Category: Information for Members

  • Indicative Ballot of Members

    The SSTA National Council has sanctioned an Indicative Ballot of members on the Government’s Assessment and National Qualification working group report due at the end of March.

    The Indicative Ballot of members will be sent out by e-mail with a unique voting code.  To ensure that all members who are eligible to a vote receive an email, we are asking that members who have not been receiving emails from the Association contact the SSTA office by emailing info@ssta.org.uk or by calling 0131 313 7300 with a note of their email address(es).

    Background

    Following a survey of members in December 2015 which clearly found that the SQA requirements and processes had added considerably, and in many cases unnecessarily, to teacher’s workload, the SSTA Council resolved to conduct an indicative ballot of members on cutting bureaucracy in National Qualifications.

    The Government established the ‘Assessment and National Qualification working group’ in January and was tasked to produce a report, by the end of March that would reduce teacher workload in the 2016-17 cycle. The SSTA participated in the working group and pushed hard for the recognition of the importance of the teachers’ professional judgement in the process. The working group report was completed on 21 April and has been circulated to members of the CfE Management Board. Until the CfE Management Board meets the report cannot be published to teachers in schools.

    The SSTA National Executive has considered the report and has sought clarifications of the measures proposed within the report to reduce teacher workload in the 2016-17 cycle. The SSTA National Executive has prepared a report for members of the proposals and is seeking members’ views on the extent of the workload reductions.

  • National Qualifications and Reducing Teacher Workload

    Printable Version

    SSTA members have consistently highlighted the need for a reduction in teacher workload in the senior phase of secondary education. A survey of members in December 2015 clearly found that the SQA requirements and processes had added considerably, and in many cases unnecessarily, to teacher’s workload. The SSTA Council resolved to conduct an indicative ballot of members on cutting bureaucracy in National Qualifications.

    The Government established the ‘Assessment and National Qualification working group’ in January and was tasked to produce a report, by the end of March that would reduce teacher workload in the 2016-17 cycle. The SSTA participated in the working group and pushed hard for the recognition of the importance of the teachers’ professional judgement in the process. The working group report was completed on 21 April and has been circulated to members of the CfE Management Board. Until the CfE Management Board meets the report cannot be published to teachers in schools.

    The SSTA National Executive has considered the report and is seeking clarifications of the measures proposed within the report to reduce teacher workload. As part of that process SSTA will be meeting with SQA to identify the measures that will reduce teacher workload in the 2016-17 cycle. The SSTA National Executive will prepare a report for members of the proposals and will seek members’ views on the extent of the workload reductions.

    Please ensure the SSTA Head Office has your current email address as the indicative ballot will be conducted on-line.

    Printable Version
  • SSTA Guidance – Trade Union Facilities

    ACAS CODE OF PRACTICE

    The ACAS Code of Practice ‘Time Off for Trade Union Duties and Activities’ came into effect on 1 January 2010. This revised code was issued under Section 199 of the Trade Union and Labour Relations (Consolidation) Act 1992. ACAS has a duty to provide practical guidance on the role, the responsibilities and time off to be permitted by an employer.  http://www.acas.org.uk/index.aspx?articleid=2391

    In the Code the term ‘trade union official’ is replaced by ‘union representative’. A ‘representative’, is an official or other person authorised by the union. A union representative means an employee who has been elected or appointed in accordance with the rules of the independent union for collective bargaining purposes.

    The Background

    Union representatives have had a statutory right to reasonable paid time off from employment to carry out trade union duties and to undertake trade union training since the Employment Protection Act 1975. Union duties must relate to matters covered by collective bargaining agreements between employers and trade unions. Employers and unions have a joint responsibility to ensure that agreed arrangements work to mutual advantage by specifying how reasonable time off for union duties and activities and for training will work.

    Time off for Trade Union Duties

    Union representatives undertake a variety of roles in collective bargaining and in working with management, communicating with union members, liaising with their trade union and in handling individual disciplinary and grievance matters on behalf of employees. There are positive benefits for employers, employees and for union members in encouraging the efficient performance of union representatives’ work, for example in aiding the resolution of problems and conflicts at work.

    Entitlement

    Employees who are union representatives of an independent trade union recognised by their employer are to be permitted reasonable time off during working hours to carry out certain trade union duties.


    The Safety Representatives and Safety Committees Regulations 1977 regulation 4(2)(a) requires that employers allow union health and safety representatives paid time, as is necessary, during working hours, to perform their functions.

    Examples of Trade Union Duties

    Trade union representatives should be allowed to take reasonable time off for duties concerned with negotiations or for duties concerned with other functions related to or connected with the subjects of collective bargaining.

    The subjects connected with collective bargaining may include one or more of the following:

    • terms and conditions of employment, or the physical conditions in which workers are required to work. Examples could include: pay; hours of work; holidays and holiday pay; sick pay arrangements; pensions; learning and training; equality and diversity; notice periods; the working environment; operation of digital equipment and other machinery;
    • engagement or non engagement, or termination or suspension of employment or the duties of employment, of one or more workers. Examples could include: recruitment and selection policies; human resource planning; redundancy and dismissal arrangements;
    • allocation of work or the duties of employment as between workers or groups of workers. Examples could include: job grading; job evaluation; job descriptions; flexible working practices; work-life balance;
    • matters of discipline. Examples could include: disciplinary procedures; arrangements for representing or accompanying employees at internal interviews; arrangements for appearing on behalf of trade union members, or as witnesses, before agreed outside appeal bodies or employment tribunals;
    • trade union membership or non-membership. Examples could include: representational arrangements; any union involvement in the induction of new workers;
    • facilities for trade union representatives. Examples could include any agreed arrangements for the provision of: accommodation; equipment; names of new workers to the union;”
    • machinery for negotiation or consultation and other procedures. Examples could include arrangements for: collective bargaining at the employer and/or multi-employer level; grievance procedures; joint consultation; communicating with members; communicating  with  other  union  representatives and  union  full-time  officers  concerned  with collective bargaining with the employer.
    • The duties of a representative of a recognised trade union must be connected with or related to negotiations or the performance of functions both in time and subject matter. Reasonable time off may be sought, for example, to: prepare for negotiations, including attending relevant meetings; inform members of progress and outcomes; prepare for meetings with the employer.

    Trade union duties will also be related to the receipt of information and consultation related to the handling of collective redundancies where an employer is proposing to dismiss as redundant employees at one establishment. But also including the negotiations with a view to entering an agreement

    Payment for Time off for Trade Union Duties

    An employer who permits union representatives time off for trade union duties must pay them for the time off taken. The employer must pay the amount that the union representative would have earned had they worked during the time off taken.

    Time off to accompany at Disciplinary or Grievance Hearings

    Trade union representatives are statutorily entitled to take a reasonable amount of paid time off to accompany a worker at a disciplinary or grievance hearing so long as they have been certified by their union as being capable of acting as a worker’s companion. Time off for a union representative or a certified person to accompany a worker of another employer is a matter for voluntary agreement between the parties concerned.

    Training of union representatives in aspects of employment relations and employee development

    Training is important for union representatives to enable them to carry out their duties effectively. Training should be available both to newly appointed and to more established union representatives. Union representatives are to be permitted reasonable time off during working hours to undergo training in aspects of industrial relations relevant to the carrying out of their trade union duties.

    RELEVANT EMPLOYMENT RELATIONS TRAINING

    Training should be in aspects of employment relations relevant to the duties of a union representative. There is no one recommended syllabus for training, as a union representative’s duties will vary according to: the collective bargaining arrangements at the place of work; the structure of the union; the role of the union representative; the handling of proposed collective redundancies or the transfer of undertakings.

    Time off for trade union activities

    To operate effectively and democratically, trade unions need the active participation of members. It can also be very much in employers’ interests that such participation is assured and help is given to promote effective communication between union representatives and members in the workplace. A member of a trade union is to be permitted reasonable time off during working hours to take part in any trade union activity.

    TRADE UNION ACTIVITIES

    The activities of a trade union member can be, for example: attending  workplace  meetings  to  discuss  and  vote  on  the  outcome  of  negotiations  with  the employer. Where relevant, and with the employer’s agreement, this can include attending such workplace meetings at the employer’s neighbouring locations; meeting full-time officers to discuss issues relevant to the workplace; voting in union elections.

    Where the member is acting as a representative of a recognised union, activities can be, for example, taking part in: branch, area or regional meetings of the union where the business of the union is under discussion; meetings of official policy-making bodies such as the executive committee or annual conference; meetings with full-time officers to discuss issues relevant to the workplace. There is no right to time off for trade union activities which themselves consist of industrial action.

    The responsibilities of employers and trade unions

    Employers, trade unions, union representatives and line managers should work together to ensure that time off provisions, including training, operate effectively and for mutual benefit. Union representatives need to be able to communicate with management, each other, their trade union and employees. To do so they need to be able to use appropriate communication media and other facilities. The amount and frequency of time off should be reasonable in all the circumstances.

    For time off arrangements to work satisfactorily trade unions should: ensure that union representatives are aware of their role, responsibilities and functions; inform management, in writing, as soon as possible of appointments or resignations of union representatives; ensure that union representatives receive any appropriate written credentials promptly; ensure that employers receive details of the functions of union representatives where they carry out special duties or functions.

    Employers should ensure that, where necessary, work cover and/or work load reductions are provided when time off is required. This can include the allocation of duties to other employees, rearranging work to a different time or a reduction in workloads.

    employers should, where practical, make available to union representatives the facilities necessary for them to perform their duties efficiently and communicate effectively with their members

    Where resources permit the facilities should include: accommodation for meetings which could include provision for ULRs and a union member(s) to meet to discuss relevant training matters; access to a telephone and other communication media used or permitted in the workplace such as email, intranet and internet; the use of noticeboards; where the volume of the union representative’s work justifies it, the use of dedicated office space; confidential space where an employee involved in a grievance or disciplinary matter can meet their representative or to discuss other confidential matters; access to members who work at a different location; access to e-learning tools where computer facilities are available.

    Employers must respect the confidential and sensitive nature of communications between union representatives and their members and trade union. They should not normally carry out regular or random monitoring of union emails. In the context of the Data Protection Act 1998, whether a person is a member of a trade union or not is defined as sensitive personal data.

    REQUESTING TIME OFF

    Trade union representatives and members requesting time off to pursue their duties or activities, should provide management, especially their line manager, with as much notice as practically possible concerning: the  purpose  of  such  time  off,  while  preserving  personal  confidential  information relating to individuals in grievance or disciplinary matters; the intended location; the timing and duration of time off required.

    Union representatives should minimise business disruption by being prepared to be as flexible as possible in seeking time off. Equally, employers should recognise the mutual obligation to allow union representatives to   undertake their duties.

    In addition, union representatives who request paid time off to undergo relevant training should: give at least a few weeks’ notice to management of nominations for training courses; provide details of the contents of the training course.

    For their part line managers should be familiar with the rights and duties of union representatives regarding time off. They should be encouraged to take reasonable steps as necessary in the planning and management of representatives’ time off and the provision of cover or work load reduction, taking into account the legitimate needs of such union representatives to discharge their functions and receive training efficiently and effectively.

  • 35 Hour Week – The Teacher Contract

    Printable Version

    The working hours and duties of teachers are negotiated nationally and form part of the agreed conditions of service for teachers (SNCT-Part 2 Appendix 2.7)

    The individual and collective work of teachers should be capable of being undertaken within the 35 hour working week.

    Working Year and Working Week (SNCT-Part 2 Section 3)

    • The working year for teachers shall consist of 195 days of which 190 days will coincide with the school year for pupils with the remaining five days being worked by the individual teachers on duties as planned by the council.
    • Teachers shall have a 35 hour working week. The working week shall apply on a pro rata basis to teachers on part-time contracts.
      Within the 35-hour week, a maximum of 22.5 hours will be devoted to class contact.
    • An allowance of no less than one third of the teacher’s actual class contact commitment is provided for preparation and correction. The use of remaining time will be subject to agreement at school level within LNCT guidelines,
    • All tasks which do not require the teacher to be on the school premises can be carried out at a time and place of the teacher’s choosing: teachers will notify the appropriate manager of their intention in this respect.
    • Teachers have a contractual requirement to complete a maximum of 35 hours of Continuing Professional Development (CPD) per annum. Teachers on part-time contracts will complete CPD per annum on a pro rata basis

    In the School

    Each educational establishment will prepare a school plan in accordance with the Standards in Scotland’s Schools etc Act 2000. The plan will reflect establishment, local and national priorities. Plans will take account of staffing and other resources required.

    Each educational establishment will prepare an annual programme of activities, which require the involvement of teachers. The use of the remaining time (that is, time beyond the combined class contact and preparation/correction allowance- approximately 190 hours) will be subject to agreement at school level and will be planned to include a range of activities, such as:

    • additional time for preparation and correction;
    • parents meetings;
    • staff meetings;
    • preparation of reports, records etc;
    • forward planning;
    • formal assessment;
    • professional review and development;
    • curriculum development;
    • additional supervised pupil activity; and
    • Career-Long Professional Learning.

    Individual teachers will use their professional judgement in relation to the prioritisation of tasks. In exercising their professional judgement, teachers will require to take account of objectives determined at school, local authority and national levels.

    For most teachers, preparation and correction will be the most time-consuming activities outside class contact time. This needs to be reflected in the way that a teacher’s working time is deployed. In terms of the remaining time, teachers will be available for meetings and other collective activities during the course of the 35 hour working week. If a teacher is not required to be on the school premises for certain duties, for example preparation and correction, these may be undertaken at a time and place of the teacher’s own choosing. Teachers will be expected to notify the appropriate line manager of their intentions in this respect.

    The SSTA recommends that all members ‘use their professional judgment in relation to the prioritisation of tasks’ and work within the contracted 35 hour week.

    Printable Version
  • Press Release – Named Person

    The SSTA fully supports the principles of ‘Getting it Right for Every Child’ and the role of the ‘Named Person’.

    Seamus Searson, SSTA General Secretary said “We know that mothers, fathers and carers are with a few exceptions, the best people to raise their children. This proposed legislation supports families, providing improved access to services while maintaining parental rights and responsibilities”.

    “A Named Person helps children and families get the right support at the right time from the right people. It does not replace or change the role of parents and carers, or undermine families. The ‘Named Person’ approach is not new. It is already operating across Scotland. However, the legislation is embedding best practice into law so that children and young people are receiving the best support and not left to the vagaries of different parts of Scotland”.

    “Teachers are used to handling sensitive, confidential information about children such as school records for pupils – and already have robust procedures to protect data. These new duties will not change this”.

    “Effective communication, including sharing relevant information where appropriate, is essential to ensure children, young people and families get the right help at the right time from the right services. In most circumstances, the child or young person and parents will know what information is being shared, with whom and for what purpose and their views will be taken into account. However this may not happen in exceptional cases, such as where there is a concern for a child’s protection/safety.

    “Teachers always want the best for the children and young people in their care and the SSTA believes that the ‘Named Person’ legislation is the best way forward and everybody should put all their efforts into making it work”

    Further information from:

    Seamus Searson
    General Secretary

    0131 313 7300

    7 March 2016
    Scottish Secondary Teachers’ Association
    West End House
    14 West End Place
    Edinburgh
    EH11 2ED

  • Members’ Bulletin

    Printable Version

    National Qualifications and Reducing Teacher Workload

    SSTA members have consistently highlighted the need for a reduction in teacher workload in the senior phase of secondary education. The SSTA conducted a survey of members in December 2015 to identify the sources of workload in the delivery of the ‘new’ qualification regime. The survey clearly found that the SQA requirements and processes had added considerably, and in many cases unnecessarily, to teacher’s workload.

    The SSTA Council in December resolved to conduct an indicative ballot of members on cutting bureaucracy in the National Qualification in early 2016. However, the Government’s decision to establish the ‘Assessment and National Qualification working group’ on 6 January has shown a willingness to address workload. This working group was tasked to produce a report, by the end of March, that would reduce teacher workload in the 2016-17 session. This group, if successful, will have the potential to reduce teacher workload. However, SSTA Council will be considering the developments within the working group and will be developing its strategy in the SSTA campaign to cut teachers’ workload.

    The SSTA has listened and continues to listen to members on the measures that can be taken to reduce teachers’ workload and is making the case within the working group. The SSTA is pushing hard for the recognition of the importance of the teachers’ professional judgement and creating a ‘breathing space’ in the next session allowing time for long-term changes to the National Qualifications process.

    Tackling Bureaucracy Reports

    At a meeting with Angela Constance, the Cabinet Secretary, the SSTA shared the results of the recent SSTA members survey that indicated that only 6% of members said that the reports had brought about a reduction in workload with 88% saying that the reports had had ‘no impact’.

    We urged the Cabinet Secretary to seek evidence that had shown any reduction in workload following the reports and identify areas that ‘should not be done’ to assist the next round of ‘Working Time Agreement’ negotiations.

    SSTA also asked that the Government identify its priority (possibly from the National Improvement Framework) to be included in the School Improvement Plan so that time could be allocated in the Working Time Agreements.

    SSTA wants a reduction in teacher workload to allow teachers to focus on teaching and learning. Major steps need to be taken to reduce the pressure on teachers and retain teachers in the profession for the future.

  • SSTA concern over Exam Burden and Impact on Pupil Well-Being

    Seamus Searson, SSTA General Secretary said “the SSTA is acutely aware of the workload pressures associated with the National Qualifications but is extremely concerned as to the potential damage on our young people as the pressure intensifies at this time of year”.

    “Self-harm is a deliberate injury to oneself, typically as a manifestation of mental health and welfare issues. Often, the first thing that springs to mind is a forearm or a wrist covered in lacerations. Obviously, it can take the form of any physical injury anywhere on the body. This leaves a trace, physical evidence of self-harm. Unfortunately, it is not the only evidence. There is evidence that a rising numbers of pupils are being identified as self-harming”.

    The BBC published an article on the 17th February 2015 with the headline:

    ‘Self-harm Among Children in Scotland on the Rise’. This reports an increase in hospital admissions for self-harm across the last 5 years. It states that last year, 563 under-18s were admitted for self-harm in Scotland. In 2014, more than a third of the 76 admissions to NHS Highlands’ hospitals involved 15 year olds.

    ChildLine Scotland reported, in February 2015, that counselling sessions with 12 to 15 year olds on self-harm had increased by 20% in the last year.

    A 2014 report by the Edinburgh based mental health charity, Penumbra, revealed that – since 2009 – there has been an increase of 166% in the number of referrals it has received. Nigel Henderson, chief executive of Penumbra, called these figures just the tip of the iceberg. He said “Problems at school, parental pressure to succeed or feelings of low self-esteem, alongside changes in local authorities’ services, welfare reform and local youth unemployment may all have had an impact on the figures”.

    Seamus Searson added “How much self-harm goes undetected? How much, like the iceberg, remains hidden under the surface? We cannot afford to take the mental health and wellbeing of our pupils for granted simply because there are no outward indicators of self-harm. For me, self-harm is not just the cuts on the forearm. It’s looking in the mirror and chastising yourself for what you see. It’s the abuse of alcohol and drugs as a means to escape. It’s the emotional suffering exacerbated by stress and a feeling that you can’t cope. Self-harm is all these things and more”.

    “The causes of self-harm are wide and varied. But equally, we have to accept that school, the curriculum, the at times unrelenting internal assessment of our 15 and 16 year olds between January and April is a contributing factor to pupil stress and can damage pupil welfare”.

    “How do we, as a teacher profession, respond to it? Teachers can question the pointless and often invalid assessment burdens. Teachers question the frequency and intensity of assessment faced by our 15 and 16 year olds sitting N4 and N5.

    A typical example of the ‘average’ pupil in S4 (the teacher would have to work hard not to miss in amongst the 29 other bodies in the room). She is sitting 6 subjects in S4 and in some schools she could be sitting 7 or more.

    Our ‘typical’ S4 pupil could be taking 3 subjects at National 4. This could be Modern Studies, Biology and Maths that includes 3 unit assessments and an Added Value assignment for each subject.

    In addition, she could be taking 3 subjects at National 5. This could be History (3 unit assessments and an Added Value assignment), Music (3 units encompassing between 4 and 6 assessments altogether with the performance element taken into account) and English (2 units, comprising 4 assessed elements and a N4 Added Value assignment thrown in as a fall back.

    In short, at best, she faced 24 assessments or assignments – the majority of which were crowbarred in-between January and April.

    An SSTA English teacher said “Every time I introduce a unit assessment, an AV unit, a folio piece, a prelim, a exam, I can see the anxiety writ large across our pupils faces. There are relevant assessments, the ones that hone the skills necessary for exams, for progression within the subject, for entering the workplace. Unfortunately, others, whether in full or in part, are NOT necessary for the exam, NOT valuable for progression, NOT developing skills for work and these are the pointless assessments”.

    Euan Duncan, SSTA President concluded “Teachers have been, by and large, left to develop courses and assessments as they teach them. This overbearing stress that experienced professionals, as adults, are struggling with and that stress is unintentionally, yet undeniably, being transferred and transmitted on to our pupils. The Government and the SQA need to review its current assessment requirements and accept the gathering of naturally occurring pupil’s classwork and the use of teacher’s professional judgement are sufficient and reduce the pressure on our pupils and the threat of self-harm.”

    Further information from:

    Seamus Searson
    General Secretary

    0131 313 7300

    15 February 2016

     

  • Letter to the Cabinet Minister

    Letter to the Cabinet Minister

     

    Letter sent to the Cabinet Minister from the SSTA General Secretary, Seamus Searson

     

     

  • Behaviour in Schools Research

    Please find information below regarding the Government ‘Behaviour in Scottish Schools Research 2016’ survey. It is crucial that we ensure the survey achieves a good response rate again and your efforts to promote the survey will be central to this.

    The timings are tight, as the main survey fieldwork is due to begin on the 8th February. The SSTA has been asked to disseminate this amongst its members. The SSTA is anxious that members cooperate as it could be useful in addressing behaviour issues in school.

    Behaviour in Scottish Schools

    Ipsos MORI Scotland has been commissioned by the Scottish Government to conduct the latest wave of Behaviour in Schools Research. The research is crucial as it will allow the Scottish Government and Education Scotland to review current policy and inform future support in the area of relationships and behaviour, which is fundamental to the school experiences of both pupils and staff. The last wave of the research in 2012 led directly to the publication of new policy guidance in the leaflet ‘Better Relationships, Better Learning, Better Behaviour’. The survey fieldwork will run February-March 2016.

    Building positive relationships and behaviour in the classroom is essential to the successful delivery of Curriculum for Excellence and the implementation of Getting it Right for Every Child (GIRFEC) and will help improve outcomes for children and young people. In addition, relationships and behaviour within the school have a significant impact on the working lives of teachers and support staff. This research will be your chance to tell the Scottish Government about the reality of pupil behaviour in school, whether different approaches used to promote positive relationships and manage behaviour are working and whether you receive enough support in this area.

    This important research is supported by the Scottish Advisory Group on Relationships and Behaviour in Schools (SAGRABIS) which includes the Scottish Government, COSLA, Education Scotland and all of the teaching unions. The challenges of working in education have been borne in mind in the design of the survey and every step has been taken to try and limit the burden on staff.

    The head teacher and teacher surveys should take around 20-30 minutes to complete, and the support staff survey should take around 10-20 minutes. The results will be completely anonymous. No individual will be identifiable to the Scottish Government or in any published outputs.

    A representative sample of teachers and support staff from schools across Scotland will be invited to take part in the survey which will cover their experiences of behaviour and relationship in their schools, the impact of different types of behaviour and how staff promote positive and manage negative behaviour. If you are invited to participate the SSTA would urge you to complete the survey to ensure the quality of the data and to allow you to give your opinion on such an important subject.

  • Show Racism the Red Card – Creative Competition

    Competition flyer

    Show Racism the Red Card are now promoting their annual creative competition in Scotland which is open to all schools and colleges across the country.  Attached is a promotional flyer and all the details can be found on their website: http://www.theredcard.org/educational/competitions/scotland