independent education union victoria tasmania education … · 2015. 4. 19. · because cleaners...

SUPPORT STAFF

Independent Education Union Victoria Tasmania

Education Support EmployeesThe Handbook For Education Support Employees In Catholic Education

The IEU Handbook For Education Support In Catholic Education

This handbook will provide Education Support Staff with all the information you need to know about your pay structure, employment rights and information on who to contact for more assistance.

How to use this Handbook

There are four clearly defined sections:

1. Your Union – What the IEU can do for you

2. Your Job – Understanding your Employment Classification, Legal issues and Employment conditions

3. Yourself – Training, Development and how to write a winning application

4. Your Paperwork – the necessary forms and documents in one place

Use the Table of contents on page 4, and the tabs on the page corners to navigate through the book. If there’s anything you’re not sure about, speak to your Union Representative, or contact us directly:

Phone: 03-9254 1860Free-call for Country Members: 1800 622 889Email: [email protected]

Welcome!

The IEU is pleased to present a new edition of the Handbook for Education Support Staff in Catholic schools. After an extensive and hard fought campaign throughout 2012 and 2013, the Victorian Catholic Education Multi-Enterprise Agreement 2013 was finally achieved. It contains many improvements to the wages and conditions of ES members, with comprehensive new classification structures for ES and School Services Officers.

This handbook covers all you need to know about your employment conditions, wages and classification levels as well as what you need to do when making an application for re-classification. It also sets out the latest advice on legal liability.

IEU’s professional development program has been steadily expanding to provide more opportunities for Education Support members to increase their knowledge and employment skills. Working with difficult students, communication in challenging situations, reclassification training, and OH&S training are just some of the offerings available every year in Melbourne and in regional locations.

We are proud of the gains we have made for our Education Support members. Our ability to build on these achievements hinges on strength through continued growth. With every new member, we are better placed to negotiate and build stronger workplaces. Please ask your colleagues to consider becoming part of our union.

You are encouraged to use this handbook as a tool-kit for gaining more knowledge about your employment rights and conditions. Don’t hesitate also to call the Union if you need specific advice or assistance.

Together we have achieved a lot.

In unity

Debra James Loretta CotterGeneral Secretary Deputy General Secretary

What’s in the Handbook:

Your Union The IEU explained

IEU AND ES EMPLOYEES

• What members say ............................................................................................................................................................................................................................................ 5

• IEU and ES employees ...................................................................................................................................................................................................................................6

• The IEU structure .................................................................................................................................................................................................................................................. 7

• Committee of Management representation ........................................................................................................................................................................8

1

2 Your Job All you need to know about Education Support Staff

CLASSIFICATION AND RECLASSIFICATION

• Understanding your level ........................................................................................................................................................................................................................ 10

• Letter of Application for Reclassification ............................................................................................................................................................................... 15

LEGAL ISSUES FOR ES EMPLOYEES

• Duty of Care .............................................................................................................................................................................................................................................................. 17

• First Aid, Medication ........................................................................................................................................................................................................................................18

• Mandatory Reporting ....................................................................................................................................................................................................................................18

• OH&S .................................................................................................................................................................................................................................................................................18

EMPLOYMENT CONDITIONS

• General Employment Conditions ....................................................................................................................................................................................................19

• Conditions Specific to Education Support Employees .........................................................................................................................................22

• Conditions Specific to School Services Officers ............................................................................................................................................................23

3 Yourself How to get the most out of your job

PROFESSIONAL DEVELOPMENT AND TRAINING

• Training Outlined ................................................................................................................................................................................................................................................27

• Jan Bavinton Memorial Project ........................................................................................................................................................................................................ 28

• Writing A Winning Application ..........................................................................................................................................................................................................30

4 Your Paperwork The necessary forms and references

• Appendix 1 – Application for Overtime Compensation .......................................................................................................................................33

• Appendix 2 – Record of Professional Development .................................................................................................................................................35

• Appendix 3 – ES Classification Structure ............................................................................................................................................................................... 36

• Appendix 4 – Education Support Employee Classification and Salaries .......................................................................................48

• Appendix 5 – SSO Classification Structure and Salaries ........................................................................................................................................ 51

Your Union – What The Members Say Education Support Employees and School Service Officers in Catholic schools bring a rich diversity to the overall IEU membership. The different educational backgrounds, variety of occupations and work experiences of its members make the Union a better, more relevant, representative and dynamic organisation.

Louisa AndersonStar of the Sea Gardenvale:

“I have been an IEU member for about 5 years and worked as a laboratory technician in a Catholic school for 11 years. Over that time the Union has fought hard for Laboratory Technicians to be recognised for the specialist work we do. This is apparent in the new classification structure which has enhanced the career paths for ES employees.”

Kate McLoughlin Nazareth College

“As an Education Support employee working in a clerical and administration role, I have found the support, knowledge and expertise of the IEU completely invaluable. The advice and assistance provided was always honest and fair and provided me a great sense of reassurance that my rights were being upheld and my professional needs protected. The IEU helped me negotiate and resolve issues that, unaided, seemed very complex and challenging. Support was always only a phone call away and the representation provided was always of the highest quality.”

Vince De MarcoOur Lady of the Sacred Heart College

“After 20 years as a cleaner in Catholic schools I’m proud to be a union member! I even have a union sticker on the vacuum backpack! Because cleaners and maintenance are only a small part of the school, being a part of the union integrates us into the whole group. Every agreement has achieved good outcomes for our category of staff. Anytime anyone calls the union they get helpful advice on any topic to do with work conditions, Workcover, or the Catholic agreement. Strength in Unity!”

LeeAnne Muzzolini St Michael’s Berwick:

“Working in a Catholic Primary School as an Admin Education Support Officer is such a wonderful and rewarding job, one that I have done for 17 years. Being part of a school community is a unique working environment and having the support of staff and parents is brilliant in its own right, but being a member of the IEU gives me added support and security, knowing that there is a collective voice for everyone working in education to have satisfactory working conditions and remuneration.”

Madeleine Brignell St Peter’s Epping:

“I work as an Integration Aide and I believe as an ES it’s important to be a member of the union. They’re always there to help. IEU training is a great way to be more informed and get involved.”

Moira PavicicMt St Joseph’s Girls College:

“I think it’s a fantastic idea to be a member of the IEU. I am a Careers Advisor and I’ve been a member for many years and have always found the union to be very supportive and informative.”

IEU and Education Support EmployeesIEU is the union for all staff working in Catholic and independent schools, and the membership of Education Support employees continues to grow.

Education Support (ES) employees form an essential part of the IEU membership. Significant union resources have been channelled into enhancing membership in terms of member numbers and activism. The union undertakes a range of activities specifically aimed at assisting Education Support employees. All IEU organisers include ES members in their portfolios and the work they do in schools.

Education Support employees include clerical and administrative, student support, laboratory, library, and ICT employees.

Getting started

Participation of ES employees in the union begins when membership is taken out. Membership of IEU entitles the member to a whole range of industrial, legal and other benefits including :

• the provision of training and professional development, publications and other resources;

• improvement in wages and conditions;

• advice and assistance with work-related issues;

• detailed advice on employment conditions. (salary, leave, workload questions);

• WorkCover assistance;

• Member Benefits (Teachers Health, ME Banking, discount shopping).

Getting help

Any time you need advice on a work-related issue, call the IEU office to speak to the Organiser allocated to your school. Your query may be a simple confirmation of your correct pay or classification level, or may be a more involved matter about your workload, work arrangement or employer concern. Occasionally, such matters end up in dispute, in which case you will have the support and representation of IEU behind you. Your call will remain confidential until such time as you decide you want representation at your school.

Getting connected

Effective sub-branches have developed measures to ensure that the voices of ES members are heard loud and clear. Separate meetings of ES members with IEU organisers at a suitable time is often the first step to ensuring full participation and representation. Speak to your IEU Organiser or sub-branch Rep to arrange this.

A number of schools have formed sub-branch committees to both support the IEU rep at the school, and to encourage involvement from a broader range of staff. One structure which works particularly well is where each different group of members is represented on the sub- branch committee, that is, representatives from the teaching staff, ES and SSO members. This model ensures representation from all areas of membership in the school. Note that even when a sub-branch operates with a committee, there still needs to be one IEU rep, elected for a four year term.

Supporting you

Isolation is often reported as a challenge for ESS. Involvement in IEU can provide links to other non-teaching members as well as to the broader school community. Participation in the conference, training and decision-making forums of the union can be highly rewarding for members.


11

The IEU Structure

Individual members Individual members Individual membersIndividual members

Sub-branches

Role: To support and represent the interests of individual members and to promote and build union membership at the school.

Composition: Individual members from amongst whom a Rep is elected for a four year term. The sub-branch may also appoint a committee to assist the Rep.

Councils (Catholic Primary, Catholic Secondary, Independent, Principals, Tasmanian)

Role: To advise COM, and to discuss issues of relevance to each Council.

Composition: • President, Deputy President

• Elected Reps from each Sub-branch

Meets twice a year.

Committee of Management (COM)

Role: To oversee the day-to-day operations of IEU.

Composition: • President, Deputy President

• General Secretary, Deputy General Secretary, Assistant Secretary (Tasmania)

• President, Deputy President from each Council

• 2 ESS members

• 6 Ordinary members.

Meets: Twice each term.

Annual Conference

Composition: Sub-branch reps from each Council who are elected for four year periods.

Meets: Once a year, in November.

Committee of Management RepresentationThe IEU Committee of Management is fortunate to have two outstanding Education Support members. Margot Clark is a Senior Science Laboratory Manager at Overnewton Anglican Community College in Keilor and Chris Scott is Office Manager at Holy Spirit Primary School in Ringwood.

Margot Clark

After an early career as a technical assistant in medical research labs and then a 10-year break to raise a family, I joined the education sector in 1990 as a lab technician in the government sector. I was then one of only 2 members of the union in my workplace and very aware of the isolation that ancillary staff can feel when they need support over industrial and OHS issues.

When I started working in the independent education sector and joined IEU in 1996, I was pleased to find that all categories of staff were supported by the same union. The IEU has provided information and support to members during the drastic changes to IR in the decade from the late 1990s to the WorkChoices legislation of 2006 right through to today. The support that is provided by our organiser and IEU staff in general is invaluable.

I am now also the Chairperson of our Enterprise Bargaining committee negotiating the next Agreement at Overnewton, and a rep for ES personnel on our school’s Consultative Committee. IEU membership is vital for both these roles.

Access to PD, OHS and rep training, the various Council meetings and ongoing support from IEU officers have been of great value to me as a sub-branch Rep.

Chris Scott

I have been employed in Catholic Education since 1989. I have been a member of the VCPSA (Victorian Catholic Primary Staff Association) and then its successor body, the IEU. I value the role of the IEU for what it achieves professionally and industrially for its members.

One of my first experiences with the union was the support given in obtaining recognition of prior learning. The IEU has valued the ever-changing role and demands on Education Support employees and the expertise that we provide.

Industrially, I have valued the union’s support for all staff in Catholic schools and in particular for the improvements in the conditions of employees. The gains for all Education Support employees in the 2013 Catholic Agreement were only possible through the strength of our members and the IEU staff negotiating on our behalf.

The role of an Education Support employee in a primary school can often be an isolated one. Participation in and membership of associations, networks and particularly the IEU is important as it provides support and representation. My position on the IEU Committee of Management provides me with an opportunity to represent the interests of all Education Support employees.


112

Your Job: All you need to know about Education Support StaffThis section includes information on your job classification, legal issues and work conditions that you might need to be aware of.

Education Support Employees – Classification and ReclassificationThe classification of Education Support (ES) employees is now based on a five level classifications structure contained in the Victorian Catholic Education Multi-Enterprise Agreement 2013 (APPENDIX 3 of this handbook) Each Level description is comprised of the following aspects:

1. The General Work Descriptions which outline at each Classification Level the specific level of:

– Competency

– Judgement, independence and problem-solving

– Direction

– Supervision

– Qualifications and Experience.

2. Typical duties which are examples of activities typically undertaken by Employees in different roles. The typical duties have been organised in occupational strands – School Administrative Services, Student Support, and Curriculum Resource Services which include Library/Lab/AV/ICT .

To be classified at a particular level, the majority of the work the employee performs should be at that level. It is possible that an employee is performing some duties at lower and higher levels. However, it is the level at which the majority of their work duties is performed that determines their classification.

Once the correct level for a job position is identified, the employee’s years of experience determine the employee’s pay subdivision within that particular level. The commencement salary for an employee is the first subdivision of the level or at the subdivision which is commensurate with their years of experience. A year of experience is defined in the Agreement in clause 40.1 (b).

Are You Correctly Classified?Steps One, Two and Three below will help you assess the appropriateness of your current classification. It is important that you check the new classification structure because the previous seven level classifications have been restructured to five levels. If you are an ongoing employee from 2013 you will have been translated to the relevant subdivision on the corresponding level in the new structure.

Translation arrangement:

SO levels 1 and 2 ES level 1



SO level 7 ES level 4

New level ES level 5

If you are a new employee, the school will have classified you on a level according to the new structure.

12Your Job All you need to know about Education Support Staff

Step One

When considering the appropriateness of your classification level you should begin by reading the Typical Duties for your occupational group (Student Support, Curriculum Resource Services or Administration Services) at the level at which you are currently classified (APPENDIX 3).

You may find that the examples given fit your job exactly or are at least similar in type and skill level. Because these are examples, there will be other duties performed by you which are not listed. It is important to think about all of your duties when considering your level.

Also look at the Typical Duties for the level above the one at which you are currently classified. If these more accurately describe the majority of the duties you do, it is likely your current classification is not correct. For example, note in the two levels outlined below the differences in level of ES skill and decision making required, and the level of direction given from a supervising staff member, such as a classroom teacher.

For example:

Typical Duties

STUDENT SUPPORT 1 STUDENT SUPPORT 2

a. Assisting student learning in specified learning areas and tasks, either individually or in a group, under the specific direction and supervision of a Teacher or a higher level Employee;

a. Assisting student learning, where discretion and judgement is required (including providing more individualised approaches and intervention strategies, and assisting in identification of learning needs and evaluation of progress under the general supervision and direction of the Teacher);

b. Providing general assistance of a supporting nature to Teachers on a directed basis;

b. Participate in the monitoring, evaluation and reporting of student learning and programs;

c. Providing basic physical, social and emotional care for students e.g. toileting, meals and lifting;

c. Work with students to enable them to use specialised augmentative communication and adaptive technology to enhance student access to the curriculum;

d. Assisting with clerical duties associated with regular school activities e.g. student records, equipment records;

d. Under the general supervision and direction of teaching staff, undertake specialist assistance to students in specific learning areas e.g. languages, technology, the Arts;

e. Assisting with the collection, preparation and distribution of learning materials;

e. Under the general supervision and direction of teaching staff, undertake learning support activities involving specialist cultural understanding and skills, e.g.

i. assisting students with classroom activities;

ii. supporting Teachers to understand the educational, health and welfare needs of Koori and refugee students;

iii. acting as a cultural support person or mentor;

iv. assisting in the delivery of culturally inclusive curriculum.

f. Providing limited assistance with communication between Teachers and non-English speaking parents/students;

f. Providing basic support to students within defined principles and parameters;

g. Assisting in interpreting and/or translating of basic, non-complex documents.

g. Assisting in wellbeing programs and/or supporting a Chaplaincy program.

Step Two

Read the General Work Descriptions for both the level at which you are currently classified and the level above this (APPENDIX 3). These are fairly generic descriptions of the level of competency; judgement, independence and problem-solving; the direction you are may be given by a supervisor; the supervision you give to others; and the qualifications/experience which generally relate to duties performed at this level of classification.

The General Work Descriptions should give you a sense of whether the nature of your work duties and the skills required to do them fit the level of classification.

Please note that in respect to Qualifications and Experience -

Formal qualifications are not mandatory for jobs at the various levels. This criteria is about describing the level of skills and knowledge in terms of training and or experience that a person would normally need to have that level skill and knowledge. Some experience alone can give you the skills and knowledge for the job at that level; or a combination of experience and training/professional development activities can also give you the skills and knowledge for the job.

The degrees of Direction of an employee’s work go from “close” (at level 1 – i.e. highly directed) to “routine”, then “general”, then “broad”, and finally to “little or no” (at level 5). The key difference, for example, between Level I and Level 2 is whether you are highly directed or not in doing the specific tasks.

Level 2 requires a lesser degree of supervision, that is, working with less frequent and specific directions on how to do the task from the supervisor/teacher. You are able, to a degree, to use your own judgement and make decisions as you do the tasks. If you are working in Student Support for example you would be able to use your judgement to some degree about the pace of guiding the student through the tasks and activities.


For Example:

General Work Descriptions

STUDENT SUPPORT 1 STUDENT SUPPORT 2

a. Competency

Competency at this level involves application of knowledge and skills to a range of defined tasks, roles and contexts where the choice of actions required is clear.

a. Competency

Competency at this level may include Level 1 competencies. In addition, competency at this level involves the application of knowledge with depth in some areas and a broad range of skills. There is generally a variety of tasks, roles and contexts. There is some complexity in the ranges and choice of actions required. Some tasks may require limited creative, planning or design functions.

b. Judgement, independence and problem-solving

Roles at this level will require Employees to apply generally accepted concepts, principles and standards in well-defined areas. Solves relatively simple problems with reference to established techniques and practices. Will sometimes choose between a range of straightforward alternatives.

b. Judgement, independence and problem-solving

i. Roles at this level will require Employees to exercise judgement to identify, select and apply the most appropriate available guidelines and procedures, interpret precedents and adapt standard methods or practices to respond to variations.

ii. Roles may require an Employee to:

• apply diagnostic skills, theoretical knowledge and techniques to a range of procedures and tasks; and/or

• undertake tasks requiring expertise in a specialist area or a broad knowledge of a range of functions.

c. Direction

Close supervision or, in the case of more experienced Employees, routine supervision of straightforward tasks; close supervision of more complex tasks.

c. Direction

i. Supervision is generally required to establish general objectives relative to specific tasks, to outline the desired end product and to identify potential resources for assistance.

ii. Some positions will require routine supervision to general direction depending upon experience and the complexity of the tasks.

d. Supervision

Roles at this level do not supervise students without a higher level Education Support Employee, Teacher or Principal being present.

d. Supervision

Roles at this level may be required to:

• Supervise students while performing their normal duties but may not be used instead of a Teacher;

• Supervise other Employees at lower levels.

e. Qualifications and Experience

Level duties do not require a qualification or prior experience upon engagement. [Note: the job doesn’t require any previous experience or training to be able to undertake the duties.]

e. Qualifications and Experience

Level 2 duties typically require a skill level which assumes and requires relevant knowledge or training equivalent to:

• Completion of a trades certificate or Certificate Ill; OR

• Completion of Year 12 or a Certificate I or II, with relevant experience and/or education/training; OR

• An equivalent combination of relevant experience and/or education/training.

[Note : formal qualifications are not mandatory for jobs at this level – some experience alone can give you the skills and knowledge for this level of job; or a combination of experience and training/professional development activities can give you the skills and knowledge for the job.

Step Three

If you believe that your current classification level is not correct because the majority of your work is performed at a higher level, you should put in an Application for Reclassification to the higher level. Your work may have significantly changed over time and it is more accurately classified at the higher level, or you may believe that your current work is just not classified at the correct level in the structure.

Note: If you are temporarily performing the duties of someone at a higher level, refer to the Higher Duties Allowance in the Employment section of this guide.

Applying For Reclassification

It is a good idea to contact your IEU Organiser at this point if you wish to discuss the strength of your case for reclassification.

Step Four

Once you have decided to request reclassification you should prepare a formal application. A sample letter of application is on the following page. There are also suggestions in this handbook about the kind of language which will best express the points you need to make about the work you do in order to maximise the likelihood of your application succeeding.

Submit the application to the Principal, noting the date on which this occurs.

Step Five

You should receive a written response from your Principal within a reasonable time-frame advising whether or not the request for reclassification has been successful. Your Principal may request that you attend a meeting to discuss your application. Whilst your Principal may seek advice in reaching a decision, the decision to reclassify rests with the Principal.

If you do not hear anything from your Principal in respect to your reclassification application, it is advisable to contact the Principal to ask where the process is up to.

If your application is successful your classification will be upgraded. Your salary level should be backdated to the date your application was submitted.

If your application is denied, phone the IEU office and ask to speak to the IEU Organiser for your school. It is important that you provide the Organiser with all relevant information.

What do I do if I am Unsuccessful?

Get in touch with IEU. Your IEU Organiser will discuss the options that are available to you. Any contact that you have with the union is confidential and the decision that you make relating to pursuing your application is entirely up to you. However, before you make a decision it is important to know all of your options so that the choice you make is an informed one.

IEU will assist you to take the matter up with your employer.

If no successful resolution is reached at this point, the matter can be taken to the Fair Work Commission to allow an independent umpire to reach a final decision.


Letter of Application For ReclassificationBefore you request reclassification, ensure that you have carefully considered the Typical Duties and General Work Descriptions relative to the level for which you are applying. You will need to make reference to these in your letter of application and it is advisable to give details and examples that demonstrate that what you do is at that level.

Sample Letter:

Date / /

Dear [Principal]I am writing to request reclassification of my current position.I am presently classified at Level ES__ Subdivision___. However I believe that the majority of my time is spent performing duties at Level ES___. I believe that I meet the criteria for classification at that level for the following reasons:

1) The following duties describe the type of the work that I do for the majority of the time:

***

The majority of my current duties are not consistent with the level on which I have been classified for the following reasons:

***

2) I believe that my work is more appropriately described in the General Work Descriptions at Level ES _

Competency:

Judgement, independence & problem-solving:

Direction:

Supervision:

Qualifications & Experience:

On the basis of the information above I formally request reclassification to Level ES ___ effective from the date of this application. I would be very happy to discuss this further should it be required.

Yours sincerely

Note: it may be relevant to comment on the difference between the duties at the current level at which you are classified and the duties you actually do in your job. See here the advice provided in Step One above.

Also, if you are applying for reclassification because your work has changed, you should write a paragraph describing those changes, how the level of responsibility has increased, how the use of and/or changes in technology has impacted on your work, and any specific training undertaken.

Note: Make a comment under each heading about why the higher level being applied for is relevant to you. You may find it easier to refer to why the descriptions under your current classification Level are not accurate.


Legal Issues For Education Support EmployeesLegal liability issues involving schools are often overlooked until there is an incident and then suddenly, too late, everyone is an expert. The scope of schools’ legal responsibilities is very broad. Duty of care, negligence, mandatory reporting, assault, Occupational Health and Safety, bullying, discrimination, police checks and Working With Children checks are just some such examples.

Many schools are getting better at understanding and managing their legal obligations and a lot of work has gone into helping teachers understand and manage theirs. However, there is still generally a poor understanding about the legal obligations of the wide variety of non-teaching staff. Laboratory, Library, and ICT staff, clerical/admin staff, teacher aides, gardeners, cleaners and maintenance staff need better information about their legal exposure and how to manage it.

As with most things legal, there is often no clear-cut answer, but a combination of common sense, reasonable behaviour and adherence to basic legal principles is a great start. Some of the essential information is set out below, and the IEU runs professional development training for ES and SSOs to give some guidance (and comfort) on legal issues. The IEU also has advice sheets and other support information, and runs training for ES members on many legal issues so, if the information you seek is not here, call the Union.

Duty of CareThe most common concern for all school staff relating to legal matters is duty of care and the extent to which staff, both teaching and non-teaching, can be found to be negligent for their acts or omissions.

There are a few basic legal principles:

• all citizens and workers have a responsibility to each other by law, the key test being what amounts to reasonable or unreasonable behaviour under the particular circumstances;

• in some relationships a special duty exists, giving rise to more onerous duties;

• the relationship between a school authority and its students gives rise to one of these special duties because the student is a child, is out of the protection of their parent, and is expected to accept the authority of school personnel. They are therefore particularly vulnerable;

• the responsibility does not end at the school gate. If there is a connection with the school and a foreseeable risk, the school (and school staff) may be liable;

• teachers, as trained professionals with specialist skills in caring for children must meet a higher standard of care than non-teachers;

• the standard of care for Education Support employees is that which would be expected of a “reasonable person”;

• ES staff will generally not be negligent where they carry out their jobs in a safe and responsible manner. If they take reasonable steps to deal with (or raise with their managers) foreseeable risks, they will have a good defence to an allegation of negligence; and

• the standard of care may also vary according to the qualifications and occupations of the person involved. For example, laboratory technicians are expected to take particular care with hazardous equipment and chemicals. Gardeners and maintenance staff must go about their duties in a manner that doesn’t endanger school personnel, especially students. This is because, in their occupations they should be able to foresee the risks.

Because teachers are specifically trained to understand and be able to meet the obligations of the very high standard of care expected by the law, they are the people who should be engaged to operate school excursions and camps. If ES employees do attend a school camp, they should insist that they not be left without a teacher supervising at all times.

Likewise student supervision should, as a general rule, be left to teachers who can be expected to have the skills and training required to properly supervise children. The responsibility for adequate supervision ultimately rests with the school (the “non-delegable duty of care”). If the school does not assign properly qualified and skilled supervision, then the school will be liable for negligence if a claim is made.

The classification level of the ES employee is also an important factor. The job descriptors agreed between the IEU and Catholic Education Employers read as follows:

ES level 1

• Roles at this level do not supervise students without a higher level Education Support Employee, Teacher or Principal being present.

ES levels 2 and higher

• Roles at this level may be required to supervise students while performing their normal duties but may not be used instead of a Teacher.

In other words ES level 1 should never be expected to supervise students without a teacher or someone senior immediately with them. Levels 2 and up should only ever be expected to watch students as an aside to doing their normal duties – they should not be assigned to supervise students per se. A school that ignores this is inviting liability in any negligence claim.

An employee caught up in a negligence claim will usually be covered by the employer’s insurance. Members of the Union have the extra comfort of knowing that, if for any reason the school’s insurance does not cover them, the Union has professional indemnity insurance covering all members.

There is some comfort to staff if they still feel uncertain about the potential liability of their actions. Because the school has a non-delegable duty of care, and is vicariously liable for the negligent actions of its staff, the school will be liable where its staff were performing authorised tasks. Clearly, this doesn’t protect you for any criminally negligent acts.

First Aid / MedicationGiving first aid to students, supervising sick or injured students and administration of medication are all potentially problematic areas for non-teaching staff. Ultimately, the school is responsible for ensuring that the provision of first aid is adequate. Schools must have clear procedures in place and ensure that staff are aware of them, and where necessary are trained in the procedures.

It is critical that any staff member who gives first aid should have the expected level of training required. Office staff with no formal training in first aid should never place themselves in the position of providing first aid beyond sticking on bandaids. Even in respect to injuries that appear minor, decisions about first aid should be left to the appropriately trained staff member. When in doubt, contact another more senior staff member.

The provision of medication to students by schools is a complicated area. For this reason, most schools have policies which limit and tightly manage the provision of medication by staff to students. It is an unreasonable direction for a Principal to instruct an unqualified person to administer medication to a student.

It is important to keep in mind that it is parents who are primarily responsible for the health and well-being of their children and the school should resist any delegation of this responsibility in areas beyond OHS and general duty of care.

If the school issues you with a directive to perform first aid duties or administer medication for which you believe you are inadequately trained, you are within your rights to refuse until you have been given appropriate training. Do not act outside your level of expertise and check your school’s policies and procedures – these should require appropriate training before staff can administer first aid or medications.

Mandatory ReportingMandatory reporting laws do not apply to ES employees, but that simple fact will never make you feel any better about your concerns. If an ES member suspects that a student is being sexually or physically abused, this suspicion should be relayed to your supervising teacher or Principal. If you are worried that nothing is happening put your concerns in an email to the Principal. Be careful to stick to the factual basis for your concern and don’t speculate. That is “I am concerned about the welfare of … because I have witnessed …”. Your school should be providing training in how to detect and report suspected abuse.

Occupational Health And SafetyYour employer has a number of legal obligations, including to:

• provide a healthy and safe workplace

• monitor the health and safety of the employees

• notify Worksafe of all serious incidents

• facilitate the election of OHS reps and release them for training

• consult with staff over matters affecting health and safety; and

• permit an authorised Union Official to investigate OHS issues.

ES and SSO employees can be exposed to a variety of hazards including:

• psychological – excessive workloads, stress, bullying, unrealistic deadlines;

• electrical – damaged cords /overloaded power-boards, faulty equipment;

• mechanical – open drawers of filing cabinets, tripping hazards;

• physical – heat, poor ventilation, glare, poorly designed workstations, heavy lifting; and

• chemical – vapours, acids, toxins, airborne particles.

Traditionally, ES and SSO employees tended to adapt and keep quiet about hazards at work. They often didn’t want to rock the boat. This approach can only increase the risk to health and safety in the workplace and the importance of raising and addressing OHS issues is now widely accepted. In fact, there are now stronger protections under the Occupational Health and Safety Act (2004) for employees raising OHS concerns.

The answers to the following key questions will pretty much tell you how safe your workplace is:

• Is there at least one elected employee OHS rep for your workplace?

• Have they completed accredited OH&S training?

• Does the school have an OH&S policy?

• Are there documented OH&S procedures?

• Is there a robust system for reporting and recording incidents?

• Is there a systematic approach to managing OH&S risks (hazard identification, risk assessment, risk control and evaluation)?

• Is there a consultative process in place (committee, employee representation, and communication models) to manage OH&S?

• Is OH&S incorporated into the school’s decision making?

If you have any concerns or questions on health and safety issues you should ring the IEU office on 9254 1860 or go to the WorkSafe website at www.workcover.vic.gov.au. A great set of information on workplace safety issues is available from www.ohsrep.org.au


Employment ConditionsWages and conditions for virtually all employees in Catholic Education are negotiated by the IEU and detailed in the Victorian Catholic Education Multi-Enterprise Agreement 2013. This determines the vast bulk of employment conditions for ES and SSOs.

General Employment Conditions

Annual Leave and Loading (cl.25)

All Education Support employees (ES) and School Services Officers (SSOs) (other than casuals) are entitled to 4 weeks’ annual leave and loading. Where employees are entitled to school holidays, the 4 weeks is absorbed into the holidays. The loading is 17.5% on four weeks’ pay at the ordinary rate of pay. Employees who work for less than a school year are entitled to a pro-rata leave loading payment. This loading shall be paid no later than within the last two working weeks of the school year, or at the termination of employment as appropriate. Category C employees must be given notice of their leave weeks at the start of each year.

Contact IEU for further details.

Breaks (cl.65.3, cl.68.9)

ES and SSOs are entitled to school recesses without deduction of pay where these fall within the hours of employment. The timing of these recesses may be varied by mutual agreement. They are also entitled to an unpaid meal break of at least 30 minutes. This meal break will be taken at a mutually convenient time provided that no more than 5 continuous hours are worked prior to the meal break. It is important for your health and safety that you take these breaks. If you are directed not to take a break or your workload means that you regularly miss your breaks, you should ring IEU for advice.

Employment Categories (cl.11)

ES and SSOs can be employed as:

• Category A: normally work 48 weeks with four week’s paid annual leave

• Category B: normally work term* time only with paid leave during school holidays (see Recall Days) *term indicates the gazetted term time – this may not be the same dates as teaching staff.

• Category C: normally work 45 weeks with seven week’s paid leave during the school holidays

• Category D (SSOs Only): normally work during school terms only with four weeks paid annual leave, and is stood down at other times. The parties are working to phase out Category D employment.

Employment Modes (cl.11)

ES and SSOs can be engaged on the following bases:

• Ongoing: most ES and SSOs should be ongoing. This gives you security of employment.

• Fixed Term: but only on very limited grounds and the reasons must be specified and genuine. Check the reason is genuine and anyone on a second or third fixed-term contract should contact the Union.

• Casual Relieving: employed for more than 7 but less than 11 consecutive school weeks and gets a 20% loading.

• Casual: employed for 35 or less consecutive days per school year and gets a 33.3% loading.

Higher Duties Allowance (cl.44)

An ES or SSO who is required to relieve another employee who holds a position of responsibility or a higher level position and who takes on most of the duties and responsibilities of that position is entitled to have their pay made up to the higher rate, provided:

• for an ES – it must be for ten continuous working days or more;

• for an SSO – if it is less than two hours, the payment is for the time so worked. If more than two hours, the payment is for the day/shift.

Hours of Work (cl. 65, 68)

A full-time ES or SSO is one whose ordinary hours of work are 38 in any one week. A part-timer has ordinary hours of work less than 38 per week (but not being a casual). The hours of work can be between Monday to Friday and between the hours of:

• 8:00am and 6:00pm for an ES;

• 7.00am and 6.00pm for an SSO.

By agreement between an SSO and the Employer, an SSO can have their hours averaged over a four-week period including a rostered day off.

ES and SSOs can elect, with the employer’s agreement, to take time off during working hours and work these hours at a later time (between the normal hours above)

Hours – Variation of (cl.15)

The hours of work of part-time ES and SSOs cannot be varied unless the Employer:

• can demonstrate that the change is required due to changes in technology, organisation, enrolment, curriculum, program, etc;

• has advised the employee of the reason;

• has advised the employee of the proposed new hours, days and/or times in writing;

• has consulted with the employee and considered the impact on their family, personal responsibilities and other circumstances; and

• the employee consents or the employer gives at least 8 weeks’ notice. (Where the change involves a drop in salary, the employee’s salary will be maintained at its former level for the period of notice not given).

If the change involves a significant reduction in hours the ES or SSO is entitled to choose whether to accept it, or be paid out a redundancy payment (see Redundancy).

The employer must also offer you the option to take a redundancy when:

• you have previously had your hours reduced within the last 2 years,

• the employer notifies you of another reduction, and

• added together, these will make a significant reduction in hours.

The redundancy pay is calculated at your highest rate (FTE) in the last 2-year period. If you choose to accept the reductions (ie. reject the redundancy) this “wipes the slate clean”. That is, if your employer later reduces your hours even further you can’t rely on the earlier reductions to claim a significant reduction over 2 years.

Workloads/Consultation (cl. 9.2)

The Agreement specifies that no employee shall be required to perform an unfair, unreasonable or excessive workload. In making determinations about the allocation of work the employer shall attempt to provide for equitable workloads. The employer is also required to establish mechanisms to provide for consultation with relevant staff about matters affecting workloads.

Introduction of Change (cl. 17)

The employer must discuss with employees and their Union the introduction of major changes. These might be changes in program, organisation, curriculum, structure or technology that are likely to have significant effects on employees. The employer must discuss the effects the changes are likely to have on employees, measures to avert or mitigate the adverse effects of the changes on employees and must give prompt consideration to matters raised by the employees and the union. If changes in your workplace are going to impact on you, make sure you contact IEU for advice. This clause has been successfully used to avert and mitigate problems for staff arising from restructuring and other changes being made at the workplace.

Letter of Appointment and Duty Statement (cl.12)

Upon engagement, every ES and SSO should be given a letter of appointment that clearly sets out their category, their mode, their classification level, hours of work, rate of pay, superannuation entitlements and long service leave provisions. In the case of Category B ES employees and school services officers the letter shall also state any recall obligations. In the case of Category C ES employees and school services officers the weeks of leave for the school year shall be specified upon engagement and at the start of the year. All duties should be clearly set out in a duty statement. If your appointment is fixed-term, the letter must set out in detail the reasons and circumstances. Additional documentation should be provided when any changes occur.

Long Service Leave (Appendix 3)

Employees can access Long Service Leave (LSL) after 7 years eligible service in Catholic Education in Victoria. The entitlement, in summary, is 1.3 weeks per year of service and is portable among Catholic schools both within Victoria and interstate. Employees are able to take double the leave at half the pay. The agreement provides for employees’ service to count despite a break in service of up to 2 years and you can even leave your accrued entitlement in the scheme for up to a year while you are not employed in Catholic education. These provisions can be quite confusing, so don’t hesitate to ask the IEU any questions.

Meal Allowances (cl.47.2)

If an ES has worked at least 5 hours and the employer requires them to be there after 7pm, the employer must provide a meal. Where an SSO is required to work overtime in excess of one and a half hours on any day, the employee shall be paid a meal allowance of $20 or supplied with a meal. Any employee (including ES or SSO) required to work more than five hours overtime shall be paid a further $20 allowance or be supplied with a meal.

Notice of termination of employment (cl.25.4)

If an employee intends to resign, the period of notice required is:

Period of continuous service Period of Notice

Less than 1 year 1 week

1 year but less than 3 years 2 weeks

3 years but less than 5 years 3 weeks

5 years and over 4 weeks

If an employer intends to terminate the employment of an employee, the notice period required is the same as that required of an employee (see above) plus an additional week if the employee has at least two years’ continuous service and is over 45 years of age at the time that notice is given.

Union members should always contact the IEU to check before resigning and immediately if their employment is being, or might be terminated.


Parental Leave (Appendix 1)

An employee who has completed 42 consecutive weeks or four consecutive school terms of continuous service in Catholic Education immediately before the birth/placement is eligible for parental leave. The entitlements are:

• up to five days of accrued personal leave to attend pre natal appointments;

• up to two days leave to attend compulsory interviews or examinations required as part of a recognised adoption process. This leave can be paid if you have sufficient accrued personal leave;

• up to 14 weeks’ paid maternity/adoption leave;

• up to one week’s paid partner leave;

• unpaid parental leave for the balance of up to three years with the right to extend leave until the commencement of the following school year; and

• following parental leave, a negotiated return to work part-time until the child reaches school age.

Parental leave entitlements are detailed and complicated. The Union has a guide to Parental Leave covering all aspects of maternity, paternity and adoption leave which you can get from the IEU office.

Personal Leave (cl. 30)

Full-time employees are credited with 15 days’ paid personal leave at the start of each year. This is cumulative and can be used when:

• the employee is absent due to personal illness (Sick Leave), or

• to care for an ill member of their immediate family or household who is sick or in an unexpected emergency (Carer’s Leave),

Note: “Immediate family” means:

– a spouse, de facto partner, child, parent, grandparent, grandchild or sibling; or

– a child, parent, grandparent, grandchild or sibling of a spouse or de facto partner.

Part-time employees are credited pro-rata based on their FTE. When an employee’s paid personal leave entitlement is exhausted, they can take unpaid personal leave. The limit is 20 days for carer’s leave after which you need to get the employer’s agreement. There is no limit on unpaid sick leave.

Note: If an illness or injury is work related, a claim for WorkCover should be lodged with IEU advice.

Notice is required: you must advise the employer as soon as possible of your absence and how long you expect to be away for. The employer may require you to provide a medical certificate or other evidence which would satisfy a reasonable person for:

• any absence of two or more consecutive working days;

• any absence where you have already taken more than 5 days’ sick leave without medical certificates in one school year; and

• any absence on a working day immediately before or after a public holiday.

Compassionate Leave (cl.31)

• An employee is entitled to up to 3 days’ leave with pay on each occasion that a member of the employee’s immediate family or household dies or contracts an illness or sustains an injury that poses a serious threat to his or her life. You must advise the employer of your absence and when you expect to return. The employer may also require you to provide evidence that would satisfy a reasonable person.

Public Holidays (cl. 28)

ES and SSOs are entitled to holidays on the following days:

New Year’s Day, Good Friday, Easter Saturday, Easter Monday, Christmas Day and Boxing Day, Australia Day, Anzac Day, Queens Birthday, Labour Day, Melbourne Cup Day or any proclaimed substitute day. When Christmas Day is a Saturday or a Sunday, 27 December is taken in lieu. Similarly when Boxing Day is a Saturday or Sunday, a holiday in lieu shall be taken on 28 December. When New Year’s Day or Australia Day is a Saturday or Sunday, a holiday is taken on the next Monday.

Recall Provisions (cl.25.9)

Category B ES and SSOs may be recalled to duty for a maximum of six days in each school year during school holidays (or pro-rata for part-time employees). They must be paid an allowance of 72.47% of a day’s wages for each call-back day. Recall days must immediately follow the end of a term or immediately precede the beginning of a term, unless otherwise agreed between the employer and the employee. You must be given at least four working weeks’ notice of a recall. In the case of an emergency an employer may not be able to give this notice. In these circumstances, the employee does not have to comply with the recall.

Redundancy (Appendix 2)

Changes to programs or drops in enrolment in schools may lead to employees being declared redundant. There is a process which obliges the school to notify IEU and employees if the school believes that a redundancy may be declared. The school is required to consult employees and the Union as well as to take steps to avoid redundancies; but sometimes redundancy is unavoidable. The IEU Organiser for your school is the best source of information about the process, options and entitlements for those affected by redundancy. You should contact them as soon as you hear about anything that might lead to redundancies. In addition to notice of termination, an employee declared redundant is entitled to the following severance payment:

Period of continuous service Severance pay under 45 years of age Severance pay 45 years of age or older

Less than 1 year Nil Nil

1 year but less than 2 years 4 weeks pay 5 weeks pay

2 years but less than 3 years 7 weeks pay 8.75 weeks pay


4 years but less than 5 years 12 weeks pay 15 weeks pay


6 years and over 16 weeks pay 20 weeks pay

15 years and over 21 weeks pay 25 weeks pay

Conditions Specific to Education Support Employees

Annual Review Meeting (ARM) (cl.24.2)

An ES may be required to participate in an ARM with the Principal, or Principal’s nominee. Such a meeting will focus on affirming achievement and suggesting avenues of professional development. Where a meeting is required an employee shall be advised of the issues to be discussed within a reasonable time prior to the meeting. The ARM may not be used as a substitute for managing employment concerns (the old “Due Process”).

Note: IEU advises that preparation for the ARM should focus on topics identified prior to the meeting. It is a good idea to do some homework so that you can put forward your point of view on those topics. This preparation may also involve finding out about some relevant Professional Development and treating the ARM as an opportunity to talk about your PD needs. The ARM need not be restricted to issues raised by the employer. Contact the Union if you have any concerns about an upcoming ARM.

Medical Support Allowance (cl.47.4)

An ES who is required to undertake specific training to support a student who has unstable health and/or complex health needs and the training is required to support that student daily in his or her school routine, shall receive a Medical Support Allowance for the period such support is provided.

1 February 2014 1 August 2014 1 February 2015 1 August 2015

$634 $645 $652 $665

Overtime / Time in Lieu (cl. 65.5, 65.6)

Any time worked by an ES in excess of the weekly hours for which they are employed must be paid as overtime (with 33.3% loading). The ES may elect, with the employer’s consent, to take time in lieu instead (at the ordinary time rate – hour for hour). To assist in making an application for overtime/time in lieu, a sample application form is included in this guide at Appendix 1.

While an ES may be requested to attend events such as staff meetings and parent teacher interviews, if these are in addition to their normal weekly hours the ES employee is entitled to overtime or time in lieu.

You should ensure that any overtime to be worked has been discussed with your employer and that the amount of overtime has been agreed in advance. It is your right to be paid overtime unless you elect to take time in lieu. You should discuss which you want before you do the overtime.

Note: When considering taking time in lieu be sure that this is feasible in terms of your workload. If you are asked to attend a school camp you should ring the IEU to discuss your role and payment.


Conditions Specific To School Service Officers

Broken shifts (cl.68.7)

A broken shift means working ordinary hours in 2 separate periods each day. If you are required to do this:

• each shift must be at least 2 hours long;

• the break in between the periods must be at least 2 hours;

• rosters must be arranged to avoid hours of work extending beyond 12 hours in a day;

• broken shifts are paid at 15% additional to the ordinary rate of pay.

On Call (cl.68.8)

The following rates are for SSOs who are required to hold themselves in readiness for a recall to duty. The minimum period for recall shall be four hours. An SSO on approved leave may not be recalled for duty whilst on such leave.

For each period that the employee is required to be on call, the employee will be paid an allowance equal to:

i. two ordinary hours’ pay for each period of up to 24 hours which includes any part of a Saturday or Sunday; and

ii. one ordinary hour’s pay for each other period of up to 24 hours

Overtime / Time in Lieu (cl. 68.4, 68.5)

Overtime must be paid (a loading of 50% on the normal hourly rate) or time in lieu taken (hour for hour) for any time worked by an SSO:

• in excess of the 38 per week (or 40 per week where the SSO has an RDO); and

• in excess of 7 hours 36 minutes on any one day, exclusive of meal breaks (or 8 hours where the SSO has rostered RDOs).

To assist in making an application for overtime/time in lieu, a sample application is included at Appendix 1.

Minimum overtime

If an SSO does overtime that is not continuous with ordinary duty (that is, not immediately before their ordinary starting time or after their finishing time) the employer must pay for at least four hours at the prescribed overtime rate (or arrange time in lieu for at least four hours).

Weekend hours:

Hours Overtime Pay rate

Midnight Friday – midnight Saturday One and one half ordinary rate

Midnight Saturday – midnight Sunday Twice the ordinary rate

Public holidays Double and one half the ordinary rate

Rest after overtime

SSOs are entitled to at least ten consecutive hours off duty between the work of successive days. If an employee is instructed by the employer to resume or continue work without having had ten consecutive hours off duty, they must be paid at double the ordinary rate of pay until they are released from duty. The employee is then entitled to be absent until they have had ten consecutive hours off duty without loss of pay for ordinary working time.

It is important to be aware that access to overtime and/or time in lieu is an entitlement. To assist in making an application for overtime/time in lieu, a sample application form is included at Appendix 1.

Please ensure that any overtime worked has been discussed with your employer and that the amount of overtime worked and the method of compensation is agreed in advance. When considering taking time in lieu be sure that this is realistic with your workload.

Note: If you are asked to attend a school camp you should ring the IEU to discuss payment and other issues.

Resident Caretakers (cl.69)

An employer may provide accommodation and other non-monetary benefits to resident caretakers and then offset this against certain monetary entitlements. Resident caretakers should contact the IEU to clarify the arrangements for this benefit.

Rostered Day Off (cl.68.3)

An SSO employed for 40 hours per week is entitled to RDOs (no more than 12 within a twelve month period). The SSO works 152 hours over 19 days in each four-week period with one RDO (on full pay) in each such period. Paid leave (not including long service leave, any period of stand down or any public holiday) counts as a day worked for the purpose of accruing an entitlement to an RDO. The following provisions apply to RDOs :

• RDO days are not to be counted as part of the employee’s annual leave;

• RDOs must be scheduled by mutual agreement between the employee and the school;

• if there is a roster of RDOs an SSO may give notice and, with the agreement of the employer, substitute the day on which the SSO has their RDO for another day;

• any SSO required to work on their RDO must be paid overtime and shall also receive another RDO in lieu.

Preservation of Existing Arrangements

Some SSOs made arrangements for averaging of hours. If these were agreed before the 2008 Agreement came into force, they can continue and do not require a new agreement from the employer.

School Holiday arrangements for Category D SSOs (cl.63)

The parties are working to phase out Category D employment. A Category D SSO may be stood down on leave of absence without pay during any school holiday period when no work is available provided that at least two weeks’ notice in writing is given. Once notice is given, the stand down period shall not be varied unless by mutual consent. Where stand down is proposed the SSO may elect to take accrued annual leave or long service leave. Any period of stand down counts as service – as if it was time worked – for all the accrual of other entitlements. If appropriate work is available during any period of stand down, it must be offered to the SSO (whether on a full-time or casual basis) before any additional employee is employed.

Note: An SSO’s employment cannot be terminated by the employer on the grounds of work not being available during school holidays. If this happens, contact the IEU immediately.

Shift Penalties (cl.68.6)

Where an employer requires an SSO to work ordinary hours and any of those hours fall outside the normal spread of hours (Monday to Friday 7.00am to 6.00pm), it is paid with a 15% shift penalty in addition to the ordinary rate for the whole shift.

Where an SSO is required to work a whole shift outside the normal spread of hours (ie nightshift) on an ongoing basis, a shift penalty of 30% applies to the whole shift.

Where a school services officer wishes to work outside the normal spread of hours, their request and any agreement by the employer must be in writing. In such a case, the payment of shift penalties does not apply.

3

Yourself: How to get the most out of your jobThis section outlines opportunities for professional development and training.

13Yourself How to get the most out of your job

Training OutlinedThe IEU professional development program for Education Support members provides targeted seminars for all categories of ES. All seminars are delivered by experts in their field. The program is developed in conjunction with feedback and input from IEU members. The program is available on the website at: ieuvictas.org.au Members will also be sent notice of upcoming training events electronically.

Regional Training

Professional training can be organised for ES members in regional areas. We understand the challenges associated with attending seminars in the metropolitan area and we would like to give all members an opportunity to be involved. We advise you to have discussions with your IEU organiser if you are interested in the advertised seminars. The IEU can also organise for training in your school, or for your local network, tailored specifically to your needs.

Rep Training

If you are an ES member and the IEU Rep in the school there are Rep training opportunities each term. The details are on the IEU website and notice will also be sent to Reps. As the IEU Rep in a Catholic school you are entitled to one day trade union training each year.

OH&S Training

If you are an ES member and the Occupational Health and Safety (OH&S) Rep, there is training offered each year. An elected OH&S rep is entitled to undertake WorkSafe approved training. Courses are available on the website and prior notice will be sent to you as the OH&S rep. To register email: [email protected]

TLN

The Teacher Learning Network (TLN) is a union supported provider of Professional Development. It provides this training to both teachers and ES employees. The TLN offers many programs each year. Go to www.tln.org.au for more information and to register for a course. TLN staff can be contacted on 9418 4992, or through their website.

Member First Policy

IEU members will be given priority over non-members when the number of registrations for a course exceeds places available. Please note that this policy does not apply to the 5-day Occupational Health and Safety course or the Occupational Health and Safety Refresher course.

Cancellation for IEU Courses

Cancellations received five days prior to the course will not attract a cost. Where registrations are cancelled less than five days before a course then the full cost will be payable.

How to register

To register for training courses email: [email protected] or call 9254 1860 or FreeCall for regional members 1800 622 889

The training calendar will be revised and expanded throughout the year, and special events will be added as the need arises. The IEU will send you bulletins and keep you informed through ieuvictas.org.au as well as Facebook and twitter.

Training AwardsJan Bavinton Memorial ProjectEach year, IEU awards money to assist an Education Support Staff member to undertake a Professional Development/Training project. The money can be used for costs associated with the nominated project, such as fees, travel or leave if paid leave is not available.

The Jan Bavinton Memorial Project was established in 1989 in recognition of the contribution made to her profession and her union (VATIS) by Jan Bavinton, the Lab Manager at Carey Grammar School for 23 years. Following her death the project was established to acknowledge the professionalism, commitment and excellence of support staff in independent schools.

The value of the award is $3,000 to fund a nominated project. Recent recipients of the award have:

• Compiled a report for members on experiences visiting New York Catholic schools, especially focusing on a conditions comparison for non- teaching staff

• Produced a DVD focusing on Occupational Health and Safety Issues for non-teaching staff

Selection:

a. A four member selection committee will examine the applications and will make a recommendation to the IEU Committee of Management.

b. If the committee is unable to make a unanimous recommendation they may interview a short list of applicants.

c. The committee is not bound to make a recommendation if there is no suitable applicant.

Who can apply:

a. The applicant must be an Education Support employee or School Services Officer.

b. The applicant must be a financial member of IEU.

c. The applicant should intend to continue employment in the non-government sector for at least a year following completion of the project.

How to apply:

a. The applicant needs to submit a project proposal of no more than two A4 pages (or equivalent) in accordance with the specifications listed below.

b. The scope of the project is broad and may include research, related travel, study or other forms of PD.

c. The focus of the project should be of interest and relevance to IEU members.

d. The project should not only further the applicant’s own professional development aims, but should have the potential to be a resource with wider application.

e. The applicant must agree to furnish a report within 2 months of the completion of the project. (IEU will have the first right of publication.)

Applications are called for at the commencement of term 4 each year.


Tim Clifford

Audio Visual Services Coordinator

Participants of the Teachers Across Borders program at Xavier have often approached me to take, for example, old projectors and digital cameras, to places such as Vietnam, Cambodia, Timor Leste and India. Some of these are easy for any teacher to take and configure, but in many cases there are headaches and exasperating dead-ends for teaching staff who cannot overcome issues with different standards (intermittent electricity, slow/no internet and new, difficult local computer network configuration) and physical media (DVDs, mini-DV, SD cards, external USB media etc).

The Jan Bavinton Memorial Project Award enabled me to travel to some of these places to find out what is important to them, prepare appropriately, and establish ongoing two-way communication by meeting with key people at these schools in person. Ideally, it will lay the framework at Xavier for policies that embrace its Jesuit ethos, help the environment and improve the lives of the less fortunate. With any success and support, this idea could conceivably be considered by other independent schools, or even a collaborative model that most directly and efficiently redistributes our excess educational resources to those in the world who need them the most.

Previous Award Winners

Karen Dermietzl

Student Support St Benedict’s Primary School Burwood

In 2008 I was fortunate enough to be awarded the Jan Bavinton Memorial Project. I was going on holiday to the US that year and used the funds to assist me in an investigation of the employment conditions and the roles of Education Support staff in different areas of New York. Whilst there I visited two Catholic Primary Schools, one at the top end of the socio economic scale and the second was in the Bronx, which is a very low socio economic area. I was also fortunate enough to interview the Assistant Director of Catholic Education New York.

On my return I reported my findings to meetings of IEU ES members and the IEU Council. Inequitable school funding, lower pay than Australia, all staff on contracts from year to year, no matter how long they have worked in the school and many schools with no union representation.

I’ve seen first-hand how we are fortunate to have the opportunity to be a member of the IEU who negotiate on our behalf for better wages and conditions here in Victoria.

Kate Fieldew

Laboratory Technician Newhaven College

After winning the Jan Bavinton Memorial Project Award, I used the funds to support the establishment of a science club for students in Years 7-12 at Newhaven College. The idea is to engage students and strengthen and extend their interest in science. The project is in its fourth year, with a steady stream of enthusiastic young scientists taking part. The focus is on fun and engagement, with some of the memorable activities including viewing the Transit of Venus and a massive ‘Chocolate science’ experiment, both of which attracted over 100 participants.

This award has also helped with my own professional development by enhancing my role as a lab tech, from being someone who just deposits equipment in the labs and whisks it away at the end of a prac., to a person that the students can actually talk to about science. Thanks to IEU Vic Tas for the wonderful opportunity to further develop the role and profile of Science Laboratory Technicians.

Writing A Winning ApplicationWhen applying for promotion, a completely new job, or reclassification it is important to accurately describe the work you do, emphasising your skills and knowledge as well as the complexity of the tasks performed. The following tips are designed to assist you in this process.

1. Avoid Minimising

• Don’t sell short the skills and knowledge you use by saying “I only” or “I just”.

Drop “only” and “just” from your vocabulary when describing yourself or what you do.

2. Be Specific when Describing Skills and Tasks: Avoid generalising

• Instead of saying, ‘I am good with people’ or ‘I have good people skills’

Describe the specific skills used: For instance say, ‘I listen, lobby, mediate, negotiate, question, resolve conflict and anxiety’.

• Be specific in describing how those skills are used in performing your work.

For instance say, ‘I use my negotiating skills in order to identify potential conflict and resolve it before it becomes destructive.’

• Instead of saying, ‘I have the ability to work in a team’ or ‘I am a team player’

State the skills which require a person to have the ability to work in a team:

– I use negotiation skills

– I develop workable solutions

– I understand group dynamics

– I gain the co-operation of colleagues

• Instead of talking about word processing, describe the tasks performed using the software package.

‘I use (name the software package) to create, update, store, move, retrieve, merge documents and print’.

Also describe the skills used: “I proof-read, draft, edit, re-phrase, re-word, and summarise.

3. Describe your Skills not your Personality

• Your classification is based on your skills and the tasks you perform, not your personality. Therefore the focus of your application should not be on your friendliness, patience or politeness, for example, but instead on the particular skills those qualities underpin.

Instead try saying:

– I take an interest in …

– I co-operate with …

– I work effectively under pressure

– I manage time effectively

– I respond quickly to …

– I inspire others to act in a positive way

– I achieve positive outcomes

– I remain calm under pressure

– I persist/persevere

4 . Recognise Enterprise and Industry Knowledge

• It is important to identify and take credit for knowledge gained on the job. This informal learning provides the basis for critical skills.

• Avoid terms like: ‘I use my commonsense’ or ‘I use my initiative’ or ‘you learn by experience’ as they imply a lack of deliberateness.

Instead use terms such as:

– ‘I draw upon the knowledge I have gained in previous jobs or voluntary positions to…’

– ‘I am able to predict likely outcomes based on my knowledge of the organisation’

– ‘I understand the relationship between parents and staff and can use that to…’

– ‘I liaise with parents and the local community and represent the school at meetings and functions.’

– ‘I address enquiries and requests from students, staff and council.’

– ‘I am in tune with the relationship the school has to the local church community.’

– ‘I am aware of the relationship between groups of students and the staff.’


5. Value Responsibility Accurately

• Job descriptions should be re-written to reflect the degree of responsibility undertaken when performing tasks. This would be necessary to conduct accurate performance appraisals.

• Avoid terms which describe work performed as ‘routine, standard or procedural.’

Instead, emphasise that the work you perform is orderly and routine because of the organizational skills you bring to the job.

• Avoid terms which imply the work somehow does itself. For instance, say ‘I maintain files’ rather than ‘files are maintained’ or ‘I give advice’ rather than ‘advice is given’.

• Recognise that you take responsibility for the job. Be specific in describing the work performed.

For example you might say that:

– ‘I set priorities according to…’

– ‘I operate independently’

– ‘I make decisions about…based upon…’

– ‘I have the freedom to act within stated guidelines’

6. Include all Skills and Tasks not reflected in the Job Title

Extra curricular or voluntary activities that you perform, such as social club secretary, IEU rep or Health and Safety rep require skills which are just as important as the skills used to perform the job. Reference to these additional responsibilities illustrates your commitment to and involvement in the life of the school beyond your specific area of expertise.

Some examples are:

– As IEU rep I organise sub-branch meetings.

– As Health and Safety rep I liaise with staff about their concerns and bring those concerns to the attention of management.

– I welcome new employees and brief them about the organisation.

– I train and supervise new staff giving appropriate support when necessary.

– I am a member of the induction team and I conduct training for new employees.


4

Your Paperwork: The Necessary Forms and ReferencesThe Forms and Documents Necessary for Education Support Staff.

Appendix 1Compensation for Overtime

Name: Date: / /

Position:

I wish to arrange payment / time in lieu for overtime time worked. My preferred mode of compensation is:

As overtime payment at the applicable overtime rate

As time in lieu at the ordinary time. I propose to take the time in lieu as follows:

Date of Overtime Start time End time

Name: Date: / /

14Your Paperwork The necessary forms and references

Appendix 2Record of Professional Development

Date Name of Course Training Provider Venue Presenter Signature/Initials

Appendix 3 Education Support Staff Classification Structure(Taken from Appendix 6 of Victorian Catholic Education Multi Enterprise Agreement 2013)

General Work Descriptions For Each Level

GENERAL WORK DESCRIPTION LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

Competency Competency at this level involves application of knowledge and skills to a range of defined tasks, roles and contexts where the choice of actions required is clear.


Competency at this level may include Level 1-2 competencies. In addition, competency at this level involves the development and application of professional knowledge in a specialised area(s) and utilising a broad range of skills.

An Employee at this level will have a depth or breadth of expertise developed through extensive relevant experience and application, and performs work assignments guided by policy, precedent, professional standards and expertise. This may require the provision of support and advice to senior management and/or performing a support role to a senior administrator

Competency at this level may include Level 1-3 competencies. In addition, competency at this level operates within broad principles set by management.

An Employee at this level is expected to undertake a high proportion of tasks involving complex, specialised or professional functions.

A role at this level may co-ordinate or manage a specific functional responsibility and/or liaise with the general community, government agencies or service providers.

Competency at this level may include Level 1-4 competencies. In addition, competency at this level generally requires Employees to be responsible for program area development and implementation, to provide strategic support and/or advice requiring integration of a range of school policies and external requirements, and an ability to achieve objectives operating within complex organisational structures.

A role at this level will generally lead and manage a significant functional element of a large school, and/or contribute in a major way to the development, maintenance and implementation of the policy framework of a large school.

Judgement, Independence & Problem-Solving


Roles at this level will require Employees to exercise judgment to identify, select and apply the most appropriate available guidelines and procedures, interpret precedents and adapt standard methods or practices to respond to variations.

Roles may require an Employee to:



Roles at this level will require problem-solving that involves the identification and analysis of diverse problems, and will apply appropriate technical training and expertise to decision- making.

Roles at this level will generally have scope to undertake some or all of the following in their area:

• innovate within own function and take responsibility for outcomes;

• design, develop and test equipment, systems and procedures;

• participate in planning involving resources used and developing proposals for resource allocation;

• exercise high level diagnostic skills on sophisticated equipment or systems; and/or

• analyse and report on data and experiments.

Roles at this level will generally require Employees to be able to:

• independently relate existing policy to work assignments and apply a specific body of knowledge to solve problems;

• use theoretical principles in modifying and adapting techniques

Roles at this level may generally require Employees to develop of new ways of using a specific body of knowledge which applies to work assignments, or may involve the integration of other specific bodies of knowledge.

Employees exercise initiative in the application of professional practices demonstrating independent discretion and judgment.


Appendix 3 Education Support Staff Classification Structure(Taken from Appendix 6 of Victorian Catholic Education Multi Enterprise Agreement 2013)

General Work Descriptions For Each Level


Competency Competency at this level involves application of knowledge and skills to a range of defined tasks, roles and contexts where the choice of actions required is clear.


Competency at this level may include Level 1-2 competencies. In addition, competency at this level involves the development and application of professional knowledge in a specialised area(s) and utilising a broad range of skills.

An Employee at this level will have a depth or breadth of expertise developed through extensive relevant experience and application, and performs work assignments guided by policy, precedent, professional standards and expertise. This may require the provision of support and advice to senior management and/or performing a support role to a senior administrator

Competency at this level may include Level 1-3 competencies. In addition, competency at this level operates within broad principles set by management.

An Employee at this level is expected to undertake a high proportion of tasks involving complex, specialised or professional functions.

A role at this level may co-ordinate or manage a specific functional responsibility and/or liaise with the general community, government agencies or service providers.

Competency at this level may include Level 1-4 competencies. In addition, competency at this level generally requires Employees to be responsible for program area development and implementation, to provide strategic support and/or advice requiring integration of a range of school policies and external requirements, and an ability to achieve objectives operating within complex organisational structures.

A role at this level will generally lead and manage a significant functional element of a large school, and/or contribute in a major way to the development, maintenance and implementation of the policy framework of a large school.

Judgement, Independence & Problem-Solving


Roles at this level will require Employees to exercise judgment to identify, select and apply the most appropriate available guidelines and procedures, interpret precedents and adapt standard methods or practices to respond to variations.

Roles may require an Employee to:



Roles at this level will require problem-solving that involves the identification and analysis of diverse problems, and will apply appropriate technical training and expertise to decision- making.

Roles at this level will generally have scope to undertake some or all of the following in their area:

• innovate within own function and take responsibility for outcomes;

• design, develop and test equipment, systems and procedures;

• participate in planning involving resources used and developing proposals for resource allocation;

• exercise high level diagnostic skills on sophisticated equipment or systems; and/or

• analyse and report on data and experiments.

Roles at this level will generally require Employees to be able to:

• independently relate existing policy to work assignments and apply a specific body of knowledge to solve problems;

• use theoretical principles in modifying and adapting techniques

Roles at this level may generally require Employees to develop of new ways of using a specific body of knowledge which applies to work assignments, or may involve the integration of other specific bodies of knowledge.

Employees exercise initiative in the application of professional practices demonstrating independent discretion and judgment.

Education Support Staff Classifcation Structure (continued)


Direction Close supervision or, in the case of more experienced Employees, routine supervision of straightforward tasks; close supervision of more complex tasks.

Supervision is generally required to establish general objectives relative to specific tasks, to outline the desired end product and to identify potential resources for assistance.

Some positions will require routine supervision to general direction depending upon experience and the complexity of the tasks

Routine supervision to general direction, depending on tasks involved and experience.

Supervision is present to review established objectives.

Broad direction, working with a degree of autonomy.

Little or no supervision is required.

Generally reports directly to the Principal.

Supervision Roles at this level do not supervise students without a higher level Education Support Employee, Teacher or Principal being present.


• supervise students while performing their normal duties but may not be used instead of a Teacher;

• supervise other Employees at lower levels.



• supervise other Employees at lower levels



• co-ordinate or manage a specific functional responsibility and/or manage other Employees including administrative, technical and/or professional Employees.



• have management responsibility for a functional area and/or manage other Employees including administrative, technical and/or professional Employees.

Qualifications Level 1 duties do not require a qualification or prior experience upon engagement.


• completion of a trades certificate or Certificate Ill;

• completion of Year 12 or a Certificate I or II, with relevant experience and or education/training; or

• an equivalent combination of relevant experience and/or education/training.

Level 3 duties typically require a skill level which assumes and requires knowledge or training equivalent to:

• Completion of a degree without relevant work experience;

• Completion of an advanced diploma qualification and at least one years’ relevant work experience;

• Completion of a diploma qualification and at least two years’ relevant work experience;

• Completion of a Certificate IV and extensive relevant work experience; or



• a degree with relevant work experience;

• extensive experience and/or management expertise in the relevant field; or


Level 5 duties typically require a skill level which assumes or requires:

• post-graduate qualifications or progress towards postgraduate qualifications and extensive experience;

• extensive experience and/or management expertise; or



Education Support Staff Classifcation Structure (continued)


Direction Close supervision or, in the case of more experienced Employees, routine supervision of straightforward tasks; close supervision of more complex tasks.

Supervision is generally required to establish general objectives relative to specific tasks, to outline the desired end product and to identify potential resources for assistance.

Some positions will require routine supervision to general direction depending upon experience and the complexity of the tasks

Routine supervision to general direction, depending on tasks involved and experience.



Little or no supervision is required.

Generally reports directly to the Principal.

Supervision Roles at this level do not supervise students without a higher level Education Support Employee, Teacher or Principal being present.



• supervise other Employees at lower levels.



• supervise other Employees at lower levels



• co-ordinate or manage a specific functional responsibility and/or manage other Employees including administrative, technical and/or professional Employees.



• have management responsibility for a functional area and/or manage other Employees including administrative, technical and/or professional Employees.

Qualifications Level 1 duties do not require a qualification or prior experience upon engagement.


• completion of a trades certificate or Certificate Ill;

• completion of Year 12 or a Certificate I or II, with relevant experience and or education/training; or



• Completion of a degree without relevant work experience;

• Completion of an advanced diploma qualification and at least one years’ relevant work experience;

• Completion of a diploma qualification and at least two years’ relevant work experience;

• Completion of a Certificate IV and extensive relevant work experience; or



• a degree with relevant work experience;

• extensive experience and/or management expertise in the relevant field; or


Level 5 duties typically require a skill level which assumes or requires:

• post-graduate qualifications or progress towards postgraduate qualifications and extensive experience;

• extensive experience and/or management expertise; or


Typical Duties By Occupational Group For Each LevelThe duties listed are examples of activities typically undertaken by employees in different roles at each of the classification levels. An employee’s role at a particular level may include duties from lower levels.

Administrative Services

ADMINISTRATIVE SERVICES 1 ADMINISTRATIVE SERVICES 2 ADMINISTRATIVE SERVICES 3 ADMINISTRATIVE SERVICES 4 ADMINISTRATIVE SERVICES 5

(a) performing a reception function, including providing information, making appointments and bookings, responding to enquiries from parents, students, Employees and general public in accordance with school procedures;

(b) undertaking a wide range of secretarial and clerical duties, including word processing, maintain email and computerised records, taking of minutes and writing of reports (as directed);

(c) performing duties involving the inward and outward movement of mail, copying, maintaining and retrieving records, straight forward data entry and retrieval;

(d) operating routine office equipment, such a computer, photocopier, scanner, facsimile, binding machine, guillotine, franking machine;

(e) assisting with the preparation of internal and external publications;

(f) monitoring and maintaining stock levels of stationery/materials within established parameters, including re-ordering;

(g) carrying out financial transactions such as receipting, banking and petty cash.

(a) providing administrative support to management personnel, including arranging appointments, diary and calendar management and preparing both confidential and general correspondence;

(b) liaising with, and managing enquiries from students, parents, Employees and the general public;

(c) using computer software packages, including desktop publishing; spreadsheets, database and/or web software, at an advanced level;

(d) preparing government and statutory authority returns for authorisation;

(e) maintaining the schools financial records, including:(i) entering and retrieving financial

data and preparing financial and management reports for review and authorisation;

(ii) undertaking bank and ledger reconciliations;

(iii) preparing financial documentation and data for the budget;

(iv) maintaining accounting bookkeeping records.

(f) preparing monthly summaries of debtors and creditors ledger transactions with reconciliations;

(g) reconciling school spending against budget;(h) applying inventory and purchasing

control procedures;(i) administering the personnel function for

a school using a payroll bureau, or in a small school, including:

(i) maintaining personnel records;

(ii) calculating and maintaining wage and salary records;

(iii) providing standard information and advice to staff on salaries and basic details of their conditions of employment;

(iv) calculating staff entitlements e.g. Positions of Leadership, leave, benefits.

(a) responsibility for the efficient clerical and/or financial administration of a unit;

(b) providing designated high level support to senior school leadership, including initiating complex or confidential reports, documents and correspondence;

(c) administering the personnel function in a school, including:(i) maintaining personnel records;(ii) calculating and maintaining wage

and salary records.(d) coordinating and/or administering the

general financial operations of a unit;(e) providing high level assistance to

a Business Manager/ Accountant/Principal in the preparation of supporting data, reports and other documentation for financial/budgetary decision making purposes;

(f) responsibility for functions such as:

(i) preparing the accounts of a school to operating statement stage;

(ii) using advanced techniques and methods to analyse and interpret the financial statements and formulating period and year end entries;

(iii) monitoring and managing debtors;

(g) Co-ordinating the work of School Services Officers.

(a) managing a significant functional unit with a diverse or complex set of functions and substantial resources;

(b) coordinating or managing the administrative services across two or more campuses of a secondary college;

(c) being responsible for the financial functions and/or team in a school;

(d) providing high level financial advice and support and complex budget advice and support;

(e) managing the provision of services including buildings, maintenance, cleaning, residential, food and transport

(a) leading and managing a significant functional unit with a diverse or complex set of functions and substantial resources in a large school.

Student Support – Typical duties The duties listed are examples of activities typically undertaken by employees in different roles at each of the classification levels. Roles at a particular level may include duties from lower levels.

Student Support

STUDENT SUPPORT 1 STUDENT SUPPORT 2 STUDENT SUPPORT 3 STUDENT SUPPORT 4 STUDENT SUPPORT 5

(a) assisting student learning in specified learning areas and tasks, either individually or in a group, under the specific direction and supervision of a Teacher or a higher level Employee;

(b) providing general assistance of a supporting nature to Teachers on a directed basis;

(c) providing basic physical, social and emotional care for students e.g. toileting, meals and lifting;

(d) assisting with clerical duties associated with regular school activities e.g. student records, equipment records;

(e) assisting with the collection, preparation and distribution of learning materials;

(f) providing limited assistance with communication between Teachers and non-English speaking parents/students;

(g) assisting in interpreting and/or translating of basic, non-complex documents.

(a) assisting student learning, where discretion and judgement is required (including providing more individualised approaches and intervention strategies, and assisting in identification of learning needs and evaluation of progress under the general supervision and direction of the Teacher);

(b) participate in the monitoring, evaluation and reporting of student learning and programs;

(c) work with students to enable them to use specialised augmentative communication and adaptive technology to enhance student access to the curriculum;

(d) under the general supervision and direction of teaching staff, undertake specialist assistance to students in specific learning areas e.g. languages, technology, the Arts;

(e) under the general supervision and direction of teaching staff, undertake learning support activities involving specialist cultural understanding and skills, e.g.

(i) assisting students with classroom activities;

(ii) supporting Teachers to understand the educational, health and welfare needs of Koori and refugee students;

(iii) acting as a cultural support person or mentor;

(iv) assisting in the delivery of culturally inclusive curriculum.

(f) providing basic support to students within defined principles and parameters;

(g) assisting in wellbeing programs and/or supporting a Chaplaincy program.

(a) undertaking specialist intervention strategies requiring advanced training and expertise;

(b) coordinating the work of a specialised unit in a school;

(c) providing standard professional services within defined organisational parameters under general guidance from senior staff;

(d) providing professional reports requiring factual analysis, including assessments and recommendations for consideration by others;

(e) providing standard clinical professional services to students within the parameters of school policy and guidelines;

(f) conducting basic training and instruction related to the professional field for school colleagues;

(g) working as a provisionally registered Psychologist;

(h) actively working within and for the school community to assist in creating a culturally inclusive and supportive environment through such duties as:

(i) engaging actively with parents and local aboriginal or refugee communities, agencies and networks;

(ii) assisting in the professional learning of Teachers;

(iii) assisting the organisation of cultural activities.

(a) providing standard professional services at an experienced level within defined organisational parameters;

(b) providing complex professional reports requiring in-depth factual analysis, including assessments and recommendations for consideration by others;

(c) providing standard clinical professional services to students within the parameters of school policy and guidelines;

(d) making decisions on complex intervention strategies that may have significant consequences for clients and their families.

(a) managing at a high level the delivery of professional support services in a large school, including the development of policy and operational practices to guide the work of others.

Curriculum Resource Services – Typical duties The duties listed are examples of activities typically undertaken by employees in different roles at each of the classification levels. Roles at a particular level may include duties from lower levels.

Curriculum Resource Services

LEVEL 1 CURRICULUM RESOURCE SERVICES 2 CURRICULUM RESOURCE SERVICES 3 CURRICULUM RESOURCE SERVICES 4 CURRICULUM RESOURCE SERVICES 5

Does not apply to Curriculum Resource Services

General (a) applying specialised knowledge in specific function area i.e.

science laboratory, ICT support, library;

(b) providing specialised knowledge that is relied upon to deliver support services under direction e.g. information technology and technical support in science laboratories and libraries;

(c) applying technical and/or scientific principles to enable the performance of a variety of inter-related technical tasks;

(d) evaluating and making recommendations for the purchase of technical or computer equipment;

(e) assist with training and/or instruction in respect to technical systems or scientific processes;

(f) maintaining booking and repair/replace systems for equipment;

(g) routine ordering and maintenance of equipment and materials.

Specific to Library/AV Services(a) performing a range of basic library transactions, including

processing, cataloguing and accessioning books, stocktaking, preparing display materials, using circulation systems, general photocopying and related clerical tasks;

(b) maintaining, controlling, operating and demonstrating the use of audio-visual equipment, where there is limited complexity, including assisting with audio and video recording;

(c) assisting students and Teachers to use the catalogue and/or locate books and resource materials;

(d) explaining the function and use of library and library equipment to students;

(e) maintaining catalogues of recorded programs in accordance with established routines, methods and procedures;

(f) under direction, assisting teaching staff to take story groups;

(g) searching and identifying fairly complex bibliographic material;

(h) answering ready references inquiries;

(i) operating a wide range of audio-visual or computer equipment;

(j) demonstrating and explaining the routine operation of audio-visual, computer and other similar equipment;

(k) recording materials by means of sound and photographic equipment, etc.

General(a) undertaking some responsibility for other

Employees in the work area;

(b) providing assistance or guidance to other Employees in the work area;

(c) exercising judgement and discretion in providing technical assistance in the operation of a library, laboratory, or technology centre;

(d) exercising discretion and judgement in assisting students and Employees to access information and to use equipment in a library, laboratory or a technology centre;

(e) assisting with the planning and organisation of a laboratory or technology centre and fieldwork;

(f) investigating and reporting on the efficiency and effectiveness of system design;

(g) conducting training and instruction to school colleagues within the technical field;

(h) regularly interacting with a range of external or internal clients to provide advice or specialist information.

Specific to Library/AV Services(a) preparing descriptive cataloguing for library

materials;

(b) supervising the operation of circulation systems;

(c) answering reference and information inquiries, other than ready reference;

(d) providing advanced guidance in the use of information systems;

(e) producing advanced resource materials e.g. multi-media kits, video and film clips;

(f) teaching advanced audio-visual, computer and other technical skills to students and Teachers;

(g) searching and verifying bibliographical data where judgement and discretion is involved;

(h) assisting with supervision of students in the library where discretion and judgement is involved.

General(a) providing specialist technical advice, direction and

assistance in the Employee’s area of expertise using the application of knowledge gained through formal study/qualifications applicable to this level;

(b) being responsible for a significant and discrete functional unit, which ordinarily will involve the supervision of its staff;

(c) liaising and negotiating to a significant degree with Teachers on curriculum matters;

(d) providing expertise and leadership in policy development to guide the work of others, including Teachers;

(e) developing and delivering professional development programs for colleagues or other staff involved in a technical field.

Specific to Library/AV Services(a) demonstrating and instructing students and Employees

with respect to the use of complex audio-visual or computer equipment, using a variety of routines, methods and procedures, with a depth of knowledge in the requisite areas.

Specific to Laboratory(a) designing and demonstrating more complex experiments

within a variety of routines, methods and experiences under supervision of Teachers where discretion and judgement are required;

(b) managing a science laboratory in a large or multi-campus secondary college where a variety of tests are undertaken, including activities that are not routine and techniques that are not standard (such a role would mainly only exist if curriculum leaders role was independent of the laboratory manager);

(c) formulating and supervising experiments for colleagues or other staff involved in a scientific or technical field.

Specific to Information and Communications Technology (ICT)

(a) managing the development and effective operation of the computer systems within a school(s) where there is a high degree of complexity (e.g. significant size, multi-campuses, integration of several functional areas) and importance to the educational objectives to be achieved.

General(a) leading and managing a significant functional unit with

a diverse or complex set of functions and substantial resources in a large school, including initiating, developing and implementing key policy initiatives.


Curriculum Resource Services – Typical duties The duties listed are examples of activities typically undertaken by employees in different roles at each of the classification levels. Roles at a particular level may include duties from lower levels.

Curriculum Resource Services


Does not apply to Curriculum Resource Services

General (a) applying specialised knowledge in specific function area i.e.

science laboratory, ICT support, library;

(b) providing specialised knowledge that is relied upon to deliver support services under direction e.g. information technology and technical support in science laboratories and libraries;

(c) applying technical and/or scientific principles to enable the performance of a variety of inter-related technical tasks;

(d) evaluating and making recommendations for the purchase of technical or computer equipment;

(e) assist with training and/or instruction in respect to technical systems or scientific processes;

(f) maintaining booking and repair/replace systems for equipment;

(g) routine ordering and maintenance of equipment and materials.

Specific to Library/AV Services(a) performing a range of basic library transactions, including

processing, cataloguing and accessioning books, stocktaking, preparing display materials, using circulation systems, general photocopying and related clerical tasks;

(b) maintaining, controlling, operating and demonstrating the use of audio-visual equipment, where there is limited complexity, including assisting with audio and video recording;

(c) assisting students and Teachers to use the catalogue and/or locate books and resource materials;

(d) explaining the function and use of library and library equipment to students;

(e) maintaining catalogues of recorded programs in accordance with established routines, methods and procedures;

(f) under direction, assisting teaching staff to take story groups;

(g) searching and identifying fairly complex bibliographic material;

(h) answering ready references inquiries;

(i) operating a wide range of audio-visual or computer equipment;

(j) demonstrating and explaining the routine operation of audio-visual, computer and other similar equipment;

(k) recording materials by means of sound and photographic equipment, etc.

General(a) undertaking some responsibility for other

Employees in the work area;

(b) providing assistance or guidance to other Employees in the work area;

(c) exercising judgement and discretion in providing technical assistance in the operation of a library, laboratory, or technology centre;

(d) exercising discretion and judgement in assisting students and Employees to access information and to use equipment in a library, laboratory or a technology centre;

(e) assisting with the planning and organisation of a laboratory or technology centre and fieldwork;

(f) investigating and reporting on the efficiency and effectiveness of system design;

(g) conducting training and instruction to school colleagues within the technical field;

(h) regularly interacting with a range of external or internal clients to provide advice or specialist information.

Specific to Library/AV Services(a) preparing descriptive cataloguing for library

materials;

(b) supervising the operation of circulation systems;

(c) answering reference and information inquiries, other than ready reference;

(d) providing advanced guidance in the use of information systems;

(e) producing advanced resource materials e.g. multi-media kits, video and film clips;

(f) teaching advanced audio-visual, computer and other technical skills to students and Teachers;

(g) searching and verifying bibliographical data where judgement and discretion is involved;

(h) assisting with supervision of students in the library where discretion and judgement is involved.

General(a) providing specialist technical advice, direction and

assistance in the Employee’s area of expertise using the application of knowledge gained through formal study/qualifications applicable to this level;

(b) being responsible for a significant and discrete functional unit, which ordinarily will involve the supervision of its staff;

(c) liaising and negotiating to a significant degree with Teachers on curriculum matters;

(d) providing expertise and leadership in policy development to guide the work of others, including Teachers;

(e) developing and delivering professional development programs for colleagues or other staff involved in a technical field.

Specific to Library/AV Services(a) demonstrating and instructing students and Employees

with respect to the use of complex audio-visual or computer equipment, using a variety of routines, methods and procedures, with a depth of knowledge in the requisite areas.

Specific to Laboratory(a) designing and demonstrating more complex experiments

within a variety of routines, methods and experiences under supervision of Teachers where discretion and judgement are required;

(b) managing a science laboratory in a large or multi-campus secondary college where a variety of tests are undertaken, including activities that are not routine and techniques that are not standard (such a role would mainly only exist if curriculum leaders role was independent of the laboratory manager);

(c) formulating and supervising experiments for colleagues or other staff involved in a scientific or technical field.


(a) managing the development and effective operation of the computer systems within a school(s) where there is a high degree of complexity (e.g. significant size, multi-campuses, integration of several functional areas) and importance to the educational objectives to be achieved.

General(a) leading and managing a significant functional unit with

a diverse or complex set of functions and substantial resources in a large school, including initiating, developing and implementing key policy initiatives.

Curriculum Resource Services (Continued)


Specific to Laboratory

(a) caring for flora and fauna;

(b) preparing teaching aids under direction;

(c) preparing standard solutions and less complex experiments;

(d) providing technical support to Teachers;

(e) evaluating and making recommendations for the purchase of technical or computer equipment;

(f) implementing measures for proper storage control and handling or disposal of dangerous or toxic substances;

(g) culturing, preparing for use and being responsible to the relevant manager for the security of bacterial, viral or other like substances;

(h) within a defined range of contexts, where the choice of actions is clear, maintaining scientific equipment, materials and specimens;

(i) assisting with the design/demonstration of experiments and scientific equipment, as directed;

(j) routine ordering of supplies and materials.


(a) assisting with training and develop training guides for staff and students;

(b) responding to faults in the first instance.


(a) providing technical assistance and advice, as requested;

(b) testing of experiments and demonstrating experiments with Teachers.


(a) advising Teachers and students on aspects of information technology and use in the school;

(b) supervising and maintaining hardware and software components of a computer network, with appropriate support for users;

(c) responding to faults requiring more detailed attention;

(d) designing and implementing systems for computer networks and deploying a significant number of computers at a time without guidance.


Curriculum Resource Services (Continued)



(a) caring for flora and fauna;

(b) preparing teaching aids under direction;

(c) preparing standard solutions and less complex experiments;

(d) providing technical support to Teachers;

(e) evaluating and making recommendations for the purchase of technical or computer equipment;

(f) implementing measures for proper storage control and handling or disposal of dangerous or toxic substances;

(g) culturing, preparing for use and being responsible to the relevant manager for the security of bacterial, viral or other like substances;

(h) within a defined range of contexts, where the choice of actions is clear, maintaining scientific equipment, materials and specimens;

(i) assisting with the design/demonstration of experiments and scientific equipment, as directed;

(j) routine ordering of supplies and materials.


(a) assisting with training and develop training guides for staff and students;

(b) responding to faults in the first instance.


(a) providing technical assistance and advice, as requested;

(b) testing of experiments and demonstrating experiments with Teachers.


(a) advising Teachers and students on aspects of information technology and use in the school;

(b) supervising and maintaining hardware and software components of a computer network, with appropriate support for users;

(c) responding to faults requiring more detailed attention;

(d) designing and implementing systems for computer networks and deploying a significant number of computers at a time without guidance.

Appendix 4 Education Support Employee Classification and Salaries Victorian Catholic Education Multi Enterprise Agreement

Category A Employees

LEVELSUB DIV-

ISION1 JAN2013 LEVEL

SUB DIV-ISION

1 APRIL2013

1 MAY2013

1 AUG2013

1 FEB2014

1 MAY2014

1 AUG2014

1 FEB 2015

1 MAY2015

1 AUG2015

1 MAY2016

1 1 $34,761

ES1

1 $35,109 $35,109 $35,530 $35,974 $41,403 $42,024 $42,613 $43,105 $43,643 $43,643

2

2 $38,964 2 $39,353 $39,353 $39,826 $40,324 $41,881 $42,509 $43,105 $44,847 $45,408 $45,408

3 $40,007 3 $40,407 $40,407 $40,892 $41,403 $43,574 $44,227 $44,847 $46,784 $47,368 $47,368

4 $41,039 4 $41,450 $41,450 $41,947 $42,472 $45,456 $46,138 $46,784 $48,490 $49,620 $49,620

5 $42,164 5 $42,586 $42,586 $43,097 $43,636 $47,113 $47,819 $48,490 $50,406 $51,036 $51,036

6 $43,924 6 $44,363 $44,363 $44,896 $45,457 $48,975 $49,710 $50,406

7 $45,523 7 $45,979 $45,979 $46,531 $47,113

3

5 $42,164

ES2

1 $42,586 $42,586 $43,097 $43,636 $48,505 $49,232 $49,922 $51,551 $52,194 $53,500

6 $43,924 2 $44,363 $44,363 $44,896 $45,457 $50,087 $50,838 $51,551 $53,520 $54,188 $55,100

7 $45,523 3 $45,978 $45,978 $46,530 $47,112 $52,000 $52,780 $53,520 $54,809 $55,493 $56,000

8 $46,869 4 $47,337 $47,337 $47,906 $48,505 $53,252 $54,051 $54,809 $56,437 $57,142 $58,850

9 $48,208 5 $48,400 $48,690 $49,275 $49,890 $54,835 $55,657 $56,437 $58,066 $58,791 $61,050

10 $49,180 6 $48,700 $49,800 $50,398 $51,028 $56,417 $57,263 $58,066 $59,695 $60,440

4

8 $46,869 7 $49,672 $51,237 $51,852 $52,500 $58,000 $58,870 $59,695

9 $48,208 8 $50,433 $52,164 $52,790 $53,450

10 $49,180 9 $52,164 $53,633 $54,277 $54,955

11 $49,934 10 $53,633

12 $51,393

13 $52,840

5

9 $48,208

ES3

1 $48,690 $48,690 $49,274 $49,889 $50,895 $51,659 $52,382 $53,185 $53,851 $55,698

10 $49,180 2 $49,672 $49,672 $50,267 $50,895 $51,676 $52,451 $53,185 $55,010 $55,698 $58,800

11 $49,934 3 $50,433 $50,433 $51,038 $51,676 $53,449 $54,251 $55,010 $56,560 $57,267 $60,500

12 $51,393 4 $52,164 $52,164 $52,789 $53,449 $54,954 $55,779 $56,560 $58,104 $58,831 $62,000

13 $52,840 5 $53,633 $53,633 $54,276 $54,954 $56,455 $57,302 $58,104 $59,619 $60,364 $66,200

14 $54,283 6 $55,097 $55,097 $55,758 $56,455 $57,926 $58,796 $59,619 $63,207 $63,997 $66,500

15 $55,698 7 $56,534 $56,534 $57,211 $57,926 $61,413 $62,334 $63,207 $63,274 $64,066 $68,270

16 $59,051 8 $59,936 $59,936 $60,655 $61,413 $61,478 $62,401 $63,274 $64,760 $65,570 $70,689

6

16 $59,051 9 $59,936 $60,500 $60,719 $61,478 $62,922 $63,866 $64,760 $66,270 $67,099 $71,811

17 $60,501 10 $61,409 $61,409 $62,145 $62,922 $64,389 $65,355 $66,270 $69,815 $70,689 $74,200

18 $61,912 11 $63,400 $62,841 $63,594 $64,389 $67,833 $68,852 $69,815 $71,000 $71,888 $75,351

19 $65,224 12 $66,202 $66,202 $66,996 $67,833 $69,350 $70,391 $71,376 $73,500 $74,419

20 $66,682 13 $67,682 $67,682 $68,494 $69,350

7

18 $61,912

ES4

1 $62,841 $62,841 $63,595 $64,231 $67,667 $68,546 $69,369 $75,099 $76,000 $76,000

19 $65,224 2 $66,202 $66,202 $66,997 $67,667 $73,256 $74,208 $75,099 $77,187 $78,113 $78,113

20 $66,682 3 $67,682 $67,682 $68,494 $69,179 $75,293 $76,272 $77,187 $79,644 $80,600 $80,600

21 $68,135 4 $69,157 $69,157 $69,987 $70,687 $77,690 $78,700 $79,644 $79,962 $82,300 $82,300

22 $72,080 5 $73,600 $73,600 $74,441 $75,185 $78,000 $79,014 $79,962 $81,324 $85,617 $85,617

23 $73,920 6 $75,436 $75,436 $76,341 $77,104 $86,567

24 $75,767 7 $76,000 $76,000 $76,912 $77,681

ES5

1 $86,645 $86,645 $87,728 $89,044 $89,044 $90,292 $90,292

2 $88,896 $88,896 $90,007 $91,357 $91,357 $92,638 $92,638

3 $91,147 $91,147 $92,286 $93,670 $93,670 $94,983 $94,983

4 $93,397 $93,397 $94,565 $95,983 $95,983 $97,329 $97,329

5 $95,648 $95,648 $96,844 $98,296 $98,296 $99,674 $99,674


Education Support Salaries – Category B Employees

LEVELSUB

DIVISION1 JAN 2013

LEVELSUB

DIVISION1 APR 2013

1 MAY 2013

1 AUG 2013

1 FEB 2014

1 MAY 2014

1 AUG 2014

1 FEB 2015

1 MAY 2015

1 AUG 2015

1 MAY2016

1 1 $32,087

ES1

1 32,408 32,408 32,797 33,207 38,218 38,791 39,335 39,789 40,286 40,286

2

2 $35,967 2 36,326 36,326 36,762 37,222 38,659 39,239 39,789 41,397 41,915 41,915

3 $36,930 3 37,299 37,299 37,746 38,218 40,222 40,825 41,397 43,185 43,724 43,724

4 $37,882 4 38,262 38,262 38,720 39,205 41,959 42,589 43,185 44,760 45,803 45,803

5 $38,921 5 39,310 39,310 39,782 40,279 43,489 44,141 44,760 46,529 47,110 47,110

6 $40,545 6 40,950 40,950 41,442 41,960 45,208 45,886 46,529

7 $42,021 7 42,442 42,442 42,952 43,489

3

5 $38,921

ES2

1 39,310 39,310 39,782 40,279 44,774 45,445 46,082 47,586 48,179 49,385

6 $40,545 2 40,950 40,950 41,442 41,960 46,234 46,927 47,586 49,403 50,020 50,862

7 $42,021 3 42,441 42,441 42,951 43,488 48,000 48,720 49,403 50,593 51,224 51,692

8 $43,264 4 43,696 43,696 44,221 44,774 49,156 49,893 50,593 52,096 52,746 54,323

9 $44,500 5 44,677 44,945 45,485 46,052 50,617 51,376 52,096 53,599 54,269 56,354

10 $45,397 6 44,954 45,969 46,521 47,103 52,077 52,858 53,599 55,103 55,791

4

8 $43,264 7 45,851 47,296 47,863 48,462 53,538 54,342 55,103

9 $44,500 8 46,554 48,151 48,729 49,338

10 $45,397 9 48,151 49,507 50,102 50,728

11 $46,093 10 49,507

12 $47,440

13 $48,775

5

9 $44,500

ES3

1 $44,945 $44,945 $45,484 $46,051 $46,980 $47,685 $48,353 $49,094 $49,709 $51,414

10 $45,397 2 $45,851 $45,851 $46,400 $46,980 $47,701 $48,416 $49,094 $50,778 $51,414 $54,277

11 $46,093 3 $46,554 $46,554 $47,112 $47,701 $49,338 $50,078 $50,778 $52,209 $52,862 $55,846

12 $47,440 4 $48,151 $48,151 $48,728 $49,338 $50,727 $51,488 $52,209 $53,634 $54,306 $57,231

13 $48,775 5 $49,507 $49,507 $50,101 $50,727 $52,112 $52,894 $53,634 $55,033 $55,721 $61,108

14 $50,107 6 $50,859 $50,859 $51,469 $52,112 $53,470 $54,273 $55,033 $58,345 $59,074 $61,385

15 $51,414 7 $52,185 $52,185 $52,810 $53,470 $56,689 $57,539 $58,345 $58,407 $59,138 $63,018

16 $54,509 8 $55,326 $55,326 $55,989 $56,689 $56,749 $57,601 $58,407 $59,778 $60,526 $65,251

6

16 $54,509 9 $55,326 $55,846 $56,048 $56,749 $58,082 $58,953 $59,778 $61,172 $61,938 $66,287

17 $55,847 10 $56,685 $56,685 $57,365 $58,082 $59,436 $60,328 $61,172 $64,445 $65,251 $68,492

18 $57,150 11 $58,523 $58,007 $58,702 $59,436 $62,615 $63,556 $64,445 $65,538 $66,358

19 $60,207 12 $61,110 $61,110 $61,842 $62,615 $64,015 $64,976 $65,886 $67,846 $68,694

20 $61,553 13 $62,476 $62,476 $63,225 $64,015

7

18 $57,150

ES4

1 $58,007 $58,007 $58,703 $59,290 $62,462 $63,273 $64,033 $69,322 $70,154 $70,154

19 $60,207 2 $61,110 $61,110 $61,843 $62,462 $67,621 $68,500 $69,322 $71,250 $72,104 $72,104

20 $61,553 3 $62,476 $62,476 $63,225 $63,858 $69,501 $70,405 $71,250 $73,518 $74,400 $74,400

21 $62,894 4 $63,837 $63,837 $64,603 $65,250 $71,714 $72,646 $73,518 $73,811 $75,969 $75,969

22 $66,535 5 $67,938 $67,938 $68,715 $69,402 $72,000 $72,936 $73,811 $75,068 $79,031 $79,031

23 $68,234 6 $69,633 $69,633 $70,469 $71,173 $79,908

24 $69,939 7 $70,154 $70,154 $70,996 $71,706

ES5

1 $79,980 $79,980 $80,980 $82,194 $82,194 $83,346 $83,346

2 $82,058 $82,058 $83,083 $84,330 $84,330 $85,512 $85,512

3 $84,136 $84,136 $85,187 $86,465 $86,465 $87,677 $87,677

4 $86,213 $86,213 $87,291 $88,600 $88,600 $89,842 $89,842

5 $88,290 $88,290 $89,394 $90,735 $90,735 $92,007 $92,007

Education Support Salaries – Category C Employees

LEVELSUB

DIVISION1 JAN 2013

LEVELSUB

DIVISION1 APR 2013

1 MAY 2013

1 AUG 2013

1 FEB 2014

1 MAY 2014

1 AUG 2014

1 FEB 2015

1 MAY 2015

1 AUG 2015

1 MAY2016

1 1 $33,424

ES1

1 $33,759 $33,759 $34,163 $34,590 $39,811 $40,408 $40,974 $41,447 $41,964 $41,964

2

2 $37,465 2 $37,839 $37,839 $38,294 $38,773 $40,270 $40,874 $41,447 $43,122 $43,662 $43,662

3 $38,468 3 $38,853 $38,853 $39,319 $39,811 $41,898 $42,526 $43,122 $44,985 $45,546 $45,546

4 $39,461 4 $39,856 $39,856 $40,334 $40,838 $43,708 $44,363 $44,985 $46,625 $47,712 $47,712

5 $40,542 5 $40,948 $40,948 $41,439 $41,958 $45,301 $45,980 $46,625 $48,467 $49,073 $49,073

6 $42,235 6 $42,657 $42,657 $43,169 $43,709 $47,091 $47,798 $48,467

7 $43,772 7 $44,211 $44,211 $44,741 $45,301

3

5 $40,542

ES2

1 $40,948 $40,948 $41,439 $41,958 $46,639 $47,338 $48,002 $49,568 $50,187 $51,442

6 $42,235 2 $42,657 $42,657 $43,169 $43,709 $48,161 $48,883 $49,568 $51,462 $52,104 $52,981

7 $43,772 3 $44,210 $44,210 $44,740 $45,300 $50,000 $50,750 $51,462 $52,701 $53,359 $53,846

8 $45,066 4 $45,516 $45,516 $46,063 $46,639 $51,204 $51,972 $52,701 $54,266 $54,944 $56,587

9 $46,354 5 $46,538 $46,817 $47,380 $47,971 $52,726 $53,516 $54,266 $55,833 $56,530 $58,702

10 $47,288 6 $46,827 $47,885 $48,460 $49,065 $54,247 $55,061 $55,833 $57,399 $58,115

4

8 $45,066 7 $47,762 $49,266 $49,858 $50,481 $55,769 $56,606 $57,399

9 $46,354 8 $48,493 $50,158 $50,760 $51,394

10 $47,288 9 $50,158 $51,570 $52,189 $52,841

11 $48,013 10 $51,570

12 $49,416

13 $50,808

5

9 $46,354

ES3

1 $46,817 $46,817 $47,379 $47,970 $48,938 $49,672 $50,367 $51,139 $51,780 $53,556

10 $47,288 2 $47,762 $47,762 $48,334 $48,938 $49,688 $50,434 $51,139 $52,894 $53,556 $56,538

11 $48,013 3 $48,493 $48,493 $49,075 $49,688 $51,393 $52,164 $52,894 $54,385 $55,064 $58,173

12 $49,416 4 $50,158 $50,158 $50,759 $51,393 $52,840 $53,634 $54,385 $55,869 $56,568 $59,615

13 $50,808 5 $51,570 $51,570 $52,188 $52,840 $54,284 $55,098 $55,869 $57,326 $58,042 $63,654

14 $52,195 6 $52,978 $52,978 $53,613 $54,284 $55,698 $56,535 $57,326 $60,776 $61,536 $63,942

15 $53,556 7 $54,360 $54,360 $55,011 $55,698 $59,051 $59,937 $60,776 $60,840 $61,602 $65,644

16 $56,780 8 $57,631 $57,631 $58,322 $59,051 $59,113 $60,001 $60,840 $62,269 $63,048 $67,970

6

16 $56,780 9 $57,631 $58,173 $58,384 $59,113 $60,502 $61,410 $62,269 $63,721 $64,518 $69,049

17 $58,174 10 $59,047 $59,047 $59,755 $60,502 $61,913 $62,841 $63,721 $67,130 $67,970 $71,346

18 $59,531 11 $60,962 $60,424 $61,148 $61,913 $65,224 $66,204 $67,130 $68,269 $69,123 $72,453

19 $62,715 12 $63,656 $63,656 $64,419 $65,224 $66,683 $67,684 $68,631 $70,673 $71,557

20 $64,117 13 $65,079 $65,079 $65,860 $66,683

7

18 $59,531

ES4

1 $60,424 $60,424 $61,149 $61,761 $65,064 $65,910 $66,701 $72,211 $73,077 $73,077

19 $62,715 2 $63,656 $63,656 $64,420 $65,064 $70,438 $71,354 $72,211 $74,218 $75,109 $75,109

20 $64,117 3 $65,079 $65,079 $65,860 $66,518 $72,397 $73,338 $74,218 $76,581 $77,500 $77,500

21 $65,514 4 $66,497 $66,497 $67,295 $67,968 $74,702 $75,673 $76,581 $76,887 $79,135 $79,135

22 $69,308 5 $70,769 $70,769 $71,578 $72,293 $75,000 $75,975 $76,887 $78,196 $82,324 $82,324

23 $71,077 6 $72,535 $72,535 $73,405 $74,138 $83,238

24 $72,853 7 $73,077 $73,077 $73,954 $74,693

ES5

1 $83,313 $83,313 $84,354 $85,619 $85,619 $86,819 $86,819

2 $85,477 $85,477 $86,545 $87,843 $87,843 $89,075 $89,075

3 $87,641 $87,641 $88,737 $90,067 $90,067 $91,330 $91,330

4 $89,805 $89,805 $90,928 $92,291 $92,291 $93,586 $93,586

5 $91,969 $91,969 $93,119 $94,515 $94,515 $95,840 $95,840


Appendix 5VCEMEA 2103 School Services Officers (SSO) Classification Structure

(Source: VCEMEA 2013 Appendix 7)

The table below identifies the criteria/descriptors which apply to SSO positions within Catholic schools. An SSO employee should use the criteria to assess whether the role they perform is properly classified according to the three categories of descriptors.

(Note: For SSO employees who may have managerial roles e.g. property managers, they may be eligible to have their position classified according to the Education Support classification structure at Level 3 or higher.)

DESCRIPTORS SSO 1 SSO 2 SSO 3 SSO 4

Qualifications & Experience

Level 1 duties do not require a qualification or experience upon engagement.

Level 2 duties typically require a skill level which requires relevant knowledge or training, such as:

i. Certificate I or II;

ii. Year 12;

iii. 2 years’ relevant experience or;

iv. An equivalent combination or relevant experience and education / training.

Level 3 duties typically require a skill level which requires relevant knowledge or training equivalent to:

i. Trades certificate or Certificate III;

ii. Completion of Year 12 or a Certificate I or II with relevant experience and/or education/training; or

iii. An equivalent combination or relevant experience and education/training.


i. Trades certificate or Certificate IV and relevant experience;

ii. An equivalent combination of relevant experience and/or education/training.

Typical roles & Duties

Cleaner; Assistant to gardener; or Assistant to building maintenance.

Duties appropriate to a trades assistant or equivalent; Gardener; Building maintenance; Security; Driver of school vehicles; Domestic staff; or

Food services.

Duties appropriate to a tradesperson or equivalent; Skilled gardener; Building maintenance; Security; Domestic or food services Employee.

Experienced tradesperson; or Supervisor.

Direction & Supervision

Close supervision or, in the case of more experienced Employee’s, routine supervision of straightforward tasks;

Close supervision of more complex tasks.

Roles at this level do not supervise.

Supervision is generally required to establish general objectives relative to specific tasks;

To outline the desired end product; and

To identify potential resources for assistance.

Roles at this level do not supervise.

Routine supervision to general direction, depending on tasks involved and experience;


May be required to supervise School Services Officers at lower levels.


May be required to supervise School Services Officers at lower levels.

Schedule 5 – School Services Officers’ Salaries

5.1A Category A School Services Officers will be paid the appropriate salary in Table 5.1A with effective dates as follows:

a. Pay rates from 1 May in any year are effective from 1 May of that year.

b. All other pay rates are effective from the first full pay period on or after the first day of that month.

Table 5.1A

LEVEL SUB DIVISION

1 JAN2013

LEVEL SUB DIVISION

1 APR2013

1 MAY2013

1 AUG2013

1 FEB2014

1 MAY2014

1 AUG2014

1 FEB2015

1 MAY2015

1 AUG2015

1 MAY2016

1 1

2

1 $36,527

1

1 $36,892 $36,892 $37,335 $37,802 $38,000 $38,570 $39,111 $40,001 $40,500 $40,500

2 $37,613 2 $37,989 $37,989 $38,445 $38,926 $38,926 $39,509 $40,063 $41,535 $42,054 $42,054

3 $38,807 3 $39,195 $39,195 $39,666 $40,161 $40,161 $40,764 $41,535 $43,070 $43,607 $43,607

4 $39,895 4 $40,294 $40,294 $40,778 $41,287 $41,287 $41,906 $42,494 $44,604 $45,161 $45,161

3

1 $39,379

2

1 $39,773 $39,773 $40,250 $40,753 $42,000 $42,630 $43,227 $45,600 $46,169 $46,169

2 $40,506 2 $40,911 $40,911 $41,402 $41,920 $43,488 $44,140 $44,758 $46,538 $47,119 $47,119

3 $41,889 3 $42,308 $42,308 $42,816 $43,351 $44,975 $45,649 $46,289 $47,476 $48,068 $48,068

4 $44,131 4 $44,572 $44,572 $45,108 $45,671 $46,463 $47,159 $47,820 $48,413 $49,018 $49,250

5 $45,381 $45,926 $46,500 $47,950 $48,669 $49,351 $49,351 $49,967 $49,967

4

1 $44,077

3

1 $44,518 $44,518 $45,052 $48,000 $48,000 $48,720 $49,403 $49,403 $50,019 $50,019

2 $45,905 2 $46,364 $46,364 $46,921 $49,275 $49,275 $50,014 $50,715 $50,715 $51,348 $51,348

3 $47,788 3 $48,266 $48,266 $48,845 $50,550 $50,550 $51,308 $52,027 $52,027 $52,677 $52,677

4 $48,867 4 $49,356 $49,356 $49,948 $51,825 $51,825 $52,602 $53,340 $53,340 $54,005 $54,005

5 $53,100 $53,896 $54,652 $54,652 $55,334 $55,334

5

1 $44,908

4

1 $45,357 $45,357 $45,902 $52,850 $52,850 $53,642 $54,395 $54,395 $55,073 $55,073

2 $46,742 2 $47,209 $47,209 $47,776 $53,858 $53,858 $54,666 $55,432 $55,432 $56,124 $56,124

3 $49,987 3 $50,487 $50,487 $51,093 $54,866 $54,866 $55,689 $56,469 $56,469 $57,174 $57,174

4 $52,344 4 $53,129 $53,129 $53,767 $55,874 $55,874 $56,712 $57,507 $57,507 $58,225 $58,225

5 $56,882 $57,735 $58,544 $58,544 $59,275 $59,275


5.1B Category B School Services Officers will be paid the appropriate salary in Table 5.1B with effective dates as follows:

c. Pay rates from 1 May in any year are effective from 1 May of that year.

d. All other pay rates are effective from the first full pay period on or after the first day of that month.

Table 5.1B

LEVEL SUB DIVISION

1 JAN 2013

LEVEL SUB DIVISION

1 APR 2013

1 MAY 2013

1 AUG 2013

1 FEB 2014

1 MAY 2014

1 AUG 2014

1 FEB 2015

1 MAY 2015

1 AUG 2015

1 MAY 2016

1 1

2

1 $33,717

1

1 $34,054 $34,054 $34,463 $34,894 $35,077 $35,603 $36,102 $36,924 $37,385 $37,385

2 $34,720 2 $35,067 $35,067 $35,488 $35,932 $35,932 $36,470 $36,981 $38,340 $38,819 $38,819

3 $35,822 3 $36,180 $36,180 $36,615 $37,072 $37,072 $37,628 $38,340 $39,757 $40,253 $40,253

4 $36,826 4 $37,194 $37,194 $37,641 $38,111 $38,111 $38,682 $39,225 $41,173 $41,687 $41,687

3

1 $36,350

2

1 $36,714 $36,714 $37,154 $37,618 $38,769 $39,351 $39,902 $42,092 $42,618 $42,618

2 $37,390 2 $37,764 $37,764 $38,217 $38,695 $40,143 $40,745 $41,315 $42,958 $43,494 $43,494

3 $38,667 3 $39,054 $39,054 $39,522 $40,016 $41,515 $42,138 $42,728 $43,824 $44,370 $44,370

4 $40,736 4 $41,143 $41,143 $41,638 $42,158 $42,889 $43,531 $44,142 $44,689 $45,247 $45,462

5 $41,890 $42,393 $42,923 $44,262 $44,925 $45,555 $45,555 $46,123 $46,123

4

1 $40,686

3

1 $41,094 $41,094 $41,586 $44,308 $44,308 $44,972 $45,603 $45,603 $46,171 $46,171

2 $42,374 2 $42,798 $42,798 $43,312 $45,485 $45,485 $46,167 $46,814 $46,814 $47,398 $47,398

3 $44,112 3 $44,553 $44,553 $45,088 $46,662 $46,662 $47,361 $48,025 $48,025 $48,625 $48,625

4 $45,108 4 $45,559 $45,559 $46,106 $47,838 $47,838 $48,556 $49,237 $49,237 $49,851 $49,851

5 $49,015 $49,750 $50,448 $50,448 $51,078 $51,078

5

1 $41,454

4

1 $41,868 $41,868 $42,371 $48,785 $48,785 $49,516 $50,211 $50,211 $50,837 $50,837

2 $43,146 2 $43,578 $43,578 $44,101 $49,715 $49,715 $50,461 $51,168 $51,168 $51,807 $51,807

3 $46,142 3 $46,603 $46,603 $47,163 $50,646 $50,646 $51,405 $52,125 $52,125 $52,776 $52,776

4 $48,318 4 $49,042 $49,042 $49,631 $51,576 $51,576 $52,350 $53,083 $53,083 $53,746 $53,746

5 $52,506 $53,294 $54,041 $54,041 $54,715 $54,715

5.1C Category C School Services Officers will be paid the appropriate salary in Table 5.1C with effective dates as follows: (a) Pay rates from 1 May in any year are effective from 1 May of that year.

(b) All other pay rates are effective from the first full pay period on or after the first day of that month.

Table 5.1C

LEVEL SUB DIVISION

1 JAN 2013

LEVEL SUB DIVISION

1 APR 2013

1 MAY 2013

1 AUG 2013

1 FEB 2014

1 MAY 2014

1 AUG 2014

1 FEB 2015

1 MAY 2015

1 AUG 2015

1 MAY 2016

1 1

2

1 $35,122

1

1 $35,473 $35,473 $35,899 $36,348 $36,538 $37,087 $37,607 $38,463 $38,942 $38,942

2 $36,166 2 $36,528 $36,528 $36,966 $37,429 $37,429 $37,989 $38,522 $39,938 $40,437 $40,437

3 $37,314 3 $37,688 $37,688 $38,140 $38,616 $38,616 $39,196 $39,938 $41,413 $41,930 $41,930

4 $38,361 4 $38,744 $38,744 $39,210 $39,699 $39,699 $40,294 $40,860 $42,888 $43,424 $43,424

3

1 $37,864

2

1 $38,243 $38,243 $38,702 $39,186 $40,385 $40,990 $41,564 $43,846 $44,393 $44,393

2 $38,948 2 $39,338 $39,338 $39,810 $40,308 $41,815 $42,442 $43,037 $44,748 $45,307 $45,307

3 $40,278 3 $40,681 $40,681 $41,169 $41,684 $43,245 $43,893 $44,509 $45,650 $46,219 $46,219

4 $42,434 4 $42,858 $42,858 $43,373 $43,914 $44,676 $45,345 $45,981 $46,551 $47,133 $47,356

5 $43,636 $44,160 $44,712 $46,106 $46,797 $47,453 $47,453 $48,045 $48,045

4

1 $42,382

3

1 $42,806 $43,636 $44,160 $44,712 $46,106 $46,797 $47,453 $47,453 $48,045 $48,045

2 $44,139 2 $44,581 $44,581 $45,116 $47,380 $47,380 $48,090 $48,764 $48,764 $49,373 $49,373

3 $45,950 3 $46,410 $46,410 $46,966 $48,606 $48,606 $49,335 $50,026 $50,026 $50,651 $50,651

4 $46,988 4 $47,458 $47,458 $48,027 $49,832 $49,832 $50,579 $51,288 $51,288 $51,928 $51,928

5 $51,058 $51,823 $52,550 $52,550 $53,206 $53,206

5

1 $43,181

4

1 $43,613 $43,613 $44,137 $50,817 $50,817 $51,579 $52,303 $52,303 $52,955 $52,955

2 $44,944 2 $45,393 $45,393 $45,938 $51,787 $51,787 $52,563 $53,300 $53,300 $53,965 $53,965

3 $48,064 3 $48,545 $48,545 $49,128 $52,756 $52,756 $53,547 $54,297 $54,297 $54,975 $54,975

4 $50,331 4 $51,086 $51,086 $51,699 $53,725 $53,725 $54,531 $55,295 $55,295 $55,986 $55,986

5 $54,694 $55,514 $56,292 $56,292 $56,995 $56,995

Notes:

SUPPORT STAFF

Would you prefer to access an online copy of this handbook? Visit ieuvictas.org.au/EShandbook, or simply scan this QR code with your phone:

Disclaimer: The information contained in this handbook is correct as at 18 July 2014, but may be subject to change.