clause S2.13.
S2.15 Termination of Appointment as a Middle Leader in Primary and Secondary Schools
S2.15.1 Both the employee and employer will have the right to terminate employment in positions
occupied in accordance with this Schedule.
S2.15.2 In the case of a person categorised as a Middle Leader a minimum of one (1) month of notice is
required by either party.
S2.15.3 A person whose position is terminated in accordance with the terms of this Schedule 2 will
continue to be employed as a teacher under the terms and conditions of this Agreement.
S2.15.4 Subclause 3 will not apply to any employee dismissed for incompetence, misconduct or neglect
of duty.
S2.16 Remuneration and Release Time: Middle Leadership Positions – Secondary
S2.16.1 The following table outlines the maximum and minimum units available under the revised
Middle Leadership structure, commensurate with school enrolments, for the provision of both
allowance payments and release time in secondary schools.
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TABLE 3: Middle Leadership in Diocesan Secondary Schools
Enrolment Brand Middle Leadership
Units
Number of hours to distribute
over a year
within the available dollars
150 21 207
151-200 21 207
201-250 21 207
251-300 31 310
301-350 31 310
351-400 42 417
401-450 43 423
451-500 54 530
501-550 54 530
551-600 66 652
601-650 67 662
651-700 79 779
701-750 79 779
751-800 91 901
801-850 94 930
851-900 104 1028
901-950 104 1028
951-1000 116 1150
1001-1050 117 1159
1051-1100 128 1272
1101-1150 128 1272
1151-1200 128 1272
1201-1250 132 1305
1251-1300 143 1418
1301-1350 143 1418
1351-1400 143 1418
1401-1450 143 1418
1451-1500 143 1418
1501-1600 159 1578
1601+ 161 1591
S2.16.2 Enrolment levels for the purpose of allocation of Middle Leadership positions within the above
bands will be those taken from the Commonwealth School Census for the year prior to the
operating year.
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Tier 1 and Teachers up to Proficient 4 (Tier 2 to 5)- Value of Allowance and Release Time
S2.16.3 Subclause 3 applies to teachers who are appointed to:
(a) Tier 1 Middle Leadership positions; or
(b) Tiers 2, 3, 4 or 5 Middle Leadership positions and have a substantive rate up to and
including Proficient 4.
S2.16.4 The following applies to teachers prescribed by subclause 3:
(a) where an allowance and release time is allocated in terms of units and where the value of
one (1) unit consists of the following:
(i) the monetary value prescribed in Schedule 1 – S1.3 (Positions of Leadership) of
this Agreement; and
(ii) one (1) hour release time per week;
(b) there are five (5) tier designations of Middle Leadership (with Tier 1 being further sub-
divided) with unit values as follows:
(i) Tier 1.1 is equivalent to two (2) units (the monetary allowance and a minimum
of two (2) hours release time per week);
(ii) Tier 1.2 is equivalent to three (3) units (the monetary allowance and a minimum
of three (3) hours release time per week);
(iii) Tier 2 is equivalent to four (4) units (the monetary allowance and a minimum of
four (4) hours release time per week);
(iv) Tier 3 is equivalent to six (6) units (the monetary allowance and a minimum of
six (6) hours release time per week);
(v) Tier 4 is equivalent to eight (8) units (the monetary allowance and a minimum
of eight and a half (8.5) hours release time per week);
(vi) Tier 5 is equivalent to ten (10) units (the monetary allowance and a minimum of
11.94 hours release time per week).
(c) the monetary allowance for each Tier listed in paragraph (b) is outlined in Schedule 1 –
S1.3 (Positions of Leadership) of this Agreement;
Complexity Loading
(d) A ‘Complexity Loading’ of one unit (the monetary allowance and one (1) hour) may be
added to Middle Leader positions, where considered appropriate, without disturbing the
appropriately designated classification tier as determined by the Principal on advice
from the School Consultative Committee;
(e) Certain Tier 2, 3 and 4 Middle Leader positions may be determined eligible for the
‘Complexity Loading’ where the release time may be considered inadequate for the
requirements of the position, where the responsibilities of the position is at the upper
end of the classification criteria or some other factor is present warranting additional
consideration in annual allowance and release time applicable.
(f) The ‘Complexity Loading’ applies as follows:
(i) Tier 2 attracts four (4) units and when a ‘Complexity Loading’ of one (1) unit is
applied, such position attracts five (5) units in total (the monetary allowance
and five (5) hours of weekly release time);
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(ii) Tier 3 attracts six (6) units and when a ‘Complexity Loading’ of one (1) unit is
applied, such position attracts seven (7) units in total (the monetary allowance
and seven (7) hours of weekly release time).
(iii) Tier 4 attracts eight (8) units and when a ‘Complexity Loading’ of one (1) unit is
applied, such position attracts nine (9) units in total (the monetary allowance
and 10.23 hours of weekly release time ).
Note: The application of the ‘Complexity Loading’ differs slightly for Tier 4
positions, as the annual allowance should not exceed that applicable to
a designated Tier 5 Middle Leader position - Instead, the additional unit
of annual allowance is converted to time and added to the new time
allowance of nine (9) hours.
(g) the monetary allowance for each Tier with complexity loading listed in paragraph (f) is
outlined in Schedule 1.3 of this Agreement.
Teachers on Proficient 5 and above (Tier 2 – 5)
S2.16.5 Subclause 6 applies to teachers who:
(a) have a substantive rate of pay from Proficient 5 and above; and
(b) are appointed to Middle Leadership positions from Tier 2 up to and including Tier 5.
S2.16.6 A teacher prescribed by subclause 5 will receive:
(a) the salary for the relevant Tier of the Position of Middle Leadership as prescribed in
Schedule 1 - S1.3; and
(b) the same weekly release time that applies to the relevant Tier of the Position of Middle
Leadership as prescribed in subclause 4.
S2.16.7 Additional Middle Leadership release time for allocation over the school year
(a) In addition to the minimum release time designated for each Middle Leader Tier, as
described in subclause 4, extra hours of Middle Leadership release are also available for
allocation over a school year. Such additional release time will be allocated to various
Middle Leadership positions on either a weekly basis or at particular pressure points
identified within the school year.
(b) This additional release time is intended to enable the different needs of various Middle
Leadership positions to be best supported. (For example, Middle Leadership Pastoral
positions may require additional release time to be allocated on a weekly basis to enable
more contact with students during school hours; while Middle Leadership Curriculum
positions may require additional release time to be allocated ahead of a new work
program being due).
(c) Ten per cent (10%) of the total Middle Leadership resources pool available to schools have
been reserved for this purpose, prior to conversion to units.
(d) The precise number of additional release hours that may be allocated to Middle
Leadership positions over the school year for each school enrolment size, are detailed at
Table 3 above.
(e) Up to fifty percent (50%) of this flexible time may be converted into additional units for a
school’s Middle Leadership structure, should both the School Consultative Committee and
the Principal agree that this is desirable.
(f) The School Consultative Committee will consider, and make recommendation to the
Principal on the appropriate distribution of these additional hours of release to the
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various Middle Leadership positions, as part of their deliberations outlined in paragraph
(g) and clause S2.17 and S2.18 of this Schedule.
(g) In determining if additional release time for a Middle Leadership position from the
quantum available is necessary, the following factors may be considered:
(i) the number of teachers needing to be led or co-ordinated;
(ii) the number of subjects involved in any area of academic responsibility or
number of Year levels under the Pastoral Leader;
(iii) the number of students involved and their particular academic or pastoral
needs;
(iv) the structure of the school e.g. multiple campuses or 11-12, 8-12 or
arrangements spanning primary and secondary, pastoral care structure;
(v) school curriculum or pastoral initiatives;
(vi) the overall level of resourcing of the area; and
(vii) other relevant factors.
(h) In suggesting additional release time, the SCC will also suggest whether this should be in
the form of an additional allocation for each week of the school year or whether it should
take the form of a bank of time to be accessed upon request by the Middle Leader and
with the consent of the Principal at times of particular need e.g. at beginning or end of a
semester, at times when essential planning is required, etc.
S2.17 School Consultative Committee – Secondary
S2.17.1 The Principal determines the appropriate middle leadership structure and release time for a
secondary school. In determining this structure a consultative process involving the formation
of a School Consultative Committee (SCC) will be followed.
S2.17.2 Membership of the School Consultative Committee includes:
(a) Two (2) persons nominated by the employer/Principal; and
(b) One (1) union member elected by the school chapter of the IEUA;
(c) One (1) staff member elected by the teaching staff other than members of Senior
Leadership.
S2.17.3 It would be appropriate for the School Consultative Committee to determine a number of
options for the middle leadership structure which take account of the current organisation and
future needs of the school. Consultation by the whole committee with the entire teaching
staff is necessary, prior to any decisions being made.
S2.17.4 Appropriate leadership and management provision will be made for pastoral, academic and
other program areas, designed to meet emerging needs of the contemporary secondary
school. The employer in consultation with the School Consultative Committee will give
consideration to the particular requirements of the school by first allocating up to twenty per
cent (20%) of available points to the pastoral area. Academic and other needs including
pastoral needs will be assessed in the context of the remaining available points.
S2.17.5 A consultative process involving participation of the School Consultative Committee will be the
vehicle by which the school's middle leadership structure will be reviewed each three (3) years
or by local agreement. The detail and the form of such a review are to be negotiated between
the parties.
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S2.18 Middle Leadership Structure
S2.18.1 Consultation
(a) The Principal in a secondary school will inform the School Consultative Committee (SCC)
on key considerations underpinning the development of a Middle Leadership structure,
including:
(i) educational vision;
(ii) strategic directions;
(iii) particular programs, emphases and needs of the school; and
(iv) any government initiatives that may impact in the foreseeable future.
This fundamental first step ensures the appropriate opportunity for a high-level, engaged
conversation between the Principal as educational leader and the School Consultative
Committee tasked with the development of the recommendations.
(b) The School Consultative Committee and Principal will consult with the whole teaching
staff to further inform their deliberations.
(c) The SCC will then make recommendations to the Principal about the Middle Leadership
structure for the school based on minimum available units, and any additional release
time within the available flexible hours, appropriate for the structure they have
suggested.
(d) The Principal, following consultation with the SCC, will determine the Middle Leadership
structure and any additional release allocations for each Middle Leader.
(e) The final Middle Leadership structure will be widely published to teaching staff to enable
all an opportunity to apply, where appropriate. Full details will include a list of all Middle
Leadership positions, existing appointments/vacancies, unit allocation, time release,
financial allowance and flexible hours allocation.
An example of a table that may be used for this purpose is detailed below:
Middle
Leadership
Position
Unit
allocation
Weekly
time
release
Annual
financial
allowance
Flexible
hours
allocation
Name of
existing
appointee
or ‘position
vacant’
S2.18.2 Positions of Middle Leadership in Secondary Schools
(a) The responsibilities of each tier and category of middle leadership position in secondary
schools are detailed in Table 4.
This table further details criteria to guide the appropriate tier designation of each middle
leadership position. There are five (5) tiers of Middle Leader position, according to the
level of responsibility, complexity and/or autonomy entailed in the particular role.
(b) Responsibilities of Middle Leaders in secondary schools vary according to: type of position
held; school size; school location; school complexity; school culture and community;
school pedagogy; nature of student cohort; and the experience of the role holder.
(c) Middle Leader Tier 1 is intended to be used only where straightforward coordination
(rather than leadership) is required of a role. It may be most relevant for a less
experienced teacher, a teacher new to Middle Leadership responsibility or in a very small
school where a number of areas may be overseen by a designated member of Senior
Leadership.
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Table 4: Middle Leaders in Catholic Secondary Schools
TABLE 4: MIDDLE LEADERS IN CATHOLIC SECONDARY SCHOOLS
The following criteria will be read in conjunction with S4.19.3 (a), (b) and (c) as relevant. The responsibilities of Middle Leaders in secondary schools vary
according to:
(i) the type of position held,
(ii) the size of the school,
(iii) the location of the school,
(iv) school complexity ,
(v) the school culture and community,
(vi) school pedagogy,
(vii) the nature of the student cohort, and
(viii) the experience of the role-holder.
In general, there are five (5) Tiers of Middle Leader described according to the level of responsibility entailed in the role.
Tier CURRICULUM LEADER PASTORAL LEADER PROGRAM LEADER
Middle
Leader Tier 1
Refers to a teacher in a secondary school
who is appointed to be responsible for:
Refers to a teacher in a secondary school who is
appointed to be responsible for:
Refers to a teacher in a secondary school
who is appointed to be responsible for:
(a) the coordination of a curriculum area
taught for between 1 and 30 hours
(Tier 1.1) or between 1 and 55 hours
(Tier 1.2) in a secondary school over an
average five-day period and/or
(a) the coordination of pastoral care of up to 70
students (Tier 1.1) or between 70 and 120
students (Tier 1.2) and/or
(a) the Coordination of an identified
program in the school and/or
(b) the pastoral care of staff working
within the designated curriculum area
and/or
(b) the pastoral care of staff working within the
designated pastoral area and/or
(b) the pastoral care of staff working
within the designated area and/or
(c) other appropriate duties as required by
the Principal and consistent with the
teacher's level of experience and
expertise.
(c) other appropriate duties as required by the
Principal and consistent with the teacher's
level of experience and expertise.
(c) other appropriate duties as required
by the Principal and consistent with
the teacher's level of experience
and expertise.
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Tier CURRICULUM LEADER PASTORAL LEADER PROGRAM LEADER
Middle Leader
Tier 2
(a) the leadership of a curriculum area(s)
taught for between 1 and 90 hours in a
secondary school over an average five-
day period,
(a) the leadership of the pastoral care of
one year level of 120 students in a
school or
(a) the leadership of an identified program
in a secondary school of 500 students
and/or
(b) the application of contemporary
learning and teaching research to
classroom practice through professional
development of teachers engaged in
the area(s) of curriculum responsibility,
(b) pastoral care of several year levels in
one section of a secondary school of
300 students and/or
(b) supervising teachers engaged in the
program throughout the school.
(c) supervision of teachers engaged in the
area(s) of curriculum responsibility,
(c) supervision of teachers engaged in
pastoral care within the area of pastoral
responsibility and/or
(c) induction of new teachers within the
program (or supervision of induction
where it is undertaken by another
experienced teacher), and/or
(d) induction of new teachers within the
area(s) of curriculum responsibility (or
supervision of induction where it is
undertaken by another experienced
teacher), and/or
(d) induction of new teachers within the
area of pastoral responsibility ( or
supervision of induction where it is
undertaken by another experienced
teacher), and/or
(d) pastoral care of staff engaged in the
designated area(s) of responsibility,
and/or
(e) pastoral care of staff engaged in the
designated area(s) of curriculum
responsibility, and/or
(e) pastoral care of staff engaged in the
designated area(s) of pastoral
responsibility, and/or
(e) other appropriate duties as required by
the Principal.
(f) other appropriate duties as required by
the Principal and consistent with the
level of expertise indicated above.
(f) other appropriate duties as required by
the Principal and consistent with the
level of expertise indicated above.
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Tier CURRICULUM LEADER PASTORAL LEADER PROGRAM LEADER
Middle Leader
Tier 3
Refers to a teacher in a secondary school
who is appointed to be responsible for:
Refers to a teacher in a secondary school
who is appointed to be responsible for:
Refers to a teacher in a secondary school
who is appointed to be responsible for:
(a) the leadership of designated curriculum
areas taught for more than 90 hours in
a secondary school over an average
five-day period
(a) the leadership of pastoral care of a
section of a school (e.g. senior school)
of 300 students and/or
(a) the leadership of an identified program
in a mid-sized secondary school (500 -
1000 students) or a school of special
character ( 400 students) and/or
(b) the application of contemporary
learning and teaching research and data
analysis to classroom practice through
professional development and
supervision of staff engaged in these
areas and/or
(b) whole-school pastoral care of up to
500 students and/or
(b) supervising teachers engaged in the
program throughout the school.
(d) induction of new teachers within the
area(s) of curriculum responsibility (or
supervision of induction where it is
undertaken by another experienced
teacher), and/or
(c) supervision of teachers engaged in
pastoral care within the area of
pastoral responsibility
(c) induction of new teachers within the
program (or supervision of induction
where it is undertaken by another
experienced teacher), and/or
(f) pastoral care of staff engaged in the
designated area(s) of curriculum
responsibility, and/or
(d) induction of new teachers within the
area of pastoral responsibility (or
supervision of induction where it is
undertaken by another experienced
teacher), and/or
(d) pastoral care of staff engaged in the
designated area(s) of responsibility,
and/or
(g) other appropriate duties as required by
the Principal and consistent with the
level of expertise indicated above.
(e) pastoral care of staff engaged in the
designated area(s) of pastoral
responsibility, and/or
(e) other appropriate duties as required by
the Principal.
(f) other appropriate duties as required
by the Principal and consistent with
the level of expertise indicated above.
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Tier CURRICULUM LEADER PASTORAL LEADER PROGRAM LEADER
Middle Leader
Tier 4
Refers to a teacher in a secondary school
who is appointed to be responsible for:
Refers to a teacher in a secondary school
who is appointed to be responsible for:
Refers to a teacher in a secondary school
who is appointed to be responsible for:
(a) leading the overall curriculum
development, implementation and
evaluation in a secondary school of up
to 1000 students under the overall
direction of Senior Leadership and/or
(a) leading the whole-school pastoral care
of up to 1000 students in a secondary
school under the overall direction of
Senior Leadership or
(a) leading a substantial identified
program in a secondary school of up to
1200 students or in a school of special
character of up to 600 students under
the overall direction of Senior
Leadership and/or
(b) the application of contemporary
learning and teaching research and
data analysis to classroom practice
through whole-school professional
development in a secondary school of
up to 1000 students and /or
(b) whole-school pastoral care of up to 400
students in a secondary school of special
character under the overall direction of
Senior Leadership and/or
(b) supervising teachers engaged in the
program throughout the school.
(c) providing professional development
and monitoring improvement of
teachers' professional practice in
areas of identified need in conjunction
with Senior Leadership and/or
(c) providing professional development and
monitoring improvement of teachers'
professional practice in areas of
identified need in conjunction with
Senior Leadership and/or
(c) induction of new teachers within the
program (or supervision of induction
where it is undertaken by another
experienced teacher), and/or
(d) induction and mentoring of beginning
teachers in a secondary school of up
to 1000 students and/or
(d) induction and mentoring of beginning
teachers and/or
(d) pastoral care of staff engaged in the
designated area(s) of responsibility,
and/or
(e) pastoral care of staff engaged within
the designated areas of responsibility,
and/or
(e) pastoral care of staff engaged
within the designated areas of
responsibility, and/or
(e) other appropriate duties as required by
the Principal.
(f) other appropriate duties as required
by the Principal and consistent with
the level of expertise indicated above.
(f) other appropriate duties as required by
the Principal and consistent with the
level of expertise indicated above.
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Tier CURRICULUM LEADER PASTORAL LEADER PROGRAM LEADER
Middle Leader
Tier 5
Refers to a teacher in a secondary school
who is appointed to be responsible for:
Refers to a teacher in a secondary school
who is appointed to be responsible for:
Refers to a teacher in a secondary school
who is appointed to be responsible for:
(a) leading the overall curriculum
development, implementation and
evaluation in a secondary school of
1000 students or in a P-12, 4-12, 5-12
school of 1500 students under the
overall direction of Senior Leadership
and/or
(a) leading the whole-school pastoral care
of 1000 students in a secondary school
under the overall direction of Senior
Leadership or
(a) leading a substantial identified program
in a secondary school of 1200 students
or in a school of special character of
600 students under the overall direction
of Senior Leadership and/or
(b) the application of contemporary
learning and teaching research and data
analysis to classroom practice through
whole-school professional development
in a secondary school of 1000
students or in a P-12, 4-12, 5-12 school
of 1500 students and /or
(b) whole-school pastoral care of 400
students in a secondary school of special
character under the overall direction of
Senior Leadership and/or
(b) supervising teachers engaged in the
program throughout the school.
(c) providing professional development
and monitoring improvement of
teachers' professional practice in areas
of identified need in conjunction with
Senior Leadership, and/or
(c) providing professional development and
monitoring improvement of teachers'
professional practice in areas of
identified need in conjunction with
Senior Leadership, and/or
(c) induction of new teachers within the
program (or supervision of induction
where it is undertaken by another
experienced teacher), and/or
(d) induction and mentoring of beginning
teachers in a secondary school of
1000 students or in a P-12, 4-12, 5-12
school of 1500 students and/or
(d) induction and mentoring of beginning
teachers in the school and/or
(d) pastoral care of staff engaged in the
designated area(s) of responsibility,
and/or
(e) pastoral care of staff engaged within
the designated areas of responsibility,
and/or
(e) pastoral care of staff engaged within the
designated areas of responsibility,
and/or
(e) other appropriate duties as required by
the Principal.
(f) other appropriate duties as required by
the Principal and consistent with the
level of expertise indicated above.
(f) other appropriate duties as required by
the Principal and consistent with the
level of expertise indicated above.
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Tier CURRICULUM LEADER PASTORAL LEADER PROGRAM LEADER
Middle Leader
Tier 5
Refers to a teacher in a secondary school
who is appointed to be responsible for:
Refers to a teacher in a secondary school
who is appointed to be responsible for:
Refers to a teacher in a secondary school
who is appointed to be responsible for:
(a) leading the overall curriculum
development, implementation and
evaluation in a secondary school of
1000 students or in a P-12, 4-12, 5-12
school of 1500 students and/or
(a) leading the whole-school pastoral care
of 1000 students in a secondary school
or
(a) leading a substantial identified
program in a secondary school of
1200 students or in a school of special
character of 600 students and/or
(b) the application of contemporary
learning and teaching research and data
analysis to classroom practice through
whole-school professional development
in a secondary school of 1000
students or in a P-12, 4-12, 5-12 school
of 1500 students and /or
(b) whole-school pastoral care of 400
students in a secondary school of special
character and/or
(b) other appropriate duties as required by
the Principal and consistent with the
level of expertise indicated above.
(c) performance management of teachers
including induction and mentoring of
beginning teachers in a secondary
school of 1000 students or in a P-12,
4-12, 5-12 school of 1500 students
and/or
(c) performance management of teachers
including induction and mentoring of
beginning teachers in the school and/or
(d) other appropriate duties as required by
the Principal and consistent with the
level of expertise indicated above.
(c) other appropriate duties as required by
the Principal and consistent with the
level of expertise indicated above.
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S2.18.3 Middle Leadership Positions
(d) Curriculum Leaders
In establishing the appropriate Curriculum Middle Leadership structure, the School
Consultative Committee will take account of the following:
(i) all academic subject areas within a school will be led, managed and supervised
by either a Curriculum Middle Leader or a member of the Senior Leadership
Team;
(ii) there will be five (5) tiers of designation;
(iii) the School Consultative Committee will give consideration to the following
factors, in addition to referring to the criteria at Table 4 above, when making
recommendations as to the appropriate tier designation and additional flexible
hours for each Middle Leader position:
(A) the number of teachers and other staff to be led or coordinated;
(B) the number and/or range of subjects involved in any area of academic
responsibility;
(C) the number of students involved and their particular academic needs;
(D) amount of curriculum development required;
(E) other associated responsibilities (such as equipment maintenance,
resource ordering, industry training and placement);
(F) the structure of the school e.g. multiple campuses or 11 – 12, 8-12 or
arrangements spanning primary and secondary, pastoral care structure,
school curriculum initiatives; and
(G) the overall level of resourcing of the area.
(iv) The leader of a subject area or group of subject areas will receive either a
substantive salary or an allowance in addition to the salary payable under
Schedule 1– S1.3 of this Agreement and a minimum release time according to
the prescribed criteria, as set out in Table 4.
(e) Pastoral Leaders
(i) The appropriate designations, units, allowance and release time to be allocated,
are determined by the Principal following consultation with the School
Consultative Committee.
(ii) The occupants of these positions may be responsible for the welfare of groups
of students whether structured by year groups, "houses" in schools or
otherwise.
(iii) In determining the appropriate tier classification to be recommended for
Pastoral Leaders, the School Consultative Committee will take account of the
following factors:
(A) the pastoral care structure of the school e.g. vertical or year level;
(B) the number of students and teachers involved in the pastoral care
structure;
(C) the number of year levels involved if structure is based on year levels;
(D) particular pastoral care needs peculiar to the school;
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(E) responsibility for outside school activities each of which is of more than
four (4) days' duration e.g. camps; or
(F) other relevant factors.
(f) Program Leaders (or other) positions in response to emerging needs
(i) The appropriate designations, allowance and release time to be allocated, are
determined by the Principal following consultation with the School Consultative
Committee.
(ii) In determining the appropriate allowances and release time to be
recommended for these positions, the School Consultative Committee will take
account of the following factors:
(A) impact of school initiatives;
(B) the numbers of students and teachers involved in the program / activity;
(C) the level of overall resourcing in a particular area e.g. technical support;
or
(D) other relevant factors.
(iii) The occupants of these positions will be responsible for activities which may
include, but are not limited to, vocational education and training or sports co-
ordination.
(iv) The term of appointment to these positions may be varied according to need
and be less than that provided in clause S2.13 of this Schedule. Such variation
would be by consultation with the incumbent, the School Consultative
Committee and the Principal/employer.
(g) Criteria guidelines
(i) Criteria guidelines for the appropriate designation of all middle leadership
positions in secondary schools are described in Tables 5, 6 and 7.
(h) Teachers holding multiple middle leader roles
(i) Except in exceptional circumstances, and by mutual agreement, a teacher
should not hold more than one middle leadership position due to inherent
workload pressures.
(ii) Subject to sub-paragraph (iii) of this clause, where a teacher holds multiple
middle leader roles, the sum of the annual remuneration and weekly time
release for each separate middle leader roles are due to the teacher with
payments as follows:
(A) If the teacher is eligible to receive a substantive rate of pay in
accordance with clauses S2.16.5 and S2.16.6 (Teachers on Proficient 5
and above (Tier 2 – 5))., then the teacher will be paid:
(1) the substantive rate for the highest tier Middle Leadership
position; plus
(2) the applicable allowance for the other role(s) [namely the Tier 1
allowance in accordance with clause S2.16.3(a) or the Tier 2, 3, 4
or 5 allowance as if clauses S2.16.3(b) and S2.16.4 applied (Tier 1
and Teachers up to Proficient 4 (Tier 2 – 5) – Value of Allowance
and Release Time)];
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(B) If the teacher is only eligible to receive allowances in accordance with
clauses S2.16.3 and S3.16.4 (Tier 1 and Teachers up to Proficient 4 (Tier
2 – 5) – Value of Allowance and Release Time), then the teacher will be
paid the applicable allowance for each position.
(iii) In the special case where the combined annual remuneration of the multiple
middle leader roles would exceed the Tier 5 annual remuneration, any monies
above this maximum limit would be converted to additional weekly time
release.
“For example, as at 1/7/23, a teacher holding a Tier 1.2 ($9,212 + 3
hours) and a Tier 3 ($135,978 + 6 hours) Middle Leadership Position
simultaneously would receive a minimum weekly release time of 9
hours and a maximum annual remuneration of $139,845. The balance
of the annual financial allowance that would otherwise be due
($5,345) is converted to an additional 1.23 hours of weekly release
time (that is, $5,345 divided by $4,345 cost of a unit of release).”
S2.18.4 Release Time Allocations
(a) A ten per cent (10%) flexibility level is permissible in allocating release time per position.
For example:
Position Release time (min) 45 min periods 50 min periods 60 min periods 70 min
periods
Tier 1.1 120 3 3 2 2
Tier 1.2 180 4 4 3 3
Tier 2 240 5 5 4 4
Tier 3 360 8 7 6 5
Tier 4 510 11 10 8 7
Tier 5 716 16 14 12 10
(b) Middle leader release time provided is from normal contact time.
(c) Except in exceptional circumstances, time release should be provided in usable blocks of
at least thirty (30) minutes.
S2.18.5 Role Descriptions and Key Selection Criteria for Middle Leaders – Secondary (Table 5)
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(i) Table 5: Curriculum Leaders
Table 5: CURRICULUM LEADERS IN SECONDARY SCHOOLS - RESPONSIBILITIES, ATTRIBUTES AND DUTIES
The role of the Curriculum Leader is to support the mission of the school through leadership of the learning and teaching program. This involves developing appropriate
curriculum in line with national, state and local requirements; ensuring that appropriate pedagogies are developed and implemented at all levels; ensuring the quality of
student learning and the effectiveness of teacher practice through appropriate supervision; utilising thorough analysis of current data to inform decisions; developing
appropriate partnerships within and outside of the school; and prudently administering available resources.
Tier CURRICULUM LEADER RESPONSIBILITIES CURRICULUM LEADER ATTRIBUTES TYPICAL DUTIES
Curriculum Leader
Tier 1
The Curriculum Leader Tier 1 is responsible for: The Curriculum Leader Tier 1 will
demonstrate the following :
(1) Coordinating the development of work
program(s) according to national, state
and local requirements.
(a) coordinating the designated curriculum area
taught in the school and/or
(a) understanding of and support for the
ethos and mission of the school
(2) Coordinating assessment, moderation
and reporting programs.
(b) other appropriate duties as required by the
Principal.
(b) ability to coordinate and manage a
curriculum area
(3) Managing financial and material
resources within the area of
responsibility including formulating of
budgets and expending allocated funds.
(c) leadership potential - appropriate levels
of vision, initiative, organisational and
communication skill and ability to
accept responsibility
(4) Regularly communicating with
stakeholders about issues of legitimate
interest and/or concern.
(d) success as a classroom teacher
(e) an appropriate level of professional
qualification both formal and informal
and/or relevant experience
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Tier CURRICULUM LEADER RESPONSIBILITIES CURRICULUM LEADER ATTRIBUTES TYPICAL DUTIES
Curriculum Leader
Tier 2
The Curriculum Leader Tier 2 is responsible for: The Curriculum Leader Tier 2 will
demonstrate the following :
(1) Coordinating the development of work
programs according to national, state and
local requirements.
(a) the leadership of designated curriculum
area(s) taught in the school
(a) a clear vision of and support for the
school's mission and its underlying values
and ethos
(2) Coordination of assessment, moderation
and reporting programs, and the keeping of
appropriate records.
(b) the application of contemporary learning and
teaching research to classroom practice
through professional development of
teachers engaged in the area(s) of curriculum
responsibility
(b) leadership capacity - a broad vision that
extends beyond subject boundaries,
initiative, perseverance, acceptance of
responsibility, effective organisational
skill, ability to communicate appropriately
and ability to foster cooperation and
collegiality
(3) Keeping abreast of developments within
the area of responsibility through on-going
professional reading and research, and
providing for the professional learning of
staff in line with these developments.
(c) supervision of teachers engaged in the
area(s) of curriculum responsibility
(c) success as a classroom teacher (4) Engaging in professional discourse with
staff on an individual and departmental
basis through regular meetings.
(d) induction of new teachers within the area(s)
of curriculum responsibility (or supervision of
induction where it is undertaken by another
experienced teacher), and/or
(d) an appropriate level of professional
qualification both formal and informal
and/or relevant experience
(5) Supervising the quality of teaching practice
through activities such as collegial planning,
moderation, classroom observation, and
facilitation of reflective teaching practice.
(e) pastoral care of staff engaged in the
designated area(s) of curriculum
responsibility, and/or
(e) professional activity through membership
of professional associations and on-going
professional development.
(6) Supervising the quality of student learning
through analysis of student performance
data and addressing areas of concern
through appropriate interventions.
(f) other appropriate duties as required by the
Principal and consistent with the level of
expertise indicated above.
(7) Contributing to the leadership of the school
through active participation in staff and
middle leadership meetings.
(8) Managing financial and material resources
within the area of responsibility including
the formulation of budgets and the
expenditure of allocated funds.
(9) Regularly communicating with stakeholders
about issues of legitimate interest and/or
concern.
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Tier CURRICULUM LEADER CURRICULUM LEADER ATTRIBUTES TYPICAL DUTIES
Curriculum Leader
Tier 3
The Curriculum Leader Tier 3 is responsible for: The Curriculum Leader Tier 3 will demonstrate
the following :
(1) Coordination and/or development of work
programs according to national, state and local
requirements.
(a) leading the overall coordination of
designated curriculum areas taught in the
school
(a) a clear vision of and support for the
school's mission and its underlying values
and ethos
(2) Coordination of assessment, moderation and
reporting programs, and the keeping of
appropriate records.
(b) the application of contemporary learning
and teaching research and data analysis to
classroom practice through professional
development and supervision of staff
engaged in these areas and/or
(b) leadership capacity - a broad vision that
extends beyond subject boundaries,
initiative, perseverance, acceptance of
responsibility, effective organisational
skill, ability to communicate appropriately
and ability to foster cooperation and
collegiality
(3) Keeping abreast of developments within the area
of responsibility through on-going professional
reading and research, and providing for the
professional learning of staff in line with these
developments.
(c) induction of new teachers within the area(s)
of curriculum responsibility (or supervision
of induction where it is undertaken by
another experienced teacher), and/or
(c) ability to analyse school curriculum data
to determine areas of success and areas
for improvement and to develop plans to
address these
(4) Engaging in professional discourse with staff on
an individual and departmental basis through
regular meetings.
(d) pastoral care of staff engaged in the
designated area(s) of curriculum
responsibility, and/or
(d) success as a classroom teacher (5) Supervising the quality of teaching practice
through activities such as collegial planning,
moderation, classroom observation, and
facilitation of reflective teaching practice.
(e) other appropriate duties as required by the
Principal.
(e) an appropriate level of professional
qualification both formal and informal
and/or relevant experience
(6) Supervising the quality of student learning
through analysis of student performance data and
addressing areas of concern through appropriate
interventions.
(f) professional activity through membership
of professional associations and on-going
professional development.
(7) Contributing to the leadership of the school
through active participation in staff and middle
leadership meetings.
(8) Managing financial and material resources within
the area of responsibility including the
formulation of budgets and the expenditure of
allocated funds.
(9) Regularly communicating with stakeholders about
issues of legitimate interest and/or concern.
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Tier CURRICULUM LEADER CURRICULUM LEADER ATTRIBUTES TYPICAL DUTIES
Curriculum Leader
Tier 4
The Curriculum Leader Tier 4 is responsible for: The Curriculum Leader Tier 4 will demonstrate
the following :
(1) Collaborating with other Curriculum Leaders,
teaching staff and appropriate Senior Leadership
personnel to review curriculum frameworks and
plan future directions.
(a) leading the overall curriculum development,
implementation and evaluation in the school
under the overall direction of Senior
Leadership, and/or
(a) a clear vision of and support for the
school's mission and its underlying values
and ethos
(2) Keeping abreast of developments in the areas of
contemporary curriculum, learning and teaching
through on-going professional reading and
research, and providing for the professional
learning of the whole staff in line with these
developments.
(b) the application of contemporary
learning and teaching research and data
analysis to classroom practice through whole-
school professional development and /or
(b) leadership capacity - a broad vision of
holistic curriculum, initiative, perseverance,
acceptance of responsibility, effective
organisational skill, ability to engage in
professional discourse and to communicate
appropriately, and ability to foster
cooperation and collegiality
(3) Managing the performance of teaching staff
through on-going professional discourse,
facilitation of reflective teaching practice, and
formal and informal goal-setting and appraisal.
(c) providing professional development and
monitoring improvement of teachers’
professional practice in areas of identified
need in conjunction with Senior Leadership,
and/or
(c) ability to analyse whole school educational
data to determine areas of success and
areas for improvement and to develop
plans to address these
(4) Providing for the induction of beginning teachers
and their on-going mentoring programs in
collaboration with Senior Leadership personnel
and other Curriculum Leaders.
(d) induction and mentoring of beginning
teachers, and/or
(d) ability to relate professionally to other staff
members so as to provide a role model of
the successful classroom teacher and to
challenge inappropriate teaching practice
(5) Supervising the quality of student learning
throughout the school through analysis of student
performance data (both internal and external)
and addressing whole school areas of concern
through appropriate interventions.
(e) pastoral care of staff engaged within the
designated areas of responsibility, and/or
(e) an appropriate level of professional
qualification both formal and informal
and/or relevant experience, particularly in
the areas of effective learning and teaching
practice
(6) Contributing to the leadership of the school
through active participation in staff and middle
leadership meetings, and through close
collaboration with Senior Leadership in
curriculum development.
(f) other appropriate duties as required by the
Principal.
(f) professional activity through membership
of professional associations and on-going
professional development.
(7) Regularly communicating with stakeholders about
issues of legitimate interest and/or concern.
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Page 169 of 325 Pages
Tier CURRICULUM LEADER CURRICULUM LEADER ATTRIBUTES TYPICAL DUTIES
Curriculum Leader
Tier 5
The Curriculum Leader Tier 5 is responsible for: The Curriculum Leader Tier 5 will demonstrate
the following :
(1) Collaborating with other Curriculum Leaders,
teaching staff and appropriate Senior Leadership
personnel to review curriculum frameworks and
plan future directions.
(a) leading the overall curriculum development,
implementation and evaluation in the school
under the overall direction of Senior
Leadership, and/or
(a) a clear vision of and support for the
school's mission and its underlying values
and ethos
(2) Keeping abreast of developments in the areas of
contemporary curriculum, learning and teaching
through on-going professional reading and
research, and providing for the professional
learning of the whole staff in line with these
developments.
(b) the application of contemporary
learning and teaching research and data
analysis to classroom practice through whole-
school professional development and /or
(b) leadership capacity - a broad vision of
holistic curriculum, initiative, perseverance,
acceptance of responsibility, effective
organisational skill, ability to engage in
professional discourse and communicate
appropriately at all levels, and ability to
foster cooperation and collegiality
(3) Managing the performance of teaching staff
through on-going professional discourse,
facilitation of reflective teaching practice, and
formal and informal goal-setting and appraisal.
(c) providing professional development and
monitoring improvement of teachers’
professional practice in areas of identified
need in conjunction with Senior Leadership,
and/or
(c) ability to analyse whole school educational
data to determine areas of success and
areas for improvement and to develop
plans to address these
(4) Providing for the induction of beginning teachers
and their on-going mentoring programs in
collaboration with Senior Leadership personnel and
other Curriculum Leaders.
(d) induction and mentoring of beginning
teachers, and/or
(d) ability to relate professionally to other staff
members so as to provide a role model of
the successful classroom teacher and to
challenge inappropriate teaching practice
(5) Supervising the quality of student learning
throughout the school through analysis of student
performance data (both internal and external) and
addressing whole school areas of concern through
appropriate interventions.
(e) pastoral care of staff engaged within the
designated areas of responsibility, and/or
(e) an appropriate level of professional
qualification both formal and informal
and/or relevant experience, with particular
emphasis on effective learning and
teaching methodology
(6) Contributing to the leadership of the school
through active participation in staff and middle
leadership meetings, and through close
collaboration with Senior Leadership in curriculum
development.
(f) other appropriate duties as required by the
Principal.
(f) professional activity through membership
of professional associations and on-going
professional development.
(7) Regularly communicating with stakeholders about
issues of legitimate interest and/or concern.
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Page 170 of 325 Pages
(ii) TABLE 6: Pastoral Leaders
Table 6: PASTORAL LEADERS IN SECONDARY SCHOOLS - RESPONSIBILITIES, ATTRIBUTES AND DUTIES
The role of the Pastoral Leader is to support the mission of the school through leadership in the support of students as school and family community members. This involves
developing and implementing effective pastoral practices which provide for students' welfare and coordinating the efforts of staff in students' holistic growth through
ensuring that appropriate programs and processes are developed and followed at all levels to encourage students to embrace a way of living based on the values of the
Gospel and to manage student behaviours which are contrary to this; ensuring the quality and effectiveness of teacher practice through appropriate supervision; developing
partnerships with parents and carers and other appropriate partnerships within and outside of the school; and prudently administering available resources.
Tier PASTORAL LEADER RESPONSIBILITIES PASTORAL LEADER ATTRIBUTES TYPICAL DUTIES
Pastoral
Leader Tier 1
The Pastoral Leader Tier 1 is responsible for: The Pastoral Leader Tier 1 will demonstrate the
following :
(1) Coordinating the work of staff engaged in the
holistic development of the designated
group of students in the light of the values
and ethos of the school.
(a) coordinating the pastoral care of the
designated group of students.
(a) understanding of and support for the ethos
and mission of the school
(2) Monitoring the behaviour of the student
group in accord with the school's behaviour
management policy and procedures.
(b) other appropriate duties as required by the
Principal.
(b) ability to coordinate and manage (3) Organising pastoral activities for the group
including camps, retreats, etc.
(c) leadership potential - appropriate levels of
vision, initiative, organisational and
communication skill and ability to accept
responsibility
(4) Regularly communicating with stakeholders
(students, parents, school personnel) to
affirm student growth and to collaborate in
addressing issues of concern.
(d) empathy with young people and an ability to
relate positively with them
(5) Managing financial and material resources
within the area of responsibility including
formulating budgets and expending allocated
funds.
(e) an appropriate level of professional
qualification both formal and informal and/or
relevant experience
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Tier PASTORAL LEADER RESPONSIBILITIES PASTORAL LEADER ATTRIBUTES TYPICAL DUTIES
Pastoral
Leader Tier
2
The Pastoral Leader Tier 2 is responsible for: The Pastoral Leader Tier 2 will demonstrate the
following :
(1) Coordinating the work of staff engaged in the
holistic development of the designated group of
students in the light of the values and ethos of the
school.
(a) leading the overall pastoral care of the
designated group of students
(a) a clear vision of and support for the school's
mission and its underlying values and ethos
(2) Monitoring the holistic development of students
through observing their academic, social, spiritual
and physical well-being, and addressing areas of
concern through appropriate interventions.
(b) supervision of teachers engaged in pastoral
care within the area of pastoral responsibility
(b) leadership capacity - a broad vision of student welfare
that extends beyond behavioural management,
initiative, perseverance, acceptance of responsibility,
effective organisational skill, ability to communicate
appropriately and ability to foster cooperation and
collegiality
(3) Monitoring the behaviour of the student group in
accord with the school's behaviour management
policy and procedures.
(c) induction of new teachers within the area of
pastoral responsibility (or supervision of
induction where it is undertaken by another
experienced teacher), and/or
(c) empathy with young people and an ability to
relate positively with them
(4) Organising pastoral activities for the group including
camps, retreats, etc. and assisting with the
organisation by other personnel of activities which
enhance the informal curriculum.
(d) pastoral care staff engaged in the designated
area(s) of pastoral responsibility, and/or
(d) an appropriate level of professional qualification
both formal and informal and/or relevant
experience
(5) Keeping abreast of best practice in the area of
student care and welfare through on-going
professional reading and research, and providing for
the professional learning of staff in line with these
developments.
(e) other appropriate duties as required by the
Principal.
(e) professional activity through membership of
professional associations and on-going
professional development.
(6) Engaging in professional discourse with staff on an
individual and group basis through regular feedback.
(7) Supervising the quality of staff pastoral practice
through collegial support, advice, observation and
facilitation of reflective response to issues.
(8) Regularly communicating with stakeholders
(students, parents, school personnel) to affirm
student growth and to collaborate in addressing
issues of concern.
(9) Contributing to the leadership of the school through
active participation in staff and middle leadership
meetings.
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Page 172 of 325 Pages
Tier PASTORAL LEADER RESPONSIBILITIES PASTORAL LEADER ATTRIBUTES TYPICAL DUTIES
(10) Managing financial and material resources within
the area of responsibility including the formulation
of budgets and the expenditure of allocated funds.
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Tier PASTORAL LEADER RESPONSIBILITIES PASTORAL LEADER ATTRIBUTES TYPICAL DUTIES
Pastoral
Leader Tier 3
The Pastoral Leader Tier 3 is responsible
for:
The Pastoral Leader Tier 3 will demonstrate the
following :
(1) Coordinating the work of staff engaged in the holistic
development of the designated group of students in the light
of the values and ethos of the school.
(a) leading the overall pastoral care of the
designated group of students
(a) a clear vision of and support for the school's
mission and its underlying values and ethos
(2) Monitoring the holistic development of students through
observing their academic, social, spiritual and physical well-
being, and addressing areas of concern through appropriate
interventions.
(b) supervision of teachers engaged in
pastoral care within the area of
pastoral responsibility
(b) leadership capacity - a broad vision that extends
beyond behavioural management, initiative,
perseverance, acceptance of responsibility,
effective organisational skill, ability to
communicate appropriately and ability to foster
cooperation and collegiality
(3) Monitoring the behaviour of the student group in accord
with the school's behaviour management policy and
procedures.
(c) induction of new teachers within the
area of pastoral responsibility (or
supervision of induction where it is
undertaken by another experienced
teacher), and/or
(c) ability to research and analyse school
behavioural management programs and student
well-being issues to determine areas of success
and areas for improvement and to develop plans
to address these
(4) Organising pastoral activities for the group including camps,
retreats, etc. and assisting with the organisation by other
personnel of activities which enhance the informal
curriculum.
(d) pastoral care of staff engaged in the
designated area(s) of pastoral
responsibility, and/or
(d) empathy with young people and an ability to
relate positively with them
(5) Keeping abreast of best practice in the area of student care
and welfare through on-going professional reading and
research, and providing for the professional learning of staff
in line with these developments.
(e) other appropriate duties as required
by the Principal.
(e) an appropriate level of professional qualification
both formal and informal and/or relevant
experience
(6) Engaging in professional discourse with staff on an individual
and group basis through regular feedback.
(f) professional activity through membership of
professional associations and on-going
professional development.
(7) Supervising the quality of staff pastoral practice through
collegial support, advice, observation and facilitation of
reflective response to issues.
(8) Regularly communicating with stakeholders (students,
parents, school personnel) to affirm student growth and to
collaborate in addressing issues of concern.
(9) Contributing to the leadership of the school through active
participation in staff and middle leadership meetings.
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Tier PASTORAL LEADER RESPONSIBILITIES PASTORAL LEADER ATTRIBUTES TYPICAL DUTIES
(10) Managing financial and material resources within the area of
responsibility including the formulation of budgets and the
expenditure of allocated funds.
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Tier PASTORAL LEADER RESPONSIBILITIES PASTORAL LEADER ATTRIBUTES TYPICAL DUTIES
Pastoral
Leader Tier
4
The Pastoral Leader Tier 4 is responsible for: The Pastoral Leader Tier 4 will demonstrate the
following :
(1) Coordinating the work of staff engaged in the holistic
development of the designated group of students in
the light of the values and ethos of the school.
(a) leading the overall pastoral care of the
designated cohort of students under the
overall direction of Senior Leadership
(a) a clear vision of and support for the school's
mission and its underlying values and ethos
(2) Monitoring the holistic development of students
through observing their academic, social, spiritual
and physical well-being, and addressing areas of
concern through appropriate interventions.
(b) providing professional development and
monitoring improvement of teachers’
professional practice in areas of identified
need in conjunction with Senior Leadership,
and/or
(b) leadership capacity - a broad vision of holistic
pastoral practice, initiative, perseverance,
acceptance of responsibility, effective
organisational skill, ability to engage in
professional discourse and to communicate
appropriately, and ability to foster cooperation
and collegiality
(3) Monitoring the behaviour of the student cohort in
accord with the school's behaviour management
policy and procedures.
(c) induction and mentoring of beginning
teachers, and/or
(c) ability to research and analyse school
behavioural management programs and
student well-being issues to determine areas of
success and areas for improvement and to
develop plans to address these
(4) Organising pastoral activities for the group including
camps, retreats, etc. and assisting with the
organisation by other personnel of activities which
enhance the informal curriculum.
(d) pastoral care of staff engaged within the
designated areas of responsibility, and/or
(d) empathy with young people and an ability to
relate positively with them
(5) Keeping abreast of best practice in the area of
student care and welfare through on-going
professional reading and research, and providing for
the professional learning of staff in line with these
developments.
(e) other appropriate duties as required by the
Principal.
(e) ability to relate professionally to other staff
members so as to provide a role model of
successful pastoral practice and to challenge
inappropriate practice at all levels
(6) Managing the performance of staff involved in
pastoral care through on-going professional
discourse, collegial support, observation of practice,
facilitation of reflective responses to issues, and
formal and informal goal-setting and appraisal.
(f) an appropriate level of professional
qualification both formal and informal and/or
relevant experience, particularly in the areas of
effective pastoral practice
(7) Providing for the induction of beginning teachers and
their on-going mentoring programs in collaboration
with Senior Leadership personnel and other Pastoral
Leaders.
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Page 176 of 325 Pages
Tier PASTORAL LEADER RESPONSIBILITIES PASTORAL LEADER ATTRIBUTES TYPICAL DUTIES
(g) professional activity through membership of
professional associations and on-going
professional development.
(8) Contributing to the leadership of the school through
active participation in staff and middle leadership
meetings, and through close collaboration with
other Pastoral Leaders, teaching staff and
appropriate Senior Leadership personnel to review
pastoral frameworks and plan future directions in
pastoral care.
(9) Regularly communicating with stakeholders
(students, parents, school personnel) to affirm
student growth and to collaborate in addressing
issues of concern.
(10) Managing financial and material resources within
the area of responsibility including the formulation
of budgets and the expenditure of allocated funds.
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Page 177 of 325 Pages
Tier PASTORAL LEADER RESPONSIBILITIES PASTORAL LEADER ATTRIBUTES TYPICAL DUTIES
Pastoral Leader
Tier 5
The Pastoral Leader Tier 5 is responsible for: The Pastoral Leader Tier 5 will
demonstrate the following :
(1) Coordinating the work of staff engaged in the
holistic development of the designated group
of students in the light of the values and ethos
of the school.
(a) leading the overall pastoral care of the
designated cohort of students under the overall
direction of Senior Leadership
(a) a clear vision of and support for the
school's mission and its underlying
values and ethos
(2) Monitoring the holistic development of
students through observing their academic,
social, spiritual and physical well-being, and
addressing areas of concern through
appropriate interventions.
(b) providing professional development and
monitoring improvement of teachers’
professional practice in areas of identified need
in conjunction with Senior Leadership, and/or
(b) leadership capacity - a broad vision of
holistic pastoral practice, initiative,
perseverance, acceptance of
responsibility, effective organisational
skill, ability to engage in professional
discourse and to communicate
appropriately, and ability to foster
cooperation and collegiality
(3) Monitoring the behaviour of the student
cohort in accord with the school's behaviour
management policy and procedures.
(c) induction and mentoring of beginning teachers,
and/or
(c) ability to research and analyse school
behavioural management programs
and student well-being issues to
determine areas of success and areas
for improvement and to develop
plans to address these
(4) Organising pastoral activities for the group
including camps, retreats, etc. and assisting
with the organisation by other personnel of
activities which enhance the informal
curriculum.
(d) pastoral care of staff engaged within the
designated areas of responsibility, and/or
(d) empathy with young people and an
ability to relate positively with them
(5) Keeping abreast of best practice in the area of
student care and welfare through on-going
professional reading and research, and
providing for the professional learning of staff
in line with these developments.
(e) other appropriate duties as required by the
Principal.
(e) ability to relate professionally to
other staff members so as to provide
a role model of successful pastoral
practice and to challenge
inappropriate practice at all levels
(6) Managing the performance of staff involved in
pastoral care through on-going professional
discourse, collegial support, observation of
practice, facilitation of reflective responses to
issues, and formal and informal goal-setting
and appraisal.
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Page 178 of 325 Pages
Tier PASTORAL LEADER RESPONSIBILITIES PASTORAL LEADER ATTRIBUTES TYPICAL DUTIES
(f) an appropriate level of professional
qualification both formal and
informal and/or relevant experience,
particularly in the areas of effective
pastoral practice
(7) Providing for the induction of beginning
teachers and their on-going mentoring
programs in collaboration with Senior
Leadership personnel and other Pastoral
Leaders.
(g) professional activity through
membership of professional
associations and on-going
professional development.
(8) Contributing to the leadership of the school
through active participation in staff and middle
leadership meetings, and through close
collaboration with other Pastoral Leaders,
teaching staff and appropriate Senior
Leadership personnel to review pastoral
frameworks and plan future directions in
pastoral care.
(9) Regularly communicating with stakeholders
(students, parents, school personnel) to affirm
student growth and to collaborate in
addressing issues of concern.
(10) Managing financial and material resources
within the area of responsibility including the
formulation of budgets and the expenditure of
allocated funds.
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Page 179 of 325 Pages
(iii) TABLE 7: Program Leaders
Table 7: PROGRAM LEADERS IN SECONDARY SCHOOLS - RESPONSIBILITIES, ATTRIBUTES AND DUTIES
The role of the Program Leader is to support the mission of the school through leadership of specific academic, cultural, outreach, sporting or other defined programs offered
to students and/or the school community. This involves interacting with students, staff and parents in an appropriate manner as well as developing and implementing
effective processes and practices in keeping with the values and ethos of the school and designed to accomplish the desired outcomes of the specific program. Depending on
the nature of the program, the role may also involve interacting with personnel and organisations outside the school community and developing partnerships that enhance
results for students.
TIER PROGRAM LEADER RESPONSIBILITIES PROGRAM LEADER ATTRIBUTES TYPICAL DUTIES
Program
Leader Tier
1
The Program Leader Tier 1 is responsible for: The Program Leader Tier 1 will demonstrate the
following :
(1) Coordinating the work of staff engaged in the
designated program in keeping with the
values and ethos of the school.
(a) coordinating the designated Program in the
school and/or
(a) understanding of and support for the ethos
and mission of the school
(2) Regularly communicating with stakeholders
(students, parents, school staff and other
personnel) to ensure the smooth operation
of the program.
(b) other appropriate duties as required by the
Principal.
(b) ability to coordinate and manage (3) Organising program activities including
resources, transport, operations, staff, etc.
(c) leadership potential - appropriate levels of
vision, initiative, organisational and
communication skill and ability to accept
responsibility
(4) Managing financial and material resources
within the area of responsibility including
formulating budgets and expending allocated
funds.
(d) empathy with young people and an ability to
relate positively with them in the context of
the particular program being coordinated
(e) an appropriate level of professional
qualification both formal and informal and/or
relevant experience
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Page 180 of 325 Pages
TIER PROGRAM LEADER RESPONSIBILITIES PROGRAM LEADER ATTRIBUTES TYPICAL DUTIES
Program
Leader Tier 2
The Program Leader Tier 2 is responsible
for:
The Program Leader Tier 2 will demonstrate
the following :
(1) Coordinating the work of staff engaged in delivering
the designated program in the light of the values and
ethos of the school.
(a) leading the designated program in the
school.
(a) a clear vision of and support for the
school's mission and its underlying values
and ethos
(2) Monitoring program outcomes for students and
addressing areas of concern through appropriate
interventions.
(b) supervising teachers engaged in the
program throughout the school.
(b) leadership capacity - a broad vision of
student welfare that extends beyond
behavioural management, initiative,
perseverance, acceptance of responsibility,
effective organisational skill, ability to
communicate appropriately and ability to
foster cooperation and collegiality
(3) Regularly communicating with stakeholders (students,
parents, school staff and other personnel) to ensure
the smooth operation of the program.
(c) induction of new teachers within the
program (or supervision of induction
where it is undertaken by another
experienced teacher), and/or
(c) empathy with young people and an ability
to relate positively with them in the context
of the particular program within the school
(4) Organising program activities including resources,
transport, operations, staff, etc.
(d) pastoral care of staff engaged in the
designated area(s) of responsibility,
and/or
(d) an appropriate level of professional
qualification both formal and informal
and/or relevant experience
(5) Keeping abreast of best practice in the program area
through on-going professional reading and research,
and providing for the professional learning of staff in
line with these developments.
(e) other appropriate duties as required
by the Principal.
(e) professional activity through membership
of professional associations and on-going
professional development appropriate to
the role.
(6) Engaging in professional discourse with staff engaged
in the program on an individual and group basis
through regular feedback.
(7) Supervising the quality of staff practice through
collegial support, advice, observation and facilitation
of reflective response to issues.
(8) Contributing to the leadership of the school through
active participation in staff and middle leadership
meetings.
(9) Managing financial and material resources within the
area of responsibility including the formulation of
budgets and the expenditure of allocated funds.
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TIER PROGRAM LEADER RESPONSIBILITIES PROGRAM LEADER ATTRIBUTES TYPICAL DUTIES
Program
Leader Tier 3
The Program Leader Tier 3 is responsible
for:
The Program Leader Tier 3 will demonstrate the
following:
(1) Coordinating the work of staff engaged in delivering
the designated program in the light of the values and
ethos of the school.
(a) leading the designated program in the
school.
(a) a clear vision of and support for the
school's mission and its underlying values
and ethos
(2) Monitoring program outcomes for students and
addressing areas of concern through appropriate
interventions.
(b) supervising teachers engaged in the
program throughout the school.
(b) leadership capacity - a broad vision that
extends beyond behavioural
management, initiative, perseverance,
acceptance of responsibility, effective
organisational skill, ability to
communicate appropriately and ability to
foster cooperation and collegiality
(3) Regularly communicating with stakeholders
(students, parents, school staff and other personnel)
to ensure the smooth operation of the program.
(c) induction of new teachers within the
program (or supervision of induction
where it is undertaken by another
experienced teacher), and/or
(c) ability to research and analyse the
operations of similar programs in other
schools and sectors to enhance the
school's program, to determine areas of
success and areas for improvement and
to develop plans to address these
(4) Organising program activities including resources,
transport, operations, staff, etc.
(5) Keeping abreast of best practice in the program area
through on-going professional reading and research,
and providing for the professional learning of staff in
line with these developments.
(d) other appropriate duties as required by
the Principal.
(d) empathy with young people and an
ability to relate positively with them in
the context of the particular program
within the school
(6) Engaging in professional discourse with staff on an
individual and group basis through regular feedback.
(e) an appropriate level of professional
qualification both formal and informal
and/or relevant experience
(7) Supervising the quality of staff Program practice
through collegial support, advice, observation and
facilitation of reflective response to issues.
(f) professional activity through membership
of professional associations and on-going
professional development appropriate to
the role.
(8) Contributing to the leadership of the school through
active participation in staff and middle leadership
meetings.
(9) Managing financial and material resources within the
area of responsibility including the formulation of
budgets and the expenditure of allocated funds.
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TIER PROGRAM LEADER RESPONSIBILITIES PROGRAM LEADER ATTRIBUTES TYPICAL DUTIES
Program
Leader Tier 4
The Program Leader Tier 4 is responsible
for:
The Program Leader Tier 4 will demonstrate the
following :
(1) Coordinating the work of staff engaged in delivering
the designated program in the light of the values and
ethos of the school.
(a) leading the designated program in the
school.
(a) a clear vision of and support for the
school's mission and its underlying values
and ethos
(2) Monitoring program outcomes for students and
addressing areas of concern through appropriate
interventions.
(b) providing professional development
and monitoring improvement of
teachers’ professional practice in
areas of identified need in conjunction
with Senior Leadership, and/or
(b) leadership capacity - a broad vision of
holistic educational practice, initiative,
perseverance, acceptance of
responsibility, effective organisational
skill, ability to engage in professional
discourse and to communicate
appropriately, and ability to foster
cooperation and collegiality
(3) Regularly communicating with stakeholders
(students, parents, school staff and other personnel)
to ensure the smooth operation of the program.
(c) induction and mentoring of beginning
teachers, and/or
(c) ability to research and analyse the
operations of similar programs in other
schools and sectors to enhance the
school's program, to determine areas of
success and areas for improvement and
to develop plans to address these
(4) Organising program activities including resources,
transport, operations, staff, etc.
(5) Keeping abreast of best practice in the program area
through on-going professional reading and research,
and providing for the professional learning of staff in
line with these developments.
(d) pastoral care of staff engaged within
the program, and/or
(d) empathy with young people and an
ability to relate positively with them in
the context of the particular program
within the school
(6) Coordinating the program's evaluation and review.
(e) other appropriate duties as required
by the Principal.
(e) ability to relate professionally to other
staff members so as to provide a role
model of successful educational practice
and to challenge inappropriate practice at
all levels
(7) Managing the performance of staff through on-going
professional discourse, collegial support, observation
of practice, facilitation of reflective responses to
issues, and formal and informal goal-setting and
appraisal.
(f) an appropriate level of professional
qualification both formal and informal
and/or relevant experience, particularly in
the areas pertaining to the designated
program
(8) Providing for the induction of beginning teachers and
their on-going mentoring programs in collaboration
with Senior Leadership personnel and other Middle
Leaders.
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TIER PROGRAM LEADER RESPONSIBILITIES PROGRAM LEADER ATTRIBUTES TYPICAL DUTIES
(g) professional activity through membership
of professional associations and on-going
professional development appropriate to
the role.
(9) Contributing to the leadership of the school through
active participation in staff and middle leadership
meetings, and through close collaboration with other
Middle Leaders, teaching staff and appropriate Senior
Leadership personnel to review school programs and
plan for future developments.
(10) Managing financial and material resources within the
area of responsibility including the formulation of
budgets and the expenditure of allocated funds.
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TIER PROGRAM LEADER RESPONSIBILITIES PROGRAM LEADER ATTRIBUTES TYPICAL DUTIES
(a) leading the designated program in the
school.
(a) a clear vision of and support for the school's
mission and its underlying values and ethos
(2) Monitoring program outcomes for students
and addressing areas of concern through
appropriate interventions.
(b) providing professional development and
monitoring improvement of teachers’
professional practice in areas of
identified need in conjunction with
Senior Leadership, and/or
(b) leadership capacity - a broad vision of holistic
educational practice, initiative, perseverance,
acceptance of responsibility, effective
organisational skill, ability to engage in
professional discourse and to communicate
appropriately, and ability to foster cooperation
and collegiality
(3) Regularly communicating with stakeholders
(students, parents, school staff and other
personnel) to ensure the smooth operation of
the program.
(c) induction and mentoring of beginning
teachers, and/or
(c) ability to research and analyse the operations of
similar programs in other schools and sectors to
enhance the school's program, to determine
areas of success and areas for improvement and
to develop plans to address these
(4) Organising program activities including
resources, transport, operations, staff, etc.
(d) pastoral care of staff engaged within the
program, and/or
(d) empathy with young people and an ability to
relate positively with them in the context of the
particular program within the school
(5) Keeping abreast of best practice in the
program area through on-going professional
reading and research, and providing for the
professional learning of staff in line with these
developments.
(e) other appropriate duties as required by
the Principal.
(e) ability to relate professionally to other staff
members so as to provide a role model of
successful educational practice and to challenge
inappropriate practice at all levels
(6) Coordinating the program's evaluation and
review.
(7) Managing the performance of staff involved in
the program through on-going professional
discourse, collegial support, observation of
practice, facilitation of reflective responses to
issues, and formal and informal goal-setting
and appraisal.
(f) an appropriate level of professional qualification
both formal and informal and/or relevant
experience, particularly in the areas pertaining
to the designated program
(8) Providing for the induction of beginning
teachers and their on-going mentoring
programs in collaboration with Senior
Leadership personnel and other Program
Leaders.
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TIER PROGRAM LEADER RESPONSIBILITIES PROGRAM LEADER ATTRIBUTES TYPICAL DUTIES
(g) professional activity through membership of
professional associations and on-going
professional development appropriate to the
role.
(9) Contributing to the leadership of the school
through active participation in staff and middle
leadership meetings, and through close
collaboration with other Middle Leaders,
teaching staff and appropriate Senior
Leadership personnel to review school
programs and plan for future developments.
(10) Managing financial and material resources
within the area of responsibility including the
formulation of budgets and the expenditure of
allocated funds.
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S2.18.6 Appointment of Religious Education Co-Ordinator - Secondary Schools with Enrolments of
Fewer than 300 students
In secondary schools with enrolments of fewer than 300 students, a Religious Education Co-
ordinator may be appointed to a middle leadership position. The employer may at its discretion
appoint an Assistant to the Principal Religious Education. The additional cost beyond the
appropriate allowance pertaining to a middle leadership position will be borne by the employer.
S2.19 Middle Leadership in Primary Schools
S2.19.1 Remuneration and Release Time - Primary Schools
The middle leadership and curriculum coordination time provisions allocated in the following
table will be used to provide for the development, coordination and innovation of curriculum in
primary schools.
TABLE 8: Diocesan Primary Schools – Curriculum Coordination Time
Enrolments Weekly time release
51 4 hrs
51-75 4 hrs
76-99 4 hrs
100-150 4 hrs
151-199 4 hrs
200-224 4.5 hrs
225-250 9 hrs
251-300 9 hrs
301-325 11 hrs
326-400 10 hrs
401-450 10 hrs
451-500 9 hrs
501-550 11 hrs
551-600 11 hrs
601-700 13.5 hrs
701-799 15.5 hrs
800-899 18 hrs
900-949 20 hrs
950-999 20 hrs
1000-1099 22 hrs
1100-1199 24.5 hrs
1200-1299 26.5 hrs
1300-1399 29 hrs
1400-1499 31 hrs
1500+ 33.25 hrs + 0.1 FTE per additional 100 students
S2.19.2 Appointment of Assistant to the Principal Religious Education or Religious Education Co-
ordinator - Primary schools with enrolments of fewer than 150 students
(a) It is recognised by the parties that difficulty may be encountered in the attraction of
suitable applicants to the positions of Assistant to the Principal Religious Education or
Religious Education Co-ordinator in schools in remote localities with enrolments of fewer
than 150 students.
(b) The employer undertakes to make every effort to fill a vacant position both by internal
notification and external advertisement. Should the position remain vacant, the Principal
will carry out the appropriate duties until a suitable applicant can be found.
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Provided that a suitably qualified applicant may be appointed for a fixed-term period of
one year, in accordance with the fixed-term provisions contained in clause 3.3 (Fixed Term
Contracts) of this Agreement.
S2.20 Middle Leadership in P-12 Schools and other Non-Standard Compositions
S2.20.1 Allocation of Middle Leadership Positions Across Primary and Secondary Enrolments
(c) The Principal is responsible for determining the appropriate middle leadership structure
for the school. The School Consultative Committee will propose to the Principal possible
models of middle leadership appropriate for the particular school after consultation with
the whole teaching staff, in accordance with clause S2.17 and S2.18.1 of this Schedule.
(d) In determining these models and recommending the appropriate allowances and release
time, the SCC will take into account factors such as:
(i) the distribution of positions that would occur if the primary and secondary
components of the school were separate;
(ii) the curriculum organisation of the school as a whole;
(iii) special curriculum initiatives that impact across the school;
(iv) the pastoral care structure of the total school;
(v) the number of students and teachers involved in each segment of the pastoral
care structure;
(vi) the campus structure;
(vii) the extent to which such things as technological provision and sporting
competition cross over traditional primary/secondary categories; and
(viii) the level of technical, clerical or aide support across primary and secondary
components of the school.
S2.20.2 The cost of administering the Middle Leadership structure of the secondary component (Year 7
– 12) of the P – 12 school will first be determined (that is, variable A).
(e) The cost of administering the Middle Leadership structure of the school if Year 6 students
were added to the Year 7 – 12 numbers when determining middle leadership allocations
will then be calculated (that is, variable B).
(f) The cost of administering the Year 6 component of the Middle Leadership structure may
then be identified (note that variable C is found by taking variable B – variable A).
(g) This cost (variable C) may then be discounted from the Senior Leadership allocations for
the primary school component of the P – 12 school, should the Principal / employer
choose to do so.
It should be recognised that the above formula approach represents a ‘minimum’ allocation for
the funding the middle leadership structure of a P – 12 school. Where the school is able to
include a Year 5 component as well, the above formula will be adjusted accordingly.
S2.20.3 Additional Resourcing
After considering the overall level of resources across the school, the employer, at its discretion,
may provide additional points in exceptional circumstances.
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S2.21 Appointment Processes
S2.21.1 Appointment of Members of Religious Congregations to Senior and Middle Leadership
Positions
(a) An employer will place in a school any number of Religious Congregation members it
deems appropriate. Whilst placement of Congregational members would normally be at
the beginning of the year or semester, placement may occur at other times. The
employer, in making all placements will consider the interests of the students, Principal
and other staff members.
(b) The employer will retain the right to appoint the Principal, and any other person to Senior
and Middle Leadership positions through the Principal.
(c) Where a Congregational member is appointed to a position of Senior or Middle
Leadership then the points allocated to both allowance and release time for such a
position should be considered to be allocated as if the appointee was a salaried teacher.
(d) Schools will not allocate points belonging to a Congregational member occupying a middle
leadership position to any other Middle Leadership position in the school. A salaried
teacher may be appointed to a Middle Leadership position previously held by a
Congregational member. A Congregational member may be appointed to a middle
leadership position previously held by a salaried teacher.
S2.21.2 Appointment of Acting Positions
Provision for the Appointment of a Person to Act in a Senior or Middle Leadership Position.
(a) This provision applies to the appointment of a person to act in the position of deputy
Principal, Assistant to the Principal (Administration), Assistant to the Principal (Religious
Education), in primary and/or secondary schools or a Middle Leadership position.
(b) Appointment to an acting position is for a defined period and will be confirmed in writing.
(c) An acting position may be determined in those situations where the incumbent is on leave
or an interim vacancy exists.
(d) The number and/or existence of such positions are determined by the employer.
(e) The appointment to an acting position is for a fixed-term of four (4) or more continuous
weeks, but this will not preclude appointment to an acting position for less than four (4)
weeks for emergent reasons.
(f) An appointment of four (4) weeks may include student free days.
(g) The four (4) weeks or more of continuous service in the acting position will be exclusive
of the vacation periods. Where the appointment is made across a vacation period the
appointee will be paid at the acting rate for the vacation period. Where the appointment
is contiguous to student free days the student free days will be paid at the acting rate.
(h) The salary rate paid will be in accordance with the salary schedule outlined in Schedule
1– S1.3 of this Agreement for that position provided that the acting appointee's
experience in the position will be recognised.
(i) Where appropriate the employer/Principal may call for expressions of interest from
current employees regarding the acting position.
(j) All paid leave taken during an acting appointment will be paid at the appropriate acting
rate.
(k) School vacation leave, which is immediately following a period designated as acting, will
be paid at the acting rate.
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(l) When an employee takes paid leave immediately following a period designated as acting,
that employee will be paid for such leave at the acting rate.
S2.22 Fundamental Principles of the Appointment Process
S2.22.1 The parties recognise that teaching and learning outcomes may be well supported by Catholic
schools’ ability to attract and retain quality teaching staff in promotional positions.
S2.22.2 As a minimum, the fundamental principles forming a transparent appointment process will
include:
(a) advertisement of promotional position vacancies to existing staff;
(b) opportunity to provide written response to key selection criteria;
(c) interview of short listed applicants; and
(d) in circumstances where an existing employee is unsuccessful in application for a vacant
promotional position, the employee may request employer feedback on aspects of their
written application and/or interview performance.
S2.22.3 This clause does not apply:
(a) where appointments are made for the remainder of the Position of Leadership triennium,
or
(b) where appointments are made to other acting positions, or
(c) Where there is redeployment of current staff following school closure or other special
circumstance.
S2.23 Amendment to the Application of this Schedule
S2.23.1 In special or unique circumstances the employer and the union may enter into arrangements,
the application of which will amend the provisions of this Schedule for an identified school.
These arrangements will be recorded in writing by way of exchange of letters between the
parties and will normally be for a period not exceeding twelve (12) months.
S2.24 Review/Appraisal Process Principles
The principles for any review/appraisal process will be identified in Schedule 7
(Review/Appraisal Process Principles) of this Agreement.
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SCHEDULE 3 HOURS OF DUTY (TEACHERS)
S3.1 Coverage
S3.1.1 This Schedule applies to those teachers employed in schools operated by the employers who
are not Senior Leaders.
S3.2 Spread and Flexibility
S3.2.1 The hours of duty required of a teacher in both the primary and secondary areas will be
flexible over a term or semester. Such requirements will be prospective and made known to
the teacher involved.
S3.3 Hours of Duty – Secondary
S3.3.1 The ordinary hours of duty for teachers in secondary schools and in the secondary department
of primary schools will be:
(a) up to thirty and a half (30.5) per week except in schools where existing arrangements
require thirty-one (31) hours per week; and
(b) in the case of non-resident teachers, not more than one-third (1/3rd) will be performed
before 9 am and after 5 pm.
Contact Time
S3.3.2 Of the thirty-one (31) hours or thirty and a half (30.5) hours required per week occurring
between Monday and Friday in a secondary school a maximum of up to twenty-one and a half
(21.5) hours will be contact time.
S3.3.3 Contact time will include programmed teaching time, programmed sporting,
administrative/pastoral care classes and assembly time.
Preparation and Correction Time - Classroom Teachers
S3.3.4 In addition, an amount equal to twenty per cent (20%) of actual contact time (excluding
assembly time) will be allocated to preparation and correction time.
S3.3.5 However part of this preparation and correction time may be used for supervision or cover
periods for a maximum of ten (10) periods per year.
S3.3.6 The schedule of preparation and correction time will be negotiated at the school level in
advance of the commencement of each term and committed to writing.
S3.3.7 The schedule will endeavour to minimise disruptions to the provision of preparation and
correction time by taking into account planned school events and activities.
S3.3.8 Where preparation and correction time is unable to be accessed by a teacher due to planned
school activities, timely consultation will occur at the school level to make alternative
arrangements with the teacher for the replacement of such time.
S3.3.9 Arrangements for the replacement of preparation and correction time is not required when
the time is unable to be accessed due to scheduled collaboration time pursuant to subclauses
13 to 15.
S3.3.10 The primary and main function of preparation and correction time will be to undertake
necessary preparation and correction to effectively carry out the role as a teacher.
S3.3.11 Duties undertaken during preparation and correction time may include:
(a) planning for class and group teaching instruction;
(b) planning for student excursions;
(c) setting and correcting assessment items;
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(d) evaluating and assessing student work;
(e) curriculum planning; and
(f) compilation of assessment records.
S3.3.12 It is recommended that preparation and correction time in secondary schools be provided in
minimum thirty (30) minute blocks of useable time.
Collaborative Planning Time in Secondary Schools
S3.3.13 The employer will provide the equivalent time of at least two (2) days per annum focussed on
collaborative planning.
S3.3.14 An employer may schedule such time, as an arrangement for the whole of school, or for
segments of the staff.
S3.3.15 Collaborative planning time will be used to undertake collaborative planning discussions,
activities and/or meetings based on the local circumstances and needs of the school.
Other Duties
S3.3.16 The remainder of the total quantum of hours will be defined as "other duties" and will include
the following activities:
(a) Movement between classes;
(b) Preparation and correction outside the twenty per cent (20%) mentioned above
programmed in the school day;
(c) Class/playground/transport etc. supervision;
(d) Staff meetings;
(e) Educational activities associated with the programmed curriculum;
(f) Parent/teacher consultations which form part of the school's programmed reporting to
parents;
(g) Attendance at school for the required time before the commencement of classes;
(h) School worship;
(i) Supervision or covers periods outside that mentioned above;
(j) Activities in association with the appraisal of other employees or mentoring programs;
(k) Professional development as provided in clause 9.4.2 of this Agreement.
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S3.4 Hours of Duty – Primary
S3.4.1 The hours of duty for primary teachers will be up to thirty (30) hours per week worked
between Monday and Friday.
S3.4.2 Teachers will be on duty fifteen (15) minutes before the morning assembly and will remain on
duty until the time of dismissal of the school for the day.
S3.4.3 Principals may assign to members of their staff duties requiring their attendance until a time
not later than thirty (30) minutes after the time of dismissal of the school for the day; provided
that such duties will be allocated, when practicable, on a roster basis.
Contact Time
S3.4.4 Class contact time in the primary area will be twenty-four (24) hours ten (10) minutes per
week, and will include face to face teaching, pastoral care and sporting activities which form
part of the programmed school day.
Planning Preparation and Correction Time
S3.4.5 Teachers in primary schools and pre-schools and primary departments of a secondary school
will be entitled to two (2) hours and thirty (30) minutes of planning, preparation and
correction time per week aggregated as necessary for periods of up to one school term.
S3.4.6 Part-time teachers, engaged for seven (7) hours or more per week, will receive planning,
preparation and correction time equivalent to time which reflects the proportion the hours the
engagement bears to full-time contact hours.
S3.4.7 Such time will constitute ‘duty’ in terms of relevant industrial instruments.
S3.4.8 The schedule of preparation and correction time will be negotiated at the school level in
advance of the commencement of each term and committed to writing.
S3.4.9 The schedule will endeavour to minimise disruptions to the provision of planning, preparation
and correction time by taking into account planned school events and activities.
S3.4.10 Where planning, preparation and correction time is unable to be accessed by a teacher due to
planned school activities, timely consultation will occur at the school level to make alternative
arrangements with the teacher for the replacement of such time.
S3.4.11 The minimum block of planning, preparation and correction time will not be less than thirty
(30) minutes unless agreed between the employer and employee and recorded in writing.
S3.4.12 A teacher’s allocated entitlement to planning, preparation and correction time will be
identified on an individual teacher’s hours of duty timetable.
S3.4.13 The primary and main function of planning, preparation and correction time will be to
undertake necessary planning, preparation and correction to effectively carry out the role as a
teacher.
S3.4.14 Duties undertaken during planning, preparation and correction time may include:
(a) planning for class and group teaching instruction;
(b) planning for student excursions;
(c) setting and correcting assessment items;
(d) evaluating and assessing student work;
(e) curriculum planning; and
(f) compilation of assessment records.
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Other Duties
S3.4.15 The remaining hours will be defined as "other duties" and will include:
(a) Class/playground/transport supervision;
(b) Staff meetings;
(c) Educational activities associated with the curriculum as programmed;
(d) Attendance at school for the required time before the commencement of classes;
(e) School worship;
(f) Parent/teacher consultations which form part of the school's programmed reporting to
parents;
(g) Sacramental programme;
(h) School assembly for administrative purposes;
(i) Activities in association with the appraisal of other employees or mentoring programs;
(j) Professional development as provided in clause 9.4.2 of this Agreement.
S3.5 Playground Supervision - Primary Teachers
In those primary schools where duty of care obligations cannot be accommodated within the
maximum quantum of thirty (30) hours per week, an additional one (1) hour per week will be
required for the performance of playground supervision.
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S3.6 Meal breaks
S3.6.1 Subject to subclauses 2 and 3, teachers are entitled to an unpaid meal break of at least thirty
(30) continuous minutes duration per day.
S3.6.2 Where supervision or other duties have been rostered within the normal timetabled meal
break, an alteration to the provision of the minimum unpaid meal break (thirty (30) minutes)
may be achieved through consultation with teachers, provided that:
(a) all teachers receive a minimum continuous meal break of twenty (20) minutes per day;
and
(b) total period for meal breaks is no less than one hundred and fifty (150) minutes per
teacher per week. This cannot be averaged over a longer period.
S3.6.3 Where teachers in specialist roles are required to perform duties throughout the course of
scheduled meal breaks, a meal break of at least thirty (30) minutes will be provided at an
alternative time determined by agreement between the Principal and individual teachers.
S3.7 Rest Pauses
S3.7.1 Subject to subclauses 2 and 3, morning tea breaks of fifty (50) minutes per week will be
included in the total number of hours per week.
S3.7.2 Full-time teachers are entitled to a paid tea break of ten (10) minutes duration per day
included as part of their ordinary hours, but where it is impracticable to take the tea break on
a daily basis the break may be averaged over a one week period.
S3.7.3 Part-time and casual teachers will be entitled to the tea break as provided in subclause 2 only
where the tea break occurs during a period of paid employment for the employee.
S3.8 Determination of Other Duties
S3.8.1 Other duties will be exclusive of week-ends and public holidays, and will be determined:
(a) at the beginning of a term, semester or year by consultation between both primary and
secondary teaching staff and the school administration;
(b) within the maximum allocation outlined in clauses S3.3 and S3.4; and
(c) by scheduling before and after school activities taking into consideration any impacts on
the ability of teachers to reasonably fulfil their professional responsibilities.
S3.8.2 Variations to this arrangement as a result of emergent or unforeseen circumstances will also
be determined by way of the consultative process.
S3.8.3 Disputes between the staff and the employer will be processed through a grievance procedure
which will be characterised by the following steps:
(a) in so far as it is possible, the Principal should indicate to members of staff the extent and
nature of other duties required of them on a semester by semester basis;
(b) both the Principal and the staff will hold a formal meeting to discuss the issues arising out
of such a requirement; and
(c) if a consensus is not reached and both parties, namely the school staff and the Principal
cannot reach agreement, then both parties can have recourse of their industrial advisers.
S3.9 Composite Classes
S3.9.1 For the purposes of this clause, a composite class is a class with multiple year levels or a class
with multiple subject teaching areas in a secondary or primary school.
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S3.9.2 The employer will, in its discretion, consider adjustments the hours of duty for a teacher
required to teach a composite class, which may include:
(a) reducing contact time;
(b) increasing preparation planning and correction time;
(c) reducing the number of supervision/cover periods;
(d) reducing other duties; or
(e) reducing class sizes.
S3.9.3 In exercising the discretion referred to in subclause 2, relevant matters include:
(a) experience of the teacher;
(b) subject area(s) the teacher is qualified to teach;
(c) the subject areas and year level(s) of the composite class; and
(d) available resourcing.
S3.9.4 Any adjustments made pursuant to subclause 2 will be recorded in writing.
S3.10 Overtime Rate
Overtime will be payable in accordance with the provisions of clause 4.9 of this Agreement.
S3.11 Extra-Curricular Duties
Extra-curricular activities are honorary/voluntary and outlined in clause 4.28 of this Agreement.
S3.12 Additional Hours per Term
There will also be a quantum of three (3) hours per term which will be required of all primary
and secondary teachers (refer clause 4.2.8 of the Agreement for part-time teachers) for
attendance at special activities for particular groups, e.g. year level, whole school, special
interest group activities.
S3.13 Resident Teachers
S3.13.1 Notwithstanding the provisions of this Schedule, a resident teacher who is engaged as a full-
time teacher in the same school to which the boarding establishment is attached may be
required to spend no more than ten (10) hours per week in resident duties as herein defined.
S3.13.2 The 10 hours of duty will be in exchange for the resident teacher’s board and residence.
S3.13.3 By mutual agreement between the employee and the school authority the hours of resident
duty of resident teachers may be averaged over one (1) term.
S3.14 School Level Variation
S3.14.1 The employer, whether system or school, the employees concerned in each establishment and
the union may consult over variation to the provisions herein or implementation thereof; the
objective of consultation being to reach agreement on variation and implementation at
enterprise level.
S3.14.2 The outcome of consultation will be recorded in writing and endorsed by the parties.
S3.15 Vacation Leave
S3.15.1 It is not intended to reduce the quantum of vacation periods currently enjoyed by teachers.
S3.15.2 Any proposed variation to this arrangement which may arise as a result of changing
educational needs would be subject to consultation and negotiation between the parties.
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S3.15.3 Where agreement cannot be reached either party reserves the right to refer the matter to the
Fair Work Commission for determination.
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SCHEDULE 4 ISOLATED TEACHERS’ ASSISTANCE SCHEME (ITAS)
S4.1 Preamble
S4.1.1 ITAS is designed to provide an allowance for teacher service in remote centres in each diocese.
It is payable to full-time, part-time and fixed-term teaching staff living and working throughout
Queensland in centres designated in Table 1.
S4.2 Criteria
S4.2.1 Full-time, part-time and fixed term teachers working in schools and living in a remote area
designated in Table 1 will be eligible for the allowance. Where the employee works but does
not live in a nominated centre, the employer may pay the allowance according to employer
guidelines. The allowance paid to teachers varies according to:
(a) category of school; and
(b) number of Dependants.
(c) “Dependant” means:
(i) a spouse;
(ii) a child up to 18 years for whom the employee is legally responsible;
(iii) a full time student up to 24 years of age;
(iv) an adult for whom the teacher is legally responsible,
and who:
(A) resides with the employee; and
(B) whose taxable income is less than the National Minimum Wage.
S4.2.2 To facilitate the correct payment of entitlements it will be necessary for the employer to be
supplied with details of an employee’s dependants. Employees receiving the ITAS allowance
must notify the employer of any change in the employee’s circumstances that would affect the
amount of ITAS allowance payable.
S4.2.3 Eligible employees must complete an application form provided by the employer at the
commencement of each school year.
S4.3 Part-Time Teachers
S4.3.1 Eligible part-time teaching staff will receive a proportionate allowance based on the hours of
work each week.
S4.4 Teachers on Leave
S4.4.1 The allowance is payable to teachers on authorised paid leave. Teachers on personal/carer’s
leave, long service leave or special paid leave approved by the employer will receive the full
allowance. However, no allowance will be payable to teachers on leave without pay, or
teachers on paid leave who no longer live in the designated ITAS centre.
S4.5 Payment on Termination
S4.5.1 Payment to individual teachers terminating their employment at the end of a calendar year
will coincide with normal pay arrangements, i.e. the rates would be paid up to the first day of
school in the subsequent year. When duty ceases prior to the conclusion of the school year,
payment will be made for the period ended on the last day of school prior to the date of
ceasing duty.
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S4.6 ITAS Allowance – Schedule
S4.6.1 The ITAS locality allowance will be paid fortnightly to eligible teachers in accordance with Table
1, below.
TABLE 1
CENTRE 1 March 2012 Additional Dependant/s
(payable for each child
even if already included
in Column B)
Teachers Without
Dependants
Teachers with one
Dependant
SECTION A
$ per fortnight
SECTION B
$ per fortnight
SECTION C
$ per fortnight
Abergowrie 40.35 80.70 14.00
Atherton 34.50 69.00 8.70
Ayr 32.15 64.30 5.50
Babinda 31.90 63.80 8.70
Barcaldine 54.85 109.70 25.15
Blackall 52.10 102.50 25.15
Blackwater 29.25 58.25 14.00
Biloela 24.10 48.20 5.50
Bowen 21.70 43.40 5.50
Charleville 41.00 82.00 18.45
Charters Towers 34.95 69.90 5.50
Chinchilla 22.90 45.80 5.50
Clermont 48.25 96.50 18.45
Clinton 13.75 27.50 5.50
Cloncurry 68.20 136.25 32.65
Collinsville 31.80 63.60 7.80
Cooktown 91.05 182.10 32.65
Cunnamulla 54.85 109.70 25.15
Dimbulah 37.35 74.70 12.60
Dysart 29.25 58.25 14.00
Emerald 31.55 63.10 12.60
Gayndah 17.80 35.65 8.70
Gladstone 13.75 27.50 5.50
Goondiwindi 26.25 47.00 12.60
Halifax 37.70 75.40 5.50
Herberton 36.90 73.80 8.70
Home Hill 33.70 67.40 5.50
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CENTRE 1 March 2012 Additional Dependant/s
(payable for each child
even if already included
in Column B)
Teachers Without
Dependants
Teachers with one
Dependant
SECTION A
$ per fortnight
SECTION B
$ per fortnight
SECTION C
$ per fortnight
Hughenden 65.70 131.40 25.15
Ingham 35.30 70.60 5.50
Inglewood 19.00 38.00 4.90
Innisfail 35.80 71.60 8.70
Kingaroy 11.25 22.05 5.50
Longreach 54.00 108.00 25.15
Mareeba 31.75 63.50 8.70
Miles 27.80 55.60 8.70
Mitchell 33.15 66.30 12.60
Monto 16.25 32.50 7.80
Moranbah 29.25 58.25 14.00
Mossman 34.15 68.30 8.70
Mount Morgan 11.25 22.05 5.50
Mt Isa 52.10 104.15 25.15
Murgon 15.40 30.80 4.90
Nanango 12.65 25.30 5.50
Palm Island 68.20 103.70 32.65
Proserpine 29.40 58.80 8.70
Quilpie 54.25 108.50 25.15
Ravenshoe 41.20 82.40 14.00
Roma 22.15 44.30 4.90
Silkwood 37.40 74.80 14.00
Springsure 38.45 76.90 18.45
Stanthorpe 13.15 26.30 5.50
St George 37.40 74.80 12.60
South Johnstone 37.20 74.40 8.70
Tannum Sands 13.75 27.50 5.50
Tara 17.20 34.40 4.90
Taroom 51.15 102.30 12.60
Waiben 135.65 271.30 32.65
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CENTRE 1 March 2012 Additional Dependant/s
(payable for each child
even if already included
in Column B)
Teachers Without
Dependants
Teachers with one
Dependant
SECTION A
$ per fortnight
SECTION B
$ per fortnight
SECTION C
$ per fortnight
Trebonne 36.35 72.70 5.50
Tully 47.40 94.80 14.00
Weipa 135.65 271.30 32.65
Winton 71.75 143.50 32.65
Examples:
• A teacher with no Dependants would be entitled to the allowance in Column A, even if the
teacher has a spouse who is not a Dependant.
• A teacher with a dependent spouse and no dependent children would be entitled to the
allowance in Column B only.
• A teacher with no dependent spouse and one dependent child would be entitled to the
allowances in both Columns B and C.
• A teacher (with or without) a dependent spouse and with two dependent children would be
entitled to the allowance in Column B, in addition to the allowance in Column C for each
child (ie x2).
• In the case of two employees who are married couple with two children, Spouse A would be
entitled to the allowance in Column B, in addition to the allowance in Column C for each
child (ie x2), while Spouse B would be entitled to the allowance in Column A only.
** The definition of “Dependant” is provided in clause S4.2.1 (c).
NB: ITAS allowances will be reviewed each year and adjusted in accordance with the Queensland
Government Locality Allowance
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SCHEDULE 5 INCENTIVE PAYMENTS – REMOTE AREA STAFF SCHEME (IPRASS)
Eligible employees located in remote centres are entitled to the benefits of the Incentive Payments – Remote
Area Staff Scheme (IPRASS) in accordance with this Schedule.
S5.1 Eligibility
S5.1.1 For the purposes of this Schedule, “eligible employee” means teachers who are engaged as:
(a) continuing (full-time or part-time); or
(b) fixed-term (full-time or part-time),
including those who are engaged in Positions of Leadership who relocate or are located in and
work in schools listed in Table 1.
Table 1: IPRASS Centres
Rockhampton Townsville Toowoomba Brisbane Cairns
4 Clermont
Emerald
Monto
Springsure
Collinsville Goondiwindi
Inglewood
Roma
Tara
Childers
Gayndah
Kingaroy
Murgon
Nanango
Dimbulah
Ravenshoe
5 Barcaldine
Blackall
Longreach
Mt. Isa Charleville
Mitchell
St. George
6 Cloncurry
Hughenden
Winton
Taroom
7A Kirriri
Waiben
Weipa
7B
7C Palm Island Cunnamulla
Quilpie
Cooktown
S5.2 Remote Area Incentive Payments
S5.2.1 Eligible employees will receive a Remote Area Incentive Payment in accordance with Table 2.
S5.2.2 Employees must complete ten (10) weeks service before a proportionate payment is made on
termination, including resignation. In the event that an eligible teacher is employed for a
complete term, with that term being less than ten (10) weeks, the employee is entitled to a
proportionate payment based on the completed term. Any proportionate payment made to an
eligible teacher will be calculated on the basis of their number of weeks teaching service
relative to the number of weeks in the school year.
S5.2.3 Fixed-term teaching staff who are engaged for ten (10) weeks term time are entitled to receive
a proportionate payment on the basis of their number of weeks teaching service relative to the
number of weeks in the school year (i.e. a teacher who works twenty (20) weeks term time out
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of a school year of forty (40) weeks is entitled to receive 20/40 of the Remote Area Incentive
Payment).
S5.2.4 Proportionate payments will be made to eligible part-time teaching staff, who are engaged for
ten (10) weeks of term time (i.e. a part-time teacher who is employed for sixteen (16) hours
per week is entitled to sixteen (16) divided by thirty (30) of the respective Remote Area
Incentive Payment).
Table 2: Remote Area Incentive Payments
IPRASS Locations Tenure
(No. Years in Centre)
Payment per annum
($)
Level 4 Centres 1 1,500
2 1,800
3 2500
4 2500
5 2500
6 and subsequent years 2,000
Level 5 Centres 1 1,800
2 2,100
3 3,100
4 4,400
5 4,400
6 and subsequent years 3,100
Level 6 Centres 1 2,400
2 3,600
3 4,800
4 6,660
5 8,250
6 and subsequent years 6000
Level 7A Centres 1 5,500
2 5,500
3 11,000
4 11,000
5 11,000
6 and subsequent years 12,500
Level 7C Centres
• Cooktown
• Cunnamulla
• Quilpie
1 1,650
2 1,650
3 2,750
4 10,450
5 11,550
6 and subsequent years 11,950
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IPRASS Locations Tenure
(No. Years in Centre)
Payment per annum
($)
Level 7C Centres
• Palm Island
1 3,000
2 4,500
3 8,250
4 8,250
5 8,250
6 and subsequent years 9,750
S5.2.5 The Remote Area Incentive Payment is based on the continuous period that the eligible
teacher has served in a designated IPRASS Level 4 – 7 centre.
(a) This continuous period includes movement from one to another designated IPRASS centre
of an equal or higher Level (e.g. Level 5 to Level 5; Level 6 to Level 7C).
(b) Where movement is to a centre with a lower designated IPRASS Level, service counting
towards eligibility of IPRASS financial incentive benefits will restart from Year 1 at the new
centre. (This does not apply in circumstances where teachers are relieving in a position
at another centre.)
S5.2.6 The Remote Area Incentive Payment will be paid in two (2) instalments, one in June and the
other in December.
S5.2.7 The scheme will apply to teachers on authorised paid leave. Eligible employees absent on
personal/carer’s leave and long service or on special leave approved by the employer will
receive the full entitlement. However, no Remote Area Incentive Payment will be payable to
teachers on leave without pay, or teachers on paid leave who no longer live in the designated
IPRASS centre.
S5.3 Emergent Leave Days
S5.3.1 Non-cumulative emergent leave days will be available each year eligible employees in
designated IPRASS centres of Levels 4, 5, 6 and 7 on the following basis:
(a) Level 4 Two (2) days per year
(b) Level 5 Four (4) days per year
(c) Level 6 Five (5) days per year
(d) Level 7 Five (5) days per year
S5.3.2 Emergent leave days may be used to travel to another location to attend to personal business,
medical or legal appointments that cannot be conducted in the remote area location.
Examples:
• A teacher living and working in Cunnamulla has an appointment to see a skin
specialist in Toowoomba.
• A teacher living and working in Cooktown has a solicitor’s appointment in Cairns in
preparation for a family mediation hearing.
S5.3.3 To facilitate alternate class supervision arrangements over the period of absence, employees
are required to provide at least one week notice of their intention to access emergent leave
day(s), wherever possible. Applications should be submitted in writing and approval should not
be unreasonably withheld.
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S5.3.4 Where non-urgent business is to be conducted, employers are to be given appropriate
advance notice so as to maximise the opportunity to obtain a replacement. Where such
advance notice is not provided the employer may determine that the leave will not be granted.
S5.3.5 Approval of emergent leave immediately prior to or after vacation periods is at the employer’s
discretion but should normally be approved only in exceptional circumstances.
S5.3.6 Once the allocation of emergent leave on full pay has been exhausted, there will be no further
entitlement to paid emergent leave until the following calendar year. Entitlements to
emergent leave are regained for each calendar year.
S5.3.7 Fixed-term teachers in designated Levels 4, 5, 6 and 7 IPRASS centres will also receive
emergent leave days on a pro rata basis (based on the number of weeks in the school year
their fixed-term contract bears to a full school year).
S5.4 Travel Leave Days
S5.4.1 Eligible employees in designated IPRASS centres are entitled to two (2) days travel leave per
year. These days may be attached to the Easter vacation or the Christmas vacation at the
discretion of the employer.
S5.4.2 In allocating the travel leave days provided in subclause 1, the employer must consult with
employees as to when the travel leave days will be accessed. The employer will consider the
needs of employees before making a final decision. The final decision is at the discretion of the
employer.
S5.4.3 The provision of these two (2) days travel leave days per year to teachers will not negatively
impact on school officers’ paid work time. School officers will continue to work and be paid for
these two days in accordance with their normal work arrangements.
S5.5 Reimbursement of Reasonable Relocation Expenses
S5.5.1 Where a teacher commences in a school located in an IPRASS centre designated in Table 1,
both the reasonable relocation costs of their family’s belongings and transport costs will be
reimbursed, in accordance with employer guidelines.
S5.5.2 At the conclusion of a teacher’s remote area service commitment, the teacher will also be
reimbursed for the reasonable removal costs of their family’s belongings to their next teaching
position in the diocese, in accordance with employer guidelines.
S5.6 Accommodation and other Conditions
S5.6.1 Employer-Provided Accommodation
(a) Where the employer provides accommodation to teachers in designated IPRASS centres,
it will be of a reasonable standard and contain modern facilities such as hot water, air
conditioning and ceiling fans, and major appliances in good working order.
(b) Basic furniture should also be provided where the teacher chooses not to move personal
furniture to the remote area location.
(c) General employer accommodation assistance options and other conditions are provided
in Table 3, below.
S5.6.2 Salary Packaging of Remote Area Accommodation Costs
(a) Salary packaging is available to employees in accordance with clause 7.5 of this
Agreement.
(b) Employees should seek personal and professional financial advice in relation to salary
packaging of rent and other accommodation costs.
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S5.6.3 Payment of Rent over Christmas Vacation Period
Where the employer does not provide accommodation to remote area teachers, the employer
may pay the cost of rental accommodation over the Christmas period according to employer
guidelines.
Table 3: General Employer Accommodation Assistance Options and Other Conditions
General Conditions
TOWNSVILLE DIOCESE
An annual accommodation assistance payment, along with the option to salary package remaining
rental or mortgage costs, is available where a private tenancy arrangement or home ownership is
preferred by the teacher. This payment and salary packaging of remaining accommodation costs
is available in the terms below.
Palm Island
Accommodation Arrangements
Eligible employees working on Palm Island have access to employer-provided accommodation as
provided in accordance with subclause 1 and below.
Furnished Units A range of 2, 3 and 4 bedroom furnished units are provided to
eligible employees free of charge.
Furniture All units and houses are furnished with basic household items.
Tenants are responsible for supplying all linen, cutlery, crockery,
cookware, small appliances etc. Beds are supplied in these
units/houses. Should other beds be required, it is the responsibility
of the tenant to provide.
Hughenden, Cloncurry, Mount Isa, Collinsville and Winton
Option to Retain Private
Tenancy Arrangement or
Home Ownership
(i) Eligible employees are entitled to receive an annual
accommodation assistance payment in accordance with
employer guidelines.
(ii) Fixed-term employees are eligible for a proportionate payment
provided that the engagement is for a period of at least ten
(10) weeks.
(iii) From 1 July 2022, the payment will be $1,156.30 per annum.
Timing of Payment Payment will be made once a year in accordance with employer
guidelines.
Calculation of Payment (i) Proportionate payments will be made to part-time teachers on
the basis of their weekly hours of engagement relative to the
maximum number of weekly hours for a full-time teacher. (For
example, 0.4 FTE entitles an employee to receive 0.4 of the
annual payment).
(ii) Fixed-term employees engaged for a period of at least ten (10)
weeks are entitled to receive a proportionate payment on
conclusion of the contract. (For example, a teacher who works
twenty (20) weeks term time out of a school year of forty (40)
weeks is entitled to receive 20/40 of the relevant
accommodation assistance payment).
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General Conditions
Option to reside in
employer-leased or owned
accommodation
Where an eligible employee chooses to reside in accommodation
leased or owned by the employer, employees need only pay
seventy-five percent (75%) of market rental for forty-seven (47)
weeks of the year.
Other Arrangements
A Return Airfare A return airfare for each eligible employee and resident
dependants will be provided each term from Palm Island to
Townsville.
Note: the intention of this offer is to provide regular breaks away
from the closed community, with its restricted services and
shopping facilities. Airfares cannot be "saved up" or put towards
more expensive arrangements.
Extra Airfares Assistance will be considered for one (1) family member e.g.
mother, father, sister, brother, husband or children of single
employees to access one (1) return flight each term to and from
the island.
All Reasonable Relocation
Costs
All reasonable relocation costs to Palm Island will be paid for by the
employer. This will include an annual barge transfer to and from
the island of personal effects and household items not able to be
taken on the plane. Relocation away from Palm Island will be
restricted to travel to Townsville.
Staff Wellbeing (i) A three day transfer (consisting of Thursday, Friday & Saturday
nights) from Palm Island to Townsville will be provided to a
teacher once per term. To facilitate this transfer an allowance
of $530 per term (paid as a taxable allowance) plus the return
airfare will be provided by the employer.
(ii) The transfers provided by paragraph (i) may not be cashed out.
(iii) Employees who access the entitlement in paragraph (i) must
return to Palm Island on the Sunday.
(iv) The provision of the return airfare will also apply to family
members (spouse and dependent children).
(v) This clause replaces the two (2) emergent leave days available
through the IPRASS Agreement.
(vi) In addition to the benefits provided in paragraph (i), all eligible
employees are entitled in their first and second year of service
to a wellbeing allowance in accordance with employer
guidelines. From 1 July 2022, the wellbeing allowance is $1,200
per annum.
CAIRNS DIOCESE
Waiben, Kirriri, and Weipa
Eligible employees working on Waiben, Kirriri and in Weipa may choose to access either of the
following options:
(a) Option to retain private tenancy arrangement or home ownership; or
(b) Option to reside in employer-leased or owned accommodation for employees who do not
own their own home in the designated IPRASS centre.
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General Conditions
Option A: Retain Private Tenancy Arrangements
(a) An annual accommodation assistance payment, along with the option to salary package
remaining rental or mortgage costs, is available where a private tenancy arrangement or
home ownership is preferred by the eligible employee.
(b) This payment does not apply to employees residing in subsidised accommodation supplied
by government departments or other employers.
(c) Access to an annual accommodation assistance payment and salary packaging of remaining
accommodation costs is available in the terms below.
General Conditions (i) Continuing employees are entitled to receive an annual
accommodation assistance payment in accordance with
employer guidelines.
(ii) Fixed-term employees are eligible for a proportionate payment
provided that the engagement is for a period of at least ten
weeks.
(iii) From 1 July 2022, the payment will be $1,156.30 per annum.
Eligibility The accommodation payment will be provided to eligible
employees employed in Waiben, Kirriri and Weipa schools.
Calculation of Payment (i) Proportionate payments will be made to part-time employees
on the basis of their weekly hours of engagement relative to
the maximum number of weekly hours for a full-time teacher.
(For example, 0.4 FTE entitles an employee to receive 0.4 of
the annual payment).
(ii) Fixed-term employees engaged for a period of at least ten
weeks are entitled to receive a proportionate payment on
conclusion of the contract. (For example, a teacher who works
twenty (20) weeks term time out of a school year of forty (40)
weeks is entitled to receive 20/40 of the relevant
accommodation payment ).
Option B – Reside in Employer leased or owned Accommodation
(i) Eligible employees working on Waiben, Kirriri, and in Weipa have access to employer-provided
accommodation wherever possible, in accordance with this table.
(ii) Employer-provided accommodation is offered to those appointed from outside Waiben, Kirriri
and Weipa in the first instance.
Accommodation Charges Employees residing in accommodation leased or owned by the
employer, are subject to the following rental charges:
Single/spouse/partner
accommodation
($)
Shared accommodation
($ per person)
2023 84 54
2024 86 56
2025 88 58
Rental Payments Are only required for 45 weeks of the Year.
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General Conditions
Other conditions
Enhanced ITAS or enhanced
Superannuation
Eligible employees may choose between the benefits of enhanced
superannuation described at (i) below or an additional ITAS
allowance described at (ii) below:
(i) an additional one per cent (1%) employer contribution to
superannuation for the duration of completed years of service
on Waiben, Weipa and Kirriri; or
(ii) an additional ITAS allowance of $23.40 per week for service on
Waiben, Weipa and Kirriri.
Accelerated Long Service
Leave
Completed years of service on Waiben, Weipa and Kirriri will count
as double for the purposes of long service leave entitlements.
Annual Airfare Payment –
Waiben, Kirriri Island and
Weipa
(i) Each eligible employee is entitled to an annual airfare
payment, payable in accordance with employer guidelines.
The purpose is to allow the employee to leave the island for
recreation purposes during term breaks, weekends or other
approved leave periods.
(ii) From 1 July 2022, the airfare payment will be $4,505.84 per
annum.
Reasonable Relocation Costs All reasonable relocation costs to Waiben and Weipa will be paid
by the employer. On completion of two years of service, the
employer will pay for relocation costs to Cairns.
Airfare Assistance for
Cooktown
(i) Each eligible employee employed in the location of Cooktown
is entitled to an annual airfare payment, payable in accordance
with employer guidelines.
(ii) From 1 July in 2022, the annual airfare payment is $2,250.30.
S5.6.4 Review of Allowances
Allowances payable in accordance with Table 3 will be increased each year in line with
negotiated salary increases.
S5.7 Professional Development
S5.7.1 Strategies will be implemented to support the professional development of teachers in remote
areas and to best enable them to continue to deliver high-quality Catholic education to
students. Such strategies may include:
(a) Employer or delegate to develop and deliver relevant professional development in
remote area and rural locations, following consultation with teaching staff;
(b) Regular support visits by the Employer or delegate and Leadership Personnel;
(c) Teachers to be released to attend identified professional development opportunities
available in cities or other regional areas;
(d) The use of technologies including teleconferencing, video conferencing and the use of
computer based programs.
S5.7.2 Where teachers are required to travel to attend professional development activities, their
travel time arrangements will be determined through a process of negotiations with the
employer and will generally be in paid work time.
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(a) In circumstances where travel is undertaken outside of paid work time, accommodation
will be provided if teachers would need to drive between sunset and sunrise.
(b) Employers will consider the start and finishing times of planned professional development
in light of the travel needs of any participants. Teachers will be provided with
accommodation according to employer guidelines in circumstances where they may need
to travel significant distances prior to or after required professional development.
S5.7.3 Accommodation, meals and other reasonable associated travel costs will be paid by the
employer in accordance with employer guidelines when staff in remote area and rural schools
attend employer-approved in-service or professional development during school term time.
S5.8 Use of Employee’s Private Vehicle
S5.8.1 Where use of a school vehicle cannot be provided and a staff member is required to use their
own vehicle for any approved, work-related reason (including transport to professional
development), appropriate reimbursement to the employee for use of their vehicle will be
made.
S5.8.2 Appropriate reimbursement to the employee will be calculated using the vehicle engine size
and total distance travelled (as identified on RACQ road maps), in accordance with the
kilometre rates prescribed by employer guidelines.
S5.9 Remote Area Secondary Teacher Relocation Support
S5.9.1 Diocesan Secondary School Appointment Processes
Employers will provide support to teachers who, after a reasonable period of employment
within a remote secondary college, wish to obtain a position in a metropolitan or alternate
regional centre within their Diocese. Such support may include:
(a) timely notice of vacancies that arise within their Diocesan secondary schools.
(b) opportunities for employees to discuss their options for seeking other positions, current
vacancies, application and selection procedures.
S5.10 Airfare Assistance Payments
S5.10.1 The Toowoomba Diocese will provide one return airfare to teachers (and immediate family
members residing with them) in the locations of Quilpie, Cunnamulla and Charleville to
Toowoomba each year.
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SCHEDULE 6 FLEXIBLE LEARNING CENTRES
S6.1 Application of this Schedule
S6.1.1 This schedule will apply to employees employed in Flexible Learning Centres or Special
Assistance Schools operated by an employer.
S6.1.2 Where the provisions of the Agreement are inconsistent with the terms of this Schedule, the
provisions in this Schedule will apply to the extent of the inconsistency.
S6.2 Travel time to and from external educational activities and mobile programs
S6.2.1 The parties recognise the unique nature of work in Flexible Learning Centres (FLC) and the
need for flexibility when considering staff member responsibilities where travel is required to
attend excursions, for mobile programs and for other educational activities external to the FLC
premises.
S6.2.2 Subject to subclause 3, travel time will be regarded as paid time and included within an
employee’s ordinary hours in accordance with the arrangements contained in this Schedule.
S6.2.3 Travel between an employee’s residence and their centre will not be regarded as travel time.
S6.2.4 Travel time for the purpose of this Schedule is deemed:
(a) to have commenced either from the time of arrival at the FLC premises, or pick up of the
first student, or after the expiry of the usual time of travel from the employee’s residence
to the FLC premises, whichever is the earliest; and
(b) to have ceased from the time of leaving the FLC premises, or drop off of the last student,
or after expiry the usual time of travel from the FLC premises to the employee’s residence,
whichever is the latest.
S6.2.5 When traveling to or from an FLC to an excursion/activity destination, travel time is taken to
include the time reasonably required to set up and pack up any materials.
S6.2.6 In the case of teaching staff travelling with students for the purpose of student transport
supervision only, travel time will be deemed to be ‘other duties’ in accordance with the hours
of duty arrangements contained in the Agreement.
S6.2.7 Where an employee is required to use their car for work related travel, kilometric allowance
will be payable in accordance with the employer’s administrative guidelines.
S6.3 Christmas Closedown Arrangements - School Officer
S6.3.1 This clause will only apply to school officers.
S6.3.2 Flexible Learning Centres (FLCs) have in place varied closedown arrangements over the
Christmas period to cater for local circumstances and vacation care programs that may
operate in particular centres.
S6.3.3 The dates, and leave arrangements (where relevant), for Christmas closedown periods will be
confirmed in writing with relevant employees by the end of Term three (3) each year.
S6.4 Planning and Collaboration Time
S6.4.1 The parties recognise the unique circumstances under which the staff at the FLC operate. The
parties recognise the requirement for continued compliance with the provisions contained in
Schedule 3 of this Agreement (Hours of Duty – Teachers).
S6.4.2 The parties agree that:
(a) Planning, Preparation and Correction Time (PPCT) as defined in Schedule 3 of this
Agreement, does not reflect the full range of teaching and learning practices within FLCs;
and
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(b) for the purposes of FLCs, the PPCT duties contained in Schedule 3 of this Agreement may
also include any or all duties contained within subclause 7 so that the time used for the
purposes of planning and collaborating with other staff in lesson preparation for young
people should be identified as Planning and Collaboration (PAC) Time.
S6.4.3 Notwithstanding the provisions of clause S3.3.4 of Schedule 3 of this Agreement (Hours of
Duty – Teachers), FLC employers will provide a minimum entitlement equivalent to 20% of
maximum contact time (260 minutes per week) allocated for PAC time in lieu of PPCT. A PAC
entitlement of 260 minutes per week will be provided to FLC teachers regardless of their
individual teaching contact time.
S6.4.4 PAC is provided for teachers to undertake both individual and collaborative duties.
S6.4.5 It is acknowledged that from time to time, where circumstances which are beyond the control
of the employer, a teacher may be unable to access the minimum weekly PAC time. Both
parties acknowledge the need for flexibility in such circumstances and timely consultation will
occur at the FLC to ensure the provision of minimum PAC.
S6.4.6 Consistent with the parties’ flexible approach to PAC arrangements, PAC may be aggregated
for periods up to one school term to provide more effective use of such time. Such aggregation
arrangements will be prospective and by mutual agreement with the teacher involved.
S6.4.7 Duties undertaken within PAC may include:
(c) Personal unit and lesson planning and preparation
(d) Marking
(e) Report writing
(f) IEP or PLP writing (where undertaken in the absence of students)
(g) Reporting relating to traumatic events or census requirements
(h) Collaborative unit and lesson planning
(i) Morning staff briefings relevant to teaching and learning
(j) Debrief discussions
(k) Curriculum, teaching and learning and/or pastoral care planning sessions
(l) Student Reviews (Case Management)
(m) Professional supervision activities directly related to the education or wellbeing of Young
People
(n) Sessions conducted within strategic planning/School Improvement that directly relate to
planning for curriculum, teaching, learning and/or pastoral care of Young People.
S6.5 Teacher in Charge/Deputiser
S6.5.1 A Teacher in Charge/Deputiser position may be established at the sole discretion of the
employer in centres.
S6.5.2 This position will be responsible for the carriage of the Principal/Head of Campus duties when
the Principal/Head of Campus is temporarily absent (up to four (4) weeks) from the centre and
otherwise unable to fulfil the role.
S6.5.3 The Teacher in Charge/Deputiser is appointed for a maximum period of 12 months. Such
appointment may be reviewed by the employer during the 12-months period or at the
conclusion of the appointment.
S6.5.4 A Teacher in Charge/Deputiser will be paid an agreed allowance on a fortnightly basis.
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SCHEDULE 7 APPRAISAL PROCESS PRINCIPLES
S7.1 Principles
S7.1.1 The principles that will be applied to the appraisal process will include the following:
(a) Shared Responsibility
(b) Negotiation
(c) Consultation
(d) Self-Review of Performance Based on Role Description and Duty Statements
(e) Validation
(f) Documentation
(g) Confidentiality
(h) Natural Justice
(i) Resourcing
S7.2 Elaboration of each Principle
S7.2.1 Shared Responsibility
(a) The responsibility for the appraisal process is shared by the employer (or nominee) and
the appraisee.
(b) The details of the process will clearly indicate who has the responsibility for each
component of the process and how the responsibility will be exercised.
S7.2.2 Negotiation
(a) Negotiable aspects should be identified and documented within the broad framework
developed by each employer/school for its appraisal process.
(b) The Principal/appraisee should be prepared to discuss and agree upon certain aspects
within the broad framework of the appraisal process.
S7.2.3 Consultation
(a) The employer/Principal consults collaboratively with the role holder for input and advice.
(b) The final decision on the appraisal process rests with the employer.
S7.2.4 Self-Review of Performance Based on Role Description and Duty Statement
(a) The appraisee reflects upon practice within the framework of the role description and
duty statement applicable during the term under review.
(b) These documents set and inform the parameters for the format of the self-review.
(c) The self-review may be transmitted in written, oral or some other negotiated form.
(d) The self-review may be a culmination of on-going documentation of practice.
(e) The reflection includes areas of performance that are believed to have been effective and
areas of performance that may require further development.
(f) It is the performance of the incumbent that is being reviewed. There is no judgement of
the person involved.
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S7.2.5 Validation
(a) Within the framework of the process, data related to the role and duty statements will be
gathered to validate the self-review.
(b) The methodology for validation will form part of the consultation process.
S7.2.6 Documentation:
The Summative Appraisal generates a written report that is submitted to the
employer/Principal. The report remains the property of the employer/Principal and the
appraisee.
S7.2.7 Confidentiality:
All materials other than the final report generated in the process will remain confidential to that
process.
S7.2.8 Natural Justice:
(a) The appraisee is advised of the content of information obtained in relation to the
appraisee as part of the process. Only information which has been substantiated will form
part of the appraisal process.
(b) The appraisee has the right to approach the panel to be informed of the content and
nature of the information gathered and the identity of those who supplied it.
(c) The appraisee is given reasonable opportunity to respond to the matters dealt with in the
information.
(d) Any person asked to provide information for use in an appraisal process is to be advised,
at the time of the request, that such information and the identity of the person providing
the information may be made known to the appraisee.
S7.2.9 Resourcing:
(a) Provision of appropriate resources for the appraisee and those undertaking a role in the
appraisal will be negotiated.
(b) Those elements of the process which are of the nature of self-appraisal will not receive
additional resources from the employer.
(c) The level of resourcing to address the outcomes of appraisal will be a matter of
negotiation between the appraisee and the employer.
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SCHEDULE 8 CLASSIFICATION OF SCHOOL OFFICERS – CURRENT STRUCTURE
S8.1 Wage Relativities
Level Step Relativity
1 1 88
2 90
3 92
4 94
2 1 96
2 99
3 100
3 1 105
2 107
3 109
4 110
4 1 112
2 115
3 118
5 1 122
2 125
3 128
6 1 132
2 139
3 146
4 154
5 161
7 1 163
2 166
3 169
4 172
5 175
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CHARACTERISTICS AND QUALIFICATION
Competency of Employee
Level 2 Level 3 Level 4 Level 5 Level 6 Level 7
Competency at this level
involves application of
knowledge and skills to a
range of tasks and roles
Competency at this level
involves application of
knowledge with depth in
some areas and a broad
range of skills
Competency at this level
involves self-directed
application of knowledge
with substantial depth in
some areas
Competency at this level
involves self-directed
development and
application of professional
knowledge with
substantial depth in some
areas
Competency at this level
involves the use of initiative
in self-directed development
and application of expert
knowledge with extensive
recognised expertise in some
areas
There is a defined range
of contexts where the
choice of actions required
is clear
There is a range of roles
and tasks in a variety of
contexts
There is a wide variety of
tasks and roles in a variety
of contexts.
A range of technical and/or
other skills are applied to
roles and functions in both
varied and highly specific
contexts.
A broad range of
professional skills are
applied to roles and
functions in both varied
and highly specific
contexts.
A breadth and depth of
professional skills are
applied to roles and
functions in both varied
and highly specific
contexts.
There is limited
complexity of choice
There is some complexity
in the extent and choice of
actions required
There is complexity in the
ranges and choice of
actions required
A proportion of
competencies involve
complex, specialized or
professional functions.
A high proportion of
competencies involve
significant scope and/or
complex, specialized or
professional functions.
Competencies are
normally checked within
well-established routines,
methods and procedures
Competencies are
normally used within
routines, methods and
procedures
Competencies are
normally used within a
variety of routines,
methods and procedures
Competencies are normally
used independently and
both routinely and non-
routinely.
Competencies are used
independently and are
substantially non-routine
with initiative being
exercised in the
application of professional
practices
Duties of an innovative
and/or critical nature are
undertaken without
professional direction and
initiative is exercised in
the application of
professional practices
Limited discretion and
judgement about possible
actions is involved
Some discretion and
judgement are involved in
selection of equipment,
work organisation,
services, actions and
achieving outcomes
within time constraints.
Discretion and judgement
are required for self
and/or others in planning,
selection of equipment,
work organisation,
services actions and
achieving outcomes
within time constraints.
Discretion and judgement
are required in planning
and selecting appropriate
equipment, service
techniques and work
organisation for self and/or
others.
Significant discretion and
judgement are required in
planning, design,
professional, technical or
supervisory functions
related to services,
operations or processes
for self and/or others.
Significant discretion and
independent judgement
are required within
constraints set by
management.
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SUPERVISION OF EMPLOYEES
Level 2 Level 3 Level 4 Level 5 Level 6 Level 7
Works under direct and/or
routine supervision
depending on function.
Works under limited
supervision.
Work is carried out under
general supervision.
Works under general
supervision and/or broad
guidance depending on
function.
Works under broad
guidance.
Work is usually performed
under general guidance with
limited or no professional
supervision.
Work is intermittently
checked.
Work may be checked in
relation to overall progress
Work is usually measured in
terms of the achievement of
stated objectives to agreed
standards.
The general quality of work is
monitored by school
management and is subject
to stated objectives and
professional standards.
May take the form of general
guidance where working in
teams is involved.
May take the form of broad
guidance.
Progress and outcomes
sought are under general
guidance.
May be less direct than at
lower levels and usually be
related to task methodology
and work practices.
May involve detailed
instructions in some
situations;
May involve a level of
autonomy when working in
teams.
May involve a level of
autonomy in accordance with
a broad plan or budget
strategy.
SUPERVISION OF OTHERS
Level 2 Level 3 Level 4 Level 5 Level 6 Level 7
An employee at this level will
have no supervisory
responsibilities
Peer assistance may be
provided to others.
The work of others may be
supervised
An employee may have
limited responsibility for
guidance of the work of
others
Responsibility for the work
and organisation of others in
limited areas.
Responsibility for the planning
and management of the work
of others may be involved
Responsibility for the
supervision and monitoring
of the work of others and of
workflow in the area of
responsibility may be
involved.
Responsibility for the setting
and achieving of objectives
by a work section and its
staff may be involved.
An experienced employee
may assist others by
providing peer support in
the completion of routine
tasks
Team co-ordination may be
required
Teams may be guided or
facilitated.
Leadership and development
of teams and responsibility for
outcomes may be required.
Training of subordinate staff
may be required.
Supervision and training of
lower level staff may be
involved.
Responsibility for assessment,
training and development and
performance counselling of
staff may be required.
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LEVELS 1 TO 7 QUALIFICATIONS MATRIX
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7
Junior Certificate is the
minimum formal
qualification. No
experience is required.
Junior Certificate is the
minimum formal
qualification. No
experience is required.
Tertiary qualifications
at Certificate level or
equivalent
qualifications relevant
to the position may be
required or such
knowledge,
qualifications and
experience that are
deemed by the
employer as necessary
to successfully carry
out the duties of the
position.
Tertiary qualifications
at Certificate level or
equivalent
qualifications relevant
to the position may be
required or such
knowledge,
qualifications and
experience that are
deemed by the
employer as necessary
to successfully carry
out the duties of the
position.
Tertiary qualifications
at Associate
Diploma/Diploma level
or equivalent
qualifications relevant
to the position may be
required by the
employer or
knowledge,
qualifications and
experience that are
determined by the
employer as necessary
to successfully carry
out the duties of the
position.
Relevant formal
qualifications at
degree level are
required.
Formal qualifications at
degree level are
required, along with
relevant post graduate
qualifications or
extensive and relevant
experience as required
by the employer to
reflect higher levels of
professional
outcomes.
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TYPICAL DUTIES/SKILLS
Employees Assisting Student Learning
Level 2 Level 3 Level 4 Level 5 Level 6 Level 7
Assist developmentally
appropriate student learning,
either individually or in
groups, under the direct
supervision of an academic
staff member where limited
discretion and judgement are
involved.
Under direct supervision of a
higher level officer or
members of the academic
staff prepare and clear away
materials for display/use in
classrooms or libraries.
Perform within well-
established routines tasks
associated with the mass
production of printed
material including collating,
stapling, binding, folding,
cutting, etc.
Under direct and /or routine
supervision, perform tasks of
limited complexity,
associated with classroom
learning experiences, such as
assisting teachers in
preparing, implementing and
supervising learning
programs.
Support students in relation
to their physical needs.
Assist developmentally
appropriate student
learning, either
individually or in groups,
where some discretion
and judgement are
involved in evaluating and
assessing (under the
supervision of an
academic staff
member(s)) the learning
needs of students.
Within routines, methods
and procedures carry out
liaison between the
school, the student and
the student’s family
where some discretion
and judgement are
involved.
Support students in
relation to their physical
needs where some
discretion and judgement
are involved.
Assist developmentally
appropriate student
learning, either individually
or in groups, under the
general supervision of an
academic staff member(s).
Employees at this level are
required to exercise
discretion and judgement
to modify education
programmes to meet the
learning needs of specific
students.
Carry out liaison between
the school, the student and
the student’s family where
discretion and judgement
are required in relation to
planning, actions and
achieving outcomes.
Within a variety of
routines, methods and
procedures provide
significant assistance in
the enrolment, family
liaison and placement of
overseas students.
Apply a range of technical
and other skills involving
the self-directed
application of knowledge
gained through formal
studies/qualifications
applicable to this level or
knowledge and experience
that are determined by the
employer as necessary to
successfully carry out the
duties of the position. This
may include: developing
the framework for and
providing the instruction to
students (within a
structured learning
environment) under the
general supervision of an
academic staff member(s);
providing pastoral ministry
and support for students.
Under broad guidance,
supervise the operations
of the school’s processes
and activities in relation to
overseas students. This
may include: enrolment;
family liaison; and
placement.
Apply a range of
professional knowledge
gained through successful
completion of an
appropriate undergraduate
degree. This may include:
the gathering, analysis and
interpretation of data; or
preparation of reports and
the consequent giving of
advice to other
professional staff to assist
student learning; or
providing pastoral ministry;
or providing counselling
and/or guidance support
for students.
Provide professional
advice to staff and
students in the officer’s
area of expertise or
qualification.
Undertake more complex
professional activities involving
the selection and application,
based on professional
judgement, of new and
existing techniques and
methodologies requiring the
exercise of professional
independence combined with
competence derived from
extensive experience and/or
additional study.
Undertake supervisory
responsibilities which may
include on the job training,
staff assessment and
performance counselling in
relation to staff in lower level
positions.
Operate and be accountable
for the quality of output of a
section or function within the
school.
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Laboratory Employees
Level 2 Level 3 Level 4 Level 5 Level 6 Level 7
Provide science program
assistance where limited
discretion and judgement are
involved
Maintain science equipment,
materials and specimens not
requiring a depth of
knowledge or technical skills.
Under the direct supervision
of an academic staff
member(s) prepare and
maintain laboratory teaching
areas including routine
setting up and dismantling of
items of equipment for use in
experimental, observational
and teaching activities
Assist in the demonstration of
experiments and scientific
equipment under the direct
supervision of an academic
staff member(s).
Provide science program
assistance where some
discretion and judgement are
involved.
Assist in the
design/demonstration of
experiments under
supervision of an academic
staff member(s) where some
discretion and judgement are
involved.
Under direction, prepare,
maintain, organize, set-up
and dismantle equipment and
materials for routine
experiments or student
projects and dispose of waste
materials.
Peer assistance and/or
guidance may be provided for
other assistants in a
laboratory.
Under direction and within
existing routines, methods
and procedures, prepare,
maintain and dispense stock
solutions, simple chemical
mixtures and compounds,
cultures or similar materials.
Responsibility for and/or
training of subordinate staff in
limited areas may be required.
Design and demonstrate
experiments, within a variety
of routines and procedures,
under the supervision of an
academic staff member(s)
where discretion and
judgement are required.
Where there is complexity in
the range and choice of action
and discretion and judgement
are required: prepare,
maintain and dispense
solutions, chemical mixtures,
compounds and cultures;
prepare, maintain, organise,
set-up and dismantle
equipment and material for
experiments.
Apply a range of technical and
other skills involving the self-
directed application of
knowledge gained through
formal studies/qualifications
applicable to this level or
knowledge and experience
that are determined by the
employer as necessary to
successfully carry out the
duties of the position. This may
include: designing laboratory
experiments; and appropriate
responsibility for the
application of workplace
health and safety requirements
in the laboratory
Apply a range of professional
knowledge gained through
successful completion of an
appropriate undergraduate
degree.
Operate (at a level consistent
with the qualifications
required) a laboratory. This
may (or may not) include
responsibility for the
supervision, monitoring and
training of staff in lower level
positions.
Administer the allocation and
monitoring of resources in
the laboratory.
Support employees reporting
to the position in policies to
be followed, methods to be
used and standards to be
observed.
Provide professional advice to
staff and students in the
officer’s area of expertise.
Formulate procedural policy
and guidelines in the
employee’s area of
responsibility; submit
recommendations for
decision and prepare
supporting statements as
necessary.
7.2.1 Apply a range of
professional knowledge
gained through successful
completion of an appropriate
undergraduate degree and
post graduate qualifications
and/or other professional
development and/or industry
experience.
7.2.2 Responsibility for the
operation of a laboratory
which provides complex and
varied services. This may (or
may not) include
responsibility for the
supervision, monitoring and
training of professional staff
and staff in lower level
positions.
7.2.3 Manage the allocation
and monitoring of resources
in the laboratory.
7.2.4 Responsibility for
direction and support of
employees reporting to the
position in policies to be
followed, methods to be used
and standards to be
observed.
7.2.5 Provide subject matter
expertise and/or policy advice
across a range of programs or
activities undertaken by the
organizational area.
Formulate policies and
provide specialist advice on
policy development to senior
management.
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Administration Employees
Level 2 Level 3 Level 4 Level 5 Level 6 Level 7
Use keyboard skills to
produce a document from
written text using a standard
format.
Receive and deal with
enquiries within well-
established routines,,
including the provision of
general information and
assistance to the public,
parents, students and other
employees.
Perform a range of general
clerical duties at a basic level,
for example, filing, handling
mail, maintaining records.
Carry out a wide range of
secretarial and clerical duties
at an advanced level, including
shorthand, typing, word
processing and maintaining
manual and computerized
records.
Respond to enquiries from
staff, students, parents and
the general public and
address issues in accordance
with routines, methods and
procedures.
Enter financial data into
computer and prepare
financial and management
reports for review and
authorization by senior
management.
Provide administrative
support to senior
management of a school
where discretion and
judgment are required,
including: taking minutes;
shorthand; organizing
appointments and diaries;
initiating and handling
correspondence (which may
include confidential
correspondence); monitoring
telephone calls; and
establishing and/or
maintaining working filing
systems.
Within a variety of routines,
methods and procedures
apply inventory and
purchasing control
procedures, prepare monthly
summaries of debtors and
creditors ledger transactions
and reconcile these.
Apply knowledge of
advanced functions of
computer software packages
and to manage data i.e.
modify fields of information,
develop new databases or
spreadsheet models; or
graph previously prepared
spreadsheets.
Provide executive support to
senior management and
associated committees
concerning designated aspects
of school management.
Direct and supervise the work
of administrative/clerical
and/or other staff.
Under broad guidance,
supervise the operations of
the school's office and other
administrative activities, in
the areas of enrolment,
equipment and statistical
staffing returns.
Under broad guidance,
supervise the operations of
the school’s processes and
activities in relation to
overseas students. This may
include: enrolment; family
liaison; and placement.
Operate and be responsible
for an autonomous section
and all its operations.
Provide professional advice to
staff and students in the
officer's area of expertise.
Monitor and analyse regular
management information,
such as staffing and financial
resource usage; ensure that
associated information
systems are maintained and
that regular reports are
provided to management.
Supervise staff including
implementation and
participation in induction,
training, review, counselling
and appraisal
Manage the work of
administrative officers and
other staff, assigning and
outlining the work, advising on
administrative problems, and
revising work for accuracy and
adequacy.
Identify policies and
procedures requiring review
or re-development, and
define relevant issues.
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Level 2 Level 3 Level 4 Level 5 Level 6 Level 7
Operate within well-
established routines, office
equipment, such as,
computer, photocopier,
facsimile, binding machine,
guillotine, laminator, franking
machine, calculators,
switchboard, etc.
Under the direct supervision
of the Principal or nominee,
contact parents, students
and/or others in relation to
school attendance and related
matters.
Under the direct supervision
of the Principal or nominee
assist with the arrangement of
group meetings, morning teas,
meetings of parents and
external parties,
parent/teacher nights etc.
Carry out minor cash
transactions including
receipting, balancing and
banking.
Prepare and process payroll
transactions within routines,
methods and procedures.
Within routines, methods and
procedures: provide
administrative support to
senior management; arrange
appointments and diaries; and
prepare correspondence.
Within routines, methods and
procedures, prepare and
dispatch statements to
debtors and payments to
creditors, follow up on
unpaid accounts; prepare
bank reconciliations and
reconcile accounts to
balance; maintain wage and
salary records.
Maintain petty cash float and
expenses for accounting
purposes
From verbal or rough
handwritten instructions;
answer non-standard
executive correspondence,
prepare papers, briefing notes,
or other written material.
Utilizing a variety of routines,
methods and procedures,
calculate and maintain wage
and salary records; perform
routine classification
determinations; and process
resignations, retirements and
redundancies in accordance
with relevant entitlements.
Within a variety of routines,
methods and procedures
provide significant assistance
in the preparation of: financial
information to trial balance;
budgets; cash flow records;
balance sheets; trading
accounts; cash management
analysis; FBT and entity
disclosure requirements. NOTE
An employee is not required to
perform all duties listed to
satisfy this skill descriptor.
Train staff classified at lower
levels by means of personal
instruction and demonstration.
Within a variety of routines,
methods and procedures
provide significant assistance
in the enrolment, family liaison
and placement of overseas
students.
Prepare the accounts of the
school to operating statement
stage and assist in the
formulation of period and
year-end entries.
Provide advice requiring
knowledge of policies and/or
the interpretation of rules or
regulations within their area
of operation. Assist in
developing policy and
procedures relating to their
work area and identifying
future trends.
Under broad guidance
supervise the administration
of specialized salary and
payroll requirements, which
may include: eligible
termination payments,
superannuation trust deed
requirements, redundancy
calculations or workers’
compensation claims.
Prepare for senior
management financial
reports relating to the
employee’s area of
responsibility.
Provide financial, policy, or
planning advice which may
include providing reports,
statistical surveys and advice
on regulations and
procedures.
Monitor expenditure against a
budget at a school level, draft
financial forecasts / budgets at
organizational level and/or
prepare complex financial
reports.
Administer programs with a
range of tasks such as advice
on financial implications,
interpretation of information,
assistance and advice
concerning complex issues.
Prepare correspondence
which is complex, original and
which initiates or responds to
new cases or situations.
Provide written reports to the
school executive on complex
matters, suggesting
alternative courses of action
and analysing the implications
of each alternative.
Provide financial, policy and
planning advice and
investigate, interpret or
evaluate information for the
guidance of staff or clients.
Be substantively involved in
the construction of annual and
forward planning school
budgets
Manage the operations of a
discrete organizational area,
program or administrative
function.
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Monitor and maintain stock
levels of stationery/materials
for office/department within
established parameters
including reordering.
Within well-established
routines, sort, prepare and
record documents (e.g.
invoices, cheques,
correspondence) on a daily
basis; file such documents in
the appropriate system.
Within well-established
routines, receive and
distribute incoming mail
collect outgoing mail,
maintain mail registers and
records and collate and
dispatch documents for bulk
handling.
Perform, within well-
established routines, tasks
associated with the mass
production of printed
material including collating,
stapling, binding, folding,
cutting, etc.
Assist in the preparation of
internal and external
publications.
Assist in the enrolment
function including handling
initial enquiries and arranging
interviews.
Under supervision, prepare
Government and Statutory
Authority returns for
authorization by senior
management.
Use software application
packages for personal
computers to create
database file structures; and
spreadsheets/work sheets.
Under direction and within
routines, methods and
procedures: draft agenda for
meetings; assemble
supporting documents for
informal meetings; take and
produce minutes.
Draft and type routine
correspondence from brief
oral or written instructions.
Respond to requests for
information including
drafting routine
correspondence in reply.
Apply knowledge of relevant
industrial instruments and
occupational health and
safety requirements. Provide
general advice to staff in
these areas.
Original writing of
promotional and advertising
material.
Coordination of, and
participation in, marketing
activities.
Design of promotional and
marketing plans.
Responsibility for liaison with
media.
Formulate procedural policy
and guidelines in the
employee’s area of
responsibility; submit
recommendations for decision
and prepare supporting
statements as necessary.
Direct and support employees
reporting to the position in
policies to be followed,
methods to be used and
standards to be observed.
Advise and assist in the
preparation of the school
budget.
Provide executive support to
Principals and senior
management.
Provide advice or make
recommendations requiring
detailed knowledge of policies,
and/or the interpretation of
rules or regulations within
established guidelines, relating
to a major function of the
organizational work areas.
Supervise staff including
participation in induction,
training, review, counselling
and appraisal and providing
feedback on performance.
Provide subject matter
expertise and/or policy advice
across a range of programs or
activities undertaken by the
organizational area, formulate
policies and provide specialist
advice on policy formulation
to senior management.
Undertake high level research,
review or investigations
including the preparation of
reports and associated papers
to provide advice to the school
on the operational and/or
future directions of the
employee’s section and to
contribute to the
development of that section in
the educational context of the
school.
Prepare papers, investigate
and present information with
recommendations for decision
by senior officers.
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Maintain established central
filing / records systems in
accordance with routines,
methods and procedures.
This would include: creating
and indexing new files,
retrieving records;
distributing files within the
school as requested,
monitoring file locations and
identifying and processing
inactive and closed files.
Maintain a store through
such duties as participation in
ordering and issue of
expendable stores, recording
of stock levels, maintaining
records of equipment
distribution, delivery dockets,
invoices and payment
vouchers and responsibility
for keys.
Make and record
appointments on behalf of
another and, where
necessary, resolve involved
appointment scheduling
problems.
Make travel and
accommodation bookings in
line with a given itinerary.
Within routines, methods and
procedures carry out liaison
between the school, the
student and the student’s
family where some discretion
and judgement are involved.
Develop systems and
procedures for
implementation in accordance
with school policy.
Provide financial, policy and
planning advice and
investigate, interpret or
evaluate information for the
guidance of staff or clients.
Original writing of promotional
and advertising material
requiring significant discretion
and judgement concerning
content and design.
Management of, and
participation in, marketing
activities.
Design of promotional and
marketing plans requiring
initiative in the application of
professional practices.
Responsibility for representing
the school in the media.
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Information Services and Resource Employees
Level 2 Level 3 Level 4 Level 5 Level 6 Level 7
Process basic transactions
such as issues and returns,
produce overdue lists, entry
of orders in a computerised
system, perform stock takes,
entering of accession
information into computer.
Operate and demonstrate
the use of audio-visual
equipment where there is
limited complexity.
Maintain a booking system
for equipment use and for
the organisation of repairs
and replacement of
equipment.
Within well-established
routines, methods and
procedures, record
audio/video programs and
maintain a catalogue system
of such recordings.
Perform a range of general
duties at a basic level, for
example, minor book repairs,
photocopying and shelving.
Receive and deal with initial
requests for information
from library clients.
Under the direct supervision
of an academic staff
member(s), assist in the
demonstration of routine
library operations and
procedures.
Under the direct supervision
of an academic staff
Search and verify
bibliographical data where
some discretion and
judgement are involved.
Copy catalogue books,
magazines, journals and
recorded material where
some discretion and
judgement are involved.
Maintain circulation systems
where some discretion and
judgement are involved.
Respond to enquiries from
staff, students, parents and
the general public and
address issues in accordance
with routines, methods and
procedures.
Assist in the demonstration
of complex audio visual or
computer equipment under
supervision of academic staff
member(s) where some
discretion and judgement are
involved.
Responsibility for and/or
training of subordinate staff
in limited areas may be
required
Within a variety of routines
and procedures and with a
depth of knowledge in some
areas: demonstrate to staff
and students the use of
complex audio visual or
computer equipment; or
monitor performance of and
carry out repairs to
specialised equipment.
Apply a range of technical and
other skills involving the self-
directed application of
knowledge gained through
formal studies/qualifications
applicable to this level or
knowledge and experience
that are determined by the
employer as necessary to
successfully carry out the
duties of the position. This
may include: independent
and original cataloguing and
classification following
precedents and standards;
monitoring the performance
of, and carrying out repairs
to, specialised equipment;
and developing the
framework for and providing
the instruction to students
(within a structured learning
environment) under the
general supervision of an
academic staff member(s).
Apply a range of professional
knowledge gained through
successful completion of an
appropriate undergraduate
degree.
Operate (at a level consistent
with the qualifications
required) a library/resource
centre. This may (or may
not) include responsibility for
the supervision, monitoring
and training of staff in lower
level positions.
Administer the allocation and
monitoring of resources in
the library/resource centre.
Support employees reporting
to the position in policies to
be followed, methods to be
used and standards to be
observed.
Provide professional advice
to staff and students in the
officer’s area of expertise.
Formulate procedural policy
and guidelines in the
employee’s area of
responsibility; submit
recommendations for
decision and prepare
supporting statements as
necessary.
7.4.1 Apply a range of
professional knowledge
gained through successful
completion of an appropriate
undergraduate degree and
post graduate qualifications
and/or other professional
development and/or industry
experience.
7.4.2 Responsibility for the
operation of a
library/resource centre
which provides complex and
varied services. This may (or
may not) include
responsibility for the
supervision, monitoring and
training of professional staff
and staff in lower level
positions.
7.4.3 Manage the allocation
and monitoring of resources
in the library/resource
centre.
7.4.4 Responsibility for
direction and support of
employees reporting to the
position in policies to be
followed, methods to be
used and standards to be
observed.
7.4.5 Provide subject matter
expertise and/or policy
advice across a range of
programs or activities
undertaken by the
organizational area,
formulate policies and
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Level 2 Level 3 Level 4 Level 5 Level 6 Level 7
member(s), assist in the
supervision of students in the
library.
Under direct supervision of a
higher level officer or
members of the academic
staff prepare and clear away
materials for display/use in
classrooms or libraries.)
provide specialist advice on
policy formulation to senior
management.
Computer/ICT Employees
Level 2 Level 3 Level 4 Level 5 Level 6 Level 7
Use keyboard skills to
produce a document from
written text using a standard
format.
Operate within well-
established routines, office
equipment, such as,
computer, photocopier,
facsimile, binding machine,
guillotine, laminator, franking
machine, calculators,
switchboard, etc.
Use software application
packages for personal
computers to create
database file structures; and
spreadsheets/work sheets.
Within a variety of routines,
methods and procedures,
maintain the hardware and
software components of a
computer network and
provide user support.
Responsibility for and/or
training of subordinate staff in
limited areas may be required.
Apply a range of technical and
other skills involving the self-
directed application of
knowledge gained through
formal studies/qualifications
applicable to this level or
knowledge and experience
that are determined by the
employer as necessary to
successfully carry out the
duties of the position. This
may include: Assisting with
systems analysis and design
in relation to the
development and
maintenance of computer
Operate and be responsible
for the computing section of
the school and all its
operations.
Perform non-routine
professional tasks governed
by procedures or guidelines.
Within such constraints the
employee is responsible for
the independent
performance of such
functions.
Provide financial, policy and
planning advice and
investigate, interpret or
Operate and be responsible
for the computing section
which provides complex and
varied services to the school
community including being
responsible for the
supervision, monitoring and
development of other staff
reporting to the position.
Research and examine likely
long-term requirements for
computer systems, suggest
alternative plans and
strategies and report on their
feasibility.
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Level 2 Level 3 Level 4 Level 5 Level 6 Level 7
systems; and assisting with
application programming
(e.g. modification of package
systems; and investigation of
malfunctions in operational
programs).
evaluate information for the
guidance of staff or
management in the
computing area.
Be responsible for the
development of software,
hardware or applications
systems based on the use of
current computer
techniques.
Be responsible for the
development of computer
systems, and recommend
changes and improvements
in systems where
appropriate.
Undertake maintenance
programming tasks, including
investigation and design
requirements necessary to
implement changes to
existing systems.
Provide advice to the senior
executive of the school on
the operations/future
directions of the section by
utilising acquired knowledge
and experience.
Carry out a range of tasks
necessary to support and
develop systems software or
other support processes
Consult with departmental
computer users to
understand and meet the
needs of the department and
resolve problems concerning
systems.
Investigate and design the
implementation of computer
systems to meet specific
needs of work areas.
Carry out a range of complex
and varied tasks requiring
the selection and application
of new and existing
techniques and
methodologies necessary to
support and develop systems
software or other support
processes.
Develop and present
appropriate computer
training courses.
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SCHEDULE 9 CLASSIFICATION OF SCHOOL OFFICERS – NEW STRUCTURE
S9.1 Classification Coverage
S9.1.1 The classification system covers School Officers employed in a school who provide the
following services:
(d) Classroom Support – Principal duties to provide support to teachers and students in a
primary or secondary classroom, individual students or groups of students.
(e) Administration – Principal duties are in the functional areas of a school’s business
operations, including but not limited to clerical, administration, finance, marketing,
fundraising, public relations, information technology, human resources, and
information/record management and property/facilities management.
(f) Curriculum/Resources – Principal duties are to support the operation of curriculum-
related services, such as those provided by a library, laboratory or a student technology
centre.
(g) Wellbeing Services – Principal duties are to support the health and wellbeing of students
(and employees where appropriate), such as first aid, home/school liaison, youth worker
and counsellors except those counsellors covered by the following clauses of this
Agreement:
(i) clause 6.2 (Guidance Counsellors – Teacher);
(ii) clause 6.4 (Guidance Counsellors – Without Teacher Qualifications);
(iii) clause 6.5 (Counsellors (without teacher qualifications)); and
(iv) clause 6.6 (Career Counsellor/Career Advisor (Teacher)).
(h) Instructional Services – Principal duties are to develop the framework for and provide
instruction to students (within a structured learning environment) under the general
supervision of the teaching staff.
Example: music tutor/instructor
S9.1.2 The classification system does not apply to the following employees covered by the
Agreement:
(a) Teachers;
(b) Counsellors covered by clauses 6.2, 6.4, 6.5 and 6.6 of this Agreement;
(c) Nurses (Schedule 12);
(d) Services Staff (Schedule 13);
(e) Boarding Supervision Staff (Schedule 14); and
(f) Children Services (Schedule 15).
S9.2 Classification System Objectives
S9.2.1 The objectives of a classification system should be consistency, transparency, flexibility, and
procedural uniformity which is reflective of contemporary positions and character of schools.
Consistency
S9.2.2 The classification system seeks to be consistent and equitable by:
(a) grouping together duties of a similar work character within the same classification level;
(b) having a credible and defensible method of establishing the work character of each
position and the relativities between all work levels; and
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(c) a position evaluation approach based on nine classification factors across all work
positions.
Transparency
S9.2.3 The classification system is supported by clearly defined classification factors that support an
open and transparent classification system.
Flexibility
S9.2.4 The classification system supports flexibility by recognising that some positions in the
employer are quite different from others.
Uniformity
S9.2.5 The classification system supports a unified system by providing a common language to
identify and describe the common elements of positions, enabling comparison of positions and
position types.
S9.3 Acknowledgement
S9.3.1 This classification system is based on the Australian Public Service Commission’s classification
system and related documentation with appropriate changes.
S9.4 Classification System Overview
When is it needed?
S9.4.1 Making a classification decision on a position is needed when:
(a) creating a new position; or
(b) evaluating an existing position that has undergone a substantial change in the duties to
be performed, complexity or responsibility of the role; or
(c) confirming the appropriate classification of a position prior to commencing recruitment.
What is needed?
S9.4.2 A detailed, factual and up to date understanding of the position being classified must be
established and documented to enable a decision on the classification level, including an
understanding of:
(a) the inherent requirements of the position (ie. what needs to be done, rather than how it
is to be done) and any mandatory licences, registrations or qualifications required;
(b) the skill and knowledge requirements;
(c) the responsibilities and accountabilities; and
(d) any employer arrangements that affect the position.
S9.4.3 Such an understanding would primarily be based on a detailed position description, but may
also include, but not limited to, other reference material such as:
(a) organisational charts;
(b) questionnaires; and
(c) records of interview with relevant people who understand and interact with the role (eg.
the incumbent, managers)
What is it based on?
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S9.4.4 The evaluation of a position using the classification system is based on the following nine (9)
classification factors (detailed in clause S9.5.4 and Attachment 1 of this Schedule):
1. Knowledge Application
2. Accountability
3. Scope and Complexity
4. Guidance
5. Decision-making
6. Problem Solving
7. Contact and Relationships
8. Negotiation and Cooperation
9. Management Responsibility/Resource Accountability
What Principles are involved?
S9.4.5 The classification system is underpinned by a set of principles that assist in the understanding
of the process.
(a) Jobs are classified, not people - When making a classification decision, it is vital that the
work character of a position is considered and not the capabilities or characteristics of the
employee who will perform the position or the performance or capabilities of the
employee currently performing the role.
(b) Classification and remuneration are different - Remuneration does not influence a
classification decision. Classification is based on an appropriate work character
assessment of the position and not on the remuneration arrangements that may be
needed to attract and/or retain appropriately skilled or qualified people.
(c) Work character and work volume are different - Work volume does not influence the
assessment of the character of the work. The appropriate classification of a position
should be determined based on the complexity and responsibility of tasks involved, not
the number of tasks or how busy the position is. Work volume may influence the number
of employees needed to perform the duties.
(d) Position titles do not dictate classification levels – Local job titles are labels that may be
used by an employer to segment the workforce along functional or occupational lines (e.g.
Finance Officer). However, this does not mean all Finance Officer titled roles have the
same classification. Each role must be considered separately.
(e) Specialist and Management roles are accommodated - The classification system is able to
attribute work character to positions which require a high level of expertise, which may
not undertake a management position. The supervision and management of employees
is only one component of work character.
Level 1
S9.4.6 An employee appointed to a position which is assessed as being a classification Level 1 will
participate in, and the employer will provide, a structured training plan.
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Qualifications
S9.4.7 The classification system does not specify that:
(a) a qualification (eg. a degree) is required for a position to be classified at a particular
classification level; or
(b) an employee must have a particular qualification to be appointed to a position at a
particular classification level.
S9.4.8 However, the classification system does inherently require (for some work value descriptors to
apply to a position), the level of knowledge and skills equivalent to that typically obtained
through formal qualifications (such as a degree), but such knowledge and skills may otherwise
be obtained through experience and/or other training.
S9.4.9 Furthermore, the classification system does not restrict an employer from including a
qualification requirement in a position description or when advertising a position for
recruitment.
S9.5 Positions Evaluation and Recording
Position Evaluation
S9.5.1 Position evaluation is the way the work character of new and existing positions is assessed in a
structured way using the classification system.
S9.5.2 Position evaluation is the method of determining the relative work character of a position
through assessing the nature, impact and accountabilities of the position.
S9.5.3 Position evaluation is a two part process:
(a) evidence is gathered to understand the position (subclause 2 – What is needed?); and
(b) the position is assessed and measured against the classification factors.
Evaluating a Position – Classification Factors
S9.5.4 The classification of a position requires consideration of nine (9) classification factors:
1. Knowledge Application: This factor measures the type and level of knowledge (breadth
and depth) that is required and applied to perform the responsibilities of the position. This
includes management and environmental knowledge but may also include scientific,
professional and/or technical knowledge which has been acquired through both formal
learning and work experience.
2. Accountability: This factor identifies how accountable the position is in the achievement of
results. It includes the type and level of actions taken by the position and the level of input
to meeting own or team/group outcomes.
3. Scope and Complexity: This factor covers the type, variety and intricacy of tasks, process
or methods in the work performed. It considers the extent and diversity of the activities
which must be performed and/or coordinated by the position. It also considers the need to
know about activities and requirements across functions within and/or outside the
employer.
4. Guidance: This factor relates to the scope of independent action or autonomy used in the
position. It takes into account the level and degree of direction and guidance provided by
policy, precedents, and regulations and the requirement to follow clearly defined
procedures or being allowed to operate within broad parameters.
5. Decision Making: This factor relates to the extent to which a position makes decisions on
the basis of clear, established guidelines and objectives. This factor also concerns the
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authority that the position has to make decisions/determinations that affect outcomes
(what decisions are the sole responsibility of the position), what advice/recommendations
are given to others to support their decision making and the impact the action taken by a
position will have, how far reaching the impact is and the duration of the impact (short or
long term).
6. Problem Solving: This factor measures the requirements for a position to solve the
problems and issues. It includes initiative and original thought. It takes into account
requirements for analysis to diagnose a problem and understand complex situations or
issues and the judgement necessary to formulate solutions and recommend or decide on
the best course of action.
7. Contacts and Relationship: This factor covers the contacts and relationships that are
typically required in order to carry out the responsibilities of the position. It measures the
requirement for a position to communicate, establish and maintain relationships.
8. Negotiation and Cooperation: This factor measures the requirement for a position to
effectively use persuasion, negotiation, explanation, tact and discretion in order to achieve
the desired outcome of interactions with stakeholders/others.
9. Management Responsibility/Resource Accountability: This factor measures the
responsibility of a position for coordinating, supervising and managing others in work
activities as well as the resources (including property, IT, and finances) for which the
position is directly accountable and required to manage and control. The emphasis is on
the type of responsibility, rather than the precise numbers of those supervised or
managed.
S9.5.5 The above classification factors (including relevant work value descriptors for each) are
outlined in ATTACHMENT 1.
Record of Evaluation
S9.5.6 The use of the Evaluation Record is encouraged and is outlined in ATTACHMENT 2 (also
separately available in Excel spreadsheet format).
S9.5.7 The Evaluation Record is intended to:
(a) support the consistent application of the classification system; and
(b) assist employers to evaluate positions and determine the appropriate classification level.
Assigning a Score to a Classification Factor
S9.5.8 Evidence about the position is analysed against the classification factors.
S9.5.9 Each classification factor is assigned a score for the position (based on the appropriate work
value descriptor of each classification factor) and the combined score for all nine (9)
classification factors indicates the appropriate classification for the position.
S9.5.10 To determine the work value descriptor for each classification factor the assessor should:
(a) compare descriptors corresponding to lower and higher levels to determine the most
appropriate one - the selected descriptor may be a higher or lower level for various
classification factors;
(b) ensure that the position meets the full intent of a descriptor - if the position exceeds a
particular descriptor, but fails to meet the full intent of the next higher descriptor, then
the lower descriptor should be selected;
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(c) consider the frequency of the performance of the classification factors which may occur
at a higher and a lower level - the level of the selected descriptor should not be determined
by infrequent occurrences; and
(d) ensure that the value of a classification factor of the position should not be overstated -
the value of the same descriptor should not be attributed to more than one classification
factor, eg. staff supervision should only be attributed to the “Management/Resource”
factor; it should not be attributed to the “Contacts and Relationships” factor as well.
S9.5.11 Positions may score anywhere within the range for a classification, reflecting the broad range
of work character within each classification level. It is unlikely that all positions within an
employer would consistently score at the high end or low end of each classification.
Score and Classification Level
S9.5.12 A total score will be tallied in regard to the evaluation of the position, which will then be
allocated to a classification level as outlined in the following table.
Score Classification Level
18 – 27 Level 1
28 – 45 Level 2
46 – 63 Level 3
64 – 81 Level 4
82 – 99 Level 5
100 – 117 Level 6
118 – 135 Level 7
Borderline Scores
S9.5.13 Some positions will score within the range for a proposed classification level while others may
score on the ‘borderline’, namely:
(e) the total score is just below the maximum (eg. 62 or 63 for Level 3); or
(f) just above the minimum score (eg. 64 or 65 of Level 4) for a particular classification.
S9.5.14 If a position scores just above the minimum score, then it is necessary to revisit the evaluation
to ensure that all the relevant information has been gathered and considered and it may be
necessary to undertake a further evaluation of the position.
S9.5.15 If the position continues to be on the minimum score for a particular level, then consideration
needs to be given to position redesign.
S9.5.16 Further, if the position continues to be at the top of the scoring range, then the same principle
applies and:
(a) a position analysis should look broadly at the position; and
(b) the position could be redesigned to spread across a few positions,
which may be the better outcome for the employer as a means of balancing classification and a
more efficient use of resources.
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Flow Chart
S9.5.17 A flow chart of the process of evaluating the is outlined at ATTACHMENT 3.
S9.6 Wage Relativities
Level Step Relativity
1 1 88
2 90
3 92
4 94
2 1 96
2 99
3 100
3 1 105
2 107
3 109
4 110
4 1 112
2 115
3 118
5 1 122
2 125
3 128
6 1 132
2 139
3 146
4 154
5 161
7 1 163
2 166
3 169
4 172
5 175
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Attachment 1 – Classification Factors
CLASSIFICATION FACTORS
Classification Factor 1 - Knowledge Application (Work Value Descriptors below) Points
• Knowledge of a limited number of basic, routine or repetitive tasks and the operation of associated
basic tools, equipment and materials.
• Knowledge applied to established practice, procedures, processes and routines.
2
• Knowledge of a range of routine work procedures and tasks and the operation of associated tools,
equipment and materials.
• Knowledge applied to readily understood rules, procedures and techniques.
• A basic understanding of relevant statutory, regulatory and policy frameworks.
4
• Knowledge of a range of work practices and procedures with an element of complexity and the
operation of associated equipment, tools and materials.
• Basic knowledge of theoretical or practical tasks that are applied to one function or area of activity.
• An understanding of relevant statutory, regulatory and policy frameworks.
6
• Practical and procedural knowledge across a technical or specialist area.
• Organisational, procedural or policy knowledge.
• Sound understanding of relevant statutory, regulatory and policy frameworks in order to draw
conclusions, interpret and apply guidance material and resolve recurring problems.
8
• Expertise within an area or discipline using theoretical knowledge or relevant practical experience.
• A substantial knowledge and understanding of related principles, techniques and practices.
• Well-developed understanding of relevant statutory, regulatory and policy frameworks applied to a
variety of interrelated activities and solutions to a range of problems.
10
• Professional, technical or management knowledge in a specialised area across a range of activities.
• A thorough understanding of related principles, concepts, methods and practices.
• In-depth knowledge of relevant statutory, regulatory and policy frameworks in order to provide
objective advice and resolve problems of a specialised or complex nature.
12
• Highly developed specialist, professional, technical and/or management knowledge across a broad
range of activities.
• A corresponding understanding of related principles, concepts and practices.
• Extensive knowledge of statutory, regulatory and policy frameworks relevant to a field of work,
discipline or functional area in order to provide comprehensive and authoritative advice on specialist
and very complex issues.
• Acknowledged as an authority in a field of work or specialised discipline.
14
• Advanced specialist, professional and/or management knowledge and corresponding
understanding of related principles, theories, concepts and practices.
• Extensive and detailed knowledge of statutory, regulatory and policy frameworks relevant to the area
of responsibility and the application of this knowledge to situations involving a high level of
complexity and sensitivity, which require considerable interpretation and analysis.
• Act as a leading professional/technical advisor in an organisational area of expertise.
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Classification Factor 2 - Accountability (Work Value Descriptors below) Points
• Accountable for the setting of own priorities on a day-to-day basis, for completion of allocated tasks
within required timeframes and compliance with set procedures.
• Responsible for the basic administration of the work area and identifying and managing risks that
affect day-to-day tasks.
2
• Accountable for the setting of own priorities on a day-to-day and weekly basis, managing competing
priorities, the achievement of personal results within required timeframes and compliance with set
procedures.
• Responsible for providing advice to other employees on procedural and less technical issues related
to the immediate work area and identifying and managing risks that affect day-to-day tasks.
4
• Accountable for planning own work goals and priorities that align with and achieve own and
team/group outcomes.
• Responsible for the accuracy and timeliness of advice provided in relation to an area of responsibility
and awareness of the impact of emerging issues on activities.
• Accountable for the achievement of own results which contribute to team/group goals.
6
• Accountable for setting priorities for the work area, monitoring workflow and reviewing work of other
employees.
• Responsible for managing competing requests, demands and priorities.
• Responsible for planning for the achievement of personal and/or team/group results.
• Accountable for monitoring emerging issues to identify impact on tasks and identifying and
mitigating risks that will impact on own and/or team/group work outcomes.
8
• Accountable for developing plans and objectives for short-term tasks.
• Responsible for coordinating competing requests and demands, setting priorities and managing the
workflow for immediate work area.
• Responsible for providing professional and policy advice within an area of specialisation or providing
technical expertise that contributes to work area outcomes.
• Accountable for maintaining appropriate risk management programs.
10
• Accountable for developing plans and objectives for short-term tasks and contributing to strategic
planning for longer-term initiatives.
• Responsible for providing expertise and technical knowledge across a range of programs or
activities, providing accurate and specialised advice and ensuring knowledge of and compliance with
relevant legislation and/or policy frameworks.
• Responsible for setting priorities and ensuring quality of outcomes for the work area.
• Responsible for contributing to improvement strategies and to change in workplace practices.
• Accountable for monitoring related emerging issues, identifying impact and conducting risk
management activities within sphere of responsibility.
12
• Accountable for determining the strategic direction for work and aligning longer-term planning with
goals and objectives.
• Responsible for providing expertise across a broad range of activities potentially relating to work of
different program areas and ensuring an in-depth knowledge of and compliance with relevant
legislation and/or policy frameworks.
• Responsible for the achievement of own and/or team/group outcomes and monitoring team/group
progress and following through to deliver identified outcomes.
• Accountable for monitoring emerging issues in a field and for identifying impact on employer
priorities as well as engaging with risk and undertaking risk management activities for area of
responsibility.
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Classification Factor 2 - Accountability (Work Value Descriptors below) Points
• Accountable for the strategic direction of the work area, its planning processes including developing
plans, performance standards and implementing strategies for the work that will ensure the
attainment of the critical results expected.
• Responsible for providing a strategic level of expertise, providing professional and technical or policy
advice to produce effective operations, timely and comprehensive results and adherence to required
standards.
• Accountable for setting the strategic direction, anticipating and establishing priorities, monitoring
progress and working to deliver organisational functions or a program within an area of
responsibility.
• Responsible for providing leadership in implementing and promoting change and continuous
improvement in addition to identifying, evaluating and managing risk in the delivery of outcomes.
• Responsible for maintaining awareness of current developments in the field of work, anticipating
their impact on the work area and responding appropriately to mitigate risk.
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Classification Factor 3 - Scope and Complexity – (Work Value Descriptors below) Points
• Work is routine and basic.
• Tasks are clearly defined, discrete and directly related.
• Actions or responses to be made are readily discernible and quickly learnt.
• There is minimal or no choice in deciding what is to be done.
2
• Work is straightforward in which tasks involve related steps, processes or methods.
• Actions or responses address familiar circumstances and involve choices between easily recognisable
alternatives.
• Issues requiring resolution are normally minor in nature and either have clear choices between
options or are referred to more senior employees.
4
• Work is straightforward and relates to a broad range of tasks.
• Problems faced may have some complexity yet are broadly similar to past problems.
• Solutions generally can be found in documented precedents, or in organisational guidelines,
procedures and/or instructions, though these may require some interpretation and application of
judgement.
6
• Work is moderately complex, relates to a limited range of activities and work requires the application
of well-established principles, practices and procedures in combination.
• Actions or responses made can generally be related to past experience.
• There may be occasions where unfamiliar circumstances may require some judgement or technical
assistance sought.
8
• Work is moderately complex to complex in nature and relates to a range of activities.
• What needs to be done involves using available information however options are not always evident.
• Interpretation, analysis and some judgement are required to select an appropriate course of action.
10
• Work is complex and involves various activities involving different, unrelated, but established
processes/methods.
• Circumstances or data must be analysed to identify inter-relationships.
• What needs to be done depends on analysis of the issues and the selection of an appropriate course
of action from a number of options and requires sound judgement.
12
• Work is very complex and includes varied activities involving many different and unrelated processes/
methods.
• Work deals with unfamiliar circumstances, variations in approach and/or sudden changes.
• Tasks are a narrow range of related activities performed to considerable depth, within established
principles, practices or procedures.
• The work requires the bringing together of a range of elements and the determination of method of
approach from a range of options and involves significant evaluative judgement.
• Decisions about what needs to be done include interpretation of considerable and/or incomplete
data.
14
• Work is highly complex and includes a broad range of activities of substantial depth involving
significant detail.
• Positions operate with reference to organisational objectives that are clear although specific
guidelines, strategies or tactics are sometimes ill-defined or incomplete.
• Work requires establishing or developing new information or techniques.
• Work regularly addresses major areas of uncertainty and demands critical choices between options.
16
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Work Classification Factor 4 - Guidance – (Work Value Descriptors below) Points
• Generally, works with close supervision and within well established procedures and practices.
• Work involves following instructions which define the tasks in detail and results to be achieved.
• Minimal personal initiative is required as methods and objectives are closely defined within set
procedures and instructions.
• Work quality and content is subject to regular review.
2
• Works with routine supervision and within established procedures and practices.
• Work involves working from instructions but making minor decisions involving the use of initiative in
the application of systems, and procedures.
• Work is clearly defined at the outset and work is reviewed at intervals and on completion.
4
• Works under general supervision, within established procedures and practices.
• Objectives, priorities and deadlines are defined with some autonomy about how work is performed.
• The work may involve working independently on specific tasks with issues that do not have clear
precedents resolved under appropriate guidance.
• Work quality and content is subject to monitoring to ensure that satisfactory progress is being made
against stated objectives.
6
• Works under general supervision and works within established procedures and guidance.
• Objectives, priorities and deadlines are defined with some scope in selecting the most appropriate
method to complete tasks and how precedents, procedures and guidelines are interpreted and
applied.
• The work may involve working independently to manage specific tasks, processes or activities against
stated objectives with supervision generally limited to complex tasks or unfamiliar situations.
• Completed work is evaluated for accuracy, appropriateness and compliance with policy
requirements.
8
• Works under limited supervision to progress a series of activities within recognised guidelines.
• There is a clear statement of overall objectives and in consultation with supervisor decides on tasks
and activities to be undertaken and required deadlines.
• Work follows well defined and detailed policies, technical or professional guidelines and accepted
practice to achieve specific outcomes. There is some discretion to vary or tailor these.
• Some judgement is required to resolve workplace issues with supervision provided for complex or
difficult issues.
10
• Works under limited direction and is guided by policies, accepted standards and
precedents/organisational practice.
• The work involves using discretion and initiative over a broad area of activity with autonomy and
accountability in interpreting policy and applying practices and procedures with some scope in
modifying practices and procedures where necessary.
• Expected results are less tightly defined and there is discretion about how they are best achieved.
• Work produced requires little or no revision before finalisation.
12
• Operates under general direction and is guided by legislation, policies, procedures and
precedents/organisational practice.
• Interpretation is required to establish the way in which procedures and policies should be applied
with the position operating with considerable independence.
14
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Work Classification Factor 4 - Guidance – (Work Value Descriptors below) Points
• Generally, work is within parameters provided by broad objectives and standards-
guideline/procedures, with substantial discretion on how objectives are achieved for specific areas
of responsibility.
• Operates under broad direction and influences the development of policy, procedures and
guidelines.
• The work requires a high level of independent control and is conducted based on broadly stated
objectives.
• There is a high level of autonomy with responsibility for setting priorities, developing work programs
and determining how work is done.
• Significant judgement is required to select a course of action to manage highly complex or sensitive
issues consistent with established legislation, principles and guidelines.
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Work Classification Factor 5 - Decision Making – (Work Value Descriptors below) Points
• Very few independent decisions are required, and they will relate to own work.
• Decisions are based on defined outcomes, priorities and performance standards and generally have
a minor impact on the work area.
• Actions of the position do not impact significantly and are short term.
2
• Some decisions that may require discretion and judgement.
• Decisions are of a procedural or administrative nature and have a low impact on the work area or
specific function.
• Actions of the position are limited to within the immediate work area and impact is short term.
4
• Administrative and operational decisions chosen from a range of established alternatives within
defined parameters and following established procedures and protocols.
• Decisions are likely to impact the work area or specific function. Information or incidental services
are provided which are of use to other decision makers.
• Actions of the position may impact operational efficiency or output, or service delivery for a work
area in the short term.
6
• Decisions are within defined parameters and related to an area of responsibility.
• Decisions are based on policy, procedures and working standards that provide only general
guidelines and impact on the work area or specific function.
• Information and advice are provided which may be taken into consideration by other decision
makers.
• Actions of the position impact operational efficiency or output, or service delivery for a work area
over the medium to short term.
8
• Decisions concern a variety of matters, affect own work area and may affect another work area.
• Decisions require evaluative judgement and may involve tailoring work methods, interpreting and
adapting existing procedures and practices to achieve results.
• Information and advice are provided, possibly suggesting a course of action, which is taken into
consideration by other decision makers.
• The position may have significant impact in regard to work area objectives and activities and may
impact on other work areas in the short to medium term.
10
• Decisions concern complex or escalated issues and have a medium to high impact on the work area;
however, the impact on employer operations is usually limited.
• Decisions are based on sound judgement, expertise and knowledge.
• Decisions are governed by the application of regulations or operating instructions and procedures.
• Information, advice and recommended actions are provided which has influence on the decision
maker.
• The actions of the position may have a significant impact with regard to objectives such as
operations, output, quality and service which extend beyond the immediate work area. The position
influences external relationships which are of importance to the work area and its reputation.
Actions may have medium to long term effects.
12
• Decisions concern a broad variety of matters with a significant impact on own work area and may
affect other parts of the organisation.
• Decisions are based on professional judgement, evaluating risk and in the context of a complex and
changing environment.
• Full analysis and recommendations are provided which usually influences the decision maker.
• The position is likely to have a high impact with regard to key objectives such as operations, output
or quality which are an important part of the activities of the employer. The position influences and
affects policy direction and/or implementation in a defined area of responsibility.
• Decisions influence external relationships which are important to reputation and may have a
medium to long term effect.
14
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Work Classification Factor 5 - Decision Making – (Work Value Descriptors below) Points
• Decisions will be of major significance and may include the framing and shaping of policies, the
setting of long term objectives or impact on the outcome of a program or major project.
• Options and choices are diverse and multiple, and the outcomes of decisions will often be unclear.
• Balanced decisions requiring use of professional judgement, evaluating ambiguous and incomplete
information, factoring risks and being sensitive to the context.
• Full information, analysis and authoritative recommendations are provided which is likely to be
accepted by the decision maker.
• Actions of the position may have significant impact on the day-to-day operations of the work area
and other parts of the organisation, and/or a direct and significant impact on the outcome of a
program or major project.
• Significant medium to long term affects in terms of key strategic targets and major performance
achievements with regard to a range of organisational objectives and results.
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Work Classification Factor 6 - Problem Solving – (Work Value Descriptors below) Points
• Work activities are well defined and follow set procedures.
• Problems that arise are highly similar and readily solved through direct application of procedures or
referred to other people.
• Work requires accurate adherence to established practices and procedures and there is typically little
or no requirement for individual initiative and judgement.
2
• Work activities are defined by set procedures.
• Problems are straightforward and solved by application of procedures or guidance or referred onto
other people for resolution.
• Judgements typically involve straightforward position related facts or situations.
4
• Work generally involves straightforward, well defined tasks.
• Problems are similar and are generally solved by reference to clear procedures and past experience,
or by referral to others.
• Some initiative is required in completing still largely procedural tasks, for example in responding to
varying circumstances.
• Identifying and making minor changes to standard procedures and methods may be necessary.
6
• Work activities are undertaken within a general framework of recognised procedures and guidelines.
• Problem solving may be undertaken with creativity applied to recognised procedures and guidelines.
• Information is applied selectively, and alternatives are not always self-evident.
• Analysis is typically required to make judgements involving facts or situations.
• Lateral thinking is required to generate viable options and the implementation of solutions.
8
• Work predominately involves a wider variety of still similar, well defined tasks which may require
researching and organising information and choosing from a limited range of solutions.
• Creativity and innovation are essential to the position and need to be regularly exercised within
general guidelines.
• Unfamiliar issues and situations require personal action for example, in developing new or improved
work methods or tackling situations in new ways.
10
• Work involves complex issues and the range of solutions is more varied.
• Problems arise relatively frequently and require detailed information gathering, analysis and
investigation.
• Different innovative techniques and methods are applied, or a range of imaginative
solutions/responses developed.
• Initiative and originality are required in developing and modifying existing approaches to tackle new
issues and situations.
12
• Work involves very complex or sensitive issues.
• Problems are often complicated and made up of several components which have to be analysed and
assessed and which may contain conflicting information.
• Problem solving requires establishing and testing options, making interpretations and judgements in
the selection and analysis of the relevant information.
• Creativity and originality (innovation) are required to develop approaches for applying new knowledge
or policy changes.
14
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Work Classification Factor 6 - Problem Solving – (Work Value Descriptors below) Points
• Work involves highly complex and sensitive issues.
• Problem solving usually involves analysing and discriminating amongst a broadly defined and
understood set of alternatives and/or the relating of precedent to new issues and risks that are usually
localised.
• Problem solving requires significant levels of judgement, assessment and interpretation and may
require an extensive understanding of the position and responsibilities and the context in which it
operates.
• The position must identify and lead innovative solutions and use professional judgement to evaluate
ambiguous or incomplete information.
• The position is also responsible for anticipating, identifying and assessing risks and, where a range of
options are available, considering the implications of each.
16
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Work Classification Factor 7 - Contacts and Relationships – (Work Value Descriptors below) Points
• Provide a basic customer service in relation to a specific area of work.
• Be responsive to requests and liaise with others on routine matters.
• Provide and receive routine information based on clearly defined practices and procedures.
2
• Liaise with stakeholders*/others in relation to a specific area of work, deliver an effective customer
service.
• Respond to routine enquiries or straightforward matters.
• Provide general information, advice and guidance based on established procedures.
4
• Liaise with stakeholders/others, deliver specific services and assist to resolve straightforward matters.
• Apply standard procedures to meet requirements and offer assistance to solve problems.
• Deliver an effective customer service and provide quality, accurate and consistent advice.
• Represent the work area at internal meetings.
6
• Communicate with and provide information and advice to a range of stakeholders/others.
• Liaise with stakeholders/others and assist to resolve moderately complex issues.
• Provide quality advice to stakeholders/others and deliver a responsive service within area of
expertise.
• Represent the work area at internal and external meetings and conferences.
8
• Communicate with and provide advice and recommendations to a wide variety of customers and
external stakeholders/others.
• Liaise with stakeholders/others on moderately complex to complex policy, project or operational
issues responding to stakeholders’/others needs and expectations.
• Interpret and explain policies and procedures providing advice and assistance.
• Represent the work area or organisation at meetings, conferences or seminars.
10
• Manage relationships with others to achieve work area goals.
• Liaise with a range of stakeholders/others in relation to difficult or sensitive issues.
• Consult and advise internal and external stakeholders/others, anticipate and respond to their needs
and expectations.
• Represent the organisation by promoting its interest at community level and with external
organisations and undertake a representation or presentation position on behalf of the immediate
work area.
12
• Develop and manage relationships with stakeholders/others, engaging and collaborating to achieve
outcomes and facilitate cooperation.
• Present the organisation’s position in the context of very complex or sensitive issues to key
stakeholders/others within and outside the organisation.
• Represent and explain the views of the organisation at meetings with external organisations and
other forums.
14
• Initiate, establish and maintain strong relationships with a broad range of stakeholders/others,
promoting organisational objectives and communicating the strategic vision.
• Present the organisation’s position in the context of highly complex or sensitive issues or contentious
information with a range of audiences.
• Provide a high level of responsiveness and resolve complex stakeholder issues.
• Represent the organisation at cross-organisation, inter-jurisdictional, international and other forums.
• Engage and manage stakeholders/others through change, resolving conflict and managing
sensitivities.
16
*Stakeholders may refer to parents, other staff (teachers, school officers, leaders), or members of the
community, as appropriate to the position.
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Work Classification Factor 8 - Negotiation and Cooperation (Work Value Descriptors
below)
Points
• There is no requirement to negotiate as the position largely relates to the exchange of information
on basic and well-established matters.
• Information is not contentious and therefore does not involve debate or require interpretation or
persuasion.
2
• There is no requirement to negotiate as the position is largely related to the exchange of information
on straightforward matters.
• Information is generally not contentious and therefore does not involve debate but may require an
element of interpretation or persuasion.
4
• Contact with stakeholders*/others is generally in terms of advice and support rather than simply
providing information.
• Issues are generally not contentious but require establishing how needs can be met.
• A level of tact, diplomacy or persuasion is necessary.
6
• Contact with stakeholders/others is in terms of comprehensive advice, support and resolution of
issues.
• A level of tact, discretion or persuasion is necessary.
8
• Some matters are likely to be contentious or complex issues that have scope for alternative
interpretation requiring tact, persuasion and sensitivity within the application of guidelines.
• May engage in some degree of negotiations under limited direction.
10
• Deals with complex and contentious matters requiring persuasion and sensitivity.
• Required to communicate and negotiate with stakeholders/others under limited direction, to
minimise oppositions and maximise acceptance and cooperation.
12
• Regularly deals with a range of complex and contentious matters.
• Requires a consistently high degree of persuasion and advocacy.
• On behalf of the organisation the position is required to achieve cooperation with
stakeholders/others or other interested groups.
• Negotiates and resolves tensions and difficulties.
14
• Negotiates highly complex issues or represents the organisation in the context of contentious and
high profile issues.
• Persuasion, negotiation and influencing required to develop positions and/or strategies and gain
cooperation on strategic issues.
• Represents and negotiates on behalf of the organisation to advance the organisation’s interests in
defined circumstances.
• Brokers agreements between conflicting agendas whilst maintaining key relationships.
• Negotiates and persuades in order to convince others to adopt policies or courses of action they
might not otherwise wish to take.
• Responsibility to act on behalf of and commit the organisation to a course of action.
16
*Stakeholders may refer to parents, other staff (teachers, school officers, leaders), or members of the
community as appropriate to the position.
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Work Classification Factor 9 - Management Responsibility / Resource Accountability
(Work Value Descriptors below)
Points
• No supervisory responsibility and is generally responsible for own work.
• Accountable for effective use of own resources.
2
• Little or no supervisory responsibility.
• May assist with work familiarisation, initial training and support to new or less experienced
colleagues.
• Prepares routine financial and resource information.
• Uses equipment with reference to established procedures and practices.
4
• Some limited supervisory responsibility or coordination of others’ work.
• Assists in the training of new or less experienced colleagues.
• Provides advice and guidance on procedural matters.
• Responsible for organising task allocation and checking quality of work.
• Some direct responsibility for resources. Provides a direct service in the administration of resources
which may include verifying and reconciling payments and invoices in accordance with established
guidelines and procedures
6
• Supervise employees in day-to-day work activities or coordinate a small team/group performing
straightforward work.
• Provides on-the-job training, develops staff and sets goals and priorities.
• Responsible for reviewing, checking or certifying the work of employees and monitoring work
practices.
• Provides feedback, support, advice and guidance to less experienced colleagues when required.
• Accountable for monitoring resources, compiling information and reporting for a specific
project/program.
• With reference to appropriate guidelines, procedures and precedents activities may include
preparing/assessing/awarding payments for administered programs or facilitating and ensuring
correct payments are made by customers.
8
• Supervise employees carrying out tasks in one identified area of work or for a specified project or
activity.
• Responsible for coordinating and facilitating team/group performance and for setting, monitoring
and achieving specific outcomes.
• Sets the direction of work priorities and practices, monitors workflow, and plays a position in
coaching, guiding and developing employees.
• Involves identifying training needs, monitoring and providing feedback on performance and
facilitating cooperation among team/group members.
• Responsible for assisting in the management of resources for a program or defined area of
responsibility.
• Although guidelines apply, some discretion and judgement is exercised. Resources may be drawn on
or managed by others.
10
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Work Classification Factor 9 - Management Responsibility / Resource Accountability
(Work Value Descriptors below)
Points
• Supervise a group performing related positions.
• Coordinate a team/group working on a specific project or supply professional/technical oversight for
specialist activities.
• Coordinate and facilitate team/group performance against specific objectives/outcomes.
• Responsible for implementing work plans, setting tasks and priorities and managing workflow.
• Reviews performance and provides performance assessment, feedback and development and assists
in guiding, coaching, mentoring and developing employees.
• Involves encouraging and gaining cooperation among team/group members.
• Accountable for managing resources within a defined area of responsibility. The position is
responsible for implementing and monitoring resource controls and managing reporting and analysis
activities.
12
• Manage a team/group carrying out diverse tasks in the same general type of work or a larger
team/group where skills are similar, and tasks are related.
• Responsible for building capability in a team/group environment through coaching others, providing
performance feedback and encouraging career development.
• Develops and implements work plans, sets work area priorities and evaluates activities and working
methods.
• Involves the motivation of team/group members, building cooperation and improving team/group
performance.
• Accountable for managing a resource base and use of defined resources for a single area or a discrete
project.
• Required to plan and manage allocated resources, develop appropriate controls, monitor
achievement against plans and adjust plans to meet changing demands.
14
• Management of a group(s) of employees carrying out work across a range of different functions
• Responsible for providing direction to staff and developing staff capabilities to ensure optimum group
performance and productivity.
• Involves the overall responsibility for the organisation, allocation and re-allocation, as appropriate, of
areas of work and the evaluation of activities and working methods.
• Required to bring a broader perspective to the group, encouraging the group to focus on different
(innovative) ways of meeting business objectives, building cooperation, promoting unity and a
common direction.
• Accountable for managing a significant resource base and the deployment of resources within a
business area or major project. The allocated resources cover a range of functions/activities with a
high degree of discretion on how these are managed.
• Responsible for negotiating and allocating resources between competing priorities, forecasting
resource requirements, creating plans, establishing appropriate progress reviews and performance
measures.
16
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Attachment 2 – Evaluation Record
EVALUATION RECORD
Position details
Position title: Evaluation date:
Work area: Evaluated by:
Position status – new or existing: Date of position creation:
Has the position been evaluated previously, if so when and by whom:
Primary purpose/main objectives of the position:
List the sources of information and evidence that has been used to inform this evaluation:
Evaluation factors
A range of work value descriptors are provided in relation to each of the nine evaluation factors.
Read all descriptors to identify the most appropriate, noting that a position must meet the full intent
of the description for that description to be selected. Refer to clauses S9.5.8 to S9.5.16 of Schedule 9
of EB10 for more information.
Document the rationale for the selection of each factor description (citing role specific responsibilities)
together with the corresponding score.
Factor Score Rationale/Evidence
Knowledge
Application
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Factor Score Rationale/Evidence
Accountability
Scope and
Complexity
Guidance
Decision-
making
Problem
Solving
Contacts and
Relationships
Negotiation
and
Cooperation
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Factor Score Rationale/Evidence
Management
Responsibility
/ Resource
Accountability
Combine the scores assigned to the individual evaluation factors.
Total score:
Classification level:
The total score correlates with an approved classification level as set out in the below table. Identify
the range in which the total score falls, to identify the corresponding classification level. This
indicates the preliminary assessment of the role.
Score Classification Level
18 – 27 Level 1
28 – 45 Level 2
46 – 63 Level 3
64 – 81 Level 4
82 – 99 Level 5
100 – 117 Level 6
118 – 135 Level 7
Borderline role: Yes No Evaluation revisited Yes No
Assessed classification level:
Attach supporting information used as evidence to inform the role evaluation (e.g. position
description).
Approved classification level:
Signed:
Approving Position title:
Date:
□ □ □ □
□
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Attachment 3 – Evaluation Process Flowchart
EVALUATION PROCESS FLOWCHART
Step 1
Develop/review the position descriptio n.
Step 2
Analyse the position description against the nine
classification factors.
Step 3
Identify the appropriate work value descriptor
for each classification factor (note the score in
the evaluation record).
Step 4
Total the values selected for each classification
factor (note the total in the evaluation record),
Step 5
Determine the classification level of the position
description based on the total from Step 4, (Go
to Step SA if the total is on the borderline)."
Step 6
CyLlic.ol 1c vit:w u f lht: 1,JU::.iliv11 .h::::.ui5.Jliu11
.. Step SA
Positions with borderline scores should
be re-evaluated and/ o r redesigned.
►
Step 1 Develop/review the position description. Step 2 Analyse the position description against the nine classification factors. Step 3 Identify the appropriate work value descriptor for each classification factor (note the score in the evaluation record). Step 4 Total the values selected for each classification factor (note the total in the evaluation record). Step 5 Determine the classification level of the position Step 5A description based on the total from Step 4. (Go Positions with borderline scores should to Step 5A if the total is on the borderline)." be re-evaluated and/or redesigned. Step 6 Cyclical review of the position description
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SCHEDULE 10 COUNSELLORS (WITHOUT TEACHER QUALIFICATIONS) – CHARACTERISTICS – QUALIFICATIONS – DUTIES AND SKILLS
Level 6 Level 7
Competency of employee
Competency at this level involves self-directed development and application of
professional knowledge with substantial depth in some areas.
A broad range of professional skills are applied to roles and functions in both varied
and highly specific contexts.
A proportion of competencies involve complex, specialised or professional functions.
Competencies are used independently and are substantially non-routine with
initiative being exercised in the application of professional practices.
Significant discretion and judgement are required in planning, design, professional,
technical or supervisory functions related to services, operations or processes for self
and/or others.
Works under broad guidance.
Supervision of employees’ work
Work is usually measured in terms of the achievement of stated objectives to agreed
standards.
May be less direct than at lower levels and usually be related to task methodology
and work practices.
May involve a level of autonomy in accordance with a broad plan or budget strategy.
Supervision of others
Responsibility for the supervision and monitoring of the work of others and of
workflow in the area of responsibility may be involved.
Leadership and development of teams and responsibility for outcomes may be
required.
Competency of employee
Competency at this level involves the use of initiative in self-directed development
and application of expert knowledge with extensive recognised expertise in some
areas.
A breadth and depth of professional skills are applied to roles and functions in both
varied and highly specific contexts.
A high proportion of competencies involve significant scope and/or complex,
specialized or professional functions.
Duties of an innovative and/or critical nature are undertaken without professional
direction and initiative is exercised in the application of professional practices.
Significant discretion and independent judgement are required within constraints set
by management.
Supervision of employees’ work
Work is usually performed under general guidance with limited or no professional
supervision.
The general quality of work is monitored by school management and is subject to
stated objectives and professional standards.
Supervision of others
Responsibility for the setting and achieving of objectives by a work section and its
staff may be involved.
Responsibility for assessment, training and development and performance
counselling of staff may be required.
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Characteristics (additional to above and specific to school counsellors (without teacher qualification)):
Level 6 Level 7
Competency of employee
The solution of problems may require the exercise of professional judgement through
the selection and application of professional procedures, methods and standards,
however guidance from senior staff is readily available.
Employees at this level may operate individually or as a member of a project team
within a work group.
Professional judgement may be exercised within prescribed areas, however the
provision of results are subject to verification and validation.
Supervision of employees’ work
Work is initially performed under close supervision by a more experienced
professional, however, this supervision is expected to reduce as experience increases.
Guidance is always close at hand.
Supervision of others
Generally no supervisory responsibilities, although more experienced employees may
assist new employees by providing guidance and advice.
Competency of employee
Apply detailed knowledge of standard professional tasks required, with scope existing
for exercising initiative in the application of established professional work practices
and procedures.
Employees are expected to exercise initiative in the application of professional
practices either as a member (in some situations as leader) or a specialist
professional in multi-disciplinary teams or independently and may deputise for the
professional head of a small work unit.
Supervision of employees’ work
Work is usually performed under general guidance with the general quality of output
monitored by superiors. However, the technical content of the work is not normally
subject to direct supervision.
Guidance may be given in reviewing work programs or on unusual features of an
assignment.
Supervision of others
Some supervisory responsibility of subordinate staff may be required. The degree of
supervision is variable depending on the assignment or project.
Employees at this level may have supervisory responsibilities for technical staff, if
required, together with responsibilities for training and development of subordinate
professional staff within their discipline.
Supervisory responsibilities include on-the-job training, staff assessment and
performance counselling in relation to subordinates with the discipline or para
professionals, as well as authority for the verification and validation of work results of
supervised staff.
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Qualifications: School Counsellors (Without Teacher Qualification)
Possession of an appropriate degree with major studies in psychology from a recognised tertiary institution and completion of an approved post graduate counsellor training
program of at least one year's duration comprising academic course work, supervised practicum and a professional practices component with appropriate experience and
demonstrated competency or other relevant qualifications which are acceptable to the employer.
Typical Skills and Duties: School Counsellors (Without Teacher Qualification)
Level 6 Level 7
Apply a range of professional knowledge gained through successful completion of an
appropriate undergraduate degree. This may include: the gathering, analysis and
interpretation of data or preparation of reports and the consequent giving of advice to
other professional staff to assist student learning; or providing pastoral ministry; or
providing counselling and/or guidance support for students. (6.1.1)
Provide professional advice to staff and students in the officer’s area of expertise or
qualification. (6.1.2)
Formulate procedural policy and guidelines in the employee’s area of responsibility;
submit recommendations for decision and prepare supporting statements as
necessary. (6.2.6)
Apply a range of professional knowledge gained through successful completion of an
appropriate undergraduate degree. (6.2.1)
Address the relevant educational, personal, vocational and social needs of students
within the school setting.
Consult with other specialist and personnel and various agencies to achieve service
delivery as required.
Apply knowledge of basic professional practices and procedures relevant to the
discipline.
Analyse and interpret findings relating to elements of specialist guidance and
counselling work.
Perform non-routine professional tasks, governed by established procedures, specific
guidelines and standardised instructions.
Apply theoretical knowledge of the relevant discipline of formal study to basic
problems or minor phases of broader assignments.
Undertake more complex professional activities involving the selection and application,
based on professional judgement, of new and existing techniques and methodologies
requiring the exercise of professional independence combined with competence derived
from extensive experience and/or additional study. (7.1.1)
Undertake supervisory responsibilities which may include on the job training, staff
assessment and performance counselling in relation to staff in lower level positions.
(7.1.2)
Operate and be accountable for the quality of output of a section or function within the
school. (7.1.3)
Responsibility for direction and support of employees reporting to the position in
policies to be followed, methods to be used and standards to be observed. (7.4.4)
Provide subject matter expertise and/or policy advice across a range of programs or
activities undertaken by the organisational area. Formulate policies and provide
specialist advice on policy development to senior management. (7.2.5)
Identify policies and procedures requiring review or re-development, and define
relevant issues. (7.3.3)
Provide written reports to the school executive on complex matters, suggesting
alternative courses of action and analysing the implications of each alternative. (7.3.4)
Undertake high level research, review or investigations including the preparation of
reports and associated papers to provide advice to the school on the operational
and/or future directions of the employee’s section and to contribute to the
development of that section in the educational context of the school. (7.3.9)
Address the relevant educational, personal, vocational and social needs of students
within the school setting.
Consult with other specialist and personnel and various agencies to achieve service
delivery as required.
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Level 6 Level 7
Carry out research under professional supervision and may be expected to contribute
to the advances of the techniques used.
Responsible for various professional assignments.
Requires knowledge of either a broad or specialised field.
Use combinations of standard procedures and/or modifications of standard
procedures to resolve non-routine problems.
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SCHEDULE 11 TERM-TIME EMPLOYEES OTHER THAN TEACHERS
Where there is inconsistency between the provisions of this Schedule and those contained in this Agreement,
the conditions of the Agreement will prevail to the extent of the inconsistency (See clause 5.1 of this
Agreement).
S11.1 Term-Time Definition
S11.1.1 Term-time employee is an employee who may be employed on a continuing basis or on a
fixed-term basis (as defined below) and is engaged to work:-
(a) thirty-eight (38) ordinary hours per week but less than fifty-two (52) weeks per annum;
or
(b) less than thirty-eight (38) ordinary hours per week and less than fifty-two (52) weeks per
annum,
S11.2 Contract of Employment
S11.2.1 Employees offered term-time employment, as described in this Agreement, will be advised in
writing, at the point of engagement and at other times when varied in accordance with this
Agreement, the following:-
(a) the nature of engagement as a term-time employee
(b) the weeks the term-time employee is to be employed.
(c) the days of the week the term-time employee is to be employed.
(d) the normal starting and finishing time for each day's employment.
(e) the duration of the engagement in respect of employment for a fixed-term.
S11.3 Employment Conditions for Term-Time Employees
S11.3.1 Where an employee is employed on a term-time basis, the employee will be entitled to be
paid an hourly rate for ordinary hours worked equal to the appropriate weekly full-time rate
divided by thirty-eight (38).
S11.3.2 Employees under this subclause will be entitled to receive pro rata entitlements to annual
leave and personal/carer’s leave in accordance with clauses S11.6 and S11.7 within this
Schedule.
S11.3.3 Where a public holiday falls on a day upon which an employee is normally employed, that
employee will be paid the appropriate rate for the number of hours normally worked on that
day.
S11.4 Term Time Employees - Additional Hours
S11.4.1 Where an employer identifies either additional hours to be worked, or additional work to be
performed, (either short or long term) the employer must (in the first instance) thoroughly
investigate and consider whether such additional hours or work can be performed by an
existing term time employee.
S11.4.2 So as to avoid doubt the expressions “additional hours” and “additional work” include both
work during periods when students are in attendance and periods of vacation.
S11.4.3 The employer will, subject to subclause 4, offer such additional hours or work to an existing
term time employee (or employees).
S11.4.4 Nothing in this clause will require an employer to offer additional hours or work to an
employee where:
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(a) The additional hours or work would result in the employee working more than the
maximum number of ordinary hours permitted by this Agreement; or
(b) It is impracticable, having regard to both the needs of the school and the nature of the
work, to offer such additional hours or work to a particular employee (or employees).
S11.4.5 An employee who is offered additional hours or additional work may, at their discretion,
accept or decline the offer.
S11.5 Accrued Hours
S11.5.1 Where an employer authorises additional hours to be worked by an employee beyond the
normal hours worked, these hours may be accrued on an agreed basis between the employer
and the employee. These accrued hours must be availed of during school vacation periods
except where the employer, at the request of the employee, approves that accrued hours be
taken at alternative times. The hours accrued will be paid at the ordinary time rate.
S11.5.2 All employees will have a zero balance of accrued hours at the beginning of each twelve (12)
month cycle. A twelve (12) month cycle is taken to begin on the first day following the school
vacation period in January and extending through to the last day of the school vacation period
in the next year. Any accrued hours not taken prior to the completion of each twelve (12)
month cycle will be paid to the employee.
S11.5.3 Notwithstanding the above, the annual leave loading will be paid on no more than four (4)
weeks.
S11.5.4 On resignation, employees must avail themselves of any accrued hours prior to the resignation
taking effect. In special or extenuating circumstances, if the employee is unable to avail
themselves of accrued hours, these accrued hours will be paid to the employee upon
resignation.
S11.6 Personal/carer’s leave for Term-Time Employees
S11.6.1 Term-time employees will be entitled to pro rata personal/carer’s leave calculated on the
following basis:-
(a) for each completed year of service – seventy-six (76) hours x ordinary hours worked per
week ÷ thirty-eight (38);
(b) for each completed period of 5.2 weeks in respect of an incomplete year of service - 7.6
hours x ordinary hours worked per week ÷ thirty-eight (38)
S11.7 Annual Leave for Term-Time Employees
S11.7.1 Entitlements –
(a) The accrual rate of annual leave for full-time employees will be one hundred and fifty-two
(152) hours per annum (i.e. four (4) weeks annual leave per annum on a thirty-eight (38)
hour week basis).
(b) An employee’s entitlement to paid annual leave accrues progressively during a year of
service according to the employee’s ordinary hours of work, and accumulates from year
to year. Service includes a period when annual leave is taken by the employee. The
calculation of the entitlement to such leave is set out in paragraphs (d) and (e).
(c) Term-time employees will at the end of the initial school year in which they are employed
be entitled to annual leave calculated as follows:
(i) annual leave due to the employee will be determined using the following
formula:
A x Four (4) weeks = weeks of annual leave
Fifty-two (52)
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Where: A = number of weeks worked during that year
(ii) the number of weeks of annual leave determined using the formula in paragraph
(c)(i) will be paid for as follows:
weeks of annual leave x B x the hourly rate applicable at the time
Where B = average hours worked per week during that year
(d) Term-time employees will at the end of each subsequent school year in which they are
employed be entitled to annual leave calculated as follows:
(i) annual leave due to the employee will be determined using the following
formula:
C
x Four (4) weeks = weeks of annual leave
Fifty-two (52)
Where: C = number of weeks worked during that year plus the number of weeks
of annual leave determined using the formula in paragraph (c)(i).
(ii) The number of weeks of annual leave determined using the formula in
paragraph (d)(i) will be paid for as follows:
weeks of annual leave x B x the hourly rate applicable at the time
Where B = average hours worked per week during that year
(e) Subject to paragraph (a), annual leave will be taken by term-time employees during school
vacation periods unless otherwise agreed between the employer and employee.
(f) If an employee and employer so agree, annual leave may be taken wholly or partly in
advance before the employee has become entitled to annual leave subject to the
following:
(i) An employee who has taken in advance the whole of the annual leave that
would be due at the end of a school year, is not entitled to any further annual
leave at the end of that school year.
(ii) An employee who has taken in advance part of the annual leave that would be
due at the end of a school year, becomes entitled at the end of that school year
to the part of the annual leave not already taken.
(g) Annual leave will be exclusive of any public holiday which may occur during the period of
that leave and will be paid for by the employer in accordance with current provisions.
S11.7.2 Calculation of Annual Leave Pay
In respect to annual leave entitlements to which this clause applies, annual leave pay (including
any proportionate payments) will comprise:
(a) The employee's ordinary wage rate as prescribed by this Agreement for the period of the
annual leave; and
(b) A further amount calculated at the rate of seventeen and one-half percent (17 ½%) of the
amounts referred to in provision (a) of this subclause.
S11.7.3 Payment of Annual Leave Accrual on Termination of Employment
(a) If a term-time employee is dismissed by the employer or voluntarily leaves employment
after any leave has become due, and without such leave having been taken, such
employee will be entitled in lieu thereof to a sum equal to salary computed at the rate of
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wages which the employee was earning at the date of such dismissal or leaving calculated
in accordance with subclause 2.
(b) If the employment of any employee is terminated before the expiration of a full school
year, such employee will be paid, in addition to all other amounts due to the employee,
an amount equal to one-twelfth of ordinary pay for the period of employment calculated
in accordance with subclause 2.
(c) If any such leave will not have been taken as it falls due from time to time, such leave will
be cumulative from year to year for a period not exceeding two (2) years.
(d) Such annual holiday will be exclusive of any statutory holiday which may occur during the
period of that annual holiday and will be paid for by the employer in accordance with
current provisions.
S11.8 Payment of Public Holidays – Term-Time Employees
The following provisions will apply to an employee who is employed on either a continuing
term-time basis or on successive fixed-term term-time contracts.
S11.8.1 Where a public holiday falls on a day where a term-time employee normally would be
expected to work, then that employee will be paid for the hours normally rostered to work for
that day.
S11.8.2 Employees, other than new employees, will be paid for their normal rostered hours for any
public holiday that occurs on the day before the employee’s first day of work for that term and
for any public holiday that occurs on the day after the employee’s last day of work for that
term if they are normally rostered to work on that day.
S11.8.3 Term-time employees commencing employment with a new employer will be paid from their
first day of work. If the preceding day is a public holiday they will not be paid for the public
holiday. Such an employee will be paid for their normal rostered hours for any public holiday
that occurs on the day after the employee’s last day of work for that term if they are normally
rostered to work on that day.
S11.8.4 The public holiday(s) paid in accordance with these provisions will be included in the
calculation of the employee’s length of service for all purposes.
S11.8.5 For the purposes of this clause, a successive fixed-term term-time employee is one who is as
defined in clauses 1.3 of this Agreement and who is employed on two or more successive
contracts with the one employer and has not more than three months break between such
contracts.
S11.8.6 Payment of Good Friday for Fixed-term Employees
(a) An employee who is employed on a fixed-term contract of at least six (6) weeks during
Term one and whose contract ceases on the day before Good Friday and who is then re-
employed for a contract commencing in the first week of Term two, will be paid for Good
Friday if they normally are rostered to work on a Friday. Such payment would be for their
normal rostered hours.
(b) This provision will not apply to those employed on casual rates or those employed under
clause 5.5 (Part-time Employees) of this Agreement
S11.9 Fixed-term Term-Time Definition
S11.9.1 A fixed-term term-time employee is one engaged to work thirty-eight (38) ordinary hours or
less per week with a specified commencement and cessation date and for a period of less than
fifty-two (52) weeks in respect of any one engagement.
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S11.9.2 A fixed-term term-time employee will be appointed only to accommodate an identifiable short
term need. Without limiting the application of the foregoing, an identifiable short term need
could include:
(a) special projects
(b) proposed closure of a school
(c) special government grants
(d) filling the position of a specified employee who is on nominated leave from the school
(e) filling the position of an employee arising from a resignation, where such position is
declared vacant and no suitable permanent employee is available.
S11.9.3 Provided a fixed-term employee will be employed for a period no greater than twelve (12)
months; provided further that if the identifiable short-term need exists after the twelve (12)
month period, the fixed-term appointment may be re-negotiated.
S11.9.4 Any agreement reached between an employer and an employee as prescribed by this clause
will be in writing, signed by both the employee and the employer, and will clearly identify the
terms, conditions and specific duration (commencement and cessation dates) of the
appointment.
S11.10 Other Conditions for Term-Time Employees
All other terms and conditions of employment will be in accordance with those contained in
the relevant Schedule to this Agreement.
S11.11 Annualisation of Salary
S11.11.1 Annualisation of Salary – Term-Time School Officers and Services Staff Employees (except
Toowoomba, Cairns and Brisbane Dioceses)
(a) Where a school officer or services staff employee is employed on a term-time basis, the
employee may elect to have his/her salary annualised. School officers or services staff
employees engaged for a fixed-term of less than one (1) school year will not be eligible to
elect to annualise their salary.
Where a school officer or services staff employee elects to have his/her salary annualised,
the employee must make application to do.
(b) Where a school officer or services staff employee elects to have his/her salary annualised,
such arrangement will operate for a period of one year or the remainder of the year as
the case may be and the employee will be paid annualised fortnightly payments for one
calendar year. A school officer or services staff employee will elect whether or not he/she
will continue the arrangement on an annual basis. Having made the election to have
his/her salary annualised, such arrangements cannot be altered during the calendar year
in which they are in operation.
(c) Upon receipt of a school officer’s or services staff employee’s application to have his/her
salary annualised, the employer will provide to the employee confirmation in writing of
the net annualised fortnightly salary which will be paid to the employee for the period of
the arrangement.
(d) A school officer’s or services staff employee’s net annualised fortnightly salary will be
calculated as follows:
(i) a school officer’s or services staff employee’s normal net fortnightly salary (A) will
be identified by multiplying the ordinary hourly rate of pay as prescribed by this
Agreement (B) by the number of hours the employee will normally be engaged to
work per fortnight (C) and subtracting the appropriate amount of tax. (NB: A
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change in an employee’s taxation circumstances, leading to an increase in tax,
during the period of the arrangement will impact on the normal net fortnightly
salary).
(B x C) less tax = A
(ii) A school officer’s or services staff employee’s normal net annual salary (D) will be
identified by multiplying the school officer’s normal net fortnightly salary (A) by
the total of the number of fortnights the employee will be engaged to work for
the year in which the arrangement will operate (E) and the school officer’s or
services staff employee’s pro-rata entitlement to annual leave (F) (calculated on
a fortnightly basis and in accordance with clause 8.3.2 of this Agreement).
A x (E + F) = D
(iii) A school officer’s or services staff employee’s annualised net fortnightly salary (G)
will be identified by dividing the normal net annual salary (D) by the number of
fortnights in the particular year in which the arrangement will operate (twenty-
six (26) or twenty-six and a half (26.5)).
D/26 = G or D/26.5 = G
(iv) The difference between the normal net fortnightly salary (A) and the annualised
net fortnightly salary (G) will be banked by the employer each fortnight (H).
A – G = H (banked each fortnight)
(v) The school officer or services staff employee will be paid their annualised net
fortnightly salary for each fortnight (26 or 26.5 fortnights) of the year (52 or 53
weeks).
(vi) In addition, a school officer or services staff employee will be paid out at the end
of each school year his/her pro-rata entitlement to annual leave loading
calculated in accordance with clause 8.3.2(a)(ii) of this Agreement plus any
additional annual leave accrued during the period of the arrangement due to
additional hours being worked.
(e) Where the number of hours a school officer or services staff employee is normally
engaged to work per fortnight increases during the period of the arrangement from that
identified in paragraph (b) above, through the submitting of an altered contract of
employment, the original arrangement entered into in accordance with paragraph (a)
above, will not be re-negotiated. In this situation, the net fortnightly salary paid to the
employee during term time will be increased to reflect the changed circumstances. The
amount that is banked in accordance with the arrangement each fortnight (H) will
however not be altered. The salary paid to the employee, during school vacation periods
that fall within the period of the arrangement following the increase in hours, will be
consistent with the annualised net fortnightly salary as calculated in paragraph (d) (iii),
above, at the time the arrangement was originally entered into.
(f) Where the number of hours a school officer or services staff employee is normally
engaged to work per fortnight decreases during the period of the arrangement from that
identified in paragraph (b) above, through the submitting of an altered contract of
employment, the original arrangement entered into in accordance with paragraph (a)
above, will become void. In this situation the employee will be paid out the balance of
what has been banked in accordance with the arrangement so far. The employee will
subsequently be paid the normal net fortnightly salary that is consistent with the number
of hours for which it has been confirmed the employee will be engaged to work per
fortnight through the altered contract of employment.
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(g) Any additional hours that a school officer or services staff employee may be intermittently
required to work in addition to the total hours identified in paragraph (b) above, will be
paid at the casual hourly rate of pay as prescribed by this Agreement. The employee will
be paid these hours in addition to the annualised net fortnightly salary.
(h) Any overtime hours which the employee is required to work will be paid at the
appropriate overtime rate, calculated using the ordinary hourly rate of pay as prescribed
by this Agreement. The employee will be paid these hours in addition to the annualised
net fortnightly salary.
(i) Any pro-rata annual leave loading to which the school officer or services staff employee
is entitled will be paid at the ordinary hourly rate of pay as prescribed by this Agreement.
(j) Where a school officer or services staff employee ceases the arrangement during the
course of the calendar year, the employee will be paid out the balance of what has been
banked in accordance with the arrangement so far.
(k) Where a school officer or services staff employee elects to have his/her salary annualised,
such an arrangement will be notated and retained within the time and wages record kept
by the employer for the employee.
(l) So as to avoid doubt, where a school officer or services staff employee is entitled to pro-
rata annual leave, that employee will receive payment for any public holiday which falls
within the period of pro-rata leave (calculated in accordance with the employee’s days of
employment immediately before the period of leave).
(m) School officers or services staff employees who elect to annualise their salary in
accordance with this clause are still eligible to access overtime and TOIL provisions as
contained in clauses 5.24 and 5.25 of this Agreement.
S11.11.2 Annualisation of Salary – Term-Time School Officers and Services Staff Employees (Archdiocese
of Brisbane and Cairns Diocese)
(a) This subclause will only apply to employees who are employed as school officers or
services staff employees and who are employed by either the Archdiocese of Brisbane or
the Cairns Diocese.
(b) Where a school officer or services staff employee is employed on a term-time basis, that
employee may elect to have his/her salary annualised.
(c) A term-time school officer or services staff employee will receive a contract of
employment which identifies the term time weeks and which specifies the contracted
hours that the school officer is required to work during term time.
(d) Where a school officer or services staff employee elects to have his/her salary annualised,
that employee will receive the annualised rate of pay, specified in Schedule 1 – S1.6 of
this Agreement, paid fortnightly and based on the term-time contracted hours for the
calendar year.
(e) For the purposes of this clause the commencement of the calendar year (of 52 weeks) will
coincide with the commencement of the school year.
(f) After a school officer or services staff employee elects to have his/her salary annualised,
such arrangement will operate until the school officer or services staff employee elects
not to annualise their salary.
(g) Any hours worked in addition to those provided for in the term-time contract of
employment (e.g. extra hours during term or additional weeks to term-time) will be paid
for such hours at the casual rate specified in Schedule 1– S1.5 or Schedule – S1.7).
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(h) Any overtime hours which the employee is required to work will be paid or accessed in
accordance with clauses 5.24 and 5.25 of this Agreement. Overtime will be paid at the
appropriate overtime rate, calculated using the ordinary hourly rate of pay as prescribed
by Schedule 1– S1.5 or Schedule 1 – S1.7of this Agreement.
(i) A school officer or services staff employee subject to this clause will be paid their
annualised rate for the calendar year.
(j) Notwithstanding paragraph (i) above, a school officer or services staff employee subject
to this clause will be paid annual leave loading (the quantum of such loading will be equal
to the loading received by an employee whose salary is not annualised) in the two pay
cycles immediately following the end of Term 4.
(k) Where the employment of a school officer or services staff employee terminates prior to
the end of the year that school officer will be paid the proportion of their annual salary
(as prescribed by Schedule 1– S1.5 or Schedule 1 – S1.7 for that year that the employee’s
service, excluding school vacations, bears to the full number of term time weeks.
The following example is provided to assist in the interpretation of paragraph (k)
above. Where the employment of an employee terminates after 20 weeks, and there
are 39 term time weeks in the year, that employee will receive a total payment for
that year equal to 20/39 of the appropriate annual salary prescribed by Schedule 1 –
S1.5 or Schedule 1 – S1.7. Hence the calculation of any amount due on termination
will be: 20/39 of the appropriate annual salary prescribed by Schedule 1 - S1.5 or
Schedule 1 – S1.6 less any payments already made in that year.
(l) Where a school officer or services staff employee has elected to annualise their salary,
their long service leave balance will be converted to an annualised balance. If an employee
subsequently decides to cease annualisation their long service leave balance will be
adjusted to recognise the changed method of payment.
(m) Long service leave is exclusive of school vacation periods for school officers or services
staff employees who have annualised their salary in accordance with this clause.
S11.11.3 Annualisation of Salary – Term-Time School Officers and Services Staff Employees
(Toowoomba Diocese)
(a) Full-time and part-time employees who are not required to work forty-eight (48) weeks a
year may elect to have their salary annualised.
(b) Employees who choose to have their salary annualised must notify the employer in
writing.
(c) Where a school officer or services staff employee elects to have his/her salary annualised,
such arrangement will operate for a period of one year or the remainder of the year as
the case may be and the employee will be paid annualised fortnightly payments for one
calendar year. A school officer or services staff employee will elect whether or not he/she
will continue the arrangement on an annual basis. Having made the election to have
his/her salary annualised, the election cannot be altered during the calendar year in which
they are in operation.
(d) Where a school officer or services staff employee elects to have his/her salary annualised,
such an arrangement will be notated and retained within the time and wages record kept
by the employer for the employee.
(e) The employer will provide to the employee the comparative annualised and standard
hourly salary rates prior to the school officer being required to make an election.
(f) Any employee electing to have their salary annualised under this clause will have their
weekly payment calculated by the following formula:
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(i) 0.8333 × W (where term weeks equal forty (40)); or
(ii) 0.8500 × W (where term weeks equal forty-one (41))
(g) The school officer or services staff employee will be paid their annualised net fortnightly
salary for each fortnight (twenty-six (26) or twenty-six-and-a-half (26.5) fortnights) of the
year (fifty-two (52) or fifty-three (53) weeks).
(h) In addition, a school officer or services staff employee will be paid out at the end of each
school year his/her pro-rata entitlement to annual leave loading calculated in accordance
with clause 8.3.2(a)(ii) of this Agreement.
(i) Any additional hours that a school officer or services staff employee may be intermittently
required to work in addition to the total hours identified in paragraph (c) above, will be
paid at the casual hourly rate of pay as prescribed by this Agreement. The employee will
be paid these hours in addition to the annualised net fortnightly salary.
(j) Any overtime hours which the employee is required to work will be paid at the
appropriate overtime rate, calculated using the ordinary hourly rate of pay as prescribed
by this Agreement. The employee will be paid these hours in addition to the annualised
net fortnightly salary.
(k) School officers or services staff employees who elect to annualise their salary in
accordance with this clause are still eligible to access the banking of overtime provisions
as contained in clauses 5.24 and 5.25 of this Agreement.
(l) Any pro-rata annual leave loading to which the school officer or services staff employee
is entitled will be paid at the ordinary hourly rate of pay as prescribed by this Agreement.
(m) Where a school officer is entitled to pro-rata annual leave, that employee will receive
payment for any public holiday which falls within the period of pro-rata leave (calculated
in accordance with the employee’s days of employment immediately before the period of
leave).
(n) Annual Leave and Payment on Termination
The provisions of this clause will apply where:
(i) An employee ceases employment;
(ii) An employee commences employment after the school service date;
(iii) An employee accesses approved leave without pay or parental leave for a period
which (in total) exceeds twenty (20) pupil days in any year;
(iv) The working hours of an employee are varied since the school service date.
(o) Calculation of payments
A payment pursuant to paragraph (n) (i), (ii) and (iii) will be calculated in accordance with
the following formula:
Step 1 A × B = D
C
Step 2 D – E = F
Step 3 F × G = H
2
Where:
A = The number of term weeks worked by the employee since the school service date.
B = The number of non-term weeks in the school year.
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C = The number of term weeks in the school year.
D = Result in weeks.
E = The number of non-term weeks already paid to the employee since the school
service date.
F = Result in weeks.
G = The employee’s current fortnightly salary.
H = Amount due.
(p) A payment made pursuant to paragraph (n) (iv) will be calculated in accordance with the
following formula:
Step 1 A – B = C
Step 2 C × D = F
E
Step 3 F – B = G
Where:
A = Total salary paid to the employee since the school service date.
B = Salary paid to the employee in respect of non-term weeks since the school service
date.
C = Salary paid to the employee in respect of term weeks since the school service
date.
D = The number of non-term weeks in the school year.
E = The number of term weeks in the school year.
F = Result in dollars.
G = Amount due.
For the purpose of this clause: “School service date” means the usual date the employee
commences duties at the school in any year.
---
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SCHEDULE 12 NURSES
Where there is inconsistency between the provisions of this Schedule and those contained in this Agreement,
the conditions of the Agreement will prevail to the extent of the inconsistency (See clause 5.1 of this
Agreement).
S12.1 APPLICATION AND OPERATION
S12.1.1 Coverage
(a) This Schedule applies to all nursing staff employed as such working in a school.
(b) This Schedule does not apply to any person who is a member of a Religious Order.
S12.1.2 Definitions
(a) "AHPRA" is the Australian Health Practitioner Regulation Agency.
(b) "Boarding School" is a school providing primary level, secondary level or vocational
education that makes provision, as part of the provision of education or as an adjunct to
the provision of education, for students to be accommodated.
(c) "Enrolled Nurse" means an employee who:
(i) appears on the Register of Practitioners of the AHPRA as an Enrolled Nurse
(Division 2)
(ii) is subject to the registration standards, codes and guidelines of the NMBA; and
(iii) provides nursing care only under the direction and supervision of the Registered
Nurse
(d) "NMBA" is the Nursing and Midwifery Board of Australia.
(e) "Registered Nurse" means an employee who:
(i) appears on the Register of Practitioners of the AHPRA as a Registered Nurse
(Division 1); and
(ii) is subject to the registration standards, codes and guidelines of the NMBA.
(f) “Term-time” has the same meaning as outlined in clause S11.1.1 (Term- time Definition)
of Schedule 11 of this Agreement.
S12.2 EMPLOYER AND EMPLOYEES' DUTIES, EMPLOYMENT RELATIONSHIP AND RELATED
ARRANGEMENTS
S12.2.1 Contract of Employment
(a) Type of Engagement
An employee may be engaged as a full-time, part-time, term-time or casual employee in
accordance with clause 3.1 of the Agreement.
S12.3 WAGES AND WAGE RELATED MATTERS
S12.3.1 Wages
(a) The minimum rates of pay for employees covered by this Schedule are contained in
Schedule 1 – S1.10 of this Agreement
(b) Full-time Nurses in Boarding Schools - Annualised Salary Arrangement
(i) A full-time nurse and the School may enter into an agreement whereby the
nurse is paid an annualised salary.
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(ii) The nurse must be paid at least the appropriate minimum weekly rate for that
nurse as set out in Schedule 1 – S1.10 for the entire twelve (12) months.
(iii) For the purposes of Annual Leave, such leave is included in this salary and is
deemed to be taken during semester breaks.
(iv) Employees who enter into an annualised salary arrangement may agree to be
excluded from the following provisions of this Agreement:
(A) on-call allowance
(B) recall
(C) weekend work
(D) afternoon and night duty
(E) overtime
(F) annual leave
(G) public holidays
(v) Negotiating the Annualised Salary
When negotiating the annualised salary the School and the nurse will take into
consideration the expected work requirements and the excluded provisions that
would otherwise apply. The terms and conditions of employment for a salaried
employee agreed under this clause will be, after a review pursuant to paragraph
(vii), at least the greater of the following:
(A) $10 better off each year than those that would have applied if the
employee was covered by the Educational Services (Schools) General Staff
Award 2020; or
(B) the same as those that would have applied under this Agreement if the
employee had not entered into the salaried arrangements under this
subparagraph.
(vi) Recording the Annualised Salary
(A) Where such annualised salary agreement exists, it must be recorded in
writing between the School and the nurse affected prior to its
commencement and a copy must be kept as part of the nurse’s time and
wages record. The written agreement must include the following:
(1) the number of weeks to be worked under the arrangement
(2) the hours of work required
(3) the negotiated exclusions under subclause (i) above.
(B) A nurse covered by an annualised salary arrangement must have all hours
worked recorded by the employer and kept for seven (7) years. These
records are to include, as a minimum:
(1) the start and finish times of each shift;
(2) start and finish times of meal breaks taken;
(3) sleepover/on-call taken and the start and finish times of this
sleepover/on-call; and
(4) the number of times the employee was required to perform work
during a sleepover/on-call and period of time of each such occasion
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(C) For the purposes of this clause "sleepover" is defined as sleeping in at
night to undertake duty of care requirements and to be on-call for
emergencies.
(vii) Review of Annualised Salary
(A) On the anniversary date of entering into the annualised salary
arrangement, the nurse and the School may review, or at the request of
the nurse must review, the annualised salary arrangement. During any
such review either party may elect to discontinue the annualised salary
arrangement by giving four (4) weeks’ notice in writing. If this occurs then
the nurse will thereafter revert to term-time employment unless another
arrangement is negotiated.
(B) If the annualised salary arrangement is renegotiated the new or amended
agreement is to be recorded in accordance with subclause (iii) of this
clause.
(C) If the school does not inform the nurse of this clause every time a review
is available then the nurse retains the right to discontinue the annualised
salary arrangement at any time.
(D) During the review the nurse must be provided with a detailed comparison
by the School showing how their annualised salary arrangement would
compare to a nurse working the same hours but not working on such
arrangement for the preceding year.
(viii) Treatment of Salary upon Termination or Discontinuance of the Arrangement
A nurse who is employed under an annualised salary arrangement and whose
employment terminates or who decides to discontinue the annualised salary
arrangement as allowed in subclause (iv) above will be paid the proportion of
their annual salary of that year that their service (excluding school vacations)
bears to the number of weeks in a year that they would ordinarily be required
to work. Such proportion of salary will be calculated on the salary which the
employee was receiving immediately before cessation of employment or
discontinuance of the arrangement.
(c) Annualisation of Salary for Term-Time Employees
Term-time employees may have their wages annualised over a year as provided in clause
S11.11 (Annualisation of Salary – Term-Time School Officers and Services Staff) of
Schedule 11 as if they were school officers/services staff employed by the relevant
employer.
(d) Accelerated Advancement
(i) A Registered Nurse Level 1 will be entitled to advance one paypoint on that
person's first employment following registration with the AHPRA, or at any time
during that person's employment as a Registered Nurse Level 1, upon successful
completion of a post-registration course of at least twelve (12) months duration
where the employee is required to perform the duties of a position to which the
course is directly relevant.
It is recommended that nurses contemplating undertaking a course as described
in subparagraph (i) should consult with their employer prior to commencement
of study to clarify whether the employer accepts that it is a course as described
in subparagraph (i).
(ii) Advancement
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(A) A Registered Nurse Level 1 whose current Schedule rate of pay includes
the advancement provided for in subparagraph (i) will not be entitled to
further advancement under subparagraph (i).
(B) A Registered Nurse Level 1 will not retain an entitlement to advancement
in paypoint pursuant to subparagraph (i) if that nurse is no longer working
in a position for which such additional registration is a requirement;
(iii) A Registered Nurse Level 1 will not retain an entitlement to advancement in
paypoint pursuant to subparagraph (i) if that nurse is no longer working in a
position for which such post-registration course is directly relevant.
(iv) "Paypoint" in this paragraph (d) only, means a year in pay.
(e) Total Experience to Count
(i) For the purpose of determining the rate of wages payable by reference to the
year of service or paypoint of any employee, an employee will be given credit
for all previous continuous nursing service.
(ii) Previous nursing service will include time spent in obtaining additional nursing
qualifications other than the basic qualification required for registration.
(iii) A part-time term-time or Casual Employee will be required to complete the
equivalent of a full working year (1,976 hours) from the time of their first
appointment, enrolment or registration or of their last increment before being
eligible for the next increment. A person who has completed 1,976 hours of
duty, or has received payment for 1,976 hours, including annual, personal,
compassionate and other paid leave, will be deemed to have completed a full
year.
(iv) In calculating continuous nursing service for the purpose of this clause, any
period of service (other than time spent as a nursing employee on full pay in
obtaining additional nursing certificates) prior to an absence of over three (3)
years from nursing duties covered by a relevant nursing agreement will not be
taken into account.
(v) On termination of employment each employee will be given a certificate signed
and dated by the employer setting out the duration of employment at that
facility, capacity of employment, details of any advancement (or reversal of
advancement) in paypoint pursuant to paragraph (d), and in the instance of part-
time and Casual Employees, the total hours worked.
(vi) The onus of proof of previous experience will be on the employee.
(vii) An employee unable to provide proof of previous experience within four weeks
of engagement, will be paid at the appropriate rate of pay for the first year of
service or the year to which proof of experience is provided for the class of
employee so appointed. Wages will continue at this rate of pay until proof of
previous experience is provided to the employer or until such time as service
has been accumulated to warrant payment at a higher rate. Where proof of
previous experience is not provided within 4 weeks of engagement, wages will
continue to be paid at that rate of pay until such time as further proof of
previous experience is provided to the employer and only then will the higher
rate become payable from the date supplied.
(viii) Subject to proof of previous experience being provided within four (4) weeks,
the employer will adjust previous payments back to the date of commencement.
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(ix) The employee may seek the assistance of the union to obtain or establish such
proof of previous experience still outstanding.
(f) Board and Lodging
(i) Where board and lodging are supplied to employees residing within employer
accommodation the employer will be entitled to deduct the following amounts
from the weekly rates of pay prescribed for such employees:
$ Per week
For all Registered and Enrolled Nurses 54.78
For Assistants-in-Nursing 51.54
(ii) In all cases the ratio of the value of board to that of lodging will be two (2) to
one (1).
(iii) The above rates will increase in accordance with any annual percentage increase
to wages for nurses outlined in this agreement.
(iv) Where employees who are living out are provided with meals by the employer,
a deduction will be made from the employee's wages at the rate of one-twenty-
first (1/21st) of the allowances for board calculated to the nearest cent for each
meal so provided.
S12.3.2 In Charge Allowance
If:
(a) there is no Registered Nurse Level 2 or Registered Nurse Level 3 employed and there are
two (2) or more nurses employed on nursing duties in any one Boarding School; and
(b) the employer directs and names one (1) of those nurses to be the senior nurse;
the named senior nurse will be paid the amount of $19.30 per week in addition to the rates
prescribed in clause S12.3.1(a).
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S12.4 Generic Level Statements
Registered Nurses
S12.4.1 The classification descriptors outlined in Schedule A of the Educational Services (Schools)
General Staff Award 2020 (Modern Award) applying to Registered Nurses are incorporated
into this Agreement.
S12.4.2 For the purposes of subclause 1, the following table outlines the relevant classification level in
this Agreement and the equivalent classification level in the Modern Award:
Classification Levels -
This agreement
Equivalent
Classification Levels -
Modern Award
Typical Activities
Registered Nurse
Level 1
Nursing Services
Grade 1
Providing primary nursing care with its associated
responsibility
Occupational equivalent - school nurse
Registered Nurse
Level 2
Nursing Services
Grade 2
Providing health counselling, health education and
acting in a resource capacity to the school community,
in addition to providing primary care with its
associated administrative duties
Occupational equivalent - school nurse
Registered Nurse
Level 3
Nursing Services
Grade 3
Providing Health Counselling, health education and
acting in resource capacity to the school community,
in addition to providing primary nursing care with its
associated administrative duties and being
responsible for the co-ordination, administration of
health services and who is in charge of or directs the
activities of other employees of the school’s health
service
Occupational equivalent – Nurse in charge
Enrolled Nurses
S12.4.3 For Enrolled Nurses, see definition outlined in clause S12.1.2. of this Schedule.
https://www.fwc.gov.au/documents/documents/modern_awards/award/ma000076/ma000076-42.htm#P1067_87014
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SCHEDULE 13 SERVICES STAFF
S13.1 Coverage
S13.1.1 This Schedule applies to services staff.
S13.1.2 The Classifications for employees covered by this Schedule are contained in Attachment 2 of
this Schedule.
S13.2 Definitions
S13.2.1 “Greenkeeping and grounds employees” include all employees involved in preparation and
maintenance of playing greens, sports grounds and courts and school grounds.
S13.2.2 “Building maintenance employees" means employees who are engaged in the repair and
renovation of buildings and structures necessitating the use of building tradespersons', or
labourers' skills and/or tools.
S13.3 Classifications
Classifications
S13.3.1 An employer will determine the classification of a position through the following process:
(a) an analysis is to be undertaken to establish the skills and responsibilities required for each
identified position and a position description written for each position;
(b) each position will be classified by reference to the classification criteria set out in
Attachment 1 of this Schedule using the position description developed in accordance
with clause 9.9 of this Agreement;
(c) employees are to be appointed to a position at the appropriate level within the structure
and to a step in the level according to experience based on the employee’s years of service
in a position at a similar or higher level; and
Classification Criteria
S13.3.2 The Classification criteria (competency, supervision and qualifications/experience) in
Attachment 1 of this Schedule will be used to determine the appropriate classification level.
S13.3.3 The criteria are designed to indicate the level of knowledge, comprehension of issues, problem
and procedures required, the level of autonomy, accountability supervision/training involved
with the position. The criteria at each level must be read as a whole to gain an understanding
of the position and the performance requirements. Isolated criteria should not be used to
justify the classification of a position.
S13.3.4 The key issue to be looked at in properly classifying a position is the level of initiative,
responsibility / accountability, competency and skill that an employee is required to exercise in
performing the employee's work within the parameters of the criteria, read as a whole, of the
position.
S13.3.5 The “Description of Skills and Duties” sets out detail of typical skills and duties at each level.
This document aligns the competencies with the typical skills and duties which may be
exercised by employees. As such it is to be read alongside the classification criteria for the
purpose of classifying a position.
S13.3.6 The indicative duties are a non-exhaustive list of job titles that may be comprehended within
the particular level. They are an indicative guide only and at any particular level employees
may be expected to undertake duties of any level lower than their own. Employees at any
particular level may perform/utilise one such duty or more than one depending on the
particular work allocated to them. Indicative duties should not be used as the primary
determinant in classifying employees.
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S13.3.7 Level 0 in the structure will be applied as a level at which employees learn and gain
competency in the basic skills required by the employer. In the event that the increased
skills/competency are utilised by the employer, progression through the structure may be
possible.
Re-Classification Process
S13.3.8 If an employee believes that their position has not been classified at the correct level, the
employee may apply for a review in accordance with clause 5.8.2 to 5.8.6 of this Agreement.
Classification Structure - Characteristics
S13.3.9 The tables provided in Attachment 1 of this Schedule describe the Classification structure –
Characteristics for Services Staff, other than School Officers, Boarding Supervisors, Childcare
employees and Nurses.
S13.4 Board and Lodging
S13.4.1 The amounts which may be deducted from the wages when an employee is provided with
board only or board and lodging will be:
(a) Where full board and lodgings are made available to adult employees, and those lodgings
are available for the employee’s exclusive use 52 weeks of the year, the employer will
have the right to deduct from the pay of the employee residing on the premises an
amount of $95.50 per fortnight.
(b) Where lodgings only are made available to adult employees, and those lodgings are
available for the employee’s exclusive use 52 weeks of the year, the employer will have
the right to deduct from the pay of the employee residing on the premises the sum of
$31.85 per fortnight.
(c) In all cases the ratio of the value of board to that of lodging will be 2 to one.
(d) The value of board and lodging will be increased or decreased by an amount equal to 23%
of any increase or decrease in the federal minimum wage subsequently determined by
the Fair Work Commission.
(e) In the case of employees who do not reside on the employer's premises, a deduction may
be made from their wages by the employer at the rate of 1/21st of the allowance for
board calculated to the nearest cent for each meal supplied and consumed during the
employee's spread of working hours. This paragraph (paragraph (e)) does not apply to
meals supplied.
(f) Lodging rooms will be fitted with adequate and appropriate heating and cooling
appliances.
(g) In the case of junior employees the employer may deduct half of the appropriate amount
applicable to adult employees.
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Attachment 1 – Classification Characteristics (Services Staff, other than teachers; school officers; boarding supervisors; childcare employees; or nurses)
CHARACTERISTICS AND QUALIFICATION
Competency of Employee
Level 0 Level 1 Level 2 Level 3 Level 4
Exercises minimal judgement.
Performs routine duties of a
manual nature.
Competency at this level
involves application of
knowledge and skills to a limited
range of tasks and roles.
Competency at this level
involves application of
knowledge and skills to a range
of tasks and roles.
Competency at this level involves
application of knowledge with
depth in some areas and a broad
range of skills.
There is a wide variety of tasks
and roles in a variety of contexts.
Not required to provide
more than basic problem solving
skills.
There is a specific range of
contexts where the choice of
actions required is clear.
There is a defined range of
contexts where the choice of
actions required is clear.
Fully competent and
experienced in a technical sense
and requires little guidance.
There is complexity in the ranges
and choice of actions required.
Competencies are normally used
within established routines,
methods and procedures that
are predictable.
There is limited complexity of
choice.
Over time the employee will
demonstrate understanding of a
broad knowledge base.
Competencies are normally used
within a variety of routines,
methods and procedures.
Judgment against established
criteria is also involved.
Competencies are normally used
within well-established
routines, methods and
procedures.
There is a range of roles and tasks
in a variety of contexts.
Discretion and judgement are
required for self and/or others
in planning, selection of
equipment, work organisation,
services actions and achieving
outcomes within time
constraints.
Discretion and judgement about
possible actions are involved in
some cases.
There is some complexity in the
extent and choice of actions
required.
As the employee gains
experience they may be asked
to identify, analyse and evaluate
information from a variety of
sources.
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Level 0 Level 1 Level 2 Level 3 Level 4
Competencies are normally used
within routines, methods and
procedures.
Some discretion and judgement
are involved in selection of
equipment, work organisation,
services, actions and achieving
outcomes within time
constraints.
Good interpersonal and
communication skills.
Supervision of Employees’ Work
Level 0 Level 1 Level 2 Level 3 Level 4
Works under close direction
using established routines and
procedures with little scope for
deviation.
Works under direct and/or
routine supervision depending
on function.
Works under direct and/or
routine supervision depending
on function.
Works under limited supervision.. Work is carried out under general
supervision.
Requires regular supervision. Work is intermittently checked,
and may be reviewed on
completion.
Work is intermittently checked. Work may be checked in relation
to overall progress.
Progress and outcomes sought
are under general guidance.
Usually operates within a team
with very limited authority.
May take the form of general
guidance where working in
teams is involved.
May take the form of general
guidance where working in
teams is involved.
May take the form of broad
guidance.
May involve detailed
instructions in some situations.
May involve detailed
instructions in some situations.
May involve a level of autonomy
when working in teams.
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Supervision of Others
Level 0 Level 1 Level 2 Level 3 Level 4
Does not supervise other
employees.
An employee at this level will
have no supervisory
responsibilities.
An employee at this level will
have no supervisory
responsibilities.
Operates with autonomy
individually or within a work
team. Over time the employee
may be asked to lead or
supervise a work team.
The work of others may be
supervised.
An experienced employee may
assist others by providing peer
support in the completion of
routine tasks.
An experienced employee may
assist others by providing peer
support in the completion of
routine tasks.
An employee may have limited
responsibility for guidance of the
work of others.
Responsibility for the work and
organisation of others in limited
areas.
Team co-ordination may be
required.
Teams may be guided or
facilitated.
Training of subordinate staff
may be required.
Level 0 to 4 Qualifications & Experience matrix
Level 0 Level 1 Level 2 Level 3 Level 4
Junior Certificate or equivalent is
the minimum formal
qualification.
Junior Certificate or equivalent is
the minimum formal
qualification.
Junior Certificate or equivalent is
the minimum formal
qualification.
Tertiary qualifications at
Certificate level, or completion of
an apprenticeship, or equivalent
qualifications relevant to the
position may be required or such
knowledge, qualifications and
experience that are deemed by
the employer as necessary to
successfully carry out the duties
of the position.
Tertiary qualifications at
Certificate level, or completion of
an apprenticeship, or equivalent
qualifications relevant to the
position may be required or such
knowledge, qualifications and
experience that are deemed by
the employer as necessary to
successfully carry out the duties
of the position.
No experience is required. No experience is required. No experience is required.
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Indicative Tasks and Duties
Level 0 Level 1 Level 2 Level 3 Level 4
Kitchen hand
(including Cooks Assistant,
Pantry duties and Restaurant
useful)
An employee engaged in
assisting a cook or cooks in any
kitchen:
Indicative duties of an employee
at this level include:
i Removing food plates;
ii Setting and/or wiping down
tables;
iii Cleaning and tidying dining
areas;
iv Cleaning of cooking and
general utensils;
v Assisting employees
cooking;
vi Assembly and preparation
of ingredients for cooking;
and
vii General pantry duties.
Qualified Cook
An employee who is employed
substantially in the cooking
and/or preparing of food.
An employee possessing a
relevant trade qualification
and/or the equivalent skill
and/or experience.
Indicative duties of an employee
at this level include:
i Trade cooking duties
including baking, pastry-
cooking or butchering; and
iii Specialised skills in dining
room duties.
Qualified Cook in charge of
other cooks
The cook permanently
employed to be in charge of a
kitchen.
An employee possessing a
relevant trade qualification (or
relevant post-trade
qualification) and/or the
equivalent skill and/or
experience.
Indicative duties of an employee
at this level include:
i Trade cooking duties
including baking, pastry-
cooking or butchering; and
ii Specialised skills in dining
room duties;
iii The co-ordination, training
and supervision of
employees at lower levels.
Laundry Hand
An employee who is employed
to perform general laundry
work.
Waiting - Food and/or Drink
Indicative duties of an employee
at this level include:
i Undertaking general waiting
duties; and
Head Waiter
Means an employee without
relevant trade qualifications
possessing skills and performing
duties beyond that of a Waiting
– Food and/or Drink employee.
Greenkeeper (Supervisor),
Landscape Gardener
(Supervisor)
• presentation of written and/or
verbal reports, general liaison
with management.
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Level 0 Level 1 Level 2 Level 3 Level 4
ii Non-cooking duties in a
kitchen or food preparation
area.
An employee at this level works
under general supervision and is
responsible for assuring the
quality of their own work.
Indicative duties of an employee
at this level include:
i Responsibility for on-the-job
training of kitchen staff of a
lower level;
ii Supervision of and
responsibility for security of
property and equipment;
and
iii Supervision of and
responsibility for the security
and conduct of students.
• activities requiring application
of specialist skills.
• supervision and training of
subordinate staff, including
tradespersons.
• preparation of budgets and
financial reports.
• planning for the overall
development of the facility in
consultation with
management.
• supervision and co-ordination
of large numbers of
subordinate staff, including
development of staffing and
training plans, staff counselling
and assisting management in
the selection of personnel.
General Maintenance
An employee who is responsible
for repairing structures
necessitating the use of
Labourers tools / skills, and
general labouring duties.
Yardman
An employee engaged in
attending to petrol pumps, or
otherwise supplying petrol for
motor vehicles, or performing
any labouring work in or about
or in connection with any
garage.
Greenkeeper (General),
Landscape Gardner (General)
• assists in the training and/or
supervision of employees at
Levels 0, 1 and 2.
• major non-trade maintenance
of equipment.
• assists in chemical and other
spraying, where required to
hold an appropriate license.
• completes basic records.
• assists in the construction and
installation of facilities and
systems.
• operates a specialised range of
machinery e.g. greens,
mowers, fairway units.
Head Security Officer
• Monitoring, recording,
inputting information or
reacting to signals and
instruments related to
electronic surveillance of any
kind within a central station.
• Keyboard operation to alter
the parameters within an
integrated intelligent building
management and/or security
system.
• Co-ordinating, monitoring or
recording of the activities of
security officers utilising a
verbal communications system
within a central station.
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Level 0 Level 1 Level 2 Level 3 Level 4
• operates and/or maintains a
wide range of turf machinery
and equipment.
• training and supervision of
other employees and including
apprentices.
• construction of surfaces,
gardens.
• installation and maintenance
of irrigation and drainage
systems.
• control and maintenance of
stores and facilities.
• stock control, record keeping.
• plans the work programme in
consultation with
management.
trades maintenance of
equipment.
• May be required to perform
the duties of security officers.
General Labouring
An employee who is responsible
for cleaning the work area as
necessary, loading of trucks,
and general labouring duties.
Handyman (Non-trade)
Tradesperson
An employee who has
completed an apprenticeship or
recognised period of training
under the Training and
Employment Act 2000
(Queensland).
Cleaning Supervisor
An employee who is entrusted
with the supervision of cleaning
as a Principal responsibility
and/or who may be required to
generally superintend and
maintain a building or buildings
and/or building equipment and
who may also perform the
duties of a cleaner as required.
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Level 0 Level 1 Level 2 Level 3 Level 4
House Attendant (room
cleaner)
An employee who is employed
to perform general house
cleaning work, including where
required, the laundering of
small items such as pillow slips,
towels etc.
Indicative duties of an employee
at this level include servicing
accommodation areas and
cleaning thereof.
Driver
An employee who is required to
drive a bus and who may also
act in the dual capacity of
conductor where called up on to
issue tickets or collect fares.
Groundsman (Unqualified),
Assistant Greenkeeper,
Landscape Gardeners Assistant
• assists in the general
maintenance and
development of turf areas and
surrounds.
• labouring and operation of
some machinery.
• operates and/or maintains
machinery.
• at a Golf Club - mark hazards,
operates motorised bunker
rake/slashers, etc.
• at a Sports Club - set out and
mark fields for play.
• planting and maintaining trees
and gardens.
• maintains simple records.
Retail Supervisor
An employee who is appointed
by the employer to be, or is,
responsible for a defined or
designated area of a shop.
An employee who is appointed
by the employer to be, or is, in
charge of a number of defined
or designated areas of a shop, or
to be, or is, in charge of a shop.
Such employee may work alone,
or directly supervise other
employees, in the defined or
designated area.
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Level 0 Level 1 Level 2 Level 3 Level 4
• assists in the maintenance of
playing surfaces, including
setting up of greens, top
dressing, fertilising under
supervision, seeding, turfing,
coring and sprigging.
Static Security Guard
• Watch, guard or protect
persons and/or Premises
and/or property.
• Be stationed at an entrance
and/or exit and Principal
duties include the control of
movement of persons,
vehicles, goods and/or
property coming out/into
Premises or property,
including vehicles carrying
goods of any description, to
ensure that the quantity and
description of such goods is in
accordance with the
requirements of the relevant
document and includes an
area/door attendant or
commissionaire in a
commercial building.
• Respond to basic fire/security
alarms at the designated post.
• In performing the above
duties, the security officer may
be required to use electronic
equipment such as hand-held
scanners, walk-through
detectors and simple closed
circuit television systems
utilising basic keyboard skills.
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Level 0 Level 1 Level 2 Level 3 Level 4
Caretaker
An employee whose presence is
required on Premises for the
protection (including the closing
and locking and unlocking and
opening) or convenient use
thereof, and who may also have
other duties in respect to the
premises cleanliness or upkeep.
Cleaner
A person employed for the
greater part of their working
time in cleaning work of any
description on any Premises or
in bringing into or maintaining
Premises in a clean condition,
whatever may be the nature of
their other duties.
Static Security Guard
(Undertaking training)
A person employed to safeguard
Premises, or property on or
about Premises, and who may
be required to perform related
functions for the purpose of
effecting such safeguarding.
Cook (non-trade)
Means an employee without
relevant trade qualifications and
possessing the skills to perform
the following indicative duties
including:
i Non-cooking duties in kitchen
or food preparation area;
ii Basic cooking duties;
iii Responsibility for on-the-job
training of kitchen staff of a
lower level; and
iv Cooking duties below those of
a trade level employee.
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Level 0 Level 1 Level 2 Level 3 Level 4
Cleaner
(Undertaking training)
A person employed for the
greater part of their working
time in cleaning work of any
description on any Premises or
in bringing into or maintaining
Premises in a clean condition,
whatever may be the nature of
their other duties.
Security Officer
• Securing, watching, guarding
and/or protecting as directed,
including responding to and
attending to alarm signals, and
required to patrol in a vehicle
two or more separate
establishments or sites.
• Monitoring and responding to
electronic intrusion, detection
or access control equipment
terminating at a visual display
unit and/or computerised
printout (except for simple
closed circuit television
systems).
• Operating a public
weighbridge by a security
officer appropriately licensed
to do so.
• Monitoring and operating
integrated intelligent building
management and security
systems, terminating at a
visual display unit or
computerised print out, which
requires data input from the
security officer.
Cleaner using specialised
equipment
An employee performing the
duties of a cleaner, who in
addition is engaged for the
greater part of the day or shift
on any of following tasks, or a
combination of those tasks:
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Level 0 Level 1 Level 2 Level 3 Level 4
• Ordering supplies and
receiving deliveries and/or
being given the responsibility
for the distribution and
maintenance of toilet and
other requisites and cleaning
materials in buildings or
establishments and/or an
employee performing
customer or public relations or
other duties as required.
• Carpet cleaning - operating
equipment used in any or all of
the following methods -
powder systems or liquid
shampoo systems or hot water
injection and extraction
systems (commonly called
"steam cleaning").
• Cleaning windows on the
exterior of multi-storied
buildings from swinging
scaffolds, bosun's chairs,
hydraulic bucket trucks or
similar devices.
• Operating "Ride-On" powered
sweeping machines.
• Operating steam cleaning and
pressure washing equipment
on the exterior of buildings.
Retail employee
An employee engaged in the
reception, sale, or delivery by
hand of any goods for sale by
retail and/or for hire, wherever
employed, and will include all
managers, heads of
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Level 0 Level 1 Level 2 Level 3 Level 4
departments and section heads,
salespersons, floor walkers,
floor superintendents, floor
supervisors, cash order and/or
time-payment collectors,
travellers, wireless salespersons,
electrical goods and/or
appliances salespersons,
hearing aid appliances
salespersons, carter
salespersons, produce
salespersons, window dressers,
ticket writers, order collectors,
mail order assistants, store
persons, packers, porters,
linoleum and carpet layers and
cutters, rubber mat and rubber
floor covering layers and cutters
and all other floor covering
cutters and layers
demonstrators, footwear repair
receivers, dry-cleaning receivers
in retail stores, message juniors
who are not covered by any
other Schedule, all persons
employed or engaged in selling,
demonstrating or canvassing for
or taking orders for goods for
sale by retail and/or for hire or
in any duties in taking orders for
goods for sale by retail and/or
for hire or in any duties in any
way incidental thereto,
employees engaged as dusters
in furniture, crockery or
hardware shops, all employees
in or connected with the pattern
department in any shop or
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Level 0 Level 1 Level 2 Level 3 Level 4
shops automobile and/or farm
implements, spare-parts and/or
accessories salespersons, store
persons in retail bulk stores, all
employees in florists' shops not
covered by any other Schedule,
and cosmetic and/or beauty aid
consultants and persons
employed for special occasions,
e.g. Santa Claus.
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Attachment 2: Building and Maintenance Employees: Allowances
A2.1 The allowances prescribed in Attachment 2 of this Schedule will be paid irrespective of the times
at which work is performed and, unless specifically provided, will not be subject to any premium
or penalty.
A2.2 Where more than one of the allowances provides payment for disabilities of substantially the
same nature, then only the highest of such rates will be payable.
A2.3 Allowances will all be increased by the same percentages as wages in Schedule 1 – S1.7 of this
Agreement.
(a) "Leading hand" - An employee, other than a plumber, appointed to be in charge of all
other employees will be paid the additional amounts according to the number of persons
in such employee's charge:
(i) In charge of not more than 1 person
(ii) In charge of 2 and not more than 5 persons
(iii) In charge of 6 and not more than 10 persons
(iv) In charge of more than 10 persons
Leading hand allowances referred to in sub-clause (e) (above) will be taken into
consideration in the computation of overtime, payment for annual leave, sick leave, public
holidays, week-end work, etc.
"Leading hand plumber" - A leading hand plumber in charge of other employees will be
paid an allowance.
A "leading hand plumber" means a qualified plumber who has one or more employees
under their control. Where the employer is not a licensed plumber, the plumber in charge
of the work will be deemed to be a leading hand plumber.
(b) "Labourers mixing wet concrete or compo" - Labourers employed mixing or depositing wet
concrete or mixing compo for bricklayers or plasterers will be paid an allowance.
(c) "Work in excessive heat" - An employee when working for more than one hour in the
shade in places where the temperature exceeds the temperatures specified in Schedule 1
– S1.7 will receive an allowance.
Where the work continues for more than 2 hours in temperatures exceeding 54 degrees
Celsius, an employee will also be entitled to 20 minutes' rest after every 2 hours' work
without deduction of pay. The temperature will be decided by the representative of the
employer after consultation with the employee who claims the extra rate.
(d) "Dirty work" - An employee engaged on unusually dirty work to which no other allowance
applies will be paid an allowance.
(e) "Tool allowances" - Tool allowances will be paid in addition to the ordinary rates to the
tradespersons set out in Schedule 1 when using their own tools:
Carpenter and/or Joiner
Plumber
Plasterer and Tiler
Bricklayer
Waterproofer
Signwriter, Painter, Glazier
Licensed Drainer
These allowances will not be paid while the employees are absent on annual leave.
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(i) The maximum list of tools to be supplied by glaziers when required to use such tools
in their employment will be as follows:
(A) Two putty knives (one facing, one stripping), 12 mm wood chisel, light claw
hammer, pair of pincers, duster nail punch, hacking knife, heavy claw hammer,
1 metre folding rule, one pair of 250 mm snips.
(B) A glazier employed other than in a joinery shop will supply in addition to the
above the following:
Medium screwdriver; heavy punch; centre punch; prick punch; broad knife;
marking line (20 metres); one three metre steel tape.
(ii) The employer will be required to provide the following tools and appliances where
necessary:
Chain wrenches, pipe cutter, plumbing irons, ratchets, stocks and dies, taps and
drills, vices, soldering iron file, and hacksaw blades, hammers over .9 kilos in weight,
pinch bars, and all pipe tongs 300 mm and over in length, chamois leather, gilding
tip, gilding knife, gilding brush, signwriter's mop, dagger liner, sponge, pliers, claw
hammer, screw driver, stripping knife, large compass, duster, perspex square,
tracing wheel, sign t-square, cutter, glass cutters and putty knife.
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SCHEDULE 14 CONDITIONS OF EMPLOYMENT FOR BOARDING SCHOOLS SUPERVISION STAFF
S14.1 Application and Operation
S14.1.1 This Schedule covers employees howsoever described who are employed to provide and
manage the supervision of students in the boarding component of a Catholic Boarding School.
S14.1.2 Basis of Employment – Averaging or Non-Averaging
(a) The primary basis of the employment of employees covered by this Schedule will be that
their hours of work are averaged across a year. The provisions of this Schedule, with the
exception of clause S14.20, will apply to such employees.
(b) An employee may, by mutual agreement, be employed on the basis that their hours of
work are not averaged across a year. That agreement by the employee and the employer
will be recorded in writing.
(c) The provisions of clause S14.20 will apply where it is mutually agreed that the employee’s
hours of work are not averaged across a year.
S14.1.3 This Schedule does not apply to:
(a) Employees who are full-time teachers who, in addition to their teaching at the school,
have a role in boarding (see clause S3.13 of Schedule 3 (Resident Teachers) of this
Agreement).
(b) Kitchen staff, grounds staff, laundry staff, tuckshop staff, bus drivers, caretakers, cleaners
and/or minor maintenance staff employed to carry out tasks at Boarding Schools. The
terms and conditions for these employees (Services Staff) are set out in Schedule 13 of
this Agreement.
(c) Overseas individuals accessed through global volunteering programs (e.g. Gap) are not
employees, nor covered by this Schedule.
(d) Those persons who are in Holy Orders or who are members of a recognised religious order
are not covered by this Schedule.
S14.2 Definitions
S14.2.1 “Boarding School” means any School covered by this Agreement, which provides board and
lodging to primary and/or secondary students.
S14.3 Classifications
S14.3.1 The employer will determine the quantum and composition of Boarding School Supervision
staff appointments made.
S14.3.2 It is not required or envisaged that every boarding school has an employee appointed at each
classification of employment.
S14.3.3 Appointments will be made to the relevant classification with reference to the responsibilities
and typical duties outlined as part of the descriptions below at subclauses 4 to 7 inclusive.
S14.3.4 Assistant Supervisor
An employee at this level may be responsible for:
(a) The provision of basic assistance to a Boarding Supervisor (involving the pastoral care and
welfare of students and general functions of the boarding house) under direct
supervision.
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(b) The provision of assistance to more senior staff on duty in the daily routines of the
boarding house involving the supervision of students and the general functioning of the
boarding house. This will involve the use of well-established routines, methods and
procedures.
(c) Ensuring students rise, attend to personal hygiene, personal housekeeping and
community duties under the direction of a more senior employee.
(d) Assisting in the supervision of study and homework.
(e) Assisting in the supervision of student activities and outings as required.
In addition to the above, obtaining and maintaining a current bus licence is an advantage at this
classification level.
Obtaining and maintaining a current First Aid Certificate is a requirement at this classification
level.
S14.3.5 Boarding Supervisor
An employee at this level may be responsible for:
(a) ensuring that students understand and adhere to School policies. This involves the
application of knowledge with depth in some areas.
(b) overseeing and monitoring the departure and return of students on weekend leave. This
will be carried out in accordance with existing routines, methods and procedures.
(c) supervision of study and homework where direction and judgement are required.
(d) supervision of student activities and outings where direction and judgement are required
(involving the pastoral care and welfare of students and general functions of the boarding
house).
(e) obtaining and maintaining a current bus licence may be a requirement at this classification
level.
(f) provision of supervision of meals and meal times. This will be carried out under general
guidance.
(g) liaison with parents as the need arises and as provided for in existing School policy.
(h) reception duties including basic administration, distribution and posting of mail, provision
of phone cards, stamps etc. These duties will be carried out in accordance with existing
routines methods and procedures.
In addition to the above, obtaining and maintaining a current First Aid Certificate is a
requirement at this classification level.
S14.3.6 Boarding Supervisor Qualified
(a) An employee at this level will perform the duties and exercise the responsibilities
identified for a Boarding Supervisor.
(b) In addition, an employee at this level will:
(i) hold a current first aid certificate; and
(ii) possess a recognised residential care certificate or sufficient practical
experience which, to the satisfaction of the employer, enables the employee to
operate at a similar level of skill and responsibility; and
(iii) have at least two years’ experience working in a school boarding facility; and
(iv) where required by the employer, obtain and maintain a current bus licence.
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S14.3.7 Senior Supervisor
An employee at this level may be responsible for:
(a) the smooth and efficient management of student activities in the boarding house
(involving the pastoral care and welfare of students and general functioning of the
boarding house);
(b) Implementation of school policy and procedures as identified by senior management;
(c) Supervision of lower level staff; and
(d) Liaison with parents where discretion and judgment are required.
(e) In addition, an employee at this level will:
(i) hold a current first aid certificate; and
(ii) possess either a recognised Diploma or Degree in a discipline relevant to
residential care or education, or sufficient practical experience which, to the
satisfaction of the employer, enables the employee to operate at a similar level
of skill and responsibility; and
(iii) have appropriate experience working in a school boarding facility; and
(iv) where required by the employer, obtain and maintain a current bus licence.
S14.4 First Aid Certificate
S14.4.1 First aid certificate provisions are prescribed in clauses 5.16.3 to 5.16.7 (First Aid Allowance) of
this Agreement.
S14.5 Bus Licence
S14.5.1 Where the employer requires an existing Boarding School Supervision staff member to hold a
current bus licence, the employer will reimburse course fees associated with both obtaining
and maintaining such a licence. The time required to obtain and maintain a current bus licence
will constitute paid work time.
S14.5.2 Notwithstanding the above, where new employees are required to hold a current bus licence
as a condition of their employment, the course fees and time associated with obtaining a
current bus licence is the responsibility of the new employee.
S14.5.3 Provided that driving a bus for the purposes of transporting boarding students to activities and
outings is an ancillary duty, and would only occur where a Boarding School Supervision staff
member is required for the supervision of boarding students at the intended destination.
S14.6 Types of Employment
S14.6.1 Full-time Employment
A full-time employee is an employee who is engaged to work thirty-eight (38) hours per week,
pursuant to clause S14.11 – Hours of Work of this Schedule.
S14.6.2 Part-time Employment
(a) This subclause applies to employees whose hours are averaged over a year and is in
addition to the provisions outlined in clause 5.5 of this Agreement (Part-time Employees).
(b) The hours of work of a part-time employee will be aggregated and averaged in a cyclic
roster in accordance with clause S14.12 of this Schedule.
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(c) The actual number of hours worked each day, days of the week the employee will work,
the number of weeks in the school year the employee will work and the starting and
finishing times each day will be as provided in the roster/s made available and
administered in accordance with clause S14.12.
S14.7 Board and Lodgings
For Employers other than Cairns Diocese
S14.7.1 For employers other than Cairns Diocese, board and lodging will be provided to those boarding
school supervision staff who perform up to ten (10) hours supervisory duty in any one (1)
week.
For Cairns Diocese
S14.7.2 The following applies to Cairns Diocese:
(a) If an employee is provided board and lodgings by the employer, then the employer may
deduct amounts for the reasonable cost of providing such board and lodgings from the
wages payable to the employee.
(b) The amount of those deductions must be agreed in writing between the employer and
the employee before any deductions occur. Such agreement must not be unreasonably
withheld by either party.
(c) A written agreement entered pursuant to paragraph (b) must not have the effect of
contravening section 326 of the Fair Work Act 2009.
(d) For the purposes of this subclause, “board and lodgings” includes when an employer may
provide lodgings without meals (other than meals required by clause S14.15 when the
employee is on duty during meal times).
S14.8 Wages and Wage Related Matters
S14.8.1 All employees to which this Schedule applies will be classified according to the structure set
out in clause S14.3 - Categories of Employment.
S14.8.2 Minimum Wage Rates
(a) The minimum rates applicable to Boarding Supervisors are those prescribed by Schedule
1 – S1.8 Table 1.
(b) The rates identified in Schedule 1 – S1.8 Table 2 are the minimum rates to which the
parties aspire as the general minimum rates for Boarding Supervisors. To that end
discussions will occur during the during the life of this Agreement regarding the capacity
of all Boarding Schools to pay the rates identified in Schedule 1 – S1.8 Table 2.
(c) The rates identified in Schedule 1 – S1.8 Table 2 will be the minimum rates prescribed by
this Agreement for a particular Boarding School where the employer for that school and
the IEUA enter into an exchange of letters to that effect. Upon such exchange of letters
occurring, the rates in Schedule 1 – S1.8 Table 2 become an enforceable term of this
Agreement.
(d) Where an employer is currently paying a rate or rates higher than those identified in
Schedule 1 – S1.8 Table 2, it is an enforceable term of this Agreement that the employer
will continue to pay such higher rates and that the employer will adjust such higher rates
in line with the wage increases prescribed by this Agreement. The actual rates being paid
will be recorded in an exchange of letters between the respective employer and the IEUA.
http://www8.austlii.edu.au/cgi-bin/viewdoc/au/legis/cth/consol_act/fwa2009114/s326.html
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(e) Where an employer pays a rate or rates which are higher than those identified in Schedule
1 – S1.8 Table 1, but not those identified in Schedule 1 – S1.8 Table 2, it is an enforceable
term of this Agreement that the employer will adjust such rates in line with the wage
increases prescribed by this Agreement. The actual rates being paid will be recorded in
an exchange of letters between the employer and the IEUA.
S14.8.3 A part-time employee will be paid a proportion of the payment applicable to a full-time
employee. That proportion will be calculated by comparing the number of hours worked in a
year with the “maximum rostered hours per annum” which may be worked as identified in
clause S14.11.3 of this Schedule.
S14.8.4 Where a full-time or part-time employee who averages their salary ceases work without
having worked for a full year (52 weeks) the employer will perform the calculations identified
in paragraphs (a) and (b) and receive the payment identified in paragraph (c).
(a) Multiply the number of ordinary rostered hours worked x the ordinary hourly rate
applicable at the time.
(b) Total the amount of money paid to the employee for ordinary hours of work over the
period of the employment.
(c) Where the amount identified in paragraph (a) is greater than the amount identified in
paragraph (b), the employee will receive, in addition to any other entitlements due, a
payment equal to the difference between these two amounts.
S14.9 Sleepover Allowance
S14.9.1 Where the employer requires an employee to sleep overnight on the employer’s premises
outside the employee’s normal rostered hours of duty, the employee will be paid an allowance
outlined in Schedule 1.8 per sleepover.
S14.9.2 The employee will be provided with suitable accommodation, including reasonably convenient
bathroom facilities, at no cost to the employee.
S14.9.3 Where the employee is required by the employer to perform work during a sleepover, the
employee will be paid 150% of the minimum hourly rate for the time worked with a minimum
payment as for 30 minutes per occasion.
S14.9.4 Any time worked under subclause 3 will not be taken into account for the purposes of
calculating ordinary hours or entitlements under this Agreement based on ordinary hours such
as leave accruals.
S14.9.5 The payments in subclauses 1 and 3 will not apply to an employee who, at no cost to the
employee, is provided with:
(a) reasonable accommodation (living quarters, light, heating and cooling) for their
exclusive use for 52 weeks a year; and
(c) food while students are in attendance at the school.
S14.10 Span of Hours
S14.10.1 This clause does not apply to employees who:
(a) work average hours over a year in accordance with clause S14.11;
(b) are provided with reasonable accommodation for their exclusive use for 52 weeks of the
year; or
(c) agree in writing to work within a span of sixteen hours on a day from initial commencing
to final ceasing time outlined in accordance with clause S14.20.2(f) of this Schedule.
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S14.10.2 For the purposes of clause S14.20.2 of this Schedule, employees who work hours in excess of a
12 hour span on any day (including the working of a broken shift), such excess hours will be
paid at the following rates:
(a) For employees paid minimum rates (see clause S14.8.2(a)):
(i) 135% for the first 3 hours; and
(ii) 175% thereafter; and
(b) For employees paid aspirational rates (see clause S14.8.2(b)):
(i) 115% for the first 3 hours; and
(ii) 155% thereafter.
S14.11 Hours of Work
S14.11.1 This clause applies to employees whose hours are averaged over a year.
S14.11.2 The maximum ordinary hours of work will be thirty-eight (38) hours per week.
S14.11.3 The ordinary hours of work will be averaged over a period of time not exceeding one year. A
full-time boarding employee’s annual roster of hours will be calculated as follows:
Maximum Hours 1976 (52 week x 38 hours/week)
Less Annual Leave 152 (4 weeks x 38 hours/week)
Maximum Rostered Hours per annum 1824
For the purposes of this clause, the number of weeks in a school year (variable X) is calculated
as:
Number of weeks in Term 1 + Number of weeks in Term 2 + Number of weeks in Term 3 +
Number of weeks in Term 4 = X
1824 ÷ X = Y
For example: If the number of weeks in a particular school year is thirty-eight (38), the formula
would be 1824 ÷ 38 = 48. Therefore, a full-time boarding employee may be rostered to work up
to 48 hours per week over thirty-eight (38) weeks.
S14.11.4 An employee will not be rostered to work more than the ordinary hours in any one week.
(Note that the number of ordinary hours cannot be more than variable Y in the preceding
subclause 3).
S14.11.5 The ordinary hours of work will be worked on no more than five days in any seven days
(Monday to Sunday). Wherever practicable, an employee will receive two consecutive days
off.
S14.11.6 The maximum number of ordinary hours which can be worked on any one day is ten (10).
S14.11.7 The ordinary hours of work on a day will be worked within a span of sixteen (16) hours from
initial commencing time to final ceasing time.
S14.11.8 The ordinary hours of work on a day will be worked in no more than two periods.
S14.11.9 An employee must have at least ten (10) consecutive hours off duty between the termination
of that employee's ordinary work on one day and the commencement of the employee's
ordinary work on the next day. However, the number of hours off duty may be reduced to
eight (8) by mutual agreement.
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S14.12 Rostering
S14.12.1 The employer will produce a term or semester roster (at the election of the employer) showing
the normal starting and finishing times and the name of each employee and the roster will be:
(a) displayed in a place conveniently accessible to the employees; and
(b) will be prepared and displayed at least seven (7) days before the commencement of the
term.
S14.12.2 A roster may be altered by the employer by giving seven (7) days’ notice, or where mutually
agreed between the employer and the employee, the roster may be altered at any time.
S14.12.3 Notwithstanding subclauses 1 and 2, an employee’s roster cannot be changed where it would
result in the employee becoming ineligible for payment on a public holiday, in circumstances
where the employee would otherwise have been rostered to work on that day, other than at
the election of the employee.
S14.13 Overtime and Time off in Lieu
S14.13.1 The employer may require an employee to work reasonable additional hours.
S14.13.2 Where an employee is required to work outside or in excess of the ordinary hours permitted
by clauses S14.11 (Hours of Work) and S14.20 (Provisions Applicable To Employees Who Are
Employed On The Basis That Their Hours Of Work Are Not Averaged Across A Year) of this
Schedule, overtime will be paid for at the rate of:
(a) for Monday to Saturday - time and one-half for the first three (3) hours and double time
thereafter for; and
(b) for Sunday - double time.
S14.13.3 Where requested by an employee, and agreed by the employer, time off (equivalent to the
quantum of overtime worked) in lieu of payment may be provided.
S14.14 Public Holidays
Clause 8.17 (Public Holidays) of this Agreement will apply to Boarding School Supervision staff.
S14.15 Provision of Meals and Meal Breaks
S14.15.1 An employee who is required to be on duty during meal times will be entitled, at no cost to the
employee, to the meal provided to the school boarding students.
S14.15.2 Meals supplied to employees will be of good quality and of sufficient quantity, and will include
for employees morning and afternoon tea.
S14.15.3 An employee is entitled to an unpaid meal break of not less than 30 minutes to be taken:
(a) no later than 5 hours from commencing work; and
(b) at a time that suits the mutual convenience of the employer and employee.
S14.16 Provision of Accommodation
Reasonable accommodation means living quarters, light, heating and cooling, which is available
to the employee for their exclusive use.
S14.17 Provision of Laundry Facilities
Where board and residence are provided for employees, the employer will permit any of the
employees the use of the laundry equipment necessary for the employee to launder their own
clothes, free of cost.
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S14.18 Formative Appraisal
S14.18.1 A process of self-appraisal and validation provides an occasion to identify strengths and
opportunities, set goals and identify professional development needs.
S14.18.2 In consultation with Boarding Schools Supervision Staff, the employer may develop, implement
and periodically review a process of validated self-appraisal.
S14.18.3 Where appropriate, such formative appraisal process will take into account the needs of staff
in individual schools.
S14.18.4 The formative appraisal process will be based upon principles detailed in Schedule 8 of this
Agreement.
S14.19 Professional Development
S14.19.1 Employing authorities recognise and affirm the value of Boarding Schools Supervision Staff
undertaking professional development relevant to the performance of their work role and
duties.
S14.19.2 The Principal and Boarding Schools Supervision Staff accept a joint responsibility for the
negotiation of a program of relevant professional development linked to the appraisal
outcomes, the school goals and the development/renewal plan.
S14.19.3 A professional development plan will be jointly developed between the Boarding Schools
Supervision Staff member and their supervisor. This plan will be implemented within the
employer’s resource capacity.
S14.19.4 As part of the school’s professional development program and consistent with the professional
development guidelines, all employees are entitled to apply to undertake relevant professional
development activities. Costs and release time involved in attending such professional
development will be covered in accordance with the school’s professional development
guidelines.
S14.19.5 Where professional development is required by the employer for Boarding Schools Supervision
Staff outside ordinary working time, the employee will be granted time in lieu for the
equivalent hours taken at a mutually convenient time or receive payment at ordinary hours.
S14.19.6 Information relevant to professional development will be made available to Boarding Schools
Supervision Staff through the induction process.
S14.20 Provisions applicable to employees who are employed on the basis that their hours of work
are not averaged across a year
S14.20.1 This clause will apply to employees who are employed on the basis that their hours of work are
not averaged across a year.
S14.20.2 Hours of Work
(a) The maximum ordinary hours of work will be thirty-eight (38) hours per week, which may
be averaged over a 2 week period.
(b) The Ordinary hours will be worked on no more than five days of the week.
(c) Wherever practicable, an employee will receive two consecutive days off.
(d) The maximum number of ordinary hours which can be worked on any one day is ten (10).
(e) The ordinary hours of work on a day will be worked in no more than two periods.
(f) If agreed in writing by the employee, the ordinary hours of work on a day will be worked
within a span of sixteen (16) hours from initial commencing time to final ceasing time
otherwise clause S14.10 will apply.
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(g) The employee must have at least ten (10) consecutive hours off duty between the
termination of that employee's ordinary work on one day and the commencement of the
employee's ordinary work on the next day. However, the number of hours off duty may
be reduced to eight (8) by mutual agreement.
S14.20.3 Payment or Banking of Additional Ordinary Hours
(a) Where an employer authorises additional hours to be worked by an employee (and the
employee agrees to work those additional hours) beyond the employee’s normal starting
and finishing times, but within ordinary hours of work, prescribed in clause S14.11 of this
Schedule, these hours will be either:
(i) Paid for at casual rates, or
(ii) Banked where this is agreed with the employer.
(b) Where an employee banks hours in accordance with paragraph (a)(ii), those banked hours
must be availed of during school vacation periods except where the employer, at the
request of the employee, approves that the accrued hours be taken at alternative times.
The banked hours will be paid at the ordinary time rate.
(c) All employees will have a zero balance of banked hours at the beginning of each twelve-
month cycle. A twelve-month cycle is taken to begin on the first day following the school
vacation period in January and extending through to the last day of the school vacation
period in the next year. Any banked hours not taken prior to the completion of each
twelve-month cycle will be paid at the employee’s ordinary time rate.
If the boarding house employee requested and the employer agreed for the extra hour
worked outside the normal roster to be ‘banked’, the Boarding House employee would
receive an extra hour of pay in the school holiday period of their choice within that same
calendar year.
(d) On resignation, employees must avail themselves of any banked hours prior to the
resignation taking effect. In special or extenuating circumstances, if the employee is
unable to avail themselves of banked hours, these banked hours will be paid to the
employee at the employee’s ordinary time rate no later than the date of the next full pay
period after termination.
S14.20.4 Payment or Banking of Overtime Hours
(a) Except as provided in paragraph (b), all time worked outside of or in excess of the hours
prescribed in subclause 2 will be paid:
(i) for Monday to Saturday - time and one-half for the first three (3) hours and
double time thereafter for; and
(ii) for Sunday - double time.
(b) A boarding house employee who has worked overtime hours at the employer’s request
may instead of the payment of overtime choose to ‘bank’ time, for later payment during
a school holiday period(s) in the same calendar year. In such circumstances paragraphs
(c) to (f) apply.
(c) Where an employee chooses to ‘bank’ overtime one hour worked will result in one hour
of paid time in a school holiday period.
(d) Banked overtime must be availed of during a vacation period except where the employer,
at the request of the employee, approves that the banked overtime hours be taken at
alternative times.
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(e) All employees will have a zero balance of banked overtime at the beginning of each
twelve-month cycle. A twelve-month cycle is taken to begin on the first day following the
school vacation period in January and extending through to the last day of the school
vacation period in the next year. Any banked overtime not taken prior to the completion
of each twelve-month cycle will be paid to the employee at the rate of time and one half.
(f) On resignation, employees must avail themselves of any banked overtime prior to the
resignation taking effect. In special or extenuating circumstances, if the employee is
unable to avail themselves of banked overtime, this banked overtime will be paid to the
employee, at the rate of time and a half, no later than the date of the next full pay period
after termination.
S14.20.5 Payment of Wages
Employees subject to this clause will be paid only for the time worked and will not, subject to
subclauses 3 and 4, be paid for school vacation periods.
S14.20.6 Types of Employment
An employee may be employed in accordance with the “Types of Employment” prescribed in
clause 3.1 of this Agreement. Further, the provisions of Schedule 11 will apply to those
respective types of employment.
S14.20.7 Other Conditions of Employment
Clauses S14.12 to S14.19 of this schedule will apply to employees covered by this clause (clause
S14.20).
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SCHEDULE 15 CHILDREN'S SERVICES
S15.1 PART 1 - APPLICATION AND OPERATION
S15.1.1 Definitions
(a) "Assistant Director" means an employee appointed as such who is approved in terms of
the relevant legislation to have charge of the Centre in the absence of the Director.
(b) "Broken Shift" – see clause 5.23 of this Agreement.
(c) "Education and Care Services National Legislation" means the Education and Care Services
National Law (Queensland) Act 2011 and the Education and Care Services National
Regulations as amended from time to time and any predecessor legislation where
relevant or consequential amendments.
(d) "Children's Services Worker" means an employee who is engaged in the provision of child
care within a Centre and/or who is engaged in functions in or in connection with the
general operation of the Centre including but not limited to all aspects of food preparation
and service, cleaning and maintenance of all areas of the Centre (internal and external) to
the standards required by the employer.
(e) "Centre Based Care" means care for children in a centre as defined in the Education and
Care Services National Legislation.
(f) "Assistant Children's Services Worker - Unqualified" - means an employee who:
(i) has successfully completed Year 12 at Secondary School; or
(ii) on the day the person is first employed as an assistant, is at least seventeen (17)
years of age and is undertaking, or has completed a Child Care Practice
Certificate at a College of Technical and Further Education.
An assistant who is not an adult must be supervised by an appropriately approved Group
Leader.
Duties would include, but not be limited to, some or all of the following:
(A) assist in the implementation of the early childhood program under
supervision;
(B) implement daily routine;
(C) ensure the health and safety of the children in their care;
(D) give each child individual attention and comfort as required;
(E) work in accordance with the licensing requirements of Education and Care
Legislation;
(F) understand and work according to the Centre or Service's policy;
(G) perform general duties associated with the operation of the Centre,
including but not limited to all
(H) aspects of food preparation, service and cleaning/maintenance of all
areas of the Centre (internal and external).
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(g) "Children's Services Worker - 1 Year Qualified" means an employee who has completed
an AQF Certificate III or IV in Children's Services.
(i) This classification will also include a cook who prepares at least one full meal per
day for each of a substantial proportion of children present at the Centre.
(ii) Duties would include, but not be limited to, some or all of the following:
(A) any of the duties of an Assistant Children's Services Worker - Unqualified;
(B) co-ordinate and direct activities of unqualified workers engaged in the
implementation of programs and activities in group settings;
(C) liaise with parents;
(D) ensure a safe environment is provided for the children;
(E) ensure that records are maintained and are up-to-date concerning each
child in their care;
(F) assist in the development, implementation and evaluation of daily
routines;
(G) be responsible to the Director for the assessment of students on
placement;
(H) ensure the Centre or Service's policies are adhered to.
(I) assist the Director in the assessment of students on placement to the level
of their competency;
(J) under direction, work with individual children with particular needs;
(K) undertake and implement the requirements of quality assurance;
(L) administer first aid to the level of their competency when appropriate.
(h) "Group Leader - 1 Year Qualified" means an employee who has completed a Certificate III
or IV in Children's Services.
Duties would include, but not be limited to, some or all of the following:
(i) carrying out the work of a Group Leader;
(ii) the co-ordination of the activities of a group of children;
(iii) general supervision of workers in the Centre;
(iv) assisting in the Centre's or the Service's administrative functions;
(v) any of the duties of Children's Services Worker – One (1) Year Qualified;
(vi) to ensure that a developmentally appropriate program is planned and
implemented for each child;
(vii) to assess the needs of each child and monitor the child's progress;
(viii) to maintain effective communication with a parent of each child in the group
that the person leads;
(ix) administer first aid to the level of their competency when appropriate.
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(i) "Group Leader - 2 Year Qualified" means an employee who has completed an AQF
Diploma in Children's Services.
(i) A Registered Nurse who has enrolled in or has successfully completed an
appropriate bridging course in Early Childhood studies will also meet the criteria
for a 2 Year Qualified Group Leader.
(ii) Duties would include, but not be limited to, some or all of the following:
(A) any of the duties of a Group Leader - 1 Year or less;
(B) work as the person in charge of a group of children in the age range from
birth to twelve (12) years;
(C) take responsibility in consultation with the Director for the preparation,
implementation and evaluation of a developmental program for
individuals and groups of children in care;
(D) co-ordinate and direct the activities of workers engaged in the
implementation and evaluation of developmental programs and activities
in a group setting;
(E) contribute, through the Director, to the development of the Centre or
Service's policies;
(F) ensure that the policies and practices of the Centre are maintained;
(G) administer first aid to the level of their competency when appropriate.
(j) "Group Leader - 3 Year Qualified" means an employee who has completed an AQF
Advanced Diploma or higher qualification in the field of Children's Services or Education.
Duties will include, but not be limited to, some or all of the following:
(i) any of the duties of a Group Leader - 2 Year Qualified;
(ii) work as the person in charge of a group of children in the age range from birth
to twelve (12) years;
(iii) take responsibility in consultation with the Director for the preparation,
implementation and evaluation of a developmental program for individuals and
groups of children in care;
(iv) co-ordinate and direct the activities of workers engaged in the implementation
and evaluation of developmental programs and activities in a group setting;
(v) contribute, through the Director to the development of the Centre or Service's
policies;
(vi) ensure that the policies and practices of the Centre are maintained;
(vii) administer first aid to the level of their competency when appropriate.
(k) "Assistant Director - 2 Year Qualified" means an employee who has completed an AQF
Diploma in Children's Services.
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(l) "Assistant Director - 3 Year Qualified" means an employee who has completed an AQF
Advanced Diploma or higher qualification in the field of Children's Services or Education.
Duties of Assistant Director (2 Year Qualified and Minimum 3 Year Qualified) include, but
are not limited to, some or all of the following:
(i) all of the duties of a Group Leader - Minimum 3 Year Qualified;
(ii) to supervise the programs and the quality of care that the service provides;
(iii) to maintain the Service's policies and practices;
(iv) to maintain effective liaison with other agencies in the community;
(v) to maintain the Centre's records;
(vi) supervising qualified and unqualified workers;
(vii) planning and co-ordinating in-service training for the Centre or Service;
(viii) planning and implementing programs for children with special needs, including,
but not limited to, children with disabilities and children of non-English speaking
background;
(ix) take responsibility for the day-to-day management of the centre or service in
the temporary absence of the Director;
(x) administer first aid to the level of their competency when appropriate.
(m) "Director 2 Year Qualified" means an employee who has completed an AQF Diploma in
Children's Services.
(n) "Director - 3 Year Qualified" means an employee who has completed a AQF Advanced
Diploma or higher qualification in the field of Children's Services or Education.
Duties of Directors (2 Year and Minimum 3 Year Qualified) include, but are not limited to,
all or some of the following:
(i) responsibility for the overall administration of the Centre or service;
(ii) to develop, implement and supervise developmental programs and the quality
of care that the Service provides;
(iii) to maintain the Service's policies and practices;
(iv) to establish a process for the recruitment, orientation and support of staff;
(v) to identify and assist in meeting in-service training needs of staff;
(vi) to establish and maintain effective communication systems with staff/parents;
(vii) to establish and maintain liaison with other agencies in the community (as
required);
(viii) to maintain the Centre's records;
(ix) recruit staff in consultation with the Manager/Owner or Licensee of the Centre;
(x) to keep day-to-day accounts and handle clerical administrative matters;
(xi) ensure that the Centre or Service adheres to all relevant Regulations;
(xii) formulate and evaluate annual budgets in liaison with relevant authorities
where necessary;
(xiii) all of the duties of an Assistant Director;
(xiv) administer first aid to the level of their competency when appropriate.
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S15.1.2 Outside School Hours Care and Vacation Care
(a) "Assistant Children's Services Worker - Unqualified" means an employee who is
unqualified and is employed to assist at an Outside School Hours Care and Vacation Care
Service.
(i) An Assistant must be supervised by a Co-ordinator.
(ii) Duties would include, but not be limited to, some or all of the following:
(A) supervise children's activities;
(B) ensure the health and safety of the children in care;
(C) take a genuine interest in the children, their activities and participate in
these as much as possible;
(D) supervise sports activities;
(E) routine communication with parents to the level of the employee's
competence;
(F) assist in developing and implementing programs/activities;
(G) understand and work according to the Centre's policies.
(b) "Children's Services Worker - 1 Year Qualified" means an employee who has completed
an AQF Certificate III or IV in Children's Services.
(i) This classification will also include a cook who prepares at least one full meal per
day for each of a substantial proportion of children present at the Centre.
(ii) Duties would include, but not be limited to, some or all of the following:
(A) any of the duties of an Assistant Children's Services Worker - Unqualified;
(B) co-ordinate and direct activities of unqualified workers engaged in the
implementation of programs and activities in group settings;
(C) liaise with parents;
(D) ensure a safe environment is provided for the children;
(E) ensure that records are maintained and are up-to-date concerning each
child in their care;
(F) assist in the development, implementation and evaluation of daily
routines;
(G) be responsible to the Director for the assessment of students on
placement;
(H) ensure the Centre or Service's policies are adhered to.
(I) assist the Director in the assessment of students on placement to the level
of their competency;
(J) under direction, work with individual children with particular needs;
(K) undertake and implement the requirements of quality assurance;
(L) administer first aid to the level of their competency when appropriate.
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(c) "Assistant Co-ordinator - Qualified - Large Service" means an employee who is required to
assist a Co-ordinator of After School Hours Care as prescribed by the Education and Care
Services National Legislation to manage a licensed Outside School Hours Care service
licensed to accommodate sixty (60) or more children at any time of the day. Their duties
include, but are not limited to, some or all of the following:
(i) all of the duties of an Assistant Children's Services Worker - I Year Qualified;
(ii) in consultation with the Coordinator prepare, implement and evaluate
developmentally appropriate programmes for individual children or groups of
children in care;
(iii) supervise staff and ensure staff members fulfil their various duties and
responsibilities;
(iv) ensure a safe environment is maintained for both children and staff;
(v) ensure records are maintained accurately for each child in care;
(vi) ensure a service's policies and procedures are adhered to;
(vii) liaise as need be with members of a child's family;
(viii) administer first aid to the level of their competency when appropriate.
(d) "Co-ordinator - Unqualified" means an employee who co-ordinates and manages an After
School Hours Care and/or Vacation Care Service for children and has no relevant post-
secondary qualification. The duties would include, but not be limited to, some or all of
the following:
(i) develop and/or oversee programs and ensure they offer a balance of flexibility,
variety, safety and fun;
(ii) supervise the programs/activities, staff and ensure each staff member is
fulfilling their relevant duties and responsibilities;
(iii) carry out administration tasks including fee collection and receipting, banking,
staff pay, etc.;
(iv) administer first aid when appropriate to the level of their competency;
(v) to work positively in working with parents and/or Committees;
(vi) understanding and working in accordance with the Service's policies.
(e) "Co-ordinator - Qualified" means an employee who has completed a AQF Diploma in
Children's Services. The duties would include those listed under Co-ordinator -
Unqualified.
(f) "Joint Union/Employer Validation Committee" means a Committee with equal
representation of union/employer, set up to resolve disputes between employees and
employers in relation to incremental levels of pay or to relevant/equivalent qualifications.
(g) "Outside School Hours Care" means care of children provided in schools, supervised
playgrounds and other establishments, but not including child care centres as defined in
the Education and Care Legislation, outside normal school hours.
(h) "Teacher" means an employee who meets the following criteria:
(i) that the employee holds a three (3) or four (4) year qualification in early
childhood studies as approved under the Education and Care Legislation; and
(ii) that the employee be registered with the College of Teachers; and
(iii) that the employee be required to deliver an educational program.
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(i) "Vacation Care" means care of children provided in schools, supervised playgrounds and
other establishments, but not including child care centres, as defined in the Education and
Care Legislation, during school vacations.
S15.1.3 Coverage
(a) This Schedule will apply to persons covered by this Agreement engaged in the callings and
classifications set out in this Schedule, who are employed at or in Child Care Centres as
defined in the Education and Care Services National Legislation or Outside School Hours
Care, adjunct care, wherein employees are charged with the care of children, and/or the
delivery of child care services for whom classifications and rates of pay are herein
prescribed.
(b) This Schedule will not apply to:
(i) persons who are in holy orders or who are members of a recognised teaching
order;
(ii) persons whose service is voluntary and whose service is covered by an exchange
of letters between the employer and the volunteer; and
(iii) students on work experience or placement.
S15.2 PART 2 - EMPLOYER AND EMPLOYEES' DUTIES, EMPLOYMENT RELATIONSHIP AND RELATED
ARRANGEMENTS
S15.2.1 Contract of Employment
(a) Employees covered by this Schedule will be advised in writing of their employment
category upon appointment.
(b) Employment categories are outlined in clause 3.1 of the Agreement.
S15.2.2 Mixed Functions
(a) Where an employee is approved in accordance with the relevant legislation to perform a
higher duty, and when approved and called upon by the employer to perform that higher
duty for four (4) hours or longer per day, such employee will be paid the rate of pay
attaching to the higher duty for the actual time worked.
(b) Provided that paragraph (a) will not apply to Assistant Directors who are acting as the
Director of a Child Care Centre:
(i) whilst the Director is temporarily absent; or
(ii) in cases where there is no Director employed, for a maximum period of six (6)
weeks.
S15.2.3 Employee Duties
(a) Extended Duties
(i) An employer may direct an employee to carry out such duties as are within the
limits of the employee's skill, competence and training consistent with the
classification structure of this Schedule, provided that such duties are not
designed to promote deskilling.
(ii) An employer may direct an employee to carry out such duties and use such
resources and equipment as may be required, provided that the employee has
been trained in the use of such resources and equipment.
(iii) Any direction issued by an employer pursuant to subparagraphs (i) and (ii) will
be consistent with the employer's responsibilities to provide a safe and healthy
working environment.
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S15.2.4 Term-Time Employment - Outside School Hours Care
(a) This subclause applies only to employers who operate facilities to specifically provide
Outside School Hours Care, and to employees who are specifically engaged under their
contract of employment to provide Outside School Hours Care, and this is the primary
purpose of their engagement.
(b) An employee who consents to such an engagement, may be classified as a term-time
employee. The employee's consent to be classified as a term-time employee is to be
genuine and in writing and a copy of the written agreement is to be maintained with
relevant time and wages records.
(c) A term-time employee is an employee engaged to work only those weeks of the year
deemed to coincide with the provision of primary education to school children in a school
setting.
(d) All entitlements for term-time employees are no less than those for their non-term-time
counterparts, except that no ordinary wages are payable for the weeks the employee is
not engaged to work.
(e) Non-engaged periods count as service and employment for the purposes of the accrual of
paid leave for annual leave, personal/carer’s leave and wage increments, except that no
ordinary wages are payable for the weeks the employee is not engaged to work.
(f) Where a public holiday falls on a day upon which an employee normally works during
term time or any public holiday falling on their annual leave, the employee will be paid at
the ordinary hourly rate for the number of hours that would ordinarily be worked by the
employee on that day.
S15.2.5 More Than One Engagement - OSHC and Vacation Care
(a) This subclause applies only to employers who operate facilities to specifically provide
Outside School Hours Care and/or Vacation Care, and to employees who are specifically
engaged under their contract of employment to provide Outside School Hours Care
and/or Vacation Care, and this is the primary purpose of their engagement.
(b) A part-time employee may be engaged on a casual basis for duties in a separate
engagement under this Schedule provided that such engagement satisfies the following
criteria:
(i) this arrangement is subject to mutual agreement between the employee and
employer. Such agreement is to be recorded in writing and maintained with
relevant time and wages records;
(ii) an employee who elects to take a casual engagement is to be required to work
no more than thirty-eight (38) hours in any one (1) week;
(iii) the work required to be performed in the separate engagement may be
consistent with the usual job description of the employee concerned;
(iv) the work required to be performed in the separate engagement does not
interfere with the employee's original contract of employment;
(v) the work required to be performed in the separate engagement is not designed
to avoid overtime obligations;
(vi) the separate engagement enables the employee to obtain additional hours
and/or remuneration; and
(vii) employment on a casual basis performed during the separate engagement does
not break the continuity of service of an employee.
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(c) Where the casual engagement requires an employee to travel a distance in excess of that
travelled to the usual workplace the employee must be:
(i) paid for such excess time as for other work; and
(ii) either paid the amount prescribed in clause 5.16.9 of the Agreement or be
provided with transport by the employer to the workplace.
S15.3 PART 3 - WAGES AND WAGE RELATED MATTERS
S15.3.1 Classifications and Wage Rates and Allowances
(a) Wage rates
The wage rates of pay are set out in Schedule 1 – S1.9 (Wages, Salaries and Allowances)
of this Agreement.
(b) Juniors
(i) The junior rates prescribed in clause S14.3.1 (b) will apply to the positions of
Assistant Children's Services Worker - Unqualified and Children's Services
Worker - 1 year qualified.
Junior employees - % of appropriate adult rate
17 and under 18 years of age 55
18 and under 19 years of age 65
19 and under 20 years of age 75
20 years of age 85
(ii) Calculation of rates - The rates of pay applying to junior employees will be
calculated in multiples of ten (10) cents, with any result of five (5) cents or more
being adjusted to the next highest ten (10) cent multiple.
(c) Increments –
(i) Annual Salary Increments - see clause 5.14 of this Agreement, except part-time
employees will be required to complete a minimum of 1,000 hours of service to
be eligible for their next increment and the increment will become payable at
the expiration of 1,000 hours service or 12 calendar months, whichever occurs
later.
(ii) Credit for Previous Experience – see clause 5.13 of this Agreement.
S15.3.2 Allowances
(a) Broken Shift Allowance – see clause 5.23 (Broken Shift) of this Agreement.
(b) Telephone allowance
Employees required to make business calls on their private telephone or on a public
telephone will be reimbursed the cost of such call.
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S15.4 PART 4 - HOURS OF WORK
S15.4.1 Hours of Work
(a) Hours of Work - Outside School Hours Care and Vacation Care –
(i) Outside School Hours Care –
(A) The ordinary working hours will:
(1) not exceed 38 hours in any one week;
(2) be up to a maximum of 10 hours on any day; and
(3) will be worked Monday to Friday inclusive.
(B) An employee other than a full-time employee will be engaged for a
minimum period of two (2) hours per day:
(1) provided that the two (2) hours may be broken into two (2) periods
of not less than one (1) hour.
(2) such ordinary working hours will be worked between the hours of
6.00 a.m. and 6.00 p.m.
(C) Where co-ordinators are required wholly or mainly to supervise children
during the operative hours of the program and are required to perform
administrative duties in relation to the Outside School Hours Care
program, they will be employed for additional time to perform these
duties. This additional time will be the equivalent of not less than fifteen
(15) minutes per hour, for each hour of contact time with the children.
(D) Where employees are required to prepare equipment and facilities for
the Outside School Hours Care program, they will be allowed adequate
paid time to perform these duties.
(b) Vacation Care –
(i) The ordinary working hours will be worked continuously excluding meal breaks
and will not exceed thirty-eight (38) hours in any one week:
Provided that where there is agreement between the employer and the
employee the ordinary working hours will not exceed ten (10) in any one day.
(ii) Such ordinary working hours will be worked between 6.00 a.m. and 6.00 p.m.
Monday to Friday, inclusive.
(iii) Where employees are required to prepare equipment and facilities, or perform
administrative duties for the Vacation Care program they will be allowed
adequate paid time to perform these duties.
(c) Rosters –
Where the employer prescribes the ordinary working hours for employees by way of a
roster, twelve (12) hours' notice of any change of roster will be provided to the
employees; provided however, that in the cases of sickness, unplanned absenteeism or
where the employer and the employees concerned mutually agree, the roster may be
changed with less than twelve (12) hours' notice.
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S15.4.2 Meal Breaks
(a) Except as hereinafter provided when an employee is employed for at least six (6) hours,
such employee will be allowed not less than thirty (30) minutes and not more than one
(1) hour for a meal not later than five (5) hours after commencing work; provided that in
lieu of the foregoing, by mutual agreement between an employee and the employer an
employee may be allowed a paid crib break of one-half hour, such period to be counted
as time worked where the employee may be required to supervise children.
(b) If an employee is required to work through the meal period, other than as prescribed in
the proviso to paragraph (a), the time worked will be deemed to be overtime and paid for
at the rate of double time and such double time payment will continue until such time as
the employee finishes work or is allowed a half-hour meal break for which no deduction
of pay will be made.
S15.4.3 Payment for Meetings
(a) In each calendar month, where an employee is expected by the employer to attend a
meeting or meetings, outside of the employee's ordinary paid working hours and/or usual
commencing or ceasing time, such attendance will be paid for at a minimum rate of:
(i) single time for the first 1 1/2 (1.5) hours;
(ii) time and a half for all time in excess of one and a half (1 1/2) hours and up to
and including three (3) hours; or
(iii) double time for all time in excess of three (3) hours.
(b) In paragraph (a), "meeting" includes, but is not limited to, staff meetings, meetings to
discuss accreditation requirements, meetings with parents and meetings where training
is delivered.
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SCHEDULE 16 LONG SERVICE LEAVE - TEACHERS
This Schedule will be read subject to the provisions of this Agreement.
S16.1 Application of Schedule
This Schedule will apply to all teachers employed in schools conducted by Catholic Education employing
authorities but will not apply to such teachers as are in Holy Orders or are members of a recognised Religious
Teaching Order.
S16.2 Definitions
(a) "Eligible service" means continuous service with the employer as from 1st January 1982,
and where a teacher is employed by a school at that date it will include all continuous
service at that school as from 1st January 1975.
(b) Long service leave entitlements not to be reduced.
(c) Nothing in this Schedule will be deemed or construed to diminish the conditions of long
service leave any teacher was receiving prior to the date of coming into operation of this
Schedule.
S16.3 Amount of Long Service Leave
(a) A teacher will be entitled to long service leave on full pay in respect of eligible service and
the amount and further amounts of that long service leave will be as follows:
(i) in respect of eligible service completed prior to the date of commencement in
accordance with the Act.
(ii) in respect of ten (10) years' eligible service undertaken as from the dates
specified from the various individual Employers hereunder - thirteen (13) weeks'
long service leave.
(b) As from 1st January 1973 - Teachers employed by the Sacred Heart Fathers;
(c) As from 1st January, 1982 - Teachers employed by the Augustinian Friars, Brigidine Sisters,
Christian Brothers, De La Salle Brothers, Franciscan Friars, Franciscan Sisters, Good
Samaritan Sisters, Loreto Sisters, Marist Brothers, Mercy Sisters (All Hallows), Oblates of
Mary Immaculate, Presentation Sisters, Sisters of Charity, Sisters of the Sacred Heart of
Jesus, Ursuline Sisters;
(d) As from 1st January 1983 - Teachers employed by the Mercy Sisters (Cairns);
(e) As from 1st January 1985 - Teachers employed by the Directors of Catholic Education of
the Archdiocese of Brisbane and of the Dioceses of Cairns, Rockhampton, Toowoomba
and Townsville, Josephite Sisters, Mercy Sisters (Rockhampton), Mercy Sisters
(Townsville).
(f) In respect of a further or subsequent ten (10) years' eligible service completed after the
date of commencement-thirteen (13) weeks long service leave.
S16.4 Transitional Arrangements
Where a teacher ceases employment with the employer prior to 1st January, 1985, and thereby payment in
lieu of long service leave is made, the operative date for the calculation of eligible service as in clause S16.3
(a) will be the date of commencing continuous service at the school by which the teacher was employed at
1st January, 1982, notwithstanding that such date may be prior to 1st January, 1975.
S16.5 Date of Operation
This Schedule replaces the Teachers - Catholic Schools (Long Service Leave Scheme) Industrial Agreement.
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SCHEDULE 17 PORTABILITY OF EMPLOYEE BENEFITS
Policy and Administrative Procedures
The following statement was endorsed by Directors on 8 October 1987.
S17.1 Sick Leave / Personal/carer’s leave
Policy
On 18 August 1982, the Directors of all Catholic Education Offices in Queensland issued the
following policy statement:
“The Directors have agreed that portability will apply from 1st January 1983, from Parish and
Diocesan owned schools throughout Queensland to all teachers currently employed. Service to
be retrospective to 26 January 1979 as the earliest date of adequate central records for all
Dioceses. Sick Leave entitlement within the Diocese will not be affected by these decisions”.
This policy is for teaching employees only.
S17.1.1 Parties to the policy
It should be noted that this policy in regard to portability of sick leave / personal/carer’s leave
only relates to Parish and Diocesan owned schools. That is, Order owned [now Religious
Institute] schools are not a party to this policy statement.
S17.1.2 Order of payment
Where a person takes sick leave / personal/carer’s leave, the leave should be taken off the
entitlement accrued with the present employer. It should only be taken off leave accrued with
previous employers where there is no leave balance available that was accrued during the
present period of service.
S17.1.3 Claim on previous employer(s)
At any point, if the current employer has granted sick leave within an individual’s entitlement
and this exceeds by ten (10) or more days the aggregate of:
(a) sick leave / personal/carer’s leave accrued with the current employer, and
(b) sick leave / personal/carer’s leave previously claimed by the current employer and paid
for by a former employer (transferred),
then a claim for reimbursement from the previous employer(s) equivalent to the monetary value
of the total leave shortfall may be made.
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SCHEDULE 18 BRISBANE CATHOLIC EDUCATION GUIDANCE COUNSELLOR (TEACHER) AND
(WITHOUT TEACHER QUALIFICATIONS)
S18.1 Brisbane Catholic Education Guidance Counsellor (Teacher) and (Without Teacher
Qualifications)
Recognition of prior service:
(a) To be recognised for salary determination purposes prior service needs to be deemed:
“supervised experience working with children and/or young people in an education, child
protection or counselling environment or supervised experience in counselling and psycho-
educational assessment.”
(b) Proof of relevant prior service needs to be supported by Statements of Service and where
necessary/requested additional information confirming that the prior work experience
falls within the criteria detailed.
(c) It will be the responsibility of the Senior Education Officer – Student Wellbeing to confirm
that the prior service is relevant and therefore is to be recognised. The pay office will
calculate how much service the prior service equates to for salary determination
purposes.
S18.2 Definition and Classification Criteria
Salary Level Criteria
Graduate 1 Full registration or eligibility for full registration as a teacher in Queensland [B
Ed/Master of Guidance and Counselling]
And/or
Full registration or eligibility for full registration as a psychologist in Australia [Psych
degree/Master in Educational and Developmental (preferred major)]
There is no requirement for relevant prior work experience.
Graduate 2 Full registration or eligibility for full registration as a teacher in Queensland [B
Ed/Master of Guidance and Counselling]
And/or
Full registration or eligibility for full registration as a psychologist in Australia [Psych
degree/Master in Educational and Developmental (preferred major)]
And
A minimum of the equivalent of one (1) years full-time supervised experience working
with children and/or young people in an education, child protection or counselling
environment or supervised experience in counselling and psycho-educational
assessment.
Proficient 1 Full registration or eligibility for full registration as a teacher in Queensland [B
Ed/Master of Guidance and Counselling]
And/or
Full registration or eligibility for full registration as a psychologist in Australia [Psych
degree/Master in Educational and Developmental (preferred major)]
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Salary Level Criteria
And
A minimum of the equivalent of two (2) years full-time supervised experience working
with children and/or young people in an education, child protection or counselling
environment or supervised experience in counselling and psycho-educational
assessment.
Proficient 2 Full registration or eligibility for full registration as a teacher in Queensland [B
Ed/Master of Guidance and Counselling]
And/or
Full registration or eligibility for full registration as a psychologist in Australia [Psych
degree/Master in Educational and Developmental (preferred major)]
And
A minimum of the equivalent of three (3) years full-time supervised experience working
with children and/or young people in an education, child protection or counselling
environment or supervised experience in counselling and psycho-educational
assessment.
Experienced 1 Full registration or eligibility for full registration as a teacher in Queensland [B
Ed/Master of Guidance and Counselling]
And/or
Full registration or eligibility for full registration as a psychologist in Australia [Psych
degree/Master in Educational and Developmental (preferred major)]
And
A minimum of the equivalent of four (4) years full-time supervised experience working
with children and/or young people in an education, child protection or counselling
environment or supervised experience in counselling and psycho-educational
assessment.
Experienced 2 Full registration or eligibility for full registration as a teacher in Queensland [B
Ed/Master of Guidance and Counselling]
And/or
Full registration or eligibility for full registration as a psychologist in Australia [Psych
degree/Master in Educational and Developmental (preferred major)]
And
A minimum of the equivalent of five (5) years full-time supervised experience working
with children and/or young people in an education, child protection or counselling
environment or supervised experience in counselling and psycho-educational
assessment.
Experienced 3 Full registration or eligibility for full registration as a teacher in Queensland [B
Ed/Master of Guidance and Counselling]
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Salary Level Criteria
And/or
Full registration or eligibility for full registration as a psychologist in Australia [Psych
degree/Master in Educational and Developmental (preferred major)]
And
A minimum of the equivalent of six (6) years full-time supervised experience working
with children and/or young people in an education, child protection or counselling
environment or supervised experience in counselling and psycho-educational
assessment.
DUAL REGO
Experienced 4
Dual Registration equates to:
2 x full registration or eligibility for full registration; or
1 x full registration or eligibility for full registration and 1 x provisional registration or
approved provisional registration
as a teacher in Queensland [B Ed/Master of Guidance and Counselling] and as a
psychologist in Australia [Psych degree/Master in Educational and Developmental
(preferred major)]
And
A minimum of the equivalent of three (3) years full-time experience as a Guidance
Counsellor in an education environment.
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SCHEDULE 19 SUPPORTED WAGE SYSTEM
S19.1 Application
S19.1.1 This Schedule defines the conditions which will apply to employees who because of the effects
of a disability are eligible for a supported wage under the terms of this Agreement.
S19.2 Definitions
S19.2.1 In this Schedule:
(a) “Approved assessor” means a person accredited by the management unit established by
the Commonwealth under the supported wage system to perform assessments of an
individual’s productive capacity within the supported wage system.
(b) “Assessment instrument” means the tool provided for under the supported wage system
that records the assessment of the productive capacity of the person to be employed
under the supported wage system.
(c) “Disability support pension” means the Commonwealth pension scheme to provide
income security for persons with a disability as provided under the Social Security Act
1991 (Cth), as amended from time to time, or any successor to that scheme.
(d) “Relevant minimum wage” means the minimum wage prescribed in this award for the
class of work for which an employee is engaged.
(e) “Supported wage system (SWS)” means the Commonwealth Government system to
promote employment for people who cannot work at full award wages because of a
disability, as documented in the Supported Wage System Handbook. The Handbook is
available from the following website: www.jobaccess.gov.au.
(f) “SWS wage assessment agreement” means the document in the form required by the
Department of Education, Employment and Workplace Relations that records the
employee’s productive capacity and agreed wage rate.
S19.3 Eligibility Criteria
S19.3.1 Employees covered by this Schedule will be those who are unable to perform the range of
duties to the competence level required within the class of work for which the employee is
engaged under this Agreement, because of the effects of a disability on their productive
capacity and who meet the impairment criteria for receipt of a disability support pension.
S19.3.2 This Schedule does not apply to any existing employee who has a claim against the employer
which is subject to the provisions of workers compensation legislation or any provision of this
award relating to the rehabilitation of employees who are injured in the course of their
employment.
S19.4 Supported Wage Rates
S19.4.1 Employees to whom this Schedule applies will be paid the applicable percentage of the
relevant minimum wage according to the following schedule:
Assessed capacity (clause S21.5)
%
Relevant minimum wage
%
10 10
20 20
30 30
40 40
50 50
60 60
70 70
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80 80
90 90
S19.4.2 Notwithstanding clause S21.4.1, the minimum amount payable must be not less than $87 per
week.
S19.4.3 Where an employee’s assessed capacity is ten per cent (10%), they must receive a high degree
of assistance and support.
S19.5 Assessment of Capacity
S19.5.1 For the purpose of establishing the percentage of the relevant minimum wage, the productive
capacity of the employee will be assessed in accordance with the Supported Wage System by
an approved assessor, having consulted the employer and employee and, if the employee so
desires, a union which the employee is eligible to join.
S19.5.2 All assessments made under this Schedule must be documented in an SWS wage assessment
agreement, and retained by the employer as a time and wages record in accordance with the
Act.
S19.6 Lodgement of SWS Wage Assessment Agreement
S19.6.1 All SWS wage assessment agreements under the conditions of this Schedule, including the
appropriate percentage of the relevant minimum wage to be paid to the employee, must be
lodged by the employer with the Fair Work Commission.
S19.6.2 All SWS wage assessment agreements must be agreed and signed by the employee and
employer parties to the assessment. Where a union which has an interest in the award is not a
party to the assessment, the assessment will be referred by the Fair Work Commission to the
union by certified mail and the agreement will take effect unless an objection is notified to the
Fair Work Commission within ten (10) working days.
S19.7 Review of Assessment
The assessment of the applicable percentage should be subject to annual or more frequent review on the
basis of a reasonable request for such a review. The process of review must be in accordance with the
procedures for assessing capacity under the supported wage system.
S19.8 Other Terms and Conditions of Employment
Where an assessment has been made, the applicable percentage will apply to the relevant minimum wage
only. Employees covered by the provisions of this Schedule will be entitled to the same terms and conditions
of employment as other workers covered by this Agreement on a pro rata basis.
S19.9 Workplace Adjustment
An employer wishing to employ a person under the provisions of this Schedule must take reasonable steps
to make changes in the workplace to enhance the employee’s capacity to do the job. Changes may involve
re-design of job duties, working time arrangements and work organisation in consultation with other workers
in the area.
S19.10 Trial Period
S19.10.1 In order for an adequate assessment of the employee’s capacity to be made, an employer may
employ a person under the provisions of this Schedule for a trial period not exceeding twelve
(12) weeks, except that in some cases additional work adjustment time (not exceeding four
weeks) may be needed.
S19.10.2 During that trial period the assessment of capacity will be undertaken and the percentage of
the relevant minimum wage for a continuing employment relationship will be determined.
S19.10.3 The minimum amount payable to the employee during the trial period must be no less than
$87 per week.
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 317 of 325 Pages
S19.10.4 Work trials should include induction or training as appropriate to the job being trialled.
S19.10.5 Where the employer and employee wish to establish a continuing employment relationship
following the completion of the trial period, a further contract of employment will be entered
into based on the outcome of assessment under clause S19.5.
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 318 of 325 Pages
SCHEDULE 20 SIGNATORIES
Signed for and on behalf of The Corporation of the Trustees of
the Roman Catholic Archdiocese of Brisbane
ABN: 49 991 006 857 …………………………………………………………………………….
(Signature)
Postal Address:
……………………………………………………………………………
Brisbane Catholic Education (Full Name)
2A Burke Street
WOOLLOONGABBA QLD 4102
…………………………………………………………………………..
(Position)
………………………………………………………………………….
(Date)
In the presence of - ………………………………………………….……………………..
(Signature)
……………………………………………….……………………….
(Full Name)
……………………………………………….………………………
(Position)
Dr Sally Towns
EXECUTIVE DIRECTOR
CATHOLIC EDUCATION ARCHDIOCESE OF BRISBANE
30/10/2023
Jane Codd
Senior Executive Assistant to the Executive Director
Sally owno
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 319 of 325 Pages
Signed for and on behalf of The Roman Catholic Trust
Corporation for the Diocese of Cairns
ABN: 42 498 340 094 …………………………………………………………………………….
(Signature)
Postal Address:
……………………………………………………………………………
Catholic Educational Services - Cairns (Full Name)
130 Lake Street
CAIRNS QLD 4870
…………………………………………………………………………..
(Position)
………………………………………………………………………….
(Date)
In the presence of - ……………………………………….………………………………..
(Signature)
…………………………………………….………………………….
(Full Name)
…………………………………………….…………………………
(Position)
Signed for and on behalf of The Roman catholic Trust
Corporation for the Diocese of Caims
ABN: 42 498 340 094
Postal Address:
catholic Educational Services - Cairns
130 Lake Street
CAIRNS QLO 4870
In the presence of
William Dixon
(Full Name)
Executive Director
(Position)
30/1012023
(Oate)
(Scgnatutt)
Monica Nation
(Full Name)
Administration Officer
(Position)
Signed for and on behalf of The Roman Catholic Trust Corporation for the Diocese of Cairns ABN: 42 498 340 094 (Signature) Postal Address: William Dixon Catholic Educational Services - Cairns (Full Name] 130 Lake Street CAIRNS OLD 4870 Executive Director (Position) 30/10/2023 (Date In the presence of - (Signature) Monica Nation (Full Name) Administration Officer (Position)
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 320 of 325 Pages
Signed for and on behalf of The Roman Catholic Trust
Corporation for the Diocese of Rockhampton
ABN: 21 528 592 597 …………………………………………………………………………….
(Signature)
Postal Address:
……………………………………………………………………………
Diocesan Catholic Education Office (Rockhampton) (Full Name)
143 West Street
ROCKHAMPTON QLD 4700
…………………………………………………………………………..
(Position)
………………………………………………………………………….
(Date)
In the presence of - ………………………………………………………………….……..
(Signature)
………………………………………………………..……………….
(Full Name)
……………………………………………………..…………………
(Position)
Signed for and on behalf of The Roman catholic Trust
Corparation for tht Oioctst of Rockhempton
ABN: 21 528 592 597
Postal Address:
Diocesan catholic Education Office (Rockhampton)
143 West street
ROCKHAMPTON QLO 4700
In the presence of -
~~..,r
····················/.#'-..... -............ .
(Signature)
Leesa Madonna Jeffcoat
OHO••• ••• • •••••• •••• •••••••••••• • ••••••••• • ••••••••• • ••• • •••••• •••• •••••• ••• • •• • ••••••••• • •••••
{Full Name)
Diocesan Director Catholic Education
(Position)
30/10/2023
(Date)
Gaiy cooper
{Full Name)
~~P.'.~Y.~ .. ~-~P.P.?.~.~-~~il;:~ .. rvi.?.~~~~~ .....
{Position)
Signed for and on behalf of The Roman Catholic Trust Corporation for the Diocese of Rockhampton ABN: 21 528 592 597 (Signature) Postal Address: Leesa Madonna Jeffcoat Diocesan Catholic Education Office (Rockhampton) (Full Name) 143 West Street ROCKHAMPTON QLD 4700 Diocesan Director Catholic Education (Position) 30/10/2023 (Date) In the presence of - Signature) Gary Cooper (Full Name) Employee Support Services Manager (Position)
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 321 of 325 Pages
…………………………………………………………………………….
(Signature)
……………………………………………………………………………
(Full Name)
…………………………………………………………………………..
(Position)
………………………………………………………………………….
(Date)
Signed for and on behalf of The Corporation of the Roman
Catholic Diocese of Toowoomba - Catholic Schools
ABN: 88 934 244 646
Postal Address:
Catholic Education Office (Toowoomba)
73 Margaret Street
TOOWOOMBA QLD 4350
In the presence of - ………………………………………………………...……………….
(Signature)
…………………………………………………….……..…………...
(Full Name)
……………………………………………………….……..………..
(Position)
Signed for and on behalf of The Corporation of the Roman
Catholic Diocese of Toowoomba - Catholic Schools
ABN: 88 934 244 646
Postal Address:
Catholic Education Office (Toowoomba)
73 Margaret Street
TOOWOOMBA QLD 4350
In the presence of -
.. Dr.Patrick .coughlan .......................................... .
(Full Name)
Executive Director: Catholic Schools
(Posit ion)
30/10/2023
(Date)
(Signat ure)
Pamela Fisher
(Full Name)
Personal Assistant to the Executive Director
(Posit ion)
Signed for and on behalf of The Corporation of the Roman Catholic Diocese of Toowoomba - Catholic Schools Doughlan ABN: 88 934 244 646 (Signature) Postal Address: Dr Patrick Coughlan Catholic Education Office (Toowoomba) (Full Name) 73 Margaret Street TOOWOOMBA QLD 4350 Executive Director: Catholic Schools (Position) 30/10/2023 (Date) PLFisher In the presence of - (Signature) Pamela Fisher (Full Name) Personal Assistant to the Executive Director (Position)
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 322 of 325 Pages
Signed for and on behalf of The Roman Catholic Trust
Corporation for the Diocese of Townsville
ABN: 13 622 319 794 …………………………………………………………………………….
(Signature)
Postal Address:
……………………………………………………………………………
Catholic Education Office (Townsville) (Full Name)
2 Gardenia Avenue
KIRWAN QLD 48481070
…………………………………………………………………………..
(Position)
………………………………………………………………………….
(Date)
In the presence of - ………………………………………………………………………….
(Signature)
…………………………………………………………………………
(Full Name)
………………………………………………………………………..
(Position)
Signed for and on behalf of The Roman Catlholic Trust
Corporation for the Diocese of Townsville
ABN: 13 622 319 794
Postal Address:
Catholic Education Office (Townsville)
2 Gardenia Avenue
KIRWAN QLD 48481070
In the presence of -
(Signature)
.... Jacqueline .. Francis ....... ........................ ........... .
(Full Name)
Executive Director
(Posit ion)
30/10/2023
(Date)
~
(Signature)
Lisa White
(Full Name)
Administration Assistant to Executive Director
(Posit ion)
Signed for and on behalf of The Roman Catholic Trust Corporation for the Diocese of Townsville ABN: 13 622 319 794 (Signature) Postal Address: Jacqueline Francis Catholic Education Office (Townsville) (Full Name) 2 Gardenia Avenue KIRWAN QLD 48481070 Executive Director (Position) 30/10/2023 (Date) Lwhite In the presence of - (Signature) Lisa White (Full Name) Administration Assistant to Executive Director (Position)
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 323 of 325 Pages
Signed for and on behalf of the Independent Education Union of
Australia – Queensland and Northern Territory Branch
ABN:74 662 601 045 …………………………………………………………………………….
(Signature)
Postal Address:
……………………………………………………………………………
34 Turbot Street (Full Name)
SPRING HILL QLD 4000
…………………………………………………………………………..
(Position)
………………………………………………………………………….
(Date)
In the presence of - …………………………………………………………………………
(Signature)
…………………………………………………………………………
(Full Name)
………………………………………………………………………..
(Position)
Signed for and on behalf of the Independent Education Union of
Australia - Queensland and Northern Territory Branch J //4L·
ABN:74 662 601045 ....................................................................................... .
Postal Address:
34 Turbot Street
SPRING HILL QLD 4000
In the presence o·f -
(Signature)
Terence P. Burke
(Full Name)
Branch Secretary
(Position)
30/10/2023
(Date)
(Signat ure)
Monique Roosen
(Fu ll Name)
Industrial Services Officer
(Posit ion)
Signed for and on behalf of the Independent Education Union of Australia - Queensland and Northern Territory Branch ABN:74 662 601 045 (Signature) Postal Address: Terence P. Burke 34 Turbot Street (Full Name) SPRING HILL QLD 4000 Branch Secretary (Position) 30/10/2023 (Date) Masser In the presence of - (Signature) Monique Roosen (Full Name) Industrial Services Officer (Position)
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 324 of 325 Pages
Signed for and on behalf of the United Workers Union
ABN: 52 728 088 684 …………………………………………………………………………….
(Signature)
Postal Address:
……………………………………………………………………………
United Workers Union (Full Name)
27 Peel Street
SOUTH BRISBANE QLD 4101
…………………………………………………………………………..
(Position)
………………………………………………………………………….
(Date)
In the presence of - ………………………………………………………………………….
(Signature)
………………………………………………………………………….
(Full Name)
…………………………………………………………………………
(Position)
Yasmin Green
Lead Industrial Administration Officer
06/11/2023
Director
Godfrey Moase
CATHOLIC EMPLOYERS SINGLE ENTERPRISE COLLECTIVE AGREEMENT
DIOCESAN SCHOOLS OF QUEENSLAND 2023-2026
Page 325 of 325 Pages
Signed for and on behalf of the Queensland Nurses and
Midwives’ Union/Australian Nursing and Midwifery Federation
ABN: 43 880 656 135 …………………………………………………………………………….
(Signature)
Postal Address:
……………………………………………………………………………
106 Victoria Street, West End (Full Name)
BRISBANE QLD 4101
…………………………………………………………………………..
(Position)
………………………………………………………………………….
(Date)
In the presence of - ………………………………………………………………………….
(Signature)
…………………………………………………………………………
(Full Name)
………………………………………………………………………..
(Position)
nli
Typewritten text
Kate VEACH
nli
Typewritten text
Secretary (ANMF-QNMU Branch)
nli
Typewritten text
07 November 2023
nli
Typewritten text
Nicole LI
nli
Typewritten text
Personal Assistant
AG2023/3994 Employer Undertakings
Catholic Employers Single Enterprise Collective Agreement – Diocesan Schools of Queensland 2023 - 2026
1
IN THE FAIR WORK COMMISSION
FWC Matter No.:
AG2023/3994
Applicant:
The Corporation of the Trustees of the Roman Catholic Archdiocese of Brisbane
(ABN 49 991 006 857)
Section 185 – Application for approval of a single enterprise agreement
Undertakings - section 190
The persons outlined in ATTACHMENT 1 of this Undertaking have the authority of the named
employers (collectively referred to as “the Employers”) to give the following undertakings with
respect to the Catholic Employers Single Enterprise Collective Agreement – Diocesan
Schools of Queensland 2023 - 2026 ("the Agreement"):
1) For the purposes of clause 5.19.4(d) of the Agreement (span of hours), the
Employers undertake that the ordinary span of hours for cleaners (other than
domestic/housekeepers in boarding facilities) is Monday to Friday between 6.00am and
6.00pm.
2) For the purposes of clause 5.23.4 of the Agreement (Broken Shift), the Employers
undertake that a children’s services employee working in outside school hours care is
entitled to a minimum payment as for 2 hours for each period of duty of the broken shift.
3) For the purposes of clauses 5.24.5 to 5.24.7 of the Agreement (Overtime – Meal
Allowance), the Employers undertake and confirm that:
a) those overtime meal allowance provisions apply to all general employees; and
b) the quantum of that meal allowance is prescribed in Schedule 1-7 (Services Staff) for
all general employees.
The undertakings are provided on the basis of issues raised by the Fair Work Commission in
the application before the Fair Work Commission.
AG2023/3994 Employer Undertakings
Catholic Employers Single Enterprise Collective Agreement – Diocesan Schools of Queensland 2023 - 2026
2
ATTACHMENT 1
Employer The Corporation of the Trustees of the Roman Catholic Archdiocese of
Brisbane
Employer’s ABN 49 991 006 857
Signature
Name of person Dr Sally Towns
Position Executive Director
Date
Employer The Roman Catholic Trust Corporation for the Diocese of Cairns
Employer’s ABN 42 498 340 094
Signature
Name of person William Dixon
Position Executive Director
Date
Employer The Roman Catholic Trust Corporation for the Diocese of
Rockhampton
Employer’s ABN 21 528 592 597
Signature
Name of person Leesa Jeffcoat
Position Director
Date
9/01/2024
Employer
Employer's ABN
Signature
Name of person
Position
Date
Employer
Employer's AB N
Signature
Name of person
Position
Date
The Roman Catholic Trust Corporation for the Diocese of Cairns
42 498 340 094
Will iam Dixon
Executive Di rector
10 January 2024
The Roman Cathol ic Trust Corporation for the Diocese of
Rockhampton
21 528 592 597
Leesa Jeffcoat
Director
09/01/2024
own
Employer The Roman Catholic Trust Corporation for the Diocese of Cairns Employer's ABN 42 498 340 094 Signature L Name of person William Dixon Position Executive Director Date 10 January 2024
Employer The Roman Catholic Trust Corporation for the Diocese of Rockhampton Employer's ABN 21 528 592 597 Signature Name of person Leesa Jeffcoat Position Director Date 09/01/2024
AG2023/3994 Employer Undertakings
Catholic Employers Single Enterprise Collective Agreement – Diocesan Schools of Queensland 2023 - 2026
3
Employer The Corporation of the Roman Catholic Diocese of Toowoomba –
Catholic Schools
Employer’s ABN 88 934 244 646
Signature
Name of person Patrick Coughlan
Position Executive Director
Date
Employer The Roman Catholic Trust Corporation for the Diocese of Townsville
Employer’s ABN 13 622 319 794
Signature
Name of person Jacqueline Francis
Position Executive Director
Date
Employer
Employer's ABN
Signature
Name of person
Position
Date
Employer
Employer's ABN
Signature
Name of person
Position
Date
The Corporation of the Roman Catholic Diocese of Toowoomba -
Catholic Schools
88 934 244 646
Patrick Coughlan
Executive Director
09/01/2024
The Roman Catholic Trust Corporation for the Diocese of Townsville
Jacqueline Francis
Executive Director
t O / I/ W;L4-
Employer The Corporation of the Roman Catholic Diocese of Toowoomba - Catholic Schools Employer's ABN 88 934 244 646 Signature Coughlan Name of person Patrick Coughlan Position Executive Director Date 09/01/2024
Employer The Roman Catholic Trust Corporation for the Diocese of Townsville Employer's ABN 13 622 319 794 Signature Name of person Jacqueline Francis Position Executive Director 10/1/2024 Date
Schedule 2.2 Model flexibility term
(regulation 2.08)
Model flexibility term
(1) An employer and employee covered by this enterprise agreement may agree to make an
individual flexibility arrangement to vary the effect of terms of the agreement if:
(a) the agreement deals with 1 or more of the following matters:
(i) arrangements about when work is performed;
(ii) overtime rates;
(iii) penalty rates;
(iv) allowances;
(v) leave loading; and
(b) the arrangement meets the genuine needs of the employer and employee in relation to
1 or more of the matters mentioned in paragraph (a); and
(c) the arrangement is genuinely agreed to by the employer and employee.
(2) The employer must ensure that the terms of the individual flexibility arrangement:
(a) are about permitted matters under section 172 of the Fair Work Act 2009; and
(b) are not unlawful terms under section 194 of the Fair Work Act 2009; and
(c) result in the employee being better off overall than the employee would be if no
arrangement was made.
(3) The employer must ensure that the individual flexibility arrangement:
(a) is in writing; and
(b) includes the name of the employer and employee; and
(c) is signed by the employer and employee and if the employee is under 18 years of
age, signed by a parent or guardian of the employee; and
(d) includes details of:
(i) the terms of the enterprise agreement that will be varied by the arrangement;
and
(ii) how the arrangement will vary the effect of the terms; and
(iii) how the employee will be better off overall in relation to the terms and
conditions of his or her employment as a result of the arrangement; and
(e) states the day on which the arrangement commences.
(4) The employer must give the employee a copy of the individual flexibility arrangement
within 14 days after it is agreed to.
(5) The employer or employee may terminate the individual flexibility arrangement:
(a) by giving no more than 28 days written notice to the other party to the arrangement;
or
(b) if the employer and employee agree in writing — at any time.
