4 BACKGROUND In May 2000, the report of the McCrone Study on teachers` working conditions was published. Following a series of meetings with teachers` organisations and CoSLA, ministers set up an implementation group in September with the following mandate: to examine the recommendations of the McCrone report, which require formal negotiation; consider detailed proposals for the implementation of these recommendations; Agree on the key principles that will underpin the continuation of the work to be continued after the end of the Group`s activities; and make recommendations to the three stakeholders (employers, teachers` organisations and the Scottish Executive) on these and all related issues. The implementation group was tripartite and included all teachers` organisations, employers (via COSLA) and the Scottish Executive. The group`s work schedule was tight and aimed to take into account all areas of its competence by the end of the year and to make recommendations to the Minister. The group`s work was underpinned by a common understanding of the importance of the task they were doing and by joint agreement in a number of critical areas. The central role that teachers play in the quality and effectiveness of learning in school, and the importance of the critical relationship between teacher and student appreciation that teachers are dedicated and talented professionals who aim to develop and realize the potential of each child This important work is carried out crucially in the context of social inclusion, which aims to involve every child in learning and personal development in order to ensure performance and promotion by understanding that the current conditions of teacher service are no longer able to fully support and develop the profession A recognition that this was a unique opportunity to address the issue of teacher appreciation, professional autonomy and public accountability in a way that would enhance the capacity of school education to meet the challenges of the 21st century. ==References== On this basis, the Implementation Group has begun to elaborate the conclusions set out in the following agreement. The composition of the implementation group is attached as Annex A.2 36 – Professional Teachers` Association (PAT) – Scottish Secondary Teachers Association (SSTA) 3.4 Failure to designate the number of representatives allocated by one of the parties/organisations referred to in paragraphs 3.2 and 3.3 does not invalidate any decision of the Committee. 3.5 Where a representative is unable to attend a meeting of the Committee, sub-groups or working groups, an alternate from the nominating body may attend in his or her place in accordance with paragraphs 3.2 and 3.3. 3.6 In the event of a vacancy for any reason, a new member shall be appointed from the original nominating body and shall be entitled to attend meetings of the Committee for the period of appointment of the previous member. 3.7 An Annual General Meeting is held. At the Annual General Meeting, officials, representatives of bodies and organizations, joint secretaries, the treasurer and auditors are appointed and a meeting cycle for the coming year is agreed. 3.8 The Chair of the Committee will rotate between the three constituent parties and there will be a designated spokesperson for each of the constituent parties.
4. SUB-GROUPS, WORKING GROUPS AND ADVISERS 4.1 The Committee may establish sub-groups, working groups or commission research and inquiry that serve any relevant purpose, as appropriate. For these purposes, the Committee may also appoint advisers other than those specifically appointed to advise employers and teachers. 4.2 The Committee, Sub-Group or Working Group may, by reason of its expertise or expertise, invite any person to attend and speak at a meeting. Any person attending such meetings shall not acquire any formal rights or status other than the reason for which he or she was invited to attend. 5. TASKS OF THE COMMITTEE 5.1 The Committee has the following tasks: to negotiate lasting collective agreements on wages and conditions of service that contribute to the development of a highly qualified and motivated teaching profession. 21 April 2001 The new National Negotiating Committee adopts the terms of the local framework agreement on recognition and procedures.
August April 2002 Local bargaining committees for teachers should be set up and official local recognitions and procedures signed. August April 2004 Local agreements may be concluded according to the terms of the coverage areas defined in the national agreement. All local agreements must be reported to the new National Negotiating Committee (for information). April August 2004 The new National Bargaining Committee is to conduct a thorough review of the new procedures to determine whether the balance between local and national collective bargaining should be further altered. 5.4 Wage Level Investigation It was agreed that SNCT would have the authority to commission wage level surveys or other matters which it believes would be useful in its area of competence. 19 6 1.2 Advancement in the class of certified teacher is based on qualification. The details of this approach have not yet been fully elaborated and will be implemented by the executive in cooperation with COSLA and teachers` organizations. (Assimilation agreements on the new structure for existing incumbents of promoted positions are described in Section 3, Salary) 1.3 The final salary placement in the new structure for existing incumbents of promoted positions will be determined by an employment adjustment. The development of this exercise will be carried out by the new national negotiating body, the Scottish Negotiating Committee for Teachers (SNCT) (section 5), on the basis of the following principles. The methodology for workplace sizing will be developed at national level for implementation at local authority level on the basis of consultations and agreements Each Council will reach an agreement through the local negotiating committee on the implementation timetable and the process to be applied Qualified personnel will apply the methodology; Union representatives will be trained in this work, among other things. The assessment of the workplace carried out at the local level will be carried out in a fair and transparent manner 1.4 From August 2003, all posts of head of establishment, deputy director and director will be subject to an agreed adjustment of the size of the workplace on the basis of the following criteria. Responsibilities for managing roles in schools – Human resources, finance, health and safety, well-being, students and resources Policy development and monitoring – Development and implementation of policies and plans External liaison – Cooperation with parents, caregivers, other professionals and external bodies All school activities – Participation in all activities at the school or organization level 4 3 INTRODUCTION This document describes the agreement reached to improve the professional working conditions and remuneration of teachers.
The areas of the agreement and the details discussed were achieved through a unique process of discussion and dialogue between employers, teachers` representatives and the Scottish Executive. The process required a lot of hard work, time and commitment from everyone involved. Perhaps most importantly, they have a real openness between the different interests represented, a willingness to listen and try to understand other points of view, and the determination to seize the opportunity to create a set of conditions and wages on which to build a confident and highly respected teaching profession. The process used and its success serve as a model for future discussions and negotiations. The new national and local negotiation mechanisms proposed in this agreement will operate on the basis of the model we have developed in this work. .