Scottish Secondary Teachers' Association

Category: Information for Members

  • Seamus Searson Re-elected as General Secretary

    Seamus Searson Re-elected as General Secretary

    The SSTA are pleased to announce the re-election of Seamus Searson as General Secretary of the SSTA, Scotland only specialist Union for Secondary Teachers.

    Mr Searson was re-elected unopposed for a second 5 year term of office, following nominations received from SSTA branches and with the endorsement of SSTA Council.

    ELECTION FOR POSITION OF GENERAL SECRETARY 2019

    At the close of nominations at noon on 2nd October the following candidate was the only valid nominee for the position and accordingly is deemed to be elected unopposed:-

    SEAMUS SEARSON

    The Independent Scrutineer Report of Nominations & Uncontested Election for Position of General Secretary 2019 is available on request.  Please email info@ssta.org.uk to request a copy of the Scrutineers report.

  • Subjects and ‘Multi-Course’ Teaching

    Subjects and ‘Multi-Course’ Teaching

    The SSTA conducted a survey of members in June following the end of the National Qualification cycle on the extent of ‘Multi-Course’ teaching in particular subjects in S4 classes. The SSTA received 1,247 responses that showed a subject hierarchy in Scottish Secondary Schools that highlighted an unfairness to both teachers and pupils.

    Seamus Searson, SSTA General Secretary said “this survey has highlighted the subject hierarchy within National Qualifications that exists in schools and the challenges teachers face in trying to meet the needs of pupils of all abilities across a range of subjects”.

    “Subjects such as French (50%), Maths (44%), Chemistry and English (34%) were found to have most classes that contained pupils at a single qualification level. Whilst subjects such as Art & Design (6%), Design and Technology, and Administration IT (4%), were found to have the lowest number of classes with single course pupils.

    “The subjects that had the majority of classes containing two or three courses were Business Management and Modern Studies (87%), Graphics and Geography (83%), with Administration IT and History at (82%). These subjects have the greatest demands upon teachers in trying to meet the needs of a full range of pupils. This is not taken into account, by the school, when exam results are announced”.

    “This hierarchy is reinforced, despite the concerns raised by subject teachers as to the complexities of multi-course teaching, by schools attempting to manage the timetable. Pupils ‘subject choice’ often becomes secondary for most as the timetable and filling classes is the priority”.

    “Subject teachers are often pressurised into the practice of multi-course teaching by schools that threaten the continuation of a subject should the classes not be full. This leads to an undervaluing of the subject and places impossible demands on the teacher in terms of workload and possible long-term employment at the school”.

    “There appears to be a complete lack of understanding on those who put teachers in this position and for the sake of pupils and teachers this needs to change. Teachers are under-pressure to raise standards and improve the schools’ place on the league table rankings without the time and classes all following the same course”.

    “It is concerning that in a time when the focus is meeting the needs for all pupils that only a minority of pupils are finding themselves in a class with all their peers following the same course. Some parents may determine it is better to restrict their child’s subject choice by ensuring they only choose subjects with the least number of courses in a class.

    “The broad balanced curriculum for all pupils is under threat due to the demands of national qualifications, school league tables, class sizes and staffing difficulties”.

    The main findings:

    Single Qualification Course in S4 Class

    The subjects that benefitted the most from single course teaching were French 50%, Maths 44%, Chemistry and English 34% and Biology with 32%.

    The subjects with the least amount of pupils following a single course were Art & Design 6%, Design and Technology 5% and Administration IT with only 4%.

    The median average for all subjects was between 15-17%.

    Two Qualification Courses in S4 Class

    The subjects that had the majority of classes containing two courses were Business Management 74%, Physics 66%, Graphics 56% and Modern Studies 50%.

    The subjects with the least Music 37%, Drama 36%, French 33% and Art & Design with only 22%.

    The median average for two course subjects was 46%.

    Three Qualification Courses in S4 Class

    The subjects that had the majority of classes containing three courses were Art & Design 56%, Drama 43%, Administration IT 39%, with both Modern Studies and History on 37%.

    The subjects with the least amount of pupils following three courses were Chemistry 14%, Business Management 13%, Physics 10% and Maths 8%.

    The median average for three course subjects was between 27-28%.

    Four Qualification Courses in S4 Class

    The subjects that had the majority of classes containing four courses were Design and Technology 26%, Drama 14% and Art & Design 13%.

    The subjects with the least amount of pupils following four courses were English and Chemistry 1%, and subjects without four course classes in French, Geography and Maths.

    The median average for three course subjects was between 3-4%.

    Two and Three Qualification Courses in S4 Class

    The subjects that had the majority of classes containing two or three courses were Business Management and Modern Studies 87%, Graphics and Geography 83%, with Administration IT and History at 82%.

    The subjects with the least amount of pupils following three courses were Maths 55%, Chemistry 53% and French 50%.

    The median average for two and three course subjects was between 76%.

    (Ends.)

    Note to Editors

    The SSTA represents nearly 7,000 members in secondary schools in Scotland.

    Attached

    1. Subjects in alphabetical order
    2. Subjects in numerical order
    3. Comments from members

    Please note: the survey took place in June 2019 with 1,247 responses.

    Further information from

    Seamus Searson
    General Secretary

    0131 313 7300

    Scottish Secondary Teachers’ Association
    West End House, 14 West End Place
    Edinburgh, EH11 2ED

  • National Qualifications and ‘Multi-Course’ Teaching

    National Qualifications and ‘Multi-Course’ Teaching

    The SSTA conducted a survey of members in June following the end of the National Qualification cycle on the extent of ‘Multi-Course’ teaching in S4 classes. The SSTA received 1,247 responses that showed a wide disparity of practice in each local authority across Scotland.

    The SSTA has continuously campaigned for the unfairness, to both pupils and teachers, of multi-course teaching to be addressed. The response to the survey brings strong evidence for action to be taken to give all pupils an opportunity to reach their full potential.

    Teachers have highlighted the difficulties in trying to teach more than one course in a class when the content is completely different. This has resulted in an impossible workload for teachers and a frustration that they are unable to concentrate on all the pupils all of the time.

    ‘Multi-course’ teaching is an attempt to teach more than one National qualification specialist subject course concurrently within the same class. For example: Teaching Mathematics National 4, National 5 and Higher courses at the same time.

    The pupils in this instance don’t get a full lesson of teaching and they only get a third of the teachers’ time. Yet this is quite common within subjects despite Nat 4, Nat 5 and Higher being different courses. Pupils are being ‘short-changed’. We believe most parents are unaware of the situation their children are facing in school.

    There appears to be a complete lack of understanding on those who put teachers in this position and for the sake of pupils and teachers this needs to change. Teachers are under-pressure to raise standards and improve the schools’ place on the league table rankings without the time and a class all following the same course.

    The SSTA expected the survey to find evidence that smaller rural schools had a larger proportion of multi-course classes but was surprised by a high number of multi-course teaching in large urban schools where the numbers alone should ensure more single course classes. The survey identified a large number of pupils that were being placed in classes where more than one course was being taught at the same time.

    Seamus Searson, SSTA General Secretary said “this survey has highlighted the wide variance of practice that teachers are expected to work within despite concerns raised by teachers over a number of years. The practice of multi-course teaching has wrongly become the norm in most schools in Scotland”.

    “It is concerning that in a time when the focus is meeting the needs for all pupils that only a minority of pupils are finding themselves in a class with all their peers following the same course”.  

    “The high number of classes with two or three courses being accommodated in a class in S4 should be a major concern for all. Just focussing at the median figures in the different categories should be a wake-up call. Only 23% of classes are single qualification, 51% of classes have two qualifications, and 21% of classes having three qualifications. The survey does show that the vast majority of pupils are not in single qualification classes”.

    “There are many factors as to why this is happening in schools and further investigation needs to be undertaken in curriculum design, timetabling, national qualifications, school league tables, class sizes, staffing difficulties and the notion of pupil choice”

    The main findings:

    Single Qualification Course in S4 Class

    The range of classes from 63% in East Renfrewshire in single course classes down to 7% in South Ayrshire. The median average within the survey was 23% of single course classes for Glasgow, East Lothian and Highland. The survey also included members in Independent schools where 69% of classes were found to have single qualification classes.

    Two Qualification Courses in S4 Class

    The range of classes from 64% of classes in South Ayrshire containing pupils on two qualification courses down to 29% in East Renfrewshire. The median average within the survey was 51% of two course classes in Aberdeenshire and Falkirk. In Independent schools the figure was 22%.

    Three Qualification Courses in S4 Class

    The range of classes from 36% of classes in East Ayrshire containing pupils on three qualification courses down to 3% in East Dunbartonshire. The median average within the survey was 21% of three course classes in Aberdeenshire and Falkirk. In Independent schools the figure was 9%.

    Four Qualification Courses in S4 Class

    The range of classes from 10% of classes in Aberdeen City containing pupils on four qualification courses down to 1% in Fife. The median average within the survey was 3% of four course classes in East Dunbartonshire, East Lothian and Scottish Borders. The authorities with no classes with four qualification courses were East Renfrewshire, Dundee, East Ayrshire, South Ayrshire and Stirling. In Independent schools the figure was 0%.

    Two and Three Qualification Courses in S4 Class

    The range of classes from 89% of classes in Aberdeen City containing pupils on two or three qualification courses down to 37% in East Renfrewshire. The median average within the survey was 72% of two or three course classes in Aberdeen City, Fife, Aberdeenshire and South Lanarkshire. In Independent schools the figure was 31%.

    Two, Three or Four Qualification Courses in S4 Class

    The range of classes from 93% of classes in South Ayrshire containing pupils on two, three or four qualification courses down to 37% in East Renfrewshire. The median average within the survey was 77% of two, three or four course classes in Glasgow, East Lothian and Highland. In Independent schools the figure was 31%.

    (Ends)

    Note to Editors.

    The SSTA represents nearly 7,000 members in secondary schools in Scotland.

    Attached

    1. Full list of survey results
    2. Comments made by SSTA members

    Please note: the survey took place in June 2019 with 1,247 responses. Not all local authorities have been included due to insufficient responses to give a reasonable picture of the practice within the authority.  

  • Members Bulletin – 20 September 2019

    Members Bulletin – 20 September 2019

    National Qualifications – Multi-Course Teaching 

    The SSTA conducted a members survey at the end of the last session on the extent of ‘Multi-Course’ teaching in S4 classes. The SSTA received 1,247 responses that showed a wide disparity of practice across Scotland. The survey results will be published next week and will complement the Education and Skills Committee Report seeking a review of the Senior Phase.

    The SSTA has continuously campaigned on the unfairness, to both pupils and teachers, of multi-course teaching and your support through the survey is the evidence to bring this issue to the fore.
     

    Additional In-Service Days 2019 to 2020
     
    As part of the package of wider measures agreed by the Scottish Negotiating Committee for Teachers relating to the 3-year pay deal, it was agreed that two additional in-service days should be made available during the current academic year to allow schools to focus on key issues such as workload, additional support and empowering schools.
     
    There was a recognition that workload was, and still remains, a significant issue for teachers.  A condition of the unions in accepting the pay award, there were to be mechanisms put in place to address workload as part of the nationally agreed conditions of service for all teachers. This is non-negotiable in so far as that these two days are to be used.
     
    Activity relating to excessive workload or unnecessary bureaucracy should focus on sustainable, strategic solutions whether at whole school or department level. 
     
    Please follow the link to detailed SSTA guidance.

     
    Teacher Pensions – Update

    The outcome of the legal challenge (McCloud & Sargent) regarding Public Service Pension Schemes and the transitional arrangements that were introduced in 2015 to help protect those members of the schemes closest to retirement. This case has shown that the transitional protection discriminated members of the scheme on the grounds of age.

    The SSTA has been in discussion with the Scottish Public Pensions Agency (SPPA) on this matter.   The SSTA fully expects the SPPA to implement the required changes and it is anticipated that any member who may have been disadvantaged will be dealt with fairly.  As  the case has already been won on behalf of firefighters and judges, the principles established in this case should change the teachers’ scheme too.  The SSTA will continue to engage in existing collective bargaining arrangements on  members behalf. The SSTA is aware that some members have been approached by outside bodies regarding pursuing personal claims at their own expense. SSTA does not believe there is any merit in members engaging with such bodies as the process is on-going at the with the SSPA. If you have any concerns regarding your situation please contact SSTA Head Office at info@ssta.org.uk 

     
    Removal of Recognising Positive Achievement (RPA)

    The interim measure of ’Recognising Positive Achievement’ – the automatic fallback to National 4 –  came to an end at the close of the 2018-2019 session. From session 2019-20, candidates who are unsuccessful in their National 5 course assessment but who have passed a combination of SCQF level 5 freestanding units, and the National 4 added value unit, will no longer achieve the National 4 course. Learners will be certificated for the qualifications in which they have both been entered for and have achieved – subject to quality assurance. Please follow link to SQA document  
     
    The SSTA advises that pupils must be prepared for the appropriate National Qualification based on teachers’ professional judgement. Pupils should continue to be presented for qualifications at the most appropriate level for their needs. This is to ensure unnecessary workload for both teacher and pupil are managed during the school session. Unfortunately, previous experience has shown pupils on the margins are placed under considerable workload and stress levels that should be avoided.

     
    National Qualification Malpractice

    The number of cases of qualification malpractice has been steadily increasing over the last few years and can leave teachers’ careers in jeopardy.  SQA will highlight all incidences of malpractice to the employer who will carry-out an investigation that may require a period of suspension, disciplinary proceedings and dismissal. All dismissals are referred to the GTCS and teachers may be removed from the GTCS register.
     
    SSTA advises all members to acquaint themselves with the current requirements and procedures laid down by the SQA in all matters of national qualifications. SSTA members are also advised not assist or amend pupils’ work. If members are being coerced or placed in compromising positions from any source within or out with the school they should contact the SSTA Head Office for advice at info@ssta.org.uk.

  • General Secretary Report September 2019

    General Secretary Report September 2019

    Teachers Pay Deal 2018-2020

    • 2018 – 3% (except £80,000+), 2019 – 4% and April 2020 – 3%.
    • 4% restructuring including Main Grade Salary Scale reduced from 6 points to 5 with higher starting point (April 2019)
    • Job Sizing Review (to include ASN, Guidance and PEF appointments)
    • 2 Additional in-service days – aimed at reducing unnecessary workload and addressing challenges in supporting pupils with additional support needs.

    https://www.snct.org.uk/library/2623/SNCT19-70.pdf

    SNCT Career Pathways Committee – established by the SNCT – Report May 2019

         Summary of Recommendations

    • The Principles for Career Pathways adopted by the profession and stakeholders.
    • A career pathway should be established for specialist roles in curricular, pedagogical and policy delivery through the creation of a new post of Lead Teacher.
    • New and developing career pathways for Headteachers within and beyond Headship should be recognised including new opportunities in system leadership.
    • Opportunities should be created that enable career progression both incrementally and laterally for all teachers.
    • A national model for sabbaticals should be developed for all teachers, including Headteachers that is both attractive and sustainable.
    • High quality, systematic, coherent and accessible support for career development should be available for all teachers.
    • Further steps should be taken to promote teaching as a Masters profession whilst recognising the importance of work-based professional learning and experience.
    • Existing and developing national processes should ensure that opportunities for and access to career progression are coherent, fair and equitable.
    • A mechanism established to ensure workforce planning is effective and coherent
    • All recommendations from the report to be implemented by August 2021.

    https://www.gov.scot/publications/independent-panel-career-pathways-teachers-final-report/

    Empowering Schools: education reform progress update – published 25 June

    • Headteachers’ Charter – guidance and professional learning
    • Parental Engagement –  develop existing good practice guidance
    • Learner Participation – in their own learning, in decision making related to the life and work of their school, and in the wider community
    • Regional Improvement Collaboratives – 6 regions with increased capacity from local authorities and Education Scotland
    • Enhancing Education Workforce – all those directly involved in teaching and learning have an entitlement to registration and professional development
    • Enhancing the Teaching Profession – Teachers’ pay deal sets a shared agenda on addressing issues relating to workload, additional support for learning, and empowering schools. Alongside, the Career Pathways Report highlights the Government’s position on ‘teachers and improving the attractiveness of the profession to aid recruitment and retention’.

    https://www.gov.scot/publications/empowering-schools-education-reform-progress-update/

    School Empowerment Documents – released 7 February

    • What is an Empowered System?, Empowering School Leaders and Headteachers’ Charter for School Empowerment

    https://education.gov.scot/improvement/learning-resources/an-empowered-system

    • press release

    https://education.gov.scot/news-and-events/news/Collaboration%20is%20key%20to%20school%20empowerment

    Devolved School Management – published 25 June

    • Devolved School Management (DSM) schemes set out local authorities’ financial processes for funding their schools, how they delegate some financial decisions to their schools, and the accountability and responsibility for financial decisions.

    https://www.gov.scot/publications/devolved-school-management-guidelines/

    Scottish Education Council

    Issues discussed at SEC meeting in March and May

    • Equity – Attainment challenge
    • Professional Update
    • Career pathways
    • CfE and subject choice
    • GTCS 3 year professional update

    https://www.gov.scot/publications/scottish-education-council-minutes-march-2019/

    https://www.gov.scot/publications/scottish-education-council-minutes-may-2019/

     International Council of Education Advisers (ICEA)

    • Last meeting February 2019
    • Next meeting end of September 2019
    • Next report due in Feb 2020.

    https://www.gov.scot/publications/international-council-of-education-advisers-minutes-february-2019/

     National Improvement Framework – 13 June

       CfE Assessment Data

    • Achievement of CfE levels data 2018-19
    • Deadline 10 June, sign-off October, publish in December
    • Quality Assurance and Moderation Support Officer programme 2019-20
    • Managed by Education Scotland with involvement of staff from Las

       Parental Involvement and Engagement (PIE) – pilot year (10-20% response)

    • Questionnaires circulated through LAs May and June
    • LA data to be used with schools and outcomes shared with government
    • Survey to be non-mandatory

       Health and Wellbeing Census

    • To start in school year 19/20 to cover p5 to S6.  Set of questions established to be age/stage appropriate. 
    • Online platform administered by LAs (450,000 pupils) and provision for LA and school report. September through to April. Non-mandatory

    Education Scotland: structural changes

    • All officers to be based in the RIC regions (except HMIe)
    • Education Scotland structure with five Directorates:
    • Scrutiny
    • Regional Working
    • National Improvement
    • Professional Learning and Leadership
    • Corporate Services and Governance

    SCOTTISH ADVISORY GROUP ON RELATIONSHIPS AND BEHAVIOUR IN SCHOOLS (SAGRABIS) – 13 June (DFM attended part of meeting)

    • Violence at work, behaviour management policies, bullying

    Discussion on NASUWT survey to be discussed further at next meeting.

    • Restraint and Seclusion

    A working group to update Included, Engaged and Involved Part 2 around the need for a minimum data set and a streamlined approach to recording and monitoring.

    • ASL Review/AGASL Group
    • Terms of reference for the ASL Review agreed with an independent chair (tba). Report to the Scottish Government and COSLA.
    • Terms of Reference for AGASL group will have a new name and new membership
    • Scottish Government are running an additional support for learning summit, which will take place on 1st October. 
    • Update on Included, Engaged and Involved, Part 1
    • Three engagement sessions were held, attended by 150. Launch would take place on 14th June, after which it would be circulated.
    • ‘Next steps’ will be a Self-evaluation checklist similar to what was done with the checklist for exclusions in Part 2.
    • Recording and Monitoring of Bullying in Schools.
    • the list of perceived reasons for bullying had been updated. Details are on GLOW community page.
    • Feedback from pilots positive, reducing bureaucracy and saving time.
    • Issue however remains over the definition of bullying and when to record. Full evaluation will take place in 2020/21.

    Strategic Board for Teacher Education (SBTE) – 22 May 2019

         Update on Early Phase Career Sub-group

    A working group to consider the structure, entitlement and position of CPD throughout a teachers’ career.

    • Undertake research a synopsis of current evidence and activity.
    • Consultation on findings and next steps (September – November)
    • Presentation on findings (November – December)

         Probationer Allocations

    The Teacher Induction Scheme (TIS) offers every eligible student graduating with a teaching qualification from one of Scotland’s universities with a guaranteed one year probationary post in one of the 32 local authorities.

                    May 2019 (initial allocation)

    • Primary – 2,133 (of which 129 are Preference Waiver Payment)
    • Secondary – 1,554 (of which 207 are PWP)

          Masters Framework for Teachers

    • Review the Masters Framework – variable, confusion, opportunity to strengthen professional learning and a link with Career Pathways.
    • Life-span of credits and transferring of credits to be considered further

    STUC GENERAL COUNCIL – 7 August

       STUC Draft Strategic Objectives 2017-2021

    • Union Promotion and Engagement
    • Campaigning and Communicating 
    • Policy Development
    • Fair Work and Equality
    • Effective Organisation

       STUC CENTRE

    • Following sale of the STUC Centre and to vacate building 20 February 2020.
    • Expected 9 month build to be completed in May/June 2020

       ENERGY AND CLIMATE CHANGE Conference 20 November 2019 in Glasgow 

    Conference will cover five main areas

    • Economic Strategy and renewables supply chain
    • Heating and the debate over future supply and innovation
    • Future job growth with an emphasis on infrastructure, transport and reducing heat emissions
    • Offshore Oil and Gas
    • Organising in the context of climate change

       STUC/FIRST MINISTER’S BI-ANNUAL MEETING – 18 November 2019

    Agenda to include:

    • Economy
    • Brexit
    • Fair Work
    • Public Ownership
    • Poverty and Inequality

       CITIZEN’S ASSEMBLY OF SCOTLAND – announced by First Minister

    • The Assembly of Scotland will be made up of 100 plus members of the public, randomly selected to be broadly representative of Scotland
    • To deliberate on the broad issues
      • What kind of country are we seeking to build?
      • How can we best overcome the challenges we face, including those arising from Brexit?
      • And what further work should be carried out to give people the detail they need to make informed choices about the future of the country?

      PRECARIOUS WORK, PRECARIOUS LIVES RESEARCH

    • STUC to publish its research ‘Precarious Work, Precarious Lives’ report.

    Forthcoming Events

    STUC Black Workers’ Conference, Clydebank, Glasgow 5-6 October 2019

    STUC Women’s Congress, Perth 28-29 October 2019

    STUC Congress, Perth, 20-22 April 2020

    SSTA Congress, Crieff,15-16 May 2020

    SSTA Members Briefings

    • Monday 2 September – Inverness, Jury’s Inn
    • Monday 9 September – Aberdeen, Aberdeen Altens Hotel
    • Tuesday 24 September – Ayr, Mercure Ayr Hotel
    • Wednesday 25 September – Glasgow, Hilton Glasgow Centre
    • Tuesday 22 October – Dundee, Hampton Hilton Hotel
    • Wednesday 23 October – Edinburgh, SSTA Head Office
  • SSTA General Secretary Election

    SSTA General Secretary Election

    Under trade union legislation an election for General Secretary has to be held every 5 years. The present term of office for the SSTA General Secretary will conclude on 1 February 2020 and the SSTA Council have agreed a timetable for the election process.

    Nomination of a candidate in the election for General Secretary may be made by (a) Council and/or (b) any District or Area of the Association. Council may nominate any person; any other nominee must have been an ordinary member of the Association for a period of at least a year as at the date nominations close (but not a Life, or Associate, or Retired member).

    Seamus Searson has been nominated by the SSTA Council and this decision was unanimously endorsed at the meeting of Council on 2 March 2019.

    • Potential candidates seeking nomination will have the opportunity to send a single email communication to all District Secretaries and members of Council.  The text of the email must be submitted to Andrew Brown in the SSTA Office and be received by 12 noon on Wednesday 9 September 2019.
    • The Executive Committee has appointed an independent scrutineer for the election:  Electoral Reform Service, The Election Centre, 33 Clarendon Road, LONDON, N8 0NW. The Depute General Secretary will act as the Returning Officer.
    • Districts and Area are required to clearly indicate who they are nominating using the approved proforma.  The nominations must be made at a properly constituted District or Area meeting. Nominations must be returned to the Depute General Secretary by 12noon on Wednesday, 2 October 2019 the date when nominations close.
    • Within 7 days of the close of nominations candidates may submit an election address of not more than 300 words together with a photograph (together called the “election statement”).
  • SSTA Members Briefings 2019

    SSTA Members Briefings 2019

    Seamus Searson the General Secretary would like to meet with SSTA members to discuss the issues that face secondary teachers. This includes the potential new career structure and pay scales for teachers, the impact of the Government’s Empowerment Agenda (Headteachers’ Charter, RICs, etc.) and reducing teacher workload.

    Public Sector Pensions – Legal Challenge – Age Discrimination.

    The outcome of the legal challenge (McCloud & Sargent) regarding Public Service Pension Schemes and the transitional arrangements that were introduced in 2015 to help protect those members of the schemes closest to retirement. This case has shown that the transitional protection discriminated members of the scheme on the grounds of age.

    We see the outcome of the legal challenge applying to all teachers who were active members of the Teachers’ Pension Scheme prior to 31st March 2015. Whilst this matter is not yet fully resolved and there is ongoing discussion the SSTA believe it is important that you understand the potential implications of this outcome and what this could mean to you and your retirement plans. Stuart McCullough, Independent Financial Advisor from Llife Ltd will be giving a presentation on the potential impact of the legal challenge.
    Agenda

    1. General Secretary – Members’ Update,
      • Career Pathways Report – new pay structures
      • Reducing Teacher Workload
      • Empowerment Agenda – Headteacher Charter, Regional Improvement Collaboratives
    2. Teacher Pensions and potential changes. (Stuart McCullough, Independent Financial Advisor, Llife Ltd)
    3. Members Questions

    The briefing will start at 5.00pm and will be repeated at 7.00pm.

    • Monday 2 September – Inverness, Jury’s Inn
    • Monday 9 September – Aberdeen, Aberdeen Altens Hotel
    • Tuesday 24 September – Ayr, Mercure Ayr Hotel
    • Wednesday 25 September – Glasgow, Hilton Glasgow Centre
    • Tuesday 22 October – Dundee, Hampton Hilton Hotel
    • Wednesday 23 October – Edinburgh, SSTA Head Office

    To book a place click at a briefing go to the SSTA website and select the briefing you would like to attend and complete the registration form at the bottom of the page.

  • Workload Guidance No 2

    Workload Guidance No 2

    The SSTA is committed to supporting members to manage and reduce workload and will be giving members regular advice and guidance on managing and tackling workload. Please find attached the second guidance document that is intended to give guidance to all members, members in management positions, guidance and pupil support. This will be followed by further guidance to members and school representatives.   

    The first guidance document was issued in June.  It is intended to raise awareness of the teachers’ contract and advice on a number of expectations placed on teachers. 

  • SSTA Newsletter

    SSTA Newsletter

    The post-Congress newsletter is now available for members to download. It contains details of the business from the 75th Annual Congress of the SSTA

  • SSTA Rejects Dundee Management Structures in Secondary Schools

    SSTA Rejects Dundee Management Structures in Secondary Schools

    The SSTA conducted a Consultative Ballot of its members in Dundee in response to the Councils proposed Faculty Management Structure in Secondary Schools. More than 60% of SSTA members responded in less than a week.

    • 95% of those members responding do not support the change to a faculty structure for middle management of Secondary schools.
    • 89% of members do not have a clear understanding of how ‘Dundee’s vision to raise attainment’ will be met through faculties.
    • 95% of members do not believe that this change will raise attainment for your pupils. 
    • 94% of members expect the move to faculties will increase their workload

    Seamus Searson SSTA General Secretary said “The proposed restructuring exercise is a crude attempt to dismantle and reduce management structures within secondary schools without any educational foundation and a total lack of understanding of how secondary schools operate”.

    “The existing system of principal teacher of subjects in secondary schools has been under attack in many parts of Scotland for a number of years purely to reduce school expenditure with little regard to the important part subject specialist principal teachers play in supporting teaching and learning”.

    “This sort of policy has increased teacher disillusionment within the profession in terms of reduced career opportunities, increased workload and teachers’ perceived lack of value. It is no wonder we have a severe problem with teacher retention and recruitment”.

    “A small selection of comments received from members (below) during the last week speak for themselves”

    Peter Thorburn, SSTA District Secretary said “Since the announcement that Dundee Council proposed to move to a faculty management structure the SSTA Officers have been working on behalf of members engaging with council officers. Unfortunately, they have refused to listen to the unions’ concerns and intend to proceed without reaching an agreement with the teacher trade unions”.

    “As a consequence, the Dundee Negotiating Committee for Teachers has gone into dispute and further meetings with the council are being sought. It appears the Council is unprepared to meet the teacher union representatives and seek to break the deadlock”. 

    SSTA Members Comments

    “At present, the staffing crisis within my school has meant that non-subject specialists are teaching core subjects. By changing to faculties, how does this address the staffing situation? The most important aspect of our job is teaching and learning but this move will create further responsibilities for classroom teachers who will have to help to manage the day to day running of the department, particularly with a faculty head who is not a subject specialist”.

    “There seems no evidence offered in their rationale that supports the assertion that it will raise attainment”.

    “There are literally no studies that demonstrate a link between improved attainment and a faculty structure. I have worked in two previous authorities that employed a faculty structure and found the system inferior to the principal teacher structure”.

    “I have spoken with many people from around the country who are already working within faculties. To date, nobody has given me any cause to believe that moving to this system will be a success and I have yet to read of any definitive results to PROVE it is the result of faculties that the attainment gap has closed”.

    “We are likely to lose more teachers and less will want to enter the profession. Staff morale will also fall even lower. How can teachers lead curricula development when it is not their teaching subject? It is yet another example of sabotaging the profession, removing/reducing the chance of progression whilst saving a pittance”.

    “Students will lose subject specialism and gain bureaucrats. The drive of a PT to create an amazing exciting department will be gone. Who will the expert be? How will newly qualified staff gain the required support and experiences to be the best they can be”.

    “Subject will suffer, Children will suffer”.

    “I think that this is clearly a money saving venture. Subject based PTs are the best level of management in a school. Once they are removed their work will be passed down onto ordinary teachers, yet again”!

    “What evidence is there to suggest that a faculty management system improves attainment? This is a cost cutting exercise no matter what way the powers at be are trying to spin it. This will NEVER raise attainment and this is not the voice of doubt speaking this is the voice of reality and reason. This is teaching in Dundee today. A very worrying time for pupils, teachers and parents”.

    “I think that the statements made by members of the Directorate in Children’s and Family Services that the move to faculties is an attempt to ‘raise attainment’ is appalling. This move will not raise attainment for pupils in Dundee. Maybe valuing the hard work of the majority of staff might”.

    “More work will be delegated by the head of faculty as there is no way they have the skills or subject knowledge to manage such a massive department. One person cannot manage this as well as teach and deal with discipline effectively”.

    “The problem lies squarely with the SLT of Children & Families and in some schools to properly carry out their roles. These senior “leaders” seem to be under the impression that existing PTs will be biting their hands off to get these new posts. I for one have no intention to put my mental and physical health on the line for doing so. Nor do I know anyone else, who intends to. Or at least, no one with proven experience or any credibility”.

    “The progression pathway for many teachers reaching the “early-middle” of their career has now been closed and morale will inevitably plummet”.

    “I am a relatively young teacher with a young family at the moment, however, it has always been my aspiration to progress further in my career ie PT subject. I feel this opportunity has been taken away from me now and don’t understand how I will be given promotion opportunities in the future – there will be more work, more stress, staff morale will be ‘zero’ & there will be less goodwill among us!”

    “The consultation process is insensitive. Colleagues are being asked to discuss possible models for the school. Who is going to propose a model which gets rid of a colleague and friend? This would have provided savings and reduced the number of PTs being pitted against each other in competitive interviews. One story circulating is that there are 32 staff eligible to apply for the PT Science Faculty at a large Dundee school. Imagine the impact on those experienced and promoted staff who are not leeted? Or will applicants be interviewed? Absolute nonsense! Another concern? This is only the start.

    “I think we should be saying industrial action will happen if this goes ahead”.

    “There has been no CPD session within the authority to provide current principal teachers with any training that outlines specific strategies and processes that will lead to raised attainment. We are all told to raise attainment however we are provided with little to no guidance or instruction on what has worked elsewhere and left to strategise ourselves. Zero skills, knowledge or actual practice training”.

    “Raising attainment cannot work alongside such widespread removal of expertise. Dundee will lose some excellent leaders and teachers because of this”.

    “This proposal does not get it right for every child in Dundee and certainly not the teacher staff – no-one in Dundee house has thought about staff morale or health and well-being”.

    “Reduce morale in staff even further”.

    “There is no career progression for aspiring PTs for at least the next 3 years – probably beyond – as all promotions are ring fenced. This will mean that all aspiring PTs will look out with DCC for jobs, and even take sideways moves in the interim. DCC will feel the full impact of this in a few years’ time”.

    “Disgusting way to treat teachers who are already stretched thinly to cover teacher shortages and budget cuts”.

    (Ends)

    30 May 2019