Guide to Community and Comprehensive Sector

ASTI Membership in the Community & Comprehensive Sector

The majority of teachers employed in community and comprehensive schools are members of the ASTI and this should continue to be the pattern. The ICTU acknowledges the right of the ASTI to recruit and represent members in what are termed Designated Community Colleges, i.e. amalgamated, assimilated and Greenfield Colleges (where there is diocesan / religious representation on the Board of Management).

Three types of school exist in this sector:

  1. Community Schools;
  2. Comprehensive Schools;
  3. Community Colleges.

Community Schools

These schools represent a coming together of the two traditions in post-primary education — the secondary and the vocational. Community schools are owned by the Minister for Education who vests the ownership in Religious and VEC Trustees. Thus, the school is not owned outright by either a Religious Order or a VEC. There are 78 such schools (this number excludes the 14 Comprehensive Schools) with more at planning or construction stages.

Community schools are non-selective, co-educational and combine practical and academic subjects, and offer adult education.

100% of the capital costs of community schools are provided by the State less a nominal amount paid by the VEC and religious trustees.

Each community school is a completely independent school dealing directly with the Department of Education and Science.

Other than for posts of responsibility, the conditions of employment of secondary teachers remain the same, with some modifications, when they are assimilated into a community school through amalgamation. A cross-sectoral redeployment scheme is currently being developed.

Boards of Management in Community Schools

Community Schools are managed by a Board of Management. The Composition of Boards of Management in Community Schools is as per Deed of Trust and is as follows:

  • 3 nominees of the Religious Authorities.
  • 3 nominees of the Vocational Education Committee.
  • 2 parents of children who are pupils in the school which is established and who are resident in the area.
  • 2 teachers employed in the schools forming the new community school or who are employed in the existing community school.
  • The principal acts as a non-voting member of the Board.

Boards of management of community schools are responsible for the general organisation and management of school affairs. Its functions include

  • the selection and appointment of teaching and non-teaching staff
  • the making of appointments to posts of responsibility
  • financial matters
  • control and maintenance of school buildings and ancillary services
  • insurance
  • raising of funds, and 
  • the formulation of overall policy designed to promote the interests of the school and its student population in the context of the Deed of Trust.

Boards are comprised of representatives of Vocational Education Committees, religious interests, teachers and parents with the principal as a non-voting member who generally acts as secretary.

Teacher representatives are full members of the board. While the primary purpose of these representatives must be to represent the school’s interests, and interest themselves in, and participate fully in all the discussions and decision-making of the board they must be guided by the staff’s perspective and be vigilant about the impact of all board decisions on staff interests. As well as safeguarding the interests of staff and giving professional advice, they should play a positive role in the overall development and promotion of the school.

The role of the ASTI representative is to see that in the running and management of the school, the interests of the members he/she represents are at all times respected.

The representative should inform the staff when a board meeting is due and discuss the agenda with them in advance. He/she should report back to the members decisions taken at board meetings and the matters discussed (wherever these are not specifically confidential in nature). An agreed report is the more usual format for conveying Board decisions to members.

The representative should press for adherence to ASTI policy on such matters as: interviews, selection boards, posts of responsibility, job application forms, policies for students, qualifications etc. The representative should insist upon formal consultation with the Association where changes are being proposed which would affect the staff.

Where decisions are being taken which are contrary to Association policy, the representatives should explain positively what the thinking behind the particular policy is and should ask that the viewpoint be noted.

Election Procedure for ASTI Nominated Teacher Representative

The following election procedure must be adhered to in Community & Comprehensive Schools / Colleges.

Meetings:

There will be 2 meetings:

(i) The first, an ASTI meeting to elect the ASTI nominee
(ii) The second will be a staff meeting to select the teacher representative

(i) ASTI Meeting:

  1. The School Steward will call an ASTI meeting for the purpose of selecting ASTI candidates* for the positions of teacher representatives on the Board of Management.
  2. One week's notice of the date, time, venue and purpose of this meeting must be given to all ASTI members currently on the staff of the school. This notice should also be given to staff members who are on leave of absence from the school and who have retained ASTI membership.
  3. The meeting will normally be chaired by the School Steward unless the steward is a candidate in which case another member should be selected to chair the meeting.
  4. Nominations from amongst those who are ASTI members will be accepted.
  5. Nominees must be formally proposed and seconded.
  6. In circumstances where more than 75% of the teaching staff belong to the ASTI in an established Community School and in the event of only two members* being proposed, the chairperson shall formally declare these members elected as official ASTI candidates for election as teacher representatives on the Board of Management.
  7. Newly established schools: It is recommended that the first Board of Management in newly established schools should include a representative of both unions.
  8. In the event of there being more nominations than the number of nominees allowable, a secret ballot must then take place. 
  9. By agreement of the meeting, two members shall be appointed to act as tellers.
  10. Each member present, regardless of membership category, is entitled to vote and shall be given a single ballot paper.
  11. Ballot papers shall be collected and counted immediately by the tellers.
  12. The result of the ballot, including the number of votes received by each candidate, shall be announced by the chairperson.
  13. The (*two) candidate(s) with the highest number of votes shall be deemed to be the official ASTI candidate(s) for the Board of Management election.
  14. In the event of a tied ballot in which two* candidates fail to get more votes than the other candidates, a second ballot shall be held.
  15. In the event of a second tied ballot, the matter shall be decided by lot.
  16. Members who are not present at this meeting should be informed by the School Steward as to the identity of the two successful candidates.

(ii) Full Staff Meeting:

  1. The staff meeting will be convened by the Board of Management/Principal and will include all of the staff.
  2. Nominations will be invited at this meeting for the positions of teacher representatives on the Board of Management.
  3. Arrangements should be made by the School Steward to have the one/two* official ASTI candidates formally proposed and seconded. They should be supported in the election by all ASTI members present.
  4. The same arrangements should apply for the TUI nominated candidate.
  5. Other nominations may be invited and any non ASTI member on the staff may exercise his/her right to nominate a teacher or be nominated for the position of teacher representative.
  6. ASTI members should not propose, second or vote for any candidate other than the official ASTI candidate(s)* or official TUI candidate(s).

*  (one candidate is allowable where 25% of the entire teaching staff belong to either unions.

In a newly established community schools, the ASTI-TUI joint agreement recommends one representative per union on the first board of management of such schools.)

Functions of the Teacher Representative

Teacher representatives are full members of the Board of Management.  Representatives represent staff interests and to concern themselves with and fully participate in all the discussions and decision-making of the Board.  As well as safeguarding the interests of staff and giving professional advice they should play a positive role in the overall development and promotion of the school.

Specific Functions

  • To promote the welfare of the school.
  • To develop policies that will assist pupils and staff.
  • To seek to ensure the acceptance and implementation of best trade union practices.
  • To promote ASTI policy with regard to such items as interviews, selection boards, posts of responsibility, class sizes and the employment of part-time teachers.
  • To seek to ensure that existing agreements and arrangements with the ASTI are honoured.
  • To further the teachers' interests and advise them of the decisions of the Board especially in regard to matters which may affect their conditions of employment or livelihood.
  • To consult with the staff and to initiate changes in school policy requested by staff.
  • To use an appropriate method of "reporting back" in order to ensure that members are kept fully informed.
  • To protect the interests of the staff in the running and management of the school.
  • To insist on formal consultation with the ASTI where changes which would affect the staff are being proposed.
  • To ensure that no criticism of an individual teacher takes place without notice from the Principal to that teacher in strict compliance with ACCS-ASTI-TUI Complaints Procedure and any disciplinary codes in operation.

Guidelines for Teacher Representatives

(i) General:

The teacher representatives should involve themselves fully in the decision-making processes of the Board.  The teacher brings to the Board a professional expertise and knowledge which has a sound basis in the reality of the classroom.  While acting as a full member of the Board the teacher representatives should always see themselves as promoting the staff perspective on issues under consideration.  At times it may be necessary to request that the minutes of the meeting record their position on a particular matter. 

It is important that the teacher representatives are fully aware of the representative nature of their Board involvement.  Boards of Management represent a move towards democracy in education and offer teachers an excellent opportunity to influence the managerial policy of the school.

(ii) Preparation for Meeting:

Adequate preparation should be made prior to each Board meeting.  Documentation should be carefully studied; agenda examined; implications of any impending proposals should be clearly thought out; relevant agreements and regulations should be examined.  The views of staff should be sought on issues likely to affect them.  The two teacher representatives should consult with each other prior to the meeting.

(iii) Agenda:

The Secretary draws up the agenda in consultation with the Chairperson and the agenda should be issued with the notice of the meeting, i.e. not less than seven clear days prior to the meeting.  Requests for the inclusion of any additional items on the agenda may be accepted by the Secretary with the agreement of the Chairperson, provided this procedure has been agreed previously with the Board.  Board members should be clear about the procedure for inclusion of items on the agenda and should use this procedure when necessary.

(iv) Financial Accounts:

Financial reports should be treated with great care and attention.  Board members should develop for themselves the minimum skills required for the analysis of financial documents, balance sheets, budget projections, income and expenditure reports and bank statements.  The Board is responsible for all business carried out in connection with or on account of the school.  The ASTI has produced Financial Guidelines for Boards of Management in both Voluntary Secondary Schools and Community Schools.

Board members should familiarise themselves with the DES “Administrative and Financial Guidelines” for community and comprehensive schools.

(v) Taking Decisions:

Boards of Management sometimes take decisions with far-reaching effects, influencing the education of the pupils and the livelihood of the staff.  Prior to an important decision being taken it is essential that the issue under discussion is clearly defined.  The Board should be clear on

(a) why this decision is being taken;
(b) what exactly is the decision intended to achieve?
(c) what further information is required?
(d) who will be affected by the decision, either directly or indirectly, in terms of benefit or detriment?
(e) when must the decision be taken and implemented?
(f) where does responsibility for implementing the decision rest?
(g) what would be the likely effect if no decision was taken?

(vi) Procedure at Meeting:

Each Board should devise a procedure / standing orders for the orderly running of its meetings.  This procedure should be respected and any deviation should be pointed out.

(vii) Criticism of Teachers:

It is in the interests of natural justice that a teacher be afforded an opportunity to prepare a response prior to any discussion at Board level.  The teacher must be afforded an opportunity to be present and hear and / or be represented at the Board before the matter at issue is concluded.  The same principle of natural justice applies in all schools.  The ASTI takes the view that no criticism of an individual teacher shall take place at board meetings without notice from that Principal to that teacher.  There must be strict adherence to the ACCS-ASTI-TUI Complaints Procedure and relevant Disciplinary Procedure.

(viii) Confidentiality:

The business of the Board should be conducted in private and no disclosure of the business should be made without the authority of the Board.  Items of a confidential nature such as financial contracts or appointments, where the individuals concerned have not been informed, should not be discussed outside the Board meeting.  It is recommended that items which are "confidential" should be so identified by the Board.  An agreed report on meetings should be given to the interested parties. 

(ix) Communication with Staff:

For the representative nature of the Board to be meaningful it is essential that good communications exist between the Board and the Staff.  A report should be given to the full staff as soon as possible following each Board meeting.  The Board representatives should inform the staff when a Board meeting is due and should discuss the agenda with them in advance.  These procedures will help to improve the relationship between the staff and the Board and will foster an atmosphere of mutual understanding.  ASTI members may decide that a meeting of ASTI members is also necessary.

(x) Conflict of Interest:

Board members must disclose any personal / financial interest in matters under discussion.  They should not participate in discussions or vote on any matter in which they, or any company of which the member is a director or partner, may have an interest.  A teacher member of the Board who intends to compete for a Principalship or Deputy Principalship should declare such an interest when the process of appointing the Principal or Deputy Principal is in progress.


Comprehensive Schools

Comprehensive Schools operate under the trusteeship of religious denominations. 

Comprehensive schools under the trusteeship of the institutions of the Catholic Church

There are 9 comprehensive schools under the trusteeship of the Catholic Church (including the comprehensive school under the trusteeship of the Jesuits)

Eight of the nine “Catholic” Comprehensive schools are now governed (September 2005) by the following:

Endorsement on Deed of Trust for Comprehensive School

THIS INDENTURE made the           day of                 20    BETWEEN the MINISTER FOR EDUCATION AND SCIENCE (hereinafter called “the Minister”) of the One Part and Most Reverend                                      of                         (hereinafter called “the Bishop”) of the Other Part is supplemental to and intended to be read in conjunction with the within Deed of Trust.

Whereas:

1. The within Deed of Trust and in particular the Scheme in the First Schedule thereto, provides inter alia that the Minister, in consultation with the Bishop of the Diocese for the time being, may alter the terms of the Scheme from time to time.

2. The Minister in consultation with the Bishop, desires to amend the Scheme by providing for the inclusion of parent and teacher nominees on the Board of Management and to ensure that the appointment and dismissal of teachers shall conform with legislative requirement and such regulations as the Minister shall from time to time prescribe.

NOW THIS INDENTURE WITNESSETH that in pursuance of the said desire and in exercise of the said power to alter the Scheme, the Minister, in consultation with the Bishop HEREBY DECLARES AND AGREES that the within Scheme be hereby amended by the deletion of the within Scheme in toto and the substitution therefore of the following new Scheme.

“SCHEDULE

THE SCHEME

COMPREHENSIVE SCHOOLS

The Minister

1 (1) The Minister shall, in accordance with the provisions of Clause 2 below, appoint a Board of Management to manage each school.  The object of the school is to provide a comprehensive system of education combining instruction in academic and technical subjects.

(2) The Board of Management shall hold office for a period of five years and its membership shall be renewed or replaced for subsequent quinquennial periods.  Having regard to the provisions of the Education Act 1998, the Minister may, however, for what seems to him to be good and sufficient reasons, at any time request the replacement of a member of the Board of Management by an appropriate nominee.

Board of Management

2 (1) The Board of Management (hereinafter referred to as “the Board”) shall consist of eight members:

(i) Two nominees of the Bishop of the Diocese wherein the school is situated, one of whom shall be nominated to act as Chairman;

(ii) A nominee of the Vocational Education Committee;

(iii) The Chief Executive Officer for the time being of the Vocational Education Committee;

(iv) Two parents (in this Scheme “parent” shall have the same meaning as that provided for in the Education Act 1998) of a child who at the date of such election is currently enrolled and attending at the school and who is resident in the area served by the school; such parents shall be elected to membership of the Board of Management by the parents of the school; one of the said two parents elected shall be female and the other parent shall be male; the parents so elected shall hereinafter be referred to as “the parents’ nominees”;

(v) Two members, who are serving, recognised teachers in the school (hereinafter referred to as “the teachers’ nominees”) shall be elected by all the teachers serving in the school at the time; for the purpose of this election the composition of the electorate shall comply with current legislative requirements.

(vi) The said eight members of the Board may decide to increase the size of the Board to nine members by the co-option of a person drawn from the community served by the school (which person may be drawn from a minority tradition within the said Community).

(vii) The Principal shall normally attend all Board of Management meetings.

(2) Where necessary the appropriate nominating parties/electorate shall nominate replacements or substitutes for Members of the Board.

(3) The Board may nominate one of its members to act as Secretary, and arrange that the Principal of the School will act as correspondent.  Where it has been the custom and practice for the Chief Executive Officer of the Vocational Education Committee to act as Secretary, the said Chief Executive Officer will continue to act as Secretary.

(4) The Board shall meet as often as necessary but not less than once a quarter.  A special meeting may be held at any time at the written request of three of the members.

(5) The proceedings at a Board meeting shall not be valid unless five members or duly nominated substitutes (in accordance with Clause 2 (2) above) are present.  In the absence of the duly appointed Chairman, or his substitute, one of the ordinary members shall act as Chairman.  A majority of votes of the members present and voting shall decide any question.  In the event of an equality of votes on any issue, the Chairman shall have a second or casting vote.

(6) The proceedings of each meeting shall be recorded in a minute book, to be kept by the Secretary and the first business of each meeting shall be the reading, consideration and signing of the minutes of the previous meeting.

(7) The Board is charged with the direct government of the school, the appointment and removal of teachers subject to the approval of the Minister, and the conducting of the necessary correspondence.

(8) The Minister or the Board with the consent of the Minister may at any time forthwith determine the employment of any teacher on account of misconduct or for any other good and sufficient reason.

(9) The Board shall be responsible for the maintenance and upkeep of the school out of monies provided for the purpose by the Oireachtas.

(10) The Board, in relation to the appointment and dismissal of teachers, shall comply with any legislative requirement governing such matters, and such appointment procedures, regulations and qualification criteria as the Minister and/or the Teaching Council shall prescribe form time to time.

(11) The Board shall enter into an agreement, on the official form supplied, with each member of the teaching staff of the school and the services of any member of the staff cannot be dispensed with by the Board except in accordance with the terms of this agreement.

(12) The curriculum of the school shall include Religious Instruction and the hours of instruction shall be as laid down form time to time by the Minister.

(13) The members of the Board shall take all necessary steps for the general supervision and the efficient working of the school; the appointment of a caretaker where necessary; the arrangement for cleaning services; and any other administrative duties necessary for the satisfactory functioning of the school.

Alterations

The Minister in consultation with the Bishop of the Diocese for the time being, may alter the terms of the Scheme from time to time.

IN WITNESS WHEREOF the seal of the Minister has been affixed hereto and the Bishop has signed his name and affixed his seal, the day and year first herein written.

PRESENT when the Official Seal
of THE MINISTER FOR EDUCATION AND SCIENCE
was affixed hereto and
was authenticated by the signature of:


SIGNED SEALED and DELIVERED
by THE BISHOP
in the presence of:

 

Selection Committee for Appointment of Teachers and Posts of Responsibility in the nine Comprehensive Schools under the trusteeship of the Catholic Church

2 nominees of the Trustees CEO
1 VEC Nominee
1 educationalist independent of the school community

 

Election of Teacher Representatives to Comprehensive School Boards

The Election of (2) teacher representatives to the Board of Management of Comprehensive Schools should follow the procedure for election of teacher representatives to Board of Management in Community Schools and laid out in page 6 of this section.
 
The Guidelines for the teacher representatives are the same as for the Community schools.

As these boards are finally including teacher and parent representatives it is important that a high degree of collaboration takes place between all the interests on the boards with a view to identifying goals and measures which will benefit your particular school.  This recommended degree of collaboration need not prevent the teacher representatives from being influenced and guided by the interests of the teaching staff in the decision making processes.

The ASTI provides training for teacher representatives on boards.

 

Comprehensive schools under the Trusteeship of the Church of Ireland, and Church of Ireland and Donegal Protestant Board of Education.

There are five such comprehensives schools.

 

Community Colleges

These schools are owned by the VEC and are usually managed by a board of management which is a sub-committee of the VEC.

Some colleges have come about through amalgamations and while there is no nationally agreed document establishing them as there is for community schools, the more common Deed of Trust is that used in the Archdiocese of Dublin, or the partnership agreements. Both management and unions have to negotiate all aspects of an amalgamated community college.

The composition of a board of management of a community college generally, though not universally, conforms to the 3.3.2.2.1 model

  • 3 Trustees nominees
  • 3 VECs nominees
  • 2 teacher representatives
  • 2 parent representatives, and
  • 1 local interest representative.

All of the costs of providing a community college are met by the State.

Each college is part of the local VEC scheme and board decisions have to be ratified by the Chief Executive Officer in some instances and the VEC in others.

The ASTI has negotiated agreements/contracts with a number of vocational education committees in which the conditions of employment of teachers in secondary schools have been carried over in to their employment in community colleges other than for posts of responsibility which are governed by Circular Letter.

 

Assimilated and Amalgamated Community Colleges

Teachers who are assimilated into a community college, due to a transfer of trusteeship from the religious trustees to the VEC, will be appointed on the conditions governing appointments to teaching posts in secondary schools.  The exception is appointments to posts of responsibility which will be governed by relevant circular letters. 

Permanent Teachers who are employed by a voluntary secondary school during which in turn, amalgamates with a VEC-managed school to form a community college will transfer into the employment of the VEC with the same conditions save for posts of responsibility.

 

Appointments in the Community & Comprehensive Sector

The following conditions must be met in order to be eligible for payment of increment salary in a Community or Comprehensive School:

  • The teacher must be registered with The Teaching Council
  • A vacant permanent post exists.
  • The teacher’s qualifications must be recognised by the Department of Education and Science. Diplomas in specialist disciplines, e.g. Home Economics, Art, Woodwork, Metalwork, Technical Drawing, Physical Education, and awarded by recognised Colleges and Institutes of Education must meet the Department’s requirements.
  • The teacher must have a qualification in the Principal subject to degree level.
  • The teacher as a general rule must have a H.Dip or have qualifications recognised by VECs for appointments as a teacher of practical subjects. 

A teacher who does not have a Higher Diploma in Education or its equivalent but has held a permanent wholetime post in either a post-primary school or a school managed by a vocational educational committee may be appointed to a permanent wholetime teaching post in a community and comprehensive school. Qualifications must be acceptable to the inspectorate.

The Deed of Trust dictates that all permanent vacancies shall be publicly advertised. Appointments shall be made by way of open competition unless in a particular case the Minister decides with the concurrence of the board of management, that special circumstances allow a departure from this procedure.

The ASTI has reached agreement with the managerial authority for community and comprehensive schools that they would recommend to their constituent schools that application forms should be devoid of the following questions:

 (i) Marital status;
 (ii) Numbers and ages of children;
 (iii) Histories of recent illnesses and absences;
 (iv) Qualifications to teach religious education and willingness to teach religious education where the post does not involve the teaching of religious education.

Interviews are conducted by a selection committee comprising of a representative of the VEC, the Chief Executive Officer of the VEC or his/her nominee, an inspector of the Department nominated by the Minister and two representatives of the religious authorities. The minimum composition of the selection committee shall be three members. The chairperson shall be agreed by the persons aforesaid from among their own numbers. The board shall, in making appointments, have regard to the order of merit settled by the selection committee.

In the event that the Board is having concerns about the choice of the Selection Committee these concerns must be submitted to the Minister.

 

ASTI Information Guide to Community & Comprehensive Sector

Community School / Comprehensive School

Community College

DefinitionA single independent schoolPart of a county or city scheme
EmployerBoard of Management of the SchoolVocational Education Committee (VEC)
ConstitutionDeed of TrustVocational Education Acts 1980-2001.  Section 21 of the 1930 Act. No nationally agreed document. Various local arrangements.  Model agreement in some Dioceses.
Board of Management

Community Schools

An independent body composed of 3 religious / 3 VEC / 2 parents / 2 teachers / Principal as Secretary without voting rights.  Teachers are elected by teaching staff as per ASTI / TUI Agreement.

Schools deal directly with Community Section of the Department of Education and Science which provides all funds.

"Catholic" Comprehensive Schools

2 religious / 2 VEC (1 CEO) / 2 Parents / 2 Tachers: option to co-opt

Comprehensive Schools under the Trusteeship of the Church of Ireland

A sub-committee of the VEC and answerable to VEC. No nationally agreed composition. 

Preponderant form in those community colleges operating under a Deed of Trust with Diocesan / Religious involvement is: 3 religioius / 3 VEC / 2 parents / 2 teachers / 1 minority / religious interest representative.  Principal acts as Secretary without voting rights.

College deals with local VEC and thereafter, if necessary, the college and / or VEC deals with the Department of Edcuation and Science.

Owned bySchool owned by Minister who vests ownership in religious and VEC Trustee.College usually owned by VEC. In amalgamations, would normally be lease agreement.
New school or college building site is funded by state

As per new arrangements (awaiting Department of Education and Science document at time of publication)

State provides full cost of site.

New college entirely funded by VEC.

State provides full cost of site.

Selection Board for Appointments

Selectioin Board prescribed by Deed of Trust: 2 religious nominiees, 1 VEC nominiee, and CEO; Departmental Inspector.

Comprehensive School

2 religious nominees, CEO, 1 VEC nominiee, 1 educationalist

Sub-Committee of VEC which may be composed in different ways.  If Deed of Trust governs school, Selection Committee includes: 2 representatives of appropriate religious authority, 2 representatives of VEC, Departmental Inspector, CEO or nominee to assist board in advisory capacity.
PrincipalAppointed following public competition.Appointed following public competition.
Deputy PrincipalAppointed following public competition.Appointed following public competition.
Assistant Principal

Appointed according to PCW Agreement and Department circulars

Criteria

Capacity of the applicant to meet the needs of the school and case made at interview - 50

Service to school in a permanent wholetime capacity - 30

Experience of a professional nature in the field of educaiton and involvement in the school - 20

Must have three years wholetime service.

De-Facto according to PCW Agreement and Department Circulars

Criteria

Capacity of the applicant to meet the needs of the school and case made at interview - 50

Service to school in a permanent wholetime capacity - 30

Experience of a professional nature in the field of education and involvement in the school - 20

Must have three years wholetime service.

Special Duties Teacher

Appointment based on PCW Agreement and Department circulars

Appointed according to PCW Agreement and Department circulars

Criteria

Capacity of the applicant to meet the needs of the school and case made at interview - 50

Service to school in a permanent wholetime capacity - 30

Experience of a professional nature in the field of educaiton and involvement in the school - 20

Must have three years wholetime service.

Appointment based on PCW Agreement and Department circulars

Appointed according to PCW Agreement and Department circulars

Criteria

Capacity of the applicant to meet the needs of the school and case made at interview - 50

Service to school in a permanent wholetime capacity - 30

Experience of a professional nature in the field of educaiton and involvement in the school - 20

Must have three years wholetime service.

Posts of Responsibility Appeals

ASTI-TUI-ACS Agreement

Arbitrator

One ASTI advisor, one TUI advisor, on ACS advisor and an independent chairperson

ASTI-TUI-IVEA Agreement

Arbitrator

One independent arbitrator and nominated advisers from ASTI, TUI and IVEA.

Permanent Teaching PostsPublic competition except in exceptional circumstances where stipulation regarding public competition is waived.Public competition except where teacher transfers into, or is transferred into, permanent position.
Teacher Representation on Board of ManagementASTI / TUI representation.ASTI / TUI representation.
IntakeSchool non-selective in intake, usually co-educationa, has a comprehensive range of practical subjects, provides adult education and allows community access to facilities.College non-selective in intake, usually co-educaitonal, has a comprehensive range of practical subjects, provides adult education and allows community access to facilities.
Staffing LevelsOfficially 19:1 pupil/teacher ratio and whatever additional requirements are sought by Board of Management and sanctioned by Department of Education and Science.Official 19:1 pupil / teacher ratio allocated by VEC. Whatever additional requirements are sought by Board of Management and sanctioned by Department of Education and Science are allocated by VEC.
ChaplainSchools usually have Chaplains paid by the Department of Education and Science.Colleges usually have Chaplains paid by the VEC.
Contract

No contract for permanent teachers.

Letter of appointment forms standard contract.

Contracts negotiated with individual VECs for members who are being assimilated into a Community College.  Otherwise, Memorandum V7 is the standard contract.  Agreements are negotiated with VEC by ASTI where amalgamation occurs.
SalaryFully paid by Department - fortnightly.Normally paid by VEC on a twice monthly basis.
IncrementsAutomatic by "at absolute discretion of the Minister".Automatic.
Days179 per year - minus exam days.179 per year - minus exam days.
HoursMinimum 18 / Maximum 22Minimum 18 / Maximum 22
Night School DutiesVoluntary only.Voluntary only.
Non-Teaching Duties Voluntary only.Voluntary only.
Sick Leave

Four days uncertified at one time.

Forty days uncertified in a year.

365 days / 4 years (certified and uncertified combined)

365 days over 4 year period (certified and uncertified combined)

Seven uncertified sick leave days per annuan in Greenfield Community Colleges.  No more than two may be taken consecutively.

Continuation of sick leave arragenemtns for teachers transferring in from Voluntary Secondary Schools into amalgamated Community College.

Marriage Leave7 days.7 days.
Casual Leave5 days in year at Manager's discretion.Negotiate with County VEC.
Bereavement LeaveTaken from casual leave.As per Memo V7.
Maternity LeaveMaternity Act and circular letters.Maternity Act and circular lettes.
Transferability / RedeploymentScheme currently being negotiated.Within Scheme only after consultation and agreement.  Scheme currently being negotiated. 

 

Comprehensive Schools are similar in all respects to Community Schools and are governed by the same Department of Education and Science regulations as apply to Community Schools.  Catholic Comprehensive Schools have an Instrument of Management which distinguishes the Comprehensive School from the Community School in the following matters only:

  • Composition of Board of Management
  • Selection committees for appointments to teaching positions
  • Selection committees for appointment to posts of responsibility