| Issue: | There is an anomaly in the staffing formula for school libraries. It affects very few schools; those only with support classes, on the edge of each enrolment band. For the purposes of RFF (funded and staffed separately), support classes are counted as classes. However for library allocation, student numbers are counted. The classes are 'invisible'. Because they are small, support classes do not impact the schedule, and are therefore not catered for. | ||||||||||
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This is a slight on support classes. Why does the DET, recognising that these students are deemed worthy of special programs and support in other areas, not consider they need it in library circumstances? How can it be appropriate to group classes together in the library, often without the aides? |
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| Situation: | A school with 18 classes, three of which are support,
has a four day library.
A school with 18 classes, all of which are mainstream, has a five day library. The school with support classes receives a teacher-librarian allocation for 15 classes plus 0.0333 for each supported student. These classes are by nature small, so this isn’t enough to raise the teacher-librarian staffing level above the allocation of 15 classes. (Below 170 students, the formula is based on student numbers, above 170 it appears to be based on number of classes.) |
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| The worst cases reported have been schools short two days e.g. For one school, six out of 18 classes were support classes. The teacher-librarian was appointed for three days, compared to the norm of five. At Chertsey Public School, five out of 13 classes were support classes. They had a two day library, compared to other schools with 13 classes having four day libraries.. | |||||||||||
| The Department of Education claimed in its published agenda until 1999 to be working for 'a fair go for everyone'. But how supported are support classes, and their schools, when it comes to library staffing? Where is the equity for them? | |||||||||||
| Not only are support classes discriminated against, but the whole school loses. The teacher-librarian has less time to teach mainstream students, and less time for provision of services, due to the absorption of these additional classes. If support classes are given, on the basis of equity, their fair share of the teacher-librarians's teaching time and provision of services, what is the actual value of the library allocation for the mainstream classes? | |||||||||||
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| Solution: | There appear to be a dozen schools in the
state affected this way. It would cost very little to rectify. A rough
estimate based on twelve days per week, given the current top remuneration
package of $73,209 would be $176,000 per year.
On 11/11/2005 DET announced its special education initiative, stating that they are allocating $130 million more in 2006 than in 2005. No one questions the needs of these students and their teachers. However the inability of DET to allocate $176, 00 out this $130 million to remedy the library staffing for support classes must be questioned. The DET needs to recognise support classes in its library staffing formula. |