Recruitment and Selection
of Teaching Staff
in the
School Sector
This document provides information and advice to Principals
and teachers about the recruitment and selection policies and
procedures for teaching positions in the school sector.
In this document, all references to teachers also apply to
permanent employees who are Special Seniors, Seniors,
Substantive Key Teachers and Advanced Skills Teachers.
5 May 2006
5 May 2006
Recruitment and Selection of Teaching Staff in the School Sector
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Table of Contents
1.
Introduction
3
2.
Filling Positions
4
3.
Applying for a Teaching Position
7
4.
Local Selection Process
7
5.
Grievance and Appeal Processes
8
6.
Appointment Conditions
8
Appendix 1:
Definitions
9
Appendix 2:
Local Selection Principles
18
Appendix 3:
Selection Criteria
20
Appendix 4:
Local Selection Panel Processes
21
Appendix 5:
Hard to Staff Curriculum Subjects
27
Appendix 6:
Levels of Schooling, Broad Teaching Areas,
Curriculum Subjects and Skills Codes
28
Appendix 7:
Remote Schools
33
Appendix 8:
Required Placement
34
Appendix 9:
Limited Placement Scheme
36
Appendix 10: Country to Metropolitan Guarantee
37
Appendix 11: Designated Special Interest Schools
39
Appendix 12: Designated Special Service Sites
40
Appendix 13: Selection Stage Descriptions
41
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Recruitment and Selection of Teaching Staff in the School Sector
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1.
Introduction
1.1
People are the most valuable resource within the Department of Education
and Children’s Services (DECS) and the quality of the educational outcomes
for children and students is directly related to the effectiveness of our human
resource management strategies.
1.2
Each DECS school has the responsibility for managing human resources to
achieve the best for children and students in that school. Government schools
are also part of a system of public education and consequently, there is a
responsibility to ensure the best use of human resources across the total
system for all children and students across the state.
1.3
DECS has an obligation to ensure that the employment entitlements and
conditions of individual teachers are met. These are defined within legislative
and industrial frameworks and include, but are not restricted to, permanency,
right of return from the country and priority placement for long term,
involuntary Permanent against Temporary teachers (PATs).
1.4
DECS is committed to the appointment of existing permanent teachers into
on-going positions wherever possible.
1.5
In line with Government policy, permanency of employment will continue to be
the primary method of employment for teachers. An employable teacher
successful in winning an on-going position through the recruitment processes
described in this document, will become a permanent teacher.
1.6
In order to maximise learning outcomes for children and students, local
selection of teachers will occur at every opportunity to ensure that the most
appropriate, eligible teacher is selected and appointed to the position.
1.7
Written applications and referee comments form part of the selection process.
Interviews may also be held.
1.8
An existing permanent teacher appointed to a temporary position will retain
their permanent employment status.
1.9
An employable or permanent teacher who is appointed to an extended
temporary position is able to be considered for an on-going position during the
period of their extended temporary appointment.
1.10 Teachers recruited or selected under the processes described in this
document are appointed under Section 15(1) of the Education Act (1972). As
such they are appointed by the Minister and are employees of DECS, not
individual schools.
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Recruitment and Selection of Teaching Staff in the School Sector
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2.
Filling Positions
2.1
Describing a new or vacant position
2.1.1
Following consultation with the Personnel Advisory Committee (PAC),
the school Principal identifies and describes a vacant or new position.
2.1.2
The position will be either on-going or temporary. Whenever possible,
it is expected that an on-going position will be described unless the
criteria for a temporary position is met. A temporary position may be
declared when:
 a teacher is out of the school and holds right of return to the site;
 the school is undergoing a defined curriculum or major function
change project;
 the school is undergoing enrolment decline and an on-going
position cannot be sustained;
 a teacher has an approved temporary change in time;
 there are special short term funding arrangements;
 a position needs to be maintained behind an acting leadership
position of 12 months or less.
In the situations described above, schools are not required to describe
a temporary position and may describe an on-going position if other
factors and management strategies are available.
Any concerns about the tenure of a position can be raised in writing
with the Position Tenure Review Panel.
2.2
2.1.3
For positions that will be matched against the Priority Placement Pool,
the Permanent Teacher Register or the Employable Teacher Register,
the position will be described using curriculum subject and skill codes
and a brief descriptor (See Appendix 6).
2.1.4
For positions that will be advertised, a position descriptor which details
the Level of Schooling, Broad Teaching Area, curriculum subject and
skill codes and a descriptor that succinctly describes the context and
requirements of the position will be available (See Appendix 6).
Advertising positions
2.2.1 Advertised positions will be published on the DECS website.
2.2.2 Schools may also choose to advertise in the external media (at their
own cost).
2.2.3 Where all normal selection processes have been exhausted, DECS will
continue to implement the existing practice of advertising positions in
the print media at DECS cost.
2.3
Filling positions
2.3.1
5 May 2006
In order to ensure the overall needs of schools and individual teachers
are met and in extenuating circumstances, the Superintendent Site
Human Resources may approve special arrangements for the filling of
positions or the appointment of individual teachers.
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2.3.2 Teachers in the Priority Placement Pool are considered first for all ongoing and temporary positions. Applicants in the Priority Placement
Pool are matched against vacancies through a centrally managed and
operated selection process.
When appropriate, the Senior HR
Consultant is able to contact the Principal to clarify issues relating to
the vacancy. The selection process will reflect the three levels of
priority within the Priority Placement Pool.
2.3.3 The selection processes operate on an annual cycle.
2.3.4 The cycle can be divided into three distinct stages:
Stage 1:
Early Vacancies Selection Process;
Stage 2:
General Selection Process;
Stage 3:
Late Vacancies Selection Process.
2.3.5 The Superintendent, Site Human Resources determines the timelines
for each phase after considering a number of factors including, but not
restricted to:
 number of positions yet to be filled;
 number of permanent teachers who require placement and are
yet to be placed;
 time remaining before the commencement of the next school
year.
2.3.6 Stage 1 – Early Vacancies Selection Process has the following
features:
2.3.6.1 Only on-going positions are described during this phase
2.3.6.2 Teachers in the Priority Placement Pool are considered before
proceeding to any other selection process.
2.3.6.3 If an appointment is not made from the Priority Placement
Pool the position will be advertised.
2.3.6.4 The eligibility criteria, for applying for an advertised position, is
determined by the type of school and/or the nature of the
position as described in 2.3.6.5 and 2.3.6.6.
2.3.6.5 Existing eligible permanent teachers, eligible employable
teachers and permanent teachers who have completed two
years service in a designated remote country school are able
to apply and be considered equally for advertised positions
which meet the following criteria:
 vacancies in country schools;
 vacancies in SNAP and Aboriginal/Anangu schools;
 vacancies in Index of Educational Disadvantage
Categories 1, 2 or 3;
 vacancies in the identified special interest area in
designated special interest schools, namely music,
language, agriculture and girls schools (See Appendix
11);
 vacancies in designated special service sites (See
Appendix 12)
 vacancies in designated hard to staff curriculum subject
areas in all schools (See Appendix 5).
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Recruitment and Selection of Teaching Staff in the School Sector
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2.3.6.6 For all other positions, only existing permanent teachers within
the Priority Pool, Permanent Teacher Register or those
eligible to apply for an alternative on-going appointment,
would be able to apply and be considered equally.
2.3.6.7 Applications for advertised positions are lodged directly with
the school and are considered by a Local Selection Panel.
2.3.6.8 If the position remains unfilled at the conclusion of the
selection process, the position is further considered in Stage
2.
2.3.7 Stage 2 – General Selection Process has the following features:
2.3.7.1 Both on-going and temporary positions are described during
this phase.
2.3.7.2 Teachers in the Priority Placement Pool are considered before
proceeding to any other selection process.
2.3.7.3 If an appointment is not made from the Priority Placement
Pool, teachers in the Permanent Teacher Register are
considered next.
2.3.7.4 If an appointment is not made from the Permanent Teacher
Register the position will be advertised if it is an on-going
position.
2.3.7.5 The eligibility criteria, for applying for an advertised position, is
determined by the type of school and/or the nature of the
position as described in 2.3.7.6 and 2.3.7.7.
2.3.7.6 Existing eligible permanent teachers, eligible employable
teachers and permanent teachers who have completed two
years service in a designated remote country school are able
to apply and be considered equally for advertised positions
which meet the following criteria:
 vacancies in country schools;
 vacancies in SNAP and Aboriginal/Anangu schools;
 vacancies in Index of Educational Disadvantage
Categories 1, 2 or 3;
 vacancies in the identified special interest area in
designated special interest schools, namely music,
language, agriculture and girls schools (See Appendix
11);
 vacancies in designated special service sites (See
Appendix 12)
 vacancies in designated hard to staff curriculum subject
areas in all schools (See Appendix 5).
2.3.7.7 For all other positions, existing permanent teachers eligible to
apply for a metropolitan appointment and eligible employable
teachers would be able to apply. Priority in the selection
process is given to existing permanent teachers over eligible
employable teachers.
2.3.7.8 Applications for advertised positions are lodged directly with
the school and are considered by a Local Selection Panel.
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Recruitment and Selection of Teaching Staff in the School Sector
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2.3.7.9 If the position is for 12 months or less, it is not advertised and
teachers in the Employable Teacher Register are considered.
2.3.7.10 If the position remains unfilled at the conclusion of the
selection process, the position is further considered in Stage
3. If the position was an on-going position, it becomes a
temporary position in Stage 3.
2.3.8 Stage 3 – Late Vacancies Selection Process has the following
features:
2.3.8.1 Only temporary positions are described during this phase.
2.3.8.2 Teachers in the Priority Placement Pool are considered before
proceeding to any other selection process.
2.3.8.3 If an appointment is not made from the Priority Placement
Pool, teachers in the Permanent Teacher Register are
considered next.
2.3.8.4 If an appointment is not made from the Permanent Teacher
Register, teachers in the Employable Teacher Register are
considered next.
2.3.8.5 If an appointment is not made from the Employable Teacher
Register, the position is advertised.
2.3.8.6 If advertised, Eligible Employable Teachers and permanent
teachers in the Priority Placement Pool or Permanent Teacher
Register, who need to be placed and are not yet placed into
an on-line position, are eligible to apply.
3.
Applying for a Teaching Position
3.1
Applying for an advertised position
3.1.1 Teachers who are eligible to apply for an advertised position are able
to submit an “Application for an Advertised Position” form and be
considered for the position. A one page statement forms part of this
application process.
3.2
Inclusion in the Priority Placement Pool or Permanent Teacher Register
3.2.1 Teachers who are eligible to be included in these groupings are listed
in Appendix 1 - Definitions.
3.2.2 Teachers lodge a “Priority Placement Pool or the Permanent Teacher
Register” form with Site Human Resources through their Principal/Line
Manager.
3.2.3 Information is provided on curriculum teaching subjects and skills, and
a one page statement.
3.2.4 The form must be lodged in accordance with published DECS
timelines.
3.2.5 Once the form is lodged, it will remain active until the teacher is placed
into an on-going position.
Requests to change details in the
application can be made at any time by written request to Site Human
Resources.
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Recruitment and Selection of Teaching Staff in the School Sector
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4.
5.
6.
Local Selection Process
4.1
The Local Selection Panel consists of the Principal (or nominee) and an AEU
nominated panellist, elected by financial AEU members on the staff. The
Principal (or nominee) will chair the panel. The Chairperson and AEU
nominated panellist are required to undertake the designated training to
participate on Local Selection Panels.
4.2
Selection is made on the basis of information about an applicant from the
written application and referee comments. For advertised positions, the
referee comment is a mandatory part of the selection process for applicants in
the final short list. Interviews may also be held but are not mandatory.
4.3
See Appendix 4 for detailed information on the local selection processes.
Appeal and Grievance Processes
5.1
Applicants for advertised positions with tenure greater than 12 months and
where the selection process is undertaken by the Local Selection Panel, may
lodge a formal appeal against irregularities in the process that may have
affected the outcome. (See Appendix 4).
5.2
Teachers who have grievances that emerge from the selection process are
also able to pursue these through existing legislation and industrial
agreements.
Appointment Conditions
6.1
Teachers appointed through processes described in this document may be
identified under required placement procedures in accordance with the
processes detailed in Appendix 8.
6.2
A teacher in the Priority Placement Pool or the Permanent Teacher Register
will only be appointed to a position within the range of time stated in their
application or at their substantive fraction of time. If appointed to an on-going
position through processes described in this document, the teacher takes on
the fraction of time described in the position. This becomes the teacher’s new
substantive fraction of time.
6.3
A teacher appointed to an on-going advertised position will take on the fraction
of time described in the position. This becomes the teacher’s new substantive
fraction of time.
6.4
A teacher appointed through processes described in this document and who
wishes to vary their fraction of time on a temporary or on-going basis, may
seek to do so in line with the Part-Time Teachers Policy.
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Recruitment and Selection of Teaching Staff in the School Sector
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APPENDIX 1:
DEFINITIONS
Appointment
Restrictions
Permanent teachers have varied appointment
restrictions according to a range of factors. They
include:
 at the end of a limited placement appointment - an
appointment in an on-going or temporary position
within 45 km of the residence from which they daily
commuted to the tenured appointment;
 in a metropolitan PAT appointment - an
appointment in an on-going or temporary position
within 45 km of the residence from which they daily
commuted to the tenured appointment;
 in a Country PAT appointment – an appointment in
an on-going or temporary position within a district
listed on the Application for Employment from
which they gained permanency;
 if identified through Required Placement - an
appointment in an on-going or temporary position
within 45 km of the residence from which they daily
commuted to the tenured appointment;
 at the end of a tenured leadership or seconded
teacher position – see definition of “Right of
Return” in Appendix 1 - Definitions;
 actioning a Country to Metropolitan Guarantee –
see Appendix 10;
 actioning a “Remote Country to Nearer Country”
Guarantee – an appointment in an on-going
position in a country school closer to Adelaide.
Country to
Metropolitan
Guarantee
Permanent teachers appointed to a country school prior
to 1996 (or those appointed to a country school in 1996
and whose letter of appointment states that they have a
guarantee) who are entitled to exercise a guarantee and
who have taught for four or more years consecutively in
the country are guaranteed a placement in the
metropolitan or extended metropolitan area. Further
details can be found in Appendix 10.
Curriculum Subject
and Skill Codes
A list of curriculum subject and skill codes is published in
Appendix 6. The list will be reviewed annually and may
be updated through agreement between the AEU and
DECS.
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Eligibility to apply for
an alternative on-going
appointment
A permanent teacher who has completed 3 years in an
on-going position in one school is entitled to seek an
alternative on-going appointment in another school.
A permanent teacher who actioned a remote country to
country guarantee is entitled to seek an alternative ongoing appointment in another school (country or
metropolitan school) following 2 years in the closer
country school.
A permanent teacher who has completed two years
service in a designated remote country school is able to
apply for open advertised positions in the metropolitan
area.
A permanent teacher who has completed 3 years in
Country PAT appointments is entitled to seek an
appointment in the metropolitan area.
Employable Teacher
Register
The Employable Teacher Register contains qualified and
registered teachers who are not currently permanent
DECS teachers and who are seeking temporary or
permanent employment as teachers with DECS and who
meet minimum DECS employment criteria. People in
this group are referred to as “employable teachers”.
The register is centrally managed and includes:
 a list of applicants seeking employment as a
teacher with the Department of Education and
Children’s Services (DECS).
 information on applicants including, but not
restricted to:
o basic personal details such as name,
address, phone number etc;
o curriculum areas, levels of schooling and
skills;
o minimum employment criteria such as
teacher registration, health declaration, first
aid training etc;
o a list of referees.
Eligible Employable
Teachers
People who are:
 not currently a permanent teacher in DECS and
who are in the Employable Teacher Register and
who meet minimum DECS employment criteria.
 able to meet DECS minimum employable criteria
and who are not currently part of the Employable
Teacher Pool.
Hard to Staff
Curriculum Subjects
A list of curriculum subjects, which are classified as hard
to staff, is published in Appendix 5. The list will be
reviewed annually and may be updated through
agreement between the AEU and DECS.
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Involuntary PAT
A teacher, who needs to be placed and who has been
appointed to a temporary position, not of choice. A
teacher who is placed into a temporary position of choice
is not an involuntary PAT.
Limited Placement
Scheme
The Limited Placement Scheme was introduced as part
of the Curriculum Guarantee Package in 1990 and
provides tenure of 10 years for “permanent placements”
in the extended metropolitan area.
Further details can be found in Appendix 9.
Local Selection Panel
The Local Selection Panel consists of the Principal (or
nominee) and an AEU representative, elected by
financial AEU members on the staff. The Principal (or
nominee) will chair the panel. Wherever possible,
gender balance will be maintained on the panel. During
panel considerations, either panel member can refer
concerns or seek process clarification from the
Superintendent, Site Human Resources (or delegate) or
the President, AEU (SA Branch) (or delegate).
On-going Position
A position which is open ended and does not have an
end date. Until the Limited Placement Scheme is
phased out, an on-going position will also be defined to
include those 10 year positions described in schools in
which the Limited Placement Scheme still applies.
An on-going position can be described when:
 the position is vacant and no existing, permanent
teacher holds right of return to the position;
 a new position is created which can be funded on
an on-going basis from the school’s resource
budget.
If a vacant position meets either of the above criteria
then it would normally be expected that an on-going
position would be described.
Permanent Against
Temporary (PAT)
Teacher
A PAT is a permanent teacher who is placed in a
temporary position. Whilst this would normally be in an
on-line temporary position it may be in a supernumerary
position (Temporary Placed Teacher (TPT)).
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Permanent Teacher
Register
5 May 2006
The Permanent Teacher Register contains permanent
teachers who do not hold an on-going appointment and
require a placement.
The register is centrally managed and contains:
 teachers returning from leave and not holding a
right of return to a specific position;
 unplaced teachers. This would include teachers in
Permanent Against Temporary (PAT) (excluding
the group of 4 year involuntary PATs) and
Temporary Placed Teachers (TPT) positions;
 teachers identified through the Required
Placement Process;
 teachers identified through the Limited Placement
Scheme;
 teachers completing a tenured position (including
leadership and seconded teacher positions) and
who do not hold right of return;
 teachers who are actioning a Remote Country to
Nearer Country Guarantee;
 Aboriginal teachers employed through the
Aboriginal Employment Strategy;
 Country Student Scholarship recipients completing
their course of study;
 Early Targeted Country Graduate Scheme recruits.
All teachers in the Permanent Teacher Register are able
to be considered equally for positions.
Vacancies greater than 12 months would be managed
by the Local Selection Panel.
The Local Selection Panel would be able to use the
written application, seek referee comments and conduct
an interview (the interview is an optional part of the
process).
Senior Site HR Consultants would manage the selection
process for temporary positions with tenure of 12 months
or less and be able to:
 seek referee comments to verify any aspect of the
teacher’s application;
 contact the teacher directly to seek further
information;
 contact the Principal to clarify issues relating to the
position.
Placement points would not be considered in the
selection process.
Only single “upgrades” would occur. They are from a
short term temporary position (less than one year) to a
longer term temporary position (one year or longer) to an
on-going position.
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Position Tenure
Review Panel
A joint DECS/AEU Position Tenure Review Panel
considers concerns raised relating to the tenure of a
vacant position i.e. when a temporary position is
described which appears to meet the criteria for an ongoing position. Either DECS or the AEU can initiate a
meeting of the panel and would operate on an exception
basis rather than review all temporary positions. The
panel would conduct an annual review of the terms of
reference and, if agreed by DECS and the AEU, would
be implemented.
Priority Placement
Pool
The Priority Placement Pool contains a group of
teachers who receive a priority in selection
considerations.
The pool is centrally managed and contains:
 teachers with an approved Work Cover claim who
need to be placed;
 permanent teachers who have an approved high
level Special Placement Agreement. The
Agreement would be determined by the
Superintendent, Site Human Resources and reflect
the individual circumstances;
 permanent teachers who hold a guaranteed right of
return to the metropolitan area from the country;
 teachers who have been placed as involuntary
PATs for a period of at least 4 years;
 permanent country teachers seeking an
appointment in a metropolitan location who meet
the “Eligibility to apply for an alternative on-going
appointment” criteria and are:
o in at least their 4th year of continuous country
employment in a zone 4 or 5 country school;
o in at least their 5th year of continuous country
employment in a zone 2 or 3 country school;
 permanent teachers seeking an appointment in a
metropolitan location who meet the “Eligibility to
apply for an alternative on-going appointment”
criteria and are:
o in at least their 4th year of continuous service
in an Index of Education Disadvantage
Category 1 school;
o in at least their 5th year of continuous service
in an Index of Education Disadvantage
Category 2 school.
The Priority Placement Pool will consist of three levels of
priority:
 Level 1 would consist of teachers with an
Approved Work Cover claim who need to be
placed and permanent teachers who have an
approved high level Special Placement Agreement;
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 Level 2 would consist of teachers who are still able
to use the country to metropolitan guarantee (old
transaction type “I”, “J” and “G”) and 4 year
involuntary PATs.
 Level 3 would consist of all other teachers in the
Priority Placement pool not included in Level 1 or
Level 2.
Senior Site HR Consultants would manage the selection
process and be able to:
 seek referee comments to verify any aspect of the
teacher’s application;
 contact the teacher directly to seek further
information;
 contact the Principal to clarify issues relating to the
position.
Placement points would not be considered in the
selection process. (The only use of placement points in
any aspect of the new recruitment and selection
processes would be to determine eligibility for the
different categories of old country to metropolitan
guarantees - old transaction type “I”, “J” and “G”).
Only single “upgrades” would occur. They are from a
short term temporary position (less than one year) to a
longer term temporary position (one year or longer) to an
on-going position.
Remote Country to
Nearer Country
Guarantee
Permanent teachers who have completed two years
service in a designated remote country school are
guaranteed an on-going position in another country
location which is closer to the metropolitan area. A list of
designated remote schools is to be found in Appendix 7.
Permanent teachers who have completed two years
service in a designated remote country school are able
to apply for open advertised positions in the metropolitan
area.
Required Placement
Scheme
A range of circumstances may occur when a school has
more teachers in on-going positions than can be
sustained through the normal annual resource allocation
process. This typically occurs when:
 student enrolments decline;
 curriculum needs have changed;
 schools close or amalgamate.
Details of the Required Placement Process can be found
in Appendix 8.
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Right of Return
5 May 2006
Leadership (including Seconded Teacher) Positions
These arrangements apply for leadership positions
commencing at the start of the 2007 school year.
Teachers who win a tenured leadership or seconded
teachers position of less than 12 months will hold right of
return to their previous position provided that tenure in
that position remains.
For leadership positions of 12 months or greater, the
successful applicant would lose right of return to their
previous position and become part of the Permanent
Teacher Register if they were unsuccessful in winning
another leadership position at the end of their tenure.
They would be appointed to an on-going or temporary
position within 45 km of their residence from which they
daily commuted to the tenured appointment. If the
leadership position was in the country, they may choose
to be placed in the metropolitan area if the leadership
position was won from a metropolitan school.
For seconded teacher positions of 12 months or greater,
the successful applicant would lose right of return to their
previous position and become part of the Permanent
Teacher Register if they were unsuccessful in winning
another leadership position at the end of their tenure.
They would be appointed to an on-going position within
45 km of their residence from which they daily commuted
to the tenured appointment.
Taking Leave (with or without pay)
Teachers who are in an on-going position in a school
and have a period of leave without pay of one year or
less approved which commences on or after the
beginning of the 2007 school year will maintain right of
return to their previous position provided that tenure in
that position remains. Teachers who take maternity and
top-up leave which does not go into a third school year
will maintain right of return to their previous position
provided that tenure in that position remains.
Teachers who take a period of leave with pay retain right
of return.
This arrangement does not apply to those teachers who
currently have an approval for leave without pay which
may extend into 2007.
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Special Placement
Request / Special
Placement Agreement
Teachers are able to request that additional information
is considered as part of the process of determining their
appointment. A Special Placement Request form must
be submitted and relevant detailed information attached
(can be marked “Confidential”). Requests of this type
would normally be associated with a medical condition
relating to the teacher or their immediate family. The
Superintendent, Site Human Resources would assess
the information and may establish a Special Placement
Agreement which would detail appointment constraints
or conditions. In exceptional cases (unless the teacher
is already eligible for inclusion in the Priority Placement
Pool), this may involve the teacher’s application being
included in the Priority Placement Pool.
Tandem Teaching
Appointment Request
Two teachers may request to jointly fill one position i.e.
job share. Each request will be considered on an
individual basis and success will depend on available
vacant positions and the merit of their applications
relative to other applications.
Temporary Position
A position for a fixed period of time with a specified
commencement and end date.
Temporary positions have a minimum tenure of 20 duty
days. In most situations, the maximum tenure is one
year unless the vacant position is owned by a teacher
who holds right of return for an extended period.
A temporary position can be described when:
 a teacher is out of the school and holds right of
return to the site;
 the school is undergoing a defined curriculum or
major function change project;
 the school is undergoing an enrolment decline and
an on-going position cannot be sustained.
 a teacher has an approved temporary change in
time;
 there are special short term funding arrangements;
 a position needs to be maintained behind an acting
leadership position of 12 months or less.
In the situations described above, schools are not
required to describe a temporary position and may
describe an on-going position if other factors and
management strategies are available.
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Tied Appointment
Request
A teacher may "tie" an application for appointment with
another teacher when seeking a:

non-guaranteed relocation from a country school
to a metropolitan school;
 relocation from a metropolitan school to a country
school;
 relocation from one country school to another.
Tied placements will only be effected when both
teachers seeking tied placements can be placed. In
some popular country locations this is very difficult to
achieve.
When two teachers decide to tie their
applications they need to ensure they clearly indicate
their tied partner on their application. If it is not possible
to appoint both teachers, then neither teacher will be
relocated.
Tied appointments cannot be used when actioning a
guaranteed return to the metropolitan area, a guaranteed
remote country to nearer country relocation or for
relocation from one metropolitan appointment to another.
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Recruitment and Selection of Teaching Staff in the School Sector
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APPENDIX 2:
LOCAL SELECTION PRINCIPLES
General Principles:
 The maximum level of opportunity be provided to schools to select and appoint
staff through local selection;
 Local selection policies and procedures are based on providing the appropriate
range of curriculum options for students and enhance student outcomes and
school priorities;
 Local selection policies and procedures provide sites with optimum levels of
decision making in selecting staff;
 Sites have the greatest opportunity to describe their vacancies contextually and
to suit their needs;
 Local selection policies and procedures are streamlined, efficient and based on
fairness;
 Selection processes ensure that the most suitable, available and eligible teacher
is selected and appointed to the position;
 The rights of teachers are maintained through priority placement or other
appropriate strategies;
 A tri-level approach to management and conduct of selection processes when
appropriate;
 Written applications and referee comments form part of all selection processes.
Interviews may be held but are not required.
Local selection processes will:
 treat employees fairly and consistently and not subject employees to arbitrary or
capricious administrative decisions;
 prevent unlawful discrimination against employees or persons seeking
employment on the ground of sex, sexuality, marital status, pregnancy, race,
physical impairment or any other ground and ensure that no form of unjustifiable
discrimination is exercised against employees or persons seeking employment;
 afford employees reasonable avenues of redress against improper or
unreasonable administrative decisions;
 provide safe and healthy working conditions;
 prevent nepotism and patronage.
Non discriminatory selection
DECS Selection Processes must also adhere to the provisions of the Equal Opportunity
Act 1984 (SA) and related federal legislation.
In the context of selection, discrimination occurs when a person receives less favourable
treatment on the grounds of sex, sexuality, marital status, pregnancy, age, race or
impairment, or on the basis of a characteristic (or presumed characteristic) of these
grounds.
Setting an unreasonable requirement can also amount to unlawful discrimination, where
more members of one sex (or race etc.) are able to meet that requirement, than members
of the opposite sex (or another race etc) and when that requirement is not reasonable in
the circumstances of the case.
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Such less favourable treatment can occur at any stage of a selection process from the
placement of an advertisement, the manner in which an interview is conducted, to the
determination of recommendations.
Discrimination in selection can be blatant and overt but more often it is subtle and
unintended. Both forms are nevertheless unlawful and steps must be taken to ensure
they do not occur.
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APPENDIX 3:
SELECTION CRITERIA
The following arrangements will apply to the 2006-2007 selection processes. A joint
DECS/AEU Working Party will be established to review the selection criteria by 31 March
2007. The policy will be amended to incorporate any changes agreed between AEU and
DECS.
The following selection criteria, considered in the context of the position descriptor
(subject/skill codes and position context statement), form the basis of the selection
process.
Relationships:
 ability to establish and maintain effective relationships.
Student Learning:
 an understanding of how students learn and the ability to facilitate student
learning through inclusive and effective methodologies.
Curriculum:
 knowledge of current curriculum in the relevant area.
Safe Work Practices:
 a commitment to safe work practices and a safe work environment.
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APPENDIX 4:
LOCAL SELECTION PANEL PROCESSES
Establishing the panel
The Local Selection Panel consists of the Principal (or nominee) and an AEU
representative, elected by financial AEU members on the staff. The Principal (or
nominee) will chair the panel. Wherever possible, gender balance will be maintained on
the panel.
Schools with significant enrolments of Aboriginal or Torres Strait Islander students,
students from non English speaking backgrounds or students with disabilities
For schools with significant enrolments of students who are Aboriginal or Torres Strait
Islander, from non English speaking backgrounds or with disabilities the selection panel
will, wherever possible, contain at least one person with recognised expertise in relation to
the educational needs of these students. When it is not possible to directly include this
expertise on the panel, the panel may wish to seek expert advice and input during the
selection process.
Seeking Advice During the Selection Process
During panel considerations, either panel member can refer concerns or seek process
clarification from the Superintendent, Site Human Resources (or delegate) or the
President, AEU (SA Branch) (or delegate).
Alternative Panel Composition
Approval to vary the composition of any panel must be obtained in writing from the
Executive Director, Office of People and Culture.
Training
The Chairperson and AEU Nominated Panellist are required to undertake the designated
training to participate on Local Selection Panels.
Chairperson Responsibilities
The chairperson is responsible for managing the selection process and must:
 be thoroughly familiar with selection procedures;
 establish the panel;
 ensure the panel process operates appropriately;
 manage the administration of all aspects of the selection process;
 ensure that panellists are familiar with the need for confidentiality and the
implications of any breach of confidentiality;
 complete the panel report with the other panellist;
 retain panellists’ working notes made during the selection process ;
 retain and ensure secure storage of required documentation at the school for a
period of 12 months.
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The chairperson must keep each applicant informed about the process of selection by:
 acknowledging receipt of applications;
 notifying all applicants promptly with respect to short listing, appeal rights and the
approved nomination;
 informing applicants about significant delays if they occur.
AEU Nominated Panellist Responsibilities
AEU nominated panellists are expected to:
 participate in and contribute equally to all stages of the selection process
including the panel report;
 treat all information obtained as confidential, including after the appointment has
been made;
 keep notes of information gathered during the selection process and give these
to the chairperson at the conclusion of the selection process.
Selection Process
Selection is made on the basis of information about an applicant. It is important to choose
a selection process that will give useful and reliable information.
Sources of information are the written application and referee comments. Referee
comments are a required part of the panel process for final short listed applicants.
Interviews may also be held but are not required. The evaluation or decision making
process depends on the panel collecting information in a structured, systematic manner.
Selection decisions will be based on an assessment of individual applicants against the
Position descriptor and the selection criteria (See Appendix 3).
Late applications
The Local Selection Panel will determine if late applications will be accepted. This would
usually occur only in extenuating circumstance, such as illness or family bereavement.
The period for extension is negotiated between the applicant and the chairperson.
Applications which are postmarked prior to the advertised closing time must be accepted.
In cases when an application has been posted but is unlikely to arrive before the specified
closing time, it is highly recommended that the applicant advise the chairperson of a
possible delay so that appropriate arrangements can be made.
Once a panel has decided to accept a late application, it is treated in the same way as
other applications.
Short listing process
Applicants are short listed according to the degree to which their application meets the
position descriptor and selection criteria (See Appendix 3).
Prior to short listing the chairperson should ensure:


5 May 2006
agreement is reached by the panel on a common understanding of the position
descriptor and selection criteria;
a copy of each application is then made available to all panel members.
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The basis for short listing:

the initial basis for short listing is the written application. The responsibility rests
with the applicant to present the panel with the relevant information in their
application;

all persons whose applications indicate that they meet the position descriptor
and selection criteria should, in the first instance, be included on the shortlist.
This list can be reduced to a manageable size, if necessary, by determining the
degree to which candidates meet the requirements of the position;

in instances where an application alone does not provide enough information
from which to shortlist, the panel may seek additional information through referee
comments.
Referees
Information from referees complements other sources of evidence available to the panel.
It is important to substantiate information provided by the applicant especially when this
information is significant in the final decision.
The applicant’s current Principal and Line Manager will be referees and will be identified
through the application process as well as applicant nominated referee(s). In exceptional
circumstances, an applicant may negotiate alternative referees to the Principal and Line
Manager with the Executive Director, Office of People and Culture.
Referees may be contacted more than once, if appropriate, and at any stage of the
process, including during short listing. Every Panel must contact at least one referee for
each final short listed applicant. Where applicants do not meet the position descriptor and
selection criteria, or are not part of the final short list, the panel is not required to contact
referees. Similarly, the panel is not required to seek information from all referees for any
one applicant.
Un-named Referees
 At times it may be necessary for panel members to extend their inquiries to other
referees not named by the applicant in order to ensure the information is
comprehensive and accurate. These people are 'un-named' referees;
 The panel cannot contact an un-named referee without the consent of the
applicant;
 The applicant will be contacted by a member of the Local Selection Panel. They
will be informed of the broad areas, relevant to the position descriptor or selection
criteria, about which the panel wishes to seek further information and given the
opportunity to suggest further referees.
Guidelines for obtaining referees comments:
 Prior to contacting referees, the panel prepares a set of questions based on the
position descriptor and selection criteria in the light of information gained from the
applicant’s written application. Follow up questions may be necessary;
 When telephone contact is made or an oral report is received, referee’s
comments must be noted and read back to check the accuracy of content and
emphasis;
 In cases where conflicting information is provided by referees this should be
further explored by the panel.
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Interviews
Once short listing has been completed, the panel must determine whether or not to
conduct interviews. Schools are not required to interview applicants. If they choose to
conduct interviews, no other staff member at either the school which has advertised the
position or the applicant’s school will be required to cover any absences created by Local
Selection Panel members or applicants.
Where short listed applicants are identified for interview they should be given sufficient
notice prior to the interview and be not less than a minimum of 2 working days notice.
Factors such as distance, interview complexity and special needs should be taken into
account by the panel when scheduling interviews for applicants.
The Local Selection Panel will determine the method of interview. A range of interview
methods such as “face-to-face” or telephone/video conferencing may be used. The same
interview method must be used for all applicants to be interviewed for each position.
If an applicant is unable to participate in the interview, every endeavour should be made
by the panel to reschedule the interview on the basis of each individual case.
All costs associated with the interview will be met by the school which has advertised the
position in consultation with the applicant and the Principal of the applicant’s school.
Guidelines for interviews
Panels should ensure that:
 the interview is held in a location which is private;
 special requirements for applicants with disabilities are accommodated;
 the time frame for the interview is made clear to the applicant;
 notes are taken during the interview to be used in the final evaluation of
information obtained during the process.
Prior Knowledge and Conflict of Interest
Prior knowledge is information held by a panellist that is directly relevant to an applicant’s
ability to meet the requirements of the position. If a panellist believes this would impact
adversely on the individual's ability to achieve the desired outcomes of the position then
this knowledge may be discussed confidentially with the chairperson.
It is the
chairperson’s responsibility to determine whether action is required. Prior knowledge,
which may impact on the selection process, should be clarified through appropriate
questions either during the interview, with referees or by other selection methods being
used by the panel.
To avoid nepotism and patronage or the appearance thereof, it is important there is no
conflict of interest in selection processes due to the nature of the relationship between
individual panellists and applicants. Any potential conflict of interest should be declared at
the commencement of the selection process (or as soon as the panellist becomes aware
of a potential conflict of interest).
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Determining recommendations
The evaluation or decision making process depends on the panel’s deliberate collection of
information in a structured, systematic manner and then evaluation of this information
against the position descriptor and selection criteria.
During all stages of data collection, panellists should focus on the extent to which
applicants meet the criteria being evaluated. Panellists should also consciously attempt to
suspend relative judgement on applicants until all information has been gathered.
Panellists will of course gain impressions of candidates during the selection process, and
it is important that such impressions be confirmed by other sources such as referee
comments or interview.
During the decision making process panellists should provide clarification of their views as
logically as possible, using evidence based on the information gathered. Panellists must
not be pressured to change their views.
If agreement cannot be reached, both panellists should complete and forward a panel
report to the Executive Director, Office of People and Culture for determination. Possible
determinations may include, but not be restricted to:

requesting that the panel seek further information on one or more applicants
through further referee comments or interview;

establish a new panel to undertake the selection process;

approve the re-advertisement of the position;

authorising an appointment.
Panel Reports
The panel is required to complete a panel report. All panellists are to be involved in
determining the content of the panel report and the recommendations. The panel report
must be based on the degree to which each applicant has met the requirements of the
position and demonstrates the ability to achieve the outcomes of the position.
The panel report should include the following information:
 the details of the position, panellists and selection procedures;
 names of applicants not short listed and reasons for these decisions;
 comments on all short listed applicants in terms of the position descriptor and
selection criteria;
 summaries of referee comments for individual applicants (where applicable);
 recommendations in rank order and reasons.
Storage of Panel Records
 All panel reports, including working notes, must be stored confidentially at the
worksite for 2 years.
Life of Recommendations
Recommendations for externally advertised positions will remain active within the school
year in which the initial nomination was approved.
Other recommended applicants may be accessed in priority order if the position becomes
vacant during this period without the need for re-advertisement and further selection
process.
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Appeal Process
The following arrangements will apply to the 2006-2007 selection processes. A joint
DECS/AEU Working Party will be established to review the appeal process by 31 March
2007. The policy will be amended to incorporate any changes agreed between AEU and
DECS.
Applicants for externally advertised positions with tenure of greater than 12 months may
lodge a formal appeal against irregularities in the selection process which may have
affected the outcome.
Within 5 working days of receiving notification from the Chair of Local Selection Panel that
the panel has made a recommendation, the appellant must submit a written appeal with
the Executive Director, Office of People and Culture. The appeal must include the
reason(s) as to why the appellant believes there has been a serious irregularity in the
selection process which would affect the outcome.
The Executive Director, Office of People and Culture notifies the Superintendent, Site
Human Resources that an appeal has been lodged and the position is placed on hold.
The Executive Director, Office of People and Culture initiates an investigation through the
Manager, Ethical Standards and Merit Protection Unit.
Once the investigation is completed, a recommendation is forwarded to the Executive
Director, Office of People and Culture for determination. The Executive Director, Office of
People and Culture informs the appellant of their decision in writing and gives reasons for
the decision.
If the appeal is dismissed, the position would then proceed to be filled from the list of
nominated applicants. If the appeal is upheld, the Executive Director, Office of People
and Culture determines the course of action to be taken which may include, but not be
constrained to, the current Local Selection Panel being reconvened to undertake further
selection processes, the establishment of a new Local Selection Panel or that the position
be re-advertised and a new selection process commenced.
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APPENDIX 5:
HARD TO STAFF CURRICULUM SUBJECTS
This Appendix contains a list of curriculum subjects which are classified as hard to staff.
The list will be reviewed annually and may be updated through agreement between the
AEU and DECS.
Languages Other Than English (only Japanese and Indonesian)
Special Class (mainstream schools)
Special Education Curriculum Subjects in Special Schools or Special Units
New Arrivals Program
Senior School Technology Studies
Senior School Home Economics
Dance
Psychology
Agriculture
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APPENDIX 6:
LEVELS
OF
SCHOOLING,
BROAD
TEACHING
CURRICULUM SUBJECTS AND SKILLS CODES
AREAS,
This Appendix contains a list of broad teaching areas, curriculum subjects and skills. The
list will be reviewed annually and may be updated through agreement between the AEU
and DECS.
Levels of Schooling
Pre-school
Junior Primary
Primary
Middle School
Secondary
Broad Teaching Areas
Aboriginal Education
English
English as a Second Language and New Arrivals
Health and Physical Education
Home Economics
Languages other than English
Mathematics
Science
Society and Environment
Special Education
Technology
The Arts
Curriculum Subjects
Aboriginal Education
Aboriginal Studies (Yrs 11/12)
Accounting (Yrs 11/12)
Agricultural & Horticulture (Yrs 8-12)
Ancient Studies (Yrs 11/12)
Arabic
Art
Art, Three Dimensional
Art, Two Dimensional
Augmentative Communication (alternative/additional communication systems)
Auslan
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AN
AB
AC
AG
AS
AI
AT
AK
AW
AQ
AZ
Page 28 of 43
Australian Indigenous Languages (specify)
Australian Studies (Yrs 11/12)
Automotive/Power Technology (Yrs 11/12)
Biology (Yrs 11/12)
Business Studies (Yrs 11/12)
Chemistry (Yrs 11/12)
Child Studies (Yrs 11/12)
Chinese
Classical Studies (Yrs 11/12)
Community Studies (Yrs 11/12)
Computer Aided Design/Manufacture (Yrs 11/12)
Construction Technology (Yrs 11/12)
Contemporary Issues & Science (Yrs 11/12)
Counselling
Craft
Croatian
Dance
Design
Disruptive Behaviour
Drama
Dutch
Early Childhood Education (K-2)
Economics (Yrs 11/12)
Education of children/students who are Emotionally Disturbed
Education of children/students who are Vision Impaired
Education of children/students with Intellectual Disabilities
Education of children/students with Multiple Disabilities
Education of children/students with Physical Disabilities
Electricity/Electronics (Yrs 11/12)
Electronic Media (Yrs 11/12)
Energy Technology (Yrs 11/12)
Engineering Materials (Yrs 11/12)
English (Yrs 8-12)
English as a Second Language
English as a Second Language (Yrs 11/12)
Environmental Education (Yrs R-7 or 8-10)(Incl. Land Care)
Environmental Studies (Yr 11)
Family Studies (Yrs 11/12)
Filipino (Tagalog)
Financial Services (Yrs 11/12)
Food & Hospitality (Yrs 11/12)
French
Geography (Yrs 8-12)
Geology, Earth Science (Yrs 11/12)
German
Health and Personal Development (Yrs R-7)
Health Education
Hindi
History (Yrs 8-10)
History, Australian (Yrs 11/12)
History, Modern (Yrs 11/12)
Home Economics (Yrs 8-10)
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Recruitment and Selection of Teaching Staff in the School Sector
AV
AX
PT
BL
BS
CH
CZ
CI
CS
CY
CX
BU
SI
CG
AH
CA
DA
DE
DB
DR
DU
EF
EC
EE
VI
ID
MY
EP
AE
ME
ET
EM
EG
TL
TX
EY
ES
FZ
FL
FS
FH
FR
GG
GL
GM
HQ
HA
HB
HI
HU
HZ
HE
Page 29 of 43
Hungarian
Indonesian
Information Processing & Publishing (Yrs 11/12)
Information Technology
Instrumental Music
Italian
Japanese
Junior Primary (Yrs R-2)
Khmer
Latin
Latvian
Legal Studies (Yrs 11/12)
Lithuanian
Malay
Maritime Studies (Yr 12)
Materials Technology (Yrs 11/12)
Mathematical Applications (Yrs 11/12)
Mathematical Methods (Yrs 11/12)
Mathematical Studies (Yrs 11/12)
Mathematics (Yrs 8-10)
Mathematics, Business (Yrs 11/12)
Media Studies
Metalwork (Yrs 8-12)
Middle School (Yrs 6-10)
Modern Greek
Music
Natural Resources Management (Yr 12)
New Arrivals Program
Nutrition & Lifestyle (Yrs 11/12)
Nutrition Studies (Yr12)
Oral/Aural Communication for children/students with Hearing
Impairments
Other language
Other Technologies
Outdoor Education
Persian
Philosophy (Yrs 11/12)
Photography (Yrs 11/12)
Physical Education
Physics (Yrs 11/12)
Polish
Politics (Yr 12)
Preschool (Kindergarten/Child Parent Centre)
Primary (Yrs 3-7)
Psychology (Yrs 11/12)
Recreation Activities
Religion Studies (Yrs 11/12)
Retail (Yrs 11/12)
Russian
Science (Yrs R-12)
Serbian
Small Business Enterprise (Yr 12)
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Recruitment and Selection of Teaching Staff in the School Sector
HO
IN
IQ
IF
MI
IT
JA
JP
KH
LA
LV
LG
LT
ML
MQ
TQ
MX
YM
YX
MA
BM
FV
MW
MM
GK
MU
NR
TZ
NZ
NY
OA
ZL
ZV
OE
PF
PZ
PH
PE
PC
PO
PG
PS
PR
PW
RC
RE
RT
RU
SC
SB
SM
Page 30 of 43
Social Studies, Social Science
Society & Environment (Yrs R-10)
Spanish
Special Education (Peripatetic Support)
Special Education (School/ Preschool Based)
Special Education (Special Class)
Specialist Mathematics (Yrs 11/12)
Teacher Librarian
Technical Drawing (Yrs 8-12)
Technology & Society (Yrs 11/12)
Technology (Yrs R-7)
Technology Studies (Metalwork, Woodwork, Plastics)
The Arts (Yrs R-7)
Total Communication for children/ students with Hearing Impairments
Tourism (Yrs 11/12)
Ukrainian
Vietnamese
Visiting Teacher Service (also need to nominate whether VI/TO/OA)
Vocational Education and Training
Women’s Studies (Yrs 11/12)
Work Education (Yrs 11/12)
SS
SV
SP
SX
SL
SZ
YZ
LI
TD
TE
TP
TS
ZD
TO
TU
UK
VT
VS
VE
WS
WD
When the Vocational Education and Training (VE) Curriculum Subject code is used,
one or more of the following must be referenced:
Amenity Horticulture
Animal Care & Management
Automotive Industry- Retail Service & Repair
Business Services
Community Recreation
Community Services – Support Work
Community Services – Aged Care
Community Services – Child Care
Conservation & Land Management
Civil Construction
Electrotechnology
Entertainment
Film, TV, Radio, Multimedia - Film
Film, TV, Radio, Multimedia - Radio
Film, TV, Radio, Multimedia - Mutimedia
Financial Services
Food Processing - Viticulture
Food Processing - Baking
Furnishing
General Construction
Hairdressing
Health
Hospitality - Operations
Hospitality – Kitchen Operations
Information & Communications Technology
Laboratory Operations
Maritime
Music
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Outdoor Recreation
Plastics, Rubber & Cablemaking
Printing & Graphic Arts
Property Development & Management
Racing Industry - Stablehand
Retail
Rural production
Seafood Industry - Aquaculture
Sport Industry
Textiles, Clothing & Footwear - Fashion
Tourism
Transport & Distribution
Visual Arts, Craft & Design
Skills
Aboriginal Schools
Adult Learning
Anangu Schools
Distance Education
Educational Disadvantage
First Steps
Managing Extreme Behaviours
Reading Recovery
Specialist Sports Coaching (in designated Special Sports Schools only)
IS
AA
US
OC
VR
FT
IU
RR
ST
Designated Sports Schools (eligible to use the Specialist Sports Coaching (ST) code)
Adelaide High School
Cricket, Rowing
Ascot Park Primary School
Gymnastics
Blackwood High School
Netball
Brighton High School
Volleyball
Heathfield High School
Volleyball
Henley High School
Marryatville High School
Tennis
Pasadena High School
Basketball
Seaton High School
Baseball
Seaview High School
Tennis
Wirreanda High School
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APPENDIX 7:
REMOTE SCHOOLS
Schools in the listed locations are classified as remote schools for the purpose of
determining entitlement for a permanent teacher, who has completed 2 years continuous
service in a listed school, to be guaranteed an on-going position in a country school closer
to Adelaide.
Amata
Andamooka
Coober Pedy
Elliston
Ernabella
Fregon
Hawker
Indulkana
Karcultaby
Karkoo
Kenmore Park
Koonibba
Leigh Creek
Marree
Miltaburra
Mimili
Mintabie
Murputja
Oak Valley
Oodnadatta
Parndana
Penneshaw
Penong
Pipalyatiara
Port Kenny
Port Neill
Roxby Downs
Watarru
Wharminda
Woomera
Yalata
Yunta
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APPENDIX 8:
REQUIRED PLACEMENT
The term "Required Placement" refers to those situations when it is necessary to place a
teacher in another school for reasons outside the control of that teacher. This may
become necessary in circumstances such as:
 enrolments in the school have declined
 curriculum needs have changed
 the school is closing or amalgamating.
The Principal of the school manages the Required Placement Process.
1.
Required placement procedures
In order to minimise disruption to teachers, the required placement procedures will
only occur after due consideration of other options, including teacher movement,
retirements, resignations, leave without pay, requests for reduction in fraction of time
in the same school, long service leave and secondments.
When a required placement has been partially or completely finalised, if an event
occurs which achieves the necessary reduction in the identified faculty/level, for
example an unexpected resignation, teachers involved in the required placement will
have the option of returning to their original placement or accepting their new
placement.
2.
The process of required placement for teachers
Generally, it is possible to identify enrolment trends, curriculum needs and staff
targets in a school. These factors will impact on the school’s Resource Entitlement
Statement (RES). It is expected that the Principal and Personnel Advisory
Committee (PAC) will keep staff informed of these trends and any implications they
may have for the possibility of required placement.
3.
Staff participation in the required placement process
The Principal will consult with the PAC to establish the process to be used.
The Principal will advise the whole staff, including those teachers on leave,
secondment, or on overseas/interstate exchange who have a right of return to the
school, of the extent of the reduction required.
Once the staff has been informed of the processes to be used, the PAC will be the
group which represents the staff to assist the Principal in carrying out the various
stages of the process.
The Principal will consult with staff and ensure that they are kept informed at each
stage of the process.
4.
Identifying the faculty or year level in which reduction will occur
The PAC identifies the area or part of the school's program in which the reduction
can be effected. This should be done by using curriculum, professional and
organisational criteria such as the spread of enrolments throughout the year levels,
and associated classroom organisation.
Each curriculum area should be considered to determine whether a reduction in that
area would seriously impair the school's capacity to implement its own approved
curriculum priorities as reflected in the school's planning documentation.
5 May 2006
Recruitment and Selection of Teaching Staff in the School Sector
Page 34 of 43
5.
Identifying teachers for required placement
Professional criteria should be considered in order to identify individual staff who are
particularly significant to the implementation of the education program of the school.
These staff will have immunity from required placement. Reference should be made
to the various school plans to clarify the basis for each decision.
Teachers whose temporary placements carry from one year to the next, teachers on
leave who hold right of return to a position at that school and teachers employed on
a fractional basis are subject to the required placement procedures under exactly
the same conditions as full-time teachers including full consultation where possible.
Teachers on exchange are excluded from required placement for the year of their
exchange. In normal circumstances, teachers in their first three years of permanent
establishment placement in a school are exempt from required placement.
Teachers may wish to consider a change in fraction of time, in order to avoid the
need for a required placement providing that the change in time meets the
curriculum needs of students and removes the need for the required placement to
proceed. Teachers are not required either to increase or decrease their fraction of
time worked in order to facilitate an adjustment to the level of staffing in the school
unless it is their wish to do so.
6.
Potential candidates for required placement
When teachers have been identified as potential candidates for required placement
in accordance with the procedures outlined above, they will be advised, in writing, of
this by the Principal.
Identified candidates are all required to complete a “Priority Placement Pool or
Permanent Teacher Register” form.
7.
Placement of teachers under required placement
An appropriate placement is either an on-going or temporary position within 45km of
the teacher’s residence from which they daily commuted to their current
appointment.
5 May 2006
Recruitment and Selection of Teaching Staff in the School Sector
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APPENDIX 9:
LIMITED PLACEMENT SCHEME
The Limited Placement Scheme will be phased out in all schools. For 2007, this scheme
will be eliminated in Index of Educational Disadvantage, Categories 1 and 2 sites. The
phasing out process would be negotiated with the AEU and consider factors such as, but
not restricted to, retirement and resignation rates.
Essential features
Limited placement only applies to schools in the extended metropolitan area.
Teachers in their tenth year or more of service in the school, including those on leave
must complete a “Priority Placement Pool or Permanent Teacher Register” form.
The 10-year period for an individual teacher will commence from the first year a teacher
takes up an on-going appointment in the school. The 10-year span will include all periods
of approved leave (with or without pay), acting positions, teacher exchanges and fixed
term appointments, within the school.
Teachers undertaking tenured leadership positions, or secondments in different locations,
and who maintain their right of return to their school according to the agreed rules, count
that period towards the 10 years fixed term placement in that school.
The following are to count as one school, retrospectively:
 Child Parent Centres (CPCs) are part of the parent school and therefore, are
included in the placement process for all purposes;
 amalgamated schools;
 multi-campus schools in which a preferential placement system applies to
teachers moving between those schools making up the multi-campus entity.
No teacher affected by Limited Placement, is required to move from their place of
residence.
No teacher is required to travel more than 45km each way from his or her place of
residence.
Teachers will not be required to move more than three times from a permanent position in
their teaching career as a result of the 10-year Limited Placements Policy.
Teachers are able to apply for placement back at the same school and be considered
together with any other applicant(s).
Once teachers have been appointed to a school they will not normally be considered for
required placement for a subsequent 3 years.
An appropriate placement is either an on-going or temporary appointment within 45 km of
the residence from which they daily commuted to the tenured appointment.
5 May 2006
Recruitment and Selection of Teaching Staff in the School Sector
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APPENDIX 10: COUNTRY TO METROPOLITAN GUARANTEE
Permanent teachers appointed to a country school prior to 1996 (or those appointed to a
country school in 1996 and whose letter of appointment states that they have a
guarantee) who are entitled to exercise a guarantee and who have taught for four or more
years consecutively in the country are guaranteed a placement in the metropolitan or
extended metropolitan area.
Guaranteed return to the metropolitan area no longer applies for teachers recruited to
permanent positions in the country commencing after 24 January 1996.
Permanent teachers appointed prior to 1996 are entitled to exercise transaction type 'G'
(less than 30 placement points) if they:
 have taught for four or more years consecutively in the country, at least the last
three years of which have been in the same school as a permanent teacher,
or
 are teachers currently covering temporary country vacancies (PAT) and have
taught for four or more years consecutively in the country,
or
 have taught for three or more years consecutively in a remote country location
or
 are teachers in the final year of a leadership or seconded teacher position in the
metropolitan area and having previously held eligibility for a guarantee which has
not yet been exercised.
A teacher returning from a country location using a “G” transaction is guaranteed either:
 a permanent appointment anywhere in the extended metropolitan area. The 45
km rule does not apply in this case.
 a one year position within 45 km of a designated suburb in the inner metropolitan
area.
Permanent teachers appointed prior to 1996 who are entitled to exercise a guarantee and
who have taught for four or more years consecutively in the country and who have
accumulated 30 or more, but less than 50, placement points are entitled to use a ‘J’
transaction type. They are entitled to nominate two groups of extended metropolitan
districts for a guaranteed on-going placement, provided that they:
 have taught for four or more years consecutively in the country, at least the last
three years of which have been in the same school as a permanent teacher,
or
 are teachers currently covering temporary country vacancies (PAT) and have
taught for four or more years consecutively in the country,
or
 have taught for three or more years consecutively in a remote country location
or
 are teachers in the final year of a leadership or seconded teacher position in the
metropolitan area and having previously held eligibility for a guarantee which has
not yet been exercised.
5 May 2006
Recruitment and Selection of Teaching Staff in the School Sector
Page 37 of 43
Permanent teachers appointed prior to 1996 who are entitled and have taught for four or
more years consecutively in the country, who have accumulated 50 or more placement
points are entitled to use a ‘I’ transaction type, are entitled to a guaranteed on-going
placement to either a list of 25 metropolitan secondary schools or 75 metropolitan primary
schools, provided that:
 have taught for four or more years consecutively in the country, at least the last
three years of which have been in the same school as a permanent teacher,
or
 are teachers currently covering temporary country vacancies (PAT) and have
taught for four or more years consecutively in the country,
or
 have taught for three or more years consecutively in a remote country location
or
 are teachers in the final year of a leadership or seconded teacher position in the
metropolitan area and having previously held eligibility for a guarantee which has
not yet been exercised.
5 May 2006
Recruitment and Selection of Teaching Staff in the School Sector
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APPENDIX 11: DESIGNATED SPECIAL INTEREST SCHOOLS
Adelaide High School
Language
Urrbrae Agricultural High School
Agricultural
Marryatville High School
Music
Brighton Secondary School
Music
Woodville High School
Music
Fremont-Elizabeth High School
Music
Mitcham Girls High School
Girls
Gepps Cross Girls High School
Girls
5 May 2006
Recruitment and Selection of Teaching Staff in the School Sector
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APPENDIX 12: DESIGNATED SPECIAL SERVICE SITES
Beafield Education Centre
Bowden Brompton School
Christies Beach Learning Centre
Cowandilla Learning Centre
Daws Road Centre
Hospital Education Service
Kilparrin Teaching and Assessment Unit
South Australian School for Vision Impaired
Warriappendi School
Youth Education Centre
5 May 2006
Recruitment and Selection of Teaching Staff in the School Sector
Page 40 of 43
APPENDIX 13: SELECTION STAGE DESCRIPTIONS
Stage 1: Early Vacancy Selection Process – on-going positions only
Recruitment and Selection of
Teaching Staff in the School Sector
Step 1
School identifies vacant or new position
 The school Principal, following consultation with the Personnel
Advisory Committee (PAC) identifies a vacant or new position.
 Only on-going positions are considered.
 The position will be described in terms of curriculum subject and
skills codes and a short descriptor relating to the vacancy context.
Step 2
Teachers in the Priority Placement Pool are considered for the position
 Teachers in the Priority Placement Pool are considered for positions through a centrally managed and operated
selection process.
 The Senior HR Consultant constructs a short list of teachers in the Priority Placement Pool based on the level of
priority and curriculum subject, and skill codes.
 The Senior HR Consultant is able to contact referees to seek verification on any aspect of the teacher’s
application.
 The Senior HR Consultant is able to contact the teacher directly to seek further information.
 When appropriate, the Senior HR Consultant is able to contact the Principal to clarify issues relating to the
position.
Suitable applicant identified
Step 3a
Applicant from the Priority Placement Pool appointed
 If a suitable teacher is identified from the Priority Placement Pool,
they are appointed to the position on an on-going basis.
No suitable applicant identified
Step 3b
Advertisement
 The position is advertised on the DECS website.
 Existing permanent and employable teachers being able to apply and be considered equally for any advertised position which meet the
following criteria:
o vacancies in country schools;
o Vacancies in SNAP and Aboriginal/Anangu schools;
o vacancies in Index of Educational Disadvantage Categories, 1, 2 or 3;
o vacancies in designated special interest schools, namely music, language, agriculture and girls schools;
o Vacancies in designated special service sites;
o vacancies in hard to staff curriculum subject areas in all schools.
 Only existing permanent teachers, eligible to transfer or needing to be placed, would be able to apply for all other vacancies not identified
above.
 A Local Selection Panel would be established and consider applications.
 Applicants must submit a written application.
 The Local Selection Panel will consider the written application and undertake referee checks. Interviews may also be held.
 At the conclusion of the appeal period, the chair of the Local Selection Panel contacts the first nominated applicant to offer the position.
 If the highest nominated applicant refuses the position, the next nominated applicant can be offered the position.
Suitable applicant identified
Step 4a
Applicant appointed
 On acceptance of the offer, if the successful nomination is an
existing permanent employee, they are appointed to the position.
 If the successful nomination is not an existing permanent
No suitable applicant identified
Step 4b
Position Unfilled
 If there are no applicants or all nominated
applicants win other positions, the position is
further considered in Stage 2.
employee, a conditional offer can be made subject to the applicant
being able to meet all minimum employment criteria. If accepted,
the nominated applicant can only be formally appointed once all
minimum employment criteria have been met.
5 May 2006
Recruitment and Selection of Teaching Staff in the School Sector
Page 41 of 43
Stage 2: General Selection Process – on-going and temporary positions
Step 1
School identifies vacant or new position



Recruitment and Selection of
Teaching Staff in the School Sector
The school Principal, following consultation with the Personnel Advisory Committee (PAC) identifies a vacant or new position.
Both on-going and temporary positions are considered.
The position will be described in terms of curriculum subject codes and skills and a short descriptor relating to the vacancy context.
Step 2
Teachers in the Priority Placement Pool are considered for the position





Teachers in the Priority Placement Pool are considered for positions through a centrally managed and operated selection process.
The Senior HR Consultant constructs a short list of applicants in the Priority Placement Pool based on the level of priority and curriculum subject, and skill codes.
The Senior HR Consultant is able to contact referees to seek verification on any aspect of the teacher’s application.
The Senior HR Consultant is able to contact the applicant directly to seek further information.
When appropriate, the Senior HR Consultant is able to contact the Principal to clarify issues relating to the vacancy.
Suitable applicant identified
Step 3b
Teachers in the Permanent Teacher Register are considered for the position
Step 3a
Applicant from the Priority Placement Pool appointed

No suitable applicant identified







The Permanent Teacher Register would be centrally managed.
Teachers in the Permanent Teacher Register are considered for positions. For on-going positions, the selection process occurs at the local site through the establishment of a Local Selection Panel.
For temporary positions, the selection occurs through a centrally managed and operated selection process.
For on-going positions, the Local Selection Panel is able to obtain a matching run, which lists applicants in the Permanent Teacher Register who match the vacant position.
The order in which applicants are listed in the matching run reflects the degree to which each individual applicant matches the position descriptor.
The Local Selection Panel are able to use a range of selection processes including referee checks to assist in determining if an applicant from the Permanent Teacher Register is suitable for the position.
The lead in time may influence the selection processes used. In situations where there is only a very short lead in time, the selection process may only involve a referee check. The decision as to which
selection processes are used resides with the Local Selection Panel.
 At the conclusion of the selection process, the chair of the Local Recruitment Local Selection Panel contacts the first nominated applicant to advise the successful applicant of their appointment.
If a suitable teacher is identified from the Priority Placement
Pool, they are appointed to the position.
No suitable applicant identified
Suitable applicant identified
Step 4a
Applicant from the Permanent Teacher Register appointed

Step 4b
Tenure of vacant or new position
If a suitable teacher is identified from the Permanent Teacher
Register, they are appointed to the position.
12 months or less
Step 5a
Select applicant from the Employable Teacher Register
 If the tenure is 12 months or less, the Employable Teacher Register will be used to fill the position.
 A Local Selection Panel would be established.
 The Local Selection Panel is able to obtain a matching run, which lists applicants in the Employable
Teacher Register who match the vacant position.
 The order in which applicants are listed in the matching run reflects the degree to which each individual
applicant matches the vacant position description.
 The Local Selection Panel are able to use a range of selection processes including interview and referee
checks to assist in determining if an applicant from the Employment Register is suitable for the position.
The lead in time may influence the selection processes used. In situations where there is only a very short
lead in time, the selection process may only involve a referee check. The decision as to which selection
processes are used resides with the Local Selection Panel.
Suitable applicant identified
No suitable applicant identified
Greater than 12 months
Step 5b
Advertisement
 The position is advertised on the DECS website.
 Existing permanent and employable teachers being able to apply and be considered equally for any advertised position which meet the following criteria:
o vacancies in country schools;
o Vacancies in SNAP and Aboriginal/Anangu schools;
o vacancies in Index of Educational Disadvantage Categories, 1, 2 or 3;
o vacancies in designated special interest schools, namely music, language, agriculture and girls schools;
o Vacancies in designated special service sites;
o vacancies in hard to staff curriculum subject areas in all schools.
 Existing permanent teachers, eligible to transfer or needing to be placed and eligible employable teachers would be able to apply for all other vacancies not identified
above. Priority is given to existing permanent teachers.
 A Local Selection Panel would be established and consider applications.
 Applicants must submit a written application.
 The Local Selection Panel will consider the written application and undertake referee checks. Interviews may also be held.
 At the conclusion of the appeal period, the chair of the Local Selection Panel contacts the first nominated applicant to offer the position.
 If the highest nominated applicant refuses the position, the next nominated applicant can be offered the position.
Suitable applicant identified
Step 6a
Applicant from the
Employable Teacher Register
appointed

If a suitable applicant is
identified from the Employment
Register, they are appointed to
the position providing they meet
all relevant minimum
employment criteria.
Step 6b
Position moved to Stage 3

If there are no applicants in
the Employment Register,
the position is further
considered in Stage 3.
Step 6c
Applicant appointed



No suitable applicant identified
Step 6d
Select applicant from the Employable Teacher Register
If the successful nomination is an existing permanent employee, they are offered
the position. On acceptance they are appointed to the position.
If the successful nomination is not an existing permanent employee, a conditional
offer can be made subject to the applicant being able to meet all minimum
employment criteria relevant. If accepted, the nominated applicant can only be
formally appointed once all minimum employment criteria have been met.
If the highest nominated applicant refuses the position, the next nominated
applicant can be offered the position.




A Local Selection Panel would be established.
The Local Selection Panel is able to obtain a matching run, which lists applicants in the Employment
Register who match the vacant position.
The order in which applicants are listed in the matching run reflects the degree to which each individual
applicant matches the vacant position description.
The Local Selection Panel are able to use a range of selection processes including interview and referee
checks to assist in determining if an applicant from the Employment Register is suitable for the position.
The lead in time may influence the selection processes used. In situations where there is only a very short
lead in time, the selection process may only involve a referee check. The decision as to which selection
processes are used resides with the Local Selection Panel.
Suitable applicant identified
Step 7a
Applicant from the Employable Teacher Register appointed

5 May 2006
If a suitable applicant is identified from the Employment Register,
they are appointed to the position providing they meet all relevant
minimum employment criteria.
Recruitment and Selection of Teaching Staff in the School Sector
No suitable applicant identified
Step 7b
Position Unfilled

If there are no applicants in the Employment Register,
the position is further considered in Stage 3.
Page 42 of 43
Stage 3: Late Vacancies Selection Process – temporary positions only
Recruitment and Selection of
Teaching Staff in the School Sector
Step 1
School identifies vacant or new position



The school Principal, following consultation with the Personnel Advisory Committee (PAC) identifies a vacant or new position.
Only temporary positions are considered.
The position will be described in terms of curriculum subject codes and skills and a short descriptor relating to the vacancy context.
Step 2
Teachers in the Priority Placement Pool are considered for the position





Teachers in the Priority Placement Pool are considered for positions through a centrally managed and operated selection process.
The Senior HR Consultant constructs a short list of applicants in the Priority Placement Pool based on the level of priority and curriculum subject, and skill codes.
The Senior HR Consultant is able to contact referees to seek verification on any aspect of the application relevant to the position.
The Senior HR Consultant is able to contact the applicant directly to seek further information.
When appropriate, the Senior HR Consultant is able to contact the Principal to clarify issues relating to the vacancy.
Suitable applicant identified
Step 3a
Applicant from the Priority Placement Pool appointed

If a suitable teacher is identified from the Priority Placement
Pool, they are appointed to the position.
No suitable applicant identified
Step 3b
Teachers in the Permanent Teacher Register are considered for the position
 The Permanent Teacher Register would be centrally managed.
 Teachers in the Permanent Teacher Register are considered for positions.
 The matching occurs through a centrally managed and operated selection process.
Suitable applicant identified
No suitable applicant identified
Step 4b
Select applicant from the Employable Teacher Register
Step 4a
Applicant from the Permanent Teacher Register appointed



If a suitable teacher is identified from the Permanent Teacher
Register, they are appointed to the position.


A Local Selection Panel would be established.
The Local Selection Panel is able to obtain a matching run, which lists applicants in the Employable
Teacher Register who match the vacant position.
The order in which applicants are listed in the matching run reflects the degree to which each individual
applicant matches the vacant position description.
The Local Selection Panel are able to use a range of selection processes including interview and referee
checks to assist in determining if an applicant from the Employable Teacher Register is suitable for the
position. The lead in time may influence the selection processes used. In situations where there is only a
very short lead in time, the selection process may only involve a referee check. The decision as to which
selection processes are used resides with the Local Selection Panel.
Suitable applicant identified
No suitable applicant identified
Step 5a
Applicant from the Employable Teacher Register
appointed

Step 5b
Advertise position on the DECS website

If a suitable applicant is identified from the Employable
Teacher Register, they are appointed to the position
providing they meet all relevant minimum employment
criteria.

If no suitable applicant is identified from the
Employable Teacher Register then the vacant position
is advertised on the DECS website.
Potential applicants respond directly to the chairperson
of the Local Selection Panel.
Readvertise
Suitable applicant identified
Step 6a
Applicant appointed


5 May 2006
On acceptance of the offer, if the successful nomination is an
existing permanent employee, they are appointed to the position.
If the successful nomination is not an existing permanent
employee, a conditional offer can be made subject to the
applicant being able to meet all minimum employment criteria. If
accepted, the nominated applicant can only be formally appointed
once all minimum employment criteria have been met.
Recruitment and Selection of Teaching Staff in the School Sector
No suitable applicant identified
Step 6b
Temporary appointment. Readvertise


If no suitable applicant is identified through responses to the
advertisement placed on the DECS website, a temporary
appointment may be made. This may include negotiating to appoint
a Permanent Relieving Teacher (PRT) to the vacant position.
The position continues to be advertised on the DECS website.
Page 43 of 43