Common use of Table One Clause in Contracts

Table One. The Domains Skills Progression Framework Domains Domain themes Your professional skills and learning (Compulsory) This domain encompasses the acquisition, maintenance and utilisation of skills and knowledge that are above those expected in the core competencies of a competent practitioner. In this domain practitioners: • acquire and use significant and advanced professional practice skills, qualifications and competencies that contribute to the enhancement of the presence, participation and learning of children and students who have special education needs. • critically reflect on, review or evaluate practice to raise practice capability. This may include contributions to the evidence base through practice based research, publications or presentations • acquisition of skills and competencies to better enable achieving the Ministry’s objectives for Maori Your professional leadership and teaching This domain encompasses the contributions a practitioner makes to supporting and developing excellence in the professional practice of their workplace colleagues and their profession. In this domain practitioners: • pass on their professional practice and research knowledge and expertise to other practitioners at local, regional, national and international levels through activities such as mentoring, induction, supervision, direct teaching and peer review work • contribute to leadership, maintenance and development of the professional workforce • contribute to leadership on professional matters through representation • significant contributions to professional practice that have particular relevance to Maori Your work with clients, families, educators and others This domain encompasses the contributions a practitioner makes to direct provision of excellent practice to Special Education’s multiple clients; children and students, family / whanau, educators and schools and the social and health sector agencies. In this domain practitioners: • demonstrate excellence in work with the most challenging and complex clients • remove access barriers by ensuring clients are heard, client perspectives are understood and valued and responsive services are delivered in a manner which meets client needs • build inclusive communities and or capability within settings where inclusion has not been a priority • make significant contributions to service quality, innovation and/ or efficiency and support practice change • take delegated responsibility for coordination of professional task • advanced acquisition of skills and competencies which enable them to better work with ▇▇▇▇▇ Your cultural responsiveness2 This domain encompasses contributions a practitioner makes to building their own, their team’s and their profession’s advanced capacity to provide culturally responsive service In this domain practitioners demonstrate their: acquisition and use of significant and advanced cultural responsiveness skills, qualifications and competencies that contribute to the enhancement of the presence, participation and learning of children and students who have special education needs. support and/or leadership of an area of cultural responsiveness within their own service area/profession that significantly raises the cultural responsive capacity of others Advanced Maori responsiveness This practice domain advances the competencies of staff in Maori designated roles External Supervision Clause 3.13 Insert new clause: External Supervision External supervision arrangements may be considered by managers in situations where a staff member has identified specific learning needs and goals that cannot be met internally. Examples of situations where external supervision may be considered are: • where there is insufficient capacity or capability within the Ministry at that time • when professional bodies stipulate that supervision is provided by a registered member of the same occupational group as the staff member and there is inadequate capacity within the Ministry at that time. Regular review of the need for external supervision arrangements is required by supervisees and their managers. Providing approval has been obtained in advance from management, external supervision that is necessary will be paid for by the Ministry. Approval will not be unreasonably withheld. Professional Development Clause 3.14 Insert new clause: Professional Development The parties acknowledge continued professional development is beneficial. It is important that all field staff receive professional development and the Ministry supports field staff fairly and reasonably to obtain this. This includes employees in disciplines that have legal requirements to meet prescribed obligations through accessing professional development. To promote Professional Development the Ministry dedicates 2 days Professional Development Leave per annum for each union member. This leave must be applied for and approved by the employee’s Manager in advance. All professional development options including, but not limited to, professional seminars, courses, and conferences require approval from a manager holding the right delegation to be the decision maker. Approval should not be unreasonably withheld and staff acknowledge not all professional development will be approved for various reasons. For example, this could include: An inability to meet service delivery (i.e. due to a late application etc….); budget commitments; or other professional development options are available. Where employees have had their professional development declined and they are still not satisfied with the response after a discussion with the decision maker, they are entitled to formally complain about the decision and/or seek support from their union. Where parties to this employment agreement disagree, it is important that we address these issues as low a level as possible. Sometimes this means bringing in additional support for the employee and decision maker to find a solution. Professional development may be requested by individuals or groups of field staff, or suggested to employees directly by managers. Where employees are expected to share their learning with their colleagues, their manager should be clear about this expectation at the approval stage. Employees with approved professional development where travel is involved, should familiarise themselves with the relevant Ministry policies pertaining to this. Employees may apply for study leave and financial assistance where they wish to engage in further study or other external development opportunities.

Table One. The Domains Skills Progression Framework Domains Domain themes Your professional skills and learning (Compulsory) This domain encompasses the acquisition, maintenance and utilisation of skills and knowledge that are above those expected in the core competencies of a competent practitioner. In this domain practitioners: • acquire Acquire and use significant and advanced professional practice skills, qualifications and competencies that contribute to the enhancement of the presence, participation and learning of children and students who have special education needs. • critically Critically reflect on, review or evaluate practice to raise practice capability. This may include contributions to the evidence base through practice based research, publications or presentations • acquisition Acquisition of skills and competencies to better enable achieving the Ministry’s objectives for Maori Your professional leadership and teaching This domain encompasses the contributions a practitioner makes to supporting and developing excellence in the professional practice of their workplace colleagues and their profession. In this domain practitioners: • pass on their professional practice and research knowledge and expertise to other practitioners at local, regional, national and international levels through activities such as mentoring, induction, supervision, direct teaching and peer review work • contribute to leadership, maintenance and development of the professional workforce • contribute to leadership on professional matters through representation • significant contributions to professional practice that have particular relevance to Maori Your work with clients, families, educators and others This domain encompasses the contributions a practitioner makes to direct provision of excellent practice to Special Education’s multiple clients; children and students, family / whanau, educators and schools and the social and health sector agencies. In this domain practitioners: • demonstrate Demonstrate excellence in work with the most challenging and complex clients • remove Remove access barriers by ensuring clients are heard, client perspectives are understood and valued and responsive services are delivered in a manner which meets client needs • build Build inclusive communities and or capability within settings where inclusion has not been a priority • make Make significant contributions to service quality, innovation and/ or efficiency and support practice change • take Take delegated responsibility for coordination of professional task • advanced Advanced acquisition of skills and competencies which enable them to better work with ▇▇▇▇▇ Your cultural responsiveness2 responsiveness1 This domain encompasses contributions a practitioner makes to building their own, their team’s and their profession’s advanced capacity to provide culturally responsive service In this domain practitioners demonstrate their: acquisition and use of significant and advanced cultural responsiveness skills, qualifications and competencies that contribute to the enhancement of the presence, participation and learning of children and students who have special education needs. support and/or leadership of an area of cultural responsiveness within their own service area/profession that significantly raises the cultural responsive capacity of others Advanced Maori responsiveness This practice domain advances the competencies of staff in Maori designated roles External Supervision Clause 3.13 Insert new clause: External Supervision External supervision arrangements may be considered by managers in situations where a staff member has identified specific learning needs and goals that cannot be met internally. Examples of situations where external supervision may be considered are: • where there is insufficient capacity or capability within the Ministry SPP Level $ rate as at that time • when professional bodies stipulate that supervision is provided by a registered member of the same occupational group 2 March 2017 $ rates ↑2% TOS Round up to nearest $100 $ rate ↑ 2% 1 March 2019 $ rates ↑ 3% 1 January 2020 1 82,263 83,908 84,000 85,680 91,192 2 85,021 86,721 86,800 88,536 95,079 88,652 90,425 90,500 92,310 96,000 3 ↓ ↓ ↓ ↓ ↓ 106,381 108,509 108,600 110,772 114,095 SPP Level $ rate as the staff member and there is inadequate capacity within the Ministry at that time. Regular review of the need for external supervision arrangements is required by supervisees and their managers. Providing approval has been obtained in advance from management, external supervision that is necessary will be paid for by the Ministry. Approval will not be unreasonably withheld. Professional Development Clause 3.14 Insert new clause: Professional Development The parties acknowledge continued professional development is beneficial. It is important that all field staff receive professional development and the Ministry supports field staff fairly and reasonably 2 March 2017 $ rates ↑2% TOS Round up to obtain this. This includes employees in disciplines that have legal requirements to meet prescribed obligations through accessing professional development. To promote Professional Development the Ministry dedicates nearest $100 $ rate ↑ 2% 1 March 2019 $ rates ↑ 3% 1 January 2020 1 92,197 94,041 94,100 95,982 98,861 92,197 94,041 94,100 95,982 98,861 2 days Professional Development Leave per annum for each union member. This leave must be applied for and approved by the employee’s Manager in advance. All professional development options including, but not limited to, professional seminars, courses, and conferences require approval from a manager holding the right delegation to be the decision maker. Approval should not be unreasonably withheld and staff acknowledge not all professional development will be approved for various reasons. For example, this could include: An inability to meet service delivery (i.e. due to a late application etc….); budget commitments; or other professional development options are available. Where employees have had their professional development declined and they are still not satisfied with the response after a discussion with the decision maker, they are entitled to formally complain about the decision and/or seek support from their union. Where parties to this employment agreement disagree, it is important that we address these issues as low a level as possible. Sometimes this means bringing in additional support for the employee and decision maker to find a solution. Professional development may be requested by individuals or groups of field staff, or suggested to employees directly by managers. Where employees are expected to share their learning with their colleagues, their manager should be clear about this expectation at the approval stage. Employees with approved professional development where travel is involved, should familiarise themselves with the relevant Ministry policies pertaining to this. Employees may apply for study leave and financial assistance where they wish to engage in further study or other external development opportunities.↓ ↓ ↓ ↓ ↓ 97,516 99,466 99,500 101,490 104,535 97,516 99,466 99,500 101,490 104,535 3 ↓ ↓ ↓ ↓ ↓ 106,381 108,509 108,600 110,772 114,095