The WTA for 2020-21 is very different from previous years and is an attempt at training to plan for the exceptional circumstances surrounding the ongoing response to the coronavirus crisis. When sent to school heads, KEK stressed that: • extra time for preparation and correction; • parents` meeting; • staff meetings; • reporting, recording, etc.; • advance planning; • formal evaluation; • professional examination and development; • the development of study programmes; • the additional supervised activity of the pupils; • continuous professional development. With regard to support for local planning and monitoring of teachers` workload, national priorities are defined. These will be few in number and will normally be constant over a reasonable period of time. Teachers have the right and duty to contribute to the process that defines national and local priorities. Change programs require the full participation of staff at the enterprise level in decisions about the pace of change. For the duration of the transition period, individual contracts provide for an additional condition for the working time provisions to operate in accordance with the code of conduct. Once the negotiations are completed, it will be signed as agreed by the Rep and the principal of the school. The agreement is now binding on all employees. Teachers have a responsibility to cooperate with colleagues and others to pursue the overall goals of the service. Each educational institution draws up an annual programme of activities requiring the participation of teachers. In each school, teachers agree on a collegial basis on the range of collective activities that contribute to the continuation of school life.
The use of the remaining time (i.e. time beyond the combined class contact and the preparation/correction allowance) is subject to the agreement at school level and is designed to encompass a number of activities such as: individual teachers will apply their professional judgment with regard to the prioritisation of tasks. In exercising their professional judgment, teachers must take into account the objectives set at the school, local and national levels. It serves as a basis for discussions on working conditions at local level and must be supported by effective consultation agreements at company level, which ensure the full participation of all agents in important decisions relating to their establishment. Discussions are led by the principal of the school as the principal and by the person who is ultimately responsible for the school`s activities. Each educational institution establishes a curriculum in accordance with Scotland`s Schools standards, etc. The plan will reflect the priorities of the institution, local and national conditions. The plans will take into account the person and other necessary resources.
All teachers have the right to be fully involved in the development of the plan and to be consulted on their contribution to the plan as well as on responsibility for the implementation of the school`s development priorities. Where a plan needs to be reviewed to take into account individual or collective circumstances, staff shall, where appropriate, be involved in any audit. For most teachers, preparation and correction are the most tedious activities outside of contact time. This must be reflected in how a teacher`s working time is used. . . .