Centre Background.pdf
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14/3/2025
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ut the churn Change withoImpac t Assessment Tool
New tool to manage change
The national Teacher Workload n research and AERO’s Insights into Implementatio
used in a school or system context The TWIA framework as it might be have been References to national policy initiatives There are 9 steps in the TWIA process. be used by schools and systems. removed by the IEU to show how it could
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1. Initial assessment of work could it require, changes to the systems Will the proposed initiative require, or or compliance obligations which would in schools, teacher roles and responsibilities and school leaders? influence the existing duties of teachers
Teachers are, and always have been, incredible change agents in their schools, writes Assistant Federal Secretary Veronica Yewdall.
2. A description of the problem data? Is the issue supported by evidence and 3. The rationale for policy change intervention is necessary to address An explanation is required to justify why the problem. policy change 4. The objectives for the proposed change? What are the objectives for the policy to demonstration of the capacity of teachers The Covid pandemic provided a stunning relentless their students. However, widespread and pivot and adapt to meet the needs of or unhelpful implementation processes, churning of initiatives, and ill-considered of the and often produce results that fall short significantly intensify teacher workloads intended outcomes.
fail initiative implementation processes that The IEU has consistently asserted that consider existing or potential implementation to consult meaningfully with teachers, the process, are driving the excessive and workloads, or monitor impacts throughout burnout and exacerbate the teacher shortage. unsustainable expectations that lead to and hasty jettisoning of an unsuccessful program, Rushed implementation, followed by affects form an unsustainable cycle that adversely the rapid adoption of another initiative, energy. student outcomes and saps teachers’ Assessment tool The national Teacher Workload Impact Plan Action Workforce Teacher of the National of In July 2023, the IEU and other members by the Australian Government Department (NTWAP) Working Group were approached tool. draft Teacher Workload Impact Assessment Education to provide feedback on the into the tool. Several IEU recommendations were incorporated Assessment (TWIA) was agreed by Education The finalised Teacher Workload Impact will be used with Action 20 of the NTWAP, the TWIA Ministers in December 2023. Consistent considered and Fairer Schools Agreement and be on National Policy Initiatives in the Better by Education Ministers during negotiations. the the need for far broader application of However, the IEU has always strongly supported that is likely to reduce framework consultative and logical a as TWIA and asserted its value initiatives, improve the continuity and maturity of workload intensification for teachers and outcomes. thereby supporting more consistent student to a the capacity for agencies to fill in responses The TWIA is an interactive tool, providing implication. exploration of any identified workload series of questions and requiring further believes it assessment of national initiatives, the IEU While the TWIA was developed for the impact of seeks to address the teacher workload is a sequential framework that genuinely at school and system level. implemented usefully be could and initiatives Impact version of the national Teacher Workload The union has been provided with the final at this time. Assessment tool, but it is not available digitally
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and other options considered 5. A summary of the proposed initiative who is responsible for implementing the A detailed summary of the proposed initiative, required: initiative and timeframes for delivery is the stated objectives? • How will the proposed initiative achieve • How will success be measured? schooling systems and the teacher workforce? • What is the expected interaction with these alternatives are not preferred. • Outline alternative options and why to not be leveraged, re-purposed or altered • Why existing initiatives or policies could achieve the same outcome? of independent implementation Have these initiatives reached the stage by teachers? development and feedback on Are teachers still engaged with professional implementation? in initiative been sufficiently considered, Has the timing of the introduction of the consultation with teachers?
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school workload impact on teachers and 6. An assessment of the potential leaders differently? • How does the initiative impact jurisdictions sectors differently? • How does the initiative impact individual schools, complex settings including regional, • Does the initiative impact disadvantaged rural and remote? settings? these in teachers on impact the What is impact teachers, school leaders, students Identify how the proposed initiative will and resources in diverse school settings.
on different teachers (First Nations, subject • Does it have a disproportionate impact and Lead Teachers)? specialists, early career, Highly Accomplished the impact is not uniform. Assess the impact on these teachers where and on teachers, school leaders, students • Identify potential unintended impacts resources in diverse school settings. resources need to be obtained? Are there Do additional teachers, support staff or on-boarding, release time and training? recruitment, with additional costs associated or students to pivot to different content Does the initiative require teachers and the continuity of learning? disrupt to likely change such Is pedagogy? (positive or negative) on core duties 7. An assessment of the potential impact in performing their role? This section should • How will the initiative impact teachers this duties. Identify the core teaching duties focus on the impact on core teaching to existing work practices and workload. initiative will impact including adjustments a simple time-cost but should also take This assessment should not just reflect such as increased emotional labour or account of any workload intensification cultural load. This section should identify the core • Is the impact different on school leaders? to initiative will impact, including adjustments leadership and administration duties this workload. and practices existing work impacts 8. Assessment of the potential time support to undertake or provide any additional Assess the time and resources needed for and school leaders and if time is required and/or training requirements for teachers 7, significant impacts are identified at Question ongoing maintenance of these skills. If commensurate levels of support. the response to this question should identify requirements related to the initiative 9. Any additional regulatory or reporting are no existing initiatives in place that can Undertake due diligence to ensure there the achieve the same outcome. Ensure that be leveraged, re-purposed or altered to of existing tasks or administrative duties. initiative does not lead to the duplication one-off and ongoing) and provide an Identify the reporting requirements (both them and if they can be undertaken by assessment of the time needed to complete support staff. www.ieu.asn.au - newsmonth 11
The newspaper of the Independent Education Union of Australia NSW/ACT Branch (vol 45 #2) March 2025 PP 100000871 ISSN No: 0728-4845
YES vote for independent school MEAs Carol Matthews Secretary In late December 2024 the union reached agreement with the Association of Independent Schools (AIS) on new multienterprise agreements (MEAs) to apply to teachers and professional and operational staff in NSW and the ACT. The MEAs will have a three-year term, expiring in January 2028. Voting by employees to endorse the MEAs was held in about 240 schools in the last week of February. The Yes vote was carried across all employers. The AIS has now lodged the MEAs with the Fair Work Commission for approval.
Salary wins for existing teachers These include: • Teachers with four or more years’ experience at Proficient (five or more years in the ACT) will now go straight to Level 2.5 (Level 8 in the ACT), matching the rate that will apply to new teachers. This rate is $127,281 in NSW and $130,643 in the ACT. • All existing teachers classified as Band 3 – Experienced Teacher or Senior Teacher 1 will receive the Accomplished Teacher allowance of $4979 in addition to their salary at Level 2.5 (Level 8 in the ACT). This gives a total salary of $132,260 in NSW and $135,622 in the ACT. • Existing Band 3 teachers and Senior Teacher 1 teachers will be entitled to receive both the Accomplished Teacher allowance
and a Leadership position allowance if they are in a leadership position when the new MEA commences. Pay rises for teachers Pay increases over the life of the MEA will vary for teachers, depending on the teacher’s current MEA and classification and their translocation to the new scale. For new teachers, the pay scale will increase by 4.5% in February 2026 and 4% in February 2027. Special education allowance Teachers at a registered special school who teach classes of children with a disability will continue receiving the special education allowance – the MEA will have a list of schools to which this applies. Continued on page 3
Brindabella Christian College
Staff finally paid after union takes action “Our message is simple: pay staff accurately and on time.” Members at Brindabella Christian College are breathing a sigh of relief after a difficult start to the year that culminated in many not being paid for almost two weeks. Staff at Brindabella can now fully focus on teaching and supporting students after the union took action when a majority of staff at the K-12 school in Canberra were not paid on 21 February in accordance with a scheduled pay period. On 26 February, the union took Brindabella to the Fair Work Commission over the unpaid wages and superannuation after the school failed to provide assurances that staff would be paid
immediately. It had taken the school to the FWC during 2024 over unpaid superannuation. IEUA NSW/ACT Branch Secretary Carol Matthews said it was “unprecedented” for a school not to pay staff – a situation that understandably left them feeling shocked and anxious about paying bills, including mortgages and rent. The situation was not helped by school management seeking to blame others, including parents, for its financial predicament. “This is no way to run a school,” Matthews said. “Our message is simple: pay staff accurately and on time.” Continued on page 4
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