SDV-PR-001: Employee Professional Development including Study and Research Assistance Scheme (SARAS)

• Public Service Act 2008 (Qld) Chapter 1 Part 3 http://www.legislation.qld.gov.au/LEGISLTN/CURRENT/P/PublicServA08.pdf
• Education (Queensland College of Teachers) Act 2005 (Qld) Chapter 2, Part 3: ss. 26, 29 and 30 http://www.legislation.qld.gov.au/LEGISLTN/CURRENT/E/EducQCTA05.pdf
• Assisted Students (Enforcement of Obligations) Act 1951 (Qld) s. 3 http://www.legislation.qld.gov.au/LEGISLTN/CURRENT/A/AssistStudEnA51.pdf
• Right to Information Act 2009 (Qld) Chapter 1, Part 1, s. 9 http://www.legislation.qld.gov.au/LEGISLTN/CURRENT/R/RightInfoA09.pdf
• Information Privacy Act 2009 (Qld) Chapter 1, Part 1, s. 10: Chapter 2, Part 1, s. 27(1) http://www.legislation.qld.gov.au/LEGISLTN/CURRENT/I/InfoPrivA09.pdf

• AQTF 2007 Essential Standards for Registration Element 1.4 c http://www.training.com.au/Pages/menuitem91cdbaeb7a2bc0e2cd9ae78617a62dbc.aspx
• Toward Q2: Tomorrow's Queensland http://www.thepremier.qld.gov.au/tomorrow/index.aspx
• Department of Education and Training Strategic Plan 2010-2014 http://education.qld.gov.au/strategic/planning/
• Education Queensland Professional Development Plan for State Schools 2010-2012 http://education.qld.gov.au/staff/development/pdfs/pd-plan-2010.pdf
• Directive 10/21 Employee Performance Management http://www.psc.qld.gov.au/library/document/directive/2010/2010-21-employee-performance-management.pdf
• Directive 12/99 Study and Examination Leave http://www.justice.qld.gov.au/fair-and-safe-work/industrial-relations/queensland-government-employees/directives
• Directive 18/09 Special Leave http://www.justice.qld.gov.au/fair-and-safe-work/industrial-relations/queensland-government-employees/directives
• Directive 7/08 Leave without Salary Credited as Service http://www.justice.qld.gov.au/fair-and-safe-work/industrial-relations/queensland-government-employees/directives
• Directive 14/10 Motor Vehicle Allowances http://www.justice.qld.gov.au/fair-and-safe-work/industrial-relations/queensland-government-employees/directives
• Smart Classrooms http://education.qld.gov.au/smartclassrooms/index.html
• Workforce Strategic Plan 2009-2011 http://deta.qld.gov.au/publications/strategic/other/

• SDV-PR-004: Employee Induction /strategic/eppr/staff/sdvpr004/
• HRM-PR-007: Leave Entitlements for Employees /strategic/eppr/hr/hrmpr007/
• SDV-PR-003: Teacher Placements in Industry /strategic/eppr/staff/sdvpr003/
• Policy Statement: Out of School Activities - Principals /strategic/eppr/staff/sdvpr001/interim.html

Statement of intent

The Department of Education and Training (DET) is committed to developing a well-qualified, skilled, confident and agile workforce to deliver the best possible education and training to the Queensland community. Professional development enhances the individual's capacity to deliver current and future departmental objectives and to further their own career plans. DET supports and encourages departmental employees who undertake professional development, particularly where such development relates to their current work.

Professional development plans are collaboratively developed to ensure coverage of systemic priorities and to maximise the capacity and capability of teams and individual employees. Individual employees negotiate and regularly review their professional development plans with their team leader. Development is ongoing, is provided within and outside an employee's workplace to meet local needs, and may comprise a varied range of event-based and non-event based activities, as listed in the Scope of Professional and Capability Development Options 85k. The publication Standards for Professional Development supports the planning, development and delivery of quality professional development for employees. Planning for professional development includes the allocation of funding. The principles of equity and equal employment opportunity apply to employees' access to professional development opportunities.

To ensure minimum disruption to student learning, the department funds six student-free days for school development activities. School teachers may also choose to use rostered non-contact time for professional development. TAFE Institutes utilise two or more student-free days for whole-of-staff professional development activities. TAFE educational staff are also entitled to ten additional days for professional development. Responsibility for providing and accessing professional development opportunities is shared between the workplace and the individual employees.

Public Service officers, TAFE teachers and school teachers including, in certain circumstances, temporary employees, may be provided with assistance by their workplace to undertake study or research under the Queensland Government's Study and Research Assistance Scheme (SARAS). Further information is provided in the SARAS Guidelines 86k. School teachers may attend residential schools only during vacation periods.

Employees not entitled to assistance under SARAS may negotiate leave and financial assistance to undertake a course with their team leader as part of their professional development plan. Accumulated Time Off (ATO), recreation leave, school vacation time or unpaid leave may be utilised for examinations and course attendance where necessary. In general, school and institute based employees should attend residential schools only during vacation periods. The team leader determines the most appropriate form of assistance with the employee, taking into consideration any entitlements contained in industrial agreements, directives and awards. All forms of assistance for employees are available at the convenience of the department and the workplace, as determined by the team leader.

Workshops and short courses directly related to the employee's work may be approved by the team leader for professional development funding and attendance during work hours without the employee having to apply for leave.

Employees required to use their private motor vehicle to attend a course, seminar, conference, convention, etc as an official representative, are entitled to claim kilometric allowance, as set out in Directive 14/10 . Payment of the allowance is made for the additional distance travelled between the employee's residence and the place of attendance. No allowance is payable where the distance between the employee's residence and the place of attendance is less than the distance from the employee's residence and their normal place of employment.

Responsibilities

• build workforce capability
• promote ongoing performance improvement within areas of responsibility
• support directors, principals, managers and team leaders to develop the performance of teams.

Responsibilities of Executive Directors and above in relation to the Study and Research Assistance Scheme (SARAS)

(available to Public Service Officers, TAFE Teachers, school-based Classified Officers and School Teachers only).

• determine courses to be categorised as essential under SARAS
• determine the package of assistance to be provided to selected applicants
• implement selection procedures for applicants to essential courses
• nominate a cost centre to be used and ensure funds are available to support successful applicants through essential courses
• complete and sign relevant section of Application for Course Approval form 180k
• verify accuracy of completed Notification of Results and Application for Reimbursement 503k forms and endorse for payment
• ensure records of results and original receipts are maintained for each applicant

• promote workforce performance improvement through implementation of the Developing Performance Framework and/or the Best Practice Guide Planning and Developing Employee Performance
• provide planned induction for employees on appointment, return after extended leave, or promotion to new positions, as in SDV-PR-004: Employee Induction
• establish and maintain a supportive work environment where employees are assisted to plan and undertake development activities to acquire or consolidate knowledge, skills and behaviours relevant to system imperatives, workplace priorities and personal career goals
• use the Standards for Professional Development to inform planning and delivery of professional/capability development
• consider options from the Scope of Professional and Capability Development Options 85k
• manage professional/capability development financial, physical and human resources equitably
• ensure that professional development for school and TAFE teachers is scheduled at times that cause the least disruption to student learning
• prepare and make available to staff an annual professional development plan for the workplace, with clearly defined objectives and outcomes, identified priorities and implementation plans including timelines and budget allocations
• provide information to employee groups about specific professional development entitlements articulated in certified agreements and/or awards and take these entitlements into account in the workplace professional development plan
• negotiate individual performance development plans with employees using processes from the Developing Performance Framework and/or Best Practice Guide Planning and Developing Employee Performance or delegate to an appropriate staff member who knows the employee's work
• base discussions for individual performance development plans on the operational plans of the workplace, the position/role description, professional standards and/or capability frameworks and career aspirations appropriate to the individual
• provide employees with information regarding tertiary credit for professional development including Professional Development Pathways where appropriate
• implement and monitor regular reviews of employee performance development plans and ensure appropriate records are kept.

Note for Principals

Teaching principals may access their allotted administration days, in addition to the approved student-free days, for the purposes of personal professional development including attendance at principals' workshops and liaison meetings with district or regional officers.

Where a principal is absent from the school for three days or more, see requirements in Policy Statement: Out of School Activities - Principals.

Responsibilities of School Principals et al in relation to the Study and Research Assistance Scheme (SARAS)

(available to Public Service Officers, TAFE Teachers and School Teachers only):

• receive, evaluate and, where appropriate, approve submitted Applications for Course Approval 180k under the study and research assistance scheme:
• • ensure that the applicant's work practices are satisfactory
  • determine the relevance of the course of study to the department and/or the Queensland public sector
  • determine the category of non-essential courses of study
  • approve the course of study if all course eligibility requirements are met
  • determine any financial assistance to be provided from the workplace professional development budget either as a percentage of fees or as a dollar amount for the year
  • determine the applicable course-related leave associated with the study assistance (refer to SARAS Guidelines
  • ensure evidence is provided of the compulsory nature of residential schools and that attendance complies with the SARAS Guidelines 86k
  • ensure that if course attendance leave is required evidence is provided that lectures or tutorials are only available during work hours.
• ensure an appropriate Application for Leave form is completed for each period of course-related leave and that the approved form is forwarded to the relevant regional office or payroll unit, together with a copy of the completed and approved Course Approval form
• ensure funds are available in the school, institute or work unit professional development budget to meet any financial commitments for study and research assistance
• maintain records of employee's approved courses of study, progress and assistance provided (e.g. record cards 256k ).

Note: Only Institute Directors, Executive Directors and Senior Executive Service Officers have delegation to approve essential courses.

• become familiar with the department's Strategic Plan, the workplace operational plan and associated professional development plan
• share responsibility for and participate in the process of collaborative discussion and negotiation with their team leader to initiate, develop and regularly review performance development plan in accordance with the Developing Performance Framework and/or Best Practice Guide Planning and Developing Employee Performance
• use appropriate capability frameworks and/or professional standards to guide planning for continuous performance development
• pursue professional development that meets work priorities and career goals and improves job performance
• maintain records of personal professional development

Responsibilities of employees when applying for Study and Research Assistance

(available to Public Service Officers, TAFE Teachers, school-based Classified Officers and School Teachers only):

• select courses of study or research appropriate to developing skills, knowledge and qualifications identified in performance agreements and plans
• seek approval for each separate course of study pursued
• seek course approval from team leader through the Application for Course Approval 180k form, providing required documentary evidence and sufficient notice as set out in the SARAS Guidelines 86k
• retain a copy of the approved Application for Course Approval form
• apply for leave, using the appropriate form, on each occasion when leave is required to undertake examinations, attendance at compulsory residential schools or study
• see HRM-PR-007 Leave Entitlements for Employees for further information regarding unpaid leave if applying for full-time study leave
• give the team leader adequate notice of intention to take full-time study leave - school teachers should provide two terms' notice so that the submission of the leave application coincides with the school staffing cycle: other employees should submit leave approval forms as early as possible in the semester preceding the proposed full-time leave
• advise the team leader of any changes to a course of study, e.g. deferment, withdrawal, changes to course program or completion, using the Application for Course Approval 180k form marked 'Update'
• submit a completed Notification of Course Results and Application for Reimbursement 503k form, together with evidence of results and original receipts, to the principal, director, manager or team leader for validation and approval
• your team leader may ask you to submit the approved and scanned Notification of Course Results and Application for Reimbursement 503k form electronically to Finance Branch (Education and Central Office) or the Regional Finance Officer (TAFE institutes) for processing.

Forms

• Application for Course Approval 180k
• Notification of Course Results and Application for Reimbursement Form 503k

• SARAS Guidelines 86k
• Scope of Professional Development Options 85k

Other relevant documents

• Standards for Professional Development http://education.qld.gov.au/staff/development/standards/provision.html
• Awards and Enterprise Bargain Agreements/Certified Agreements/strategic/eppr/staff/sdvpr001/awardinterim.html
• SARAS Record Card 256k/strategic/eppr/staff/sdvpr001/record.xls

Contacts

For further information please contact:

• HR-04-2: Employee Professional Development and Training - Version: April 1995
• HR-06-01: Release Time for Professional Development and Training - Version: July 1995
• HR-02-6: Study and Research Assistance Professional development and Training - Version: February 2000
• SDV-PR-001: Employee Professional Development - Version: 1.0
• SDV-PR-001: Employee Professional Development - Version: 1.1
• SDV-PR-001: Employee Professional Development including Study and Research Assistance Scheme (SARAS) - Version: 1.2