TAFE workplanning and performance review guideline
Intent and objectives
The professional duties of TAFE teachers, including teaching and associated professional duties will be set out in an individual annual Performance Workplan for each teacher. Performance Workplans are developed between individual staff members and their managers and will take into account and be consistent with:
- The strategic goals of the work group and RMIT, including the staff member’s individual contribution to the expected outcome of the work group’s strategic goals.
- The identification of relevant professional development that may be required to assist in the staff member’s individual contribution to the work group’s strategic goals, and which facilitates the staff member’s career development consistent with the needs of the staff member’s work group and RMIT.
- The staff member’s position classification standard.
- The work cycle and/or timetable, teaching duties, associated professional duties, allowances and planned leave and attendance patterns.
All TAFE teaching staff
- Academic staff
- Professional staff
- Child care staff
1. Performance workplan
The performance workplan has two main functions:
(i) Recording the staff member’s objectives and performance indicators for the next 12 months. Objectives relate to what the staff member aims to achieve and the staff member’s contribution to the broader plans. Performance indicators precisely define the expected output of the activities you will perform to achieve your objective. You can include more than one performance indicator for each objective and these can be qualitative or quantitative.
(ii) Projecting staff member’s workload of teaching and other duties, and attendance patterns for the next 12 months.
When planning workloads and leave arrangements managers should factor in the key dates in the TAFE academic calendar e.g. VTAC related dates, graduation, exam periods and return of result dates.
Managers should plan ahead so that there are adequate staff members available during the key dates.
Exams need to be scheduled appropriately so that there is sufficient time available for teachers to mark the exams and submit results by the due dates.
2. Vocational competencies
As part of the Vocational Education and Training Quality Framework/VQF (previously Australian Quality Training Framework/AQTF) requirements, the manager must certify on the TAFE Teacher Qualifications and Current Competency form that the teacher delivering and assessing VET programs possesses the vocational competencies at least to the level of those being delivered and assessed.
Fixed term and continuing TAFE teaching staff need to complete and review the form as part of the annual work-planning and review process. Casual TAFE teaching staff need to complete the form at the start of their employment and regularly review and update it at the beginning of each semester.
After completion, this form is to be kept in the School and needs to be accessible for audit purposes.
For further information please refer to the ‘TAFE teaching staff mandatory qualifications, competencies and supervision guideline’.
3. Allocation of teaching duties and other scheduled duties (960 hours)
Scheduled duties are duties that are required by RMIT to be conducted at a certain time in a certain place. Scheduled duties total a maximum 960 hours per year and mainly comprise teaching, meetings and 30 hours professional development.
Hours are allocated in accordance with the Victorian TAFE Teaching Staff Multi-Business Agreement 2009 (MBA), including:
- average teaching duty hours over a semester will be no more than 21 hours per week (pro-rata basis for teachers employed for less than 38 hours per week and/or less than 52 weeks per annum)
- teachers may be temporarily assigned duties to cover the absence of a teacher up to a maximum of 24 hours per year within which no more than three hours per fortnight
A semester is not defined in the the Victorian TAFE Teaching Staff Multi-Business Agreement 2009 (MBA). The University defines a semester for TAFE teachers as follows:
Semester One: 1 January – 30 June
Semester Two: 1 July – 31 December.
Teachers may agree to teach excess hours, on a regular basis, with the agreement of their manager and subject to the approval of the Head of School.
The ‘Teaching Duties Allocation’ template is an example proforma of how teaching hours can be recorded. The template may be customised to suit the needs of work units, with documented evidence of staff consultation.
4. Allocation of non-scheduled associated professional duties (788 hours)
Non-scheduled associated professional duties can be conducted any time and comprise:
- planned improvements: projects and activities aligned with strategic directions of the School and University
- administration and program management: course co-ordination; student selection and consultation, corporate (University-wide) responsibilities; administrative responsibilities; staff mentoring, support and leadership; and program marketing
- preparation and correction (400 hours)
- additional professional development
5. Professional development (30 hours)
In identifying staff development needs, consider (i) the Vocational and Teaching competency requirements (see ‘TAFE teaching staff mandatory qualifications, competencies and supervision guideline’); (ii) the individual’s career development plans; and (iii) emerging competency requirements to support teaching and learning improvements. In particular staff are encouraged to have the TAE40110 Certificate IV in Training and Assessment and a relevant AQF 5 level qualification which includes supervised teaching practice and studies in teaching methodology.
In practice, staff development is a joint responsibility of the staff member and manager. RMIT’s Professional development policy supports the provision of development activities for staff. It also encourages staff to take identify their work-related development needs and raise these for discussion with their manager during workplanning meetings. The MBA provides a minimum of 30 hours for staff development for each full time teacher per annum. Additional staff development is subject to the manager’s approval and should be recorded and allocated from associated professional duties or in the teacher’s own time.
The development section of the online Performance Workplan should be used to provide a succinct summary of all development activities. This can be updated during the course of the year.
Further information may be obtained on the Professional Development staff website
6. General guidelines for the 13-month calendar
The calendar is a planning document, from 1 January of the planning year to 31 January of the following year, to confirm attendance patterns of up to 42 weeks in a calendar year.
(i) Public Holidays and any relevant RMIT University Holidays will have been pre-printed on the calendar.
(ii) The manager and individual teacher block in the weeks of academic activity and attendance weeks taking into account the key dates in the TAFE academic calendar e.g. VTAC related dates, graduation, exam periods and return of result dates.
(iii) Taking into account the above the manager and the individual teacher block in annual leave and other approved leave e.g. Long service leave, study leave, military leave etc. Approval for planned leave must be sought through Employee Self Service (ESS).
(iv) The manager and individual TAFE teacher should block in 10 days of RMIT TAFE Teaching staff leave. It is recommended TAFE Teaching staff leave is used for the prescribed University shutdown periods between Christmas and New Year. For further information in relation to TAFE Teaching staff leave refer to the TAFE teaching staff leave guideline. Approval for planned leave must be sought through Employee Self Service (ESS) (Staff log-in required).
(v) Up to 42 weeks attendance time should be clearly shown on the calendar.
(vi) Teachers and/or managers may initiate modifications at any time based on requirements of the School or personal requirements. Such modifications should be considered against the operational needs of the School.
7. Quality Timetabling Guidelines
RMIT recognises that quality timetabling guidelines must operate in an environment characterised by continuous improvement. At the School level, management and staff must work with:
- consultation and discussion
- a team approach
- equity and fairness
- recognition that School plans meet the directions of RMIT’s strategic plans and RMIT/Skills Victoria performance agreement
- The following guideline is not exhaustive and are designed to assist staff and managers in determining workplaces, consistent with the Victorian TAFE Teaching Staff Multi-Business Agreement 2009.
In determining the allocation of professional duties, including teaching duties, staff and managers should:
- consider RMIT’s strategic plans and school plans
- consider teachers subject/course preferences as well as their qualifications, industry experience
- professional development, when allocating teaching duties
- co-ordinate daily, weekly and annual attendance time to enable opportunities for staff interaction
- consultation, participation in planning the content and delivery of education and training and professional duties
- minimise teaching on different campuses/sites on any given day
- as far as possible schedule classes to match size and program with accommodation and equipment
- reduce the effects of public holidays, short term teacher illness and teacher stress and to increase the effectiveness of the learning experience for students, by considering timetabling the weekly hours allocated for a subject over two or more days in the teaching week
- consider health and safety requirements when allocating resources
- consider the implications for individual staff members when introducing new subjects and subjects with a higher than average level of preparation and correction
- encourage staff to undertake a broad range of school duties and responsibilities
- to enable a quality timetable to be established
- consider teachers with primary care giving responsibilities and of appropriate parking, security and contact arrangement when allocating evening classes
- consider the need for regular breaks from continuous teaching duties:
- on a daily basis
- on a weekly basis
- on an annual basis
- aim to avoid scheduling early morning teaching following previous night teaching commitments
- aim to spread the weekly teaching over no more than 5 days
8. Supporting documents to the Performance Workplan
The following documents support the Performance Workplan for TAFE teaching staff:
- TAFE calendar and weekly attendance schedule
- Teaching duty hours allocation and other scheduled duties.[Next: Supporting documents and information]