Page 1266 - Week 04 - Thursday, 17 March 2005

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Any suitably qualified teacher registered with the department for casual employment is eligible for a short term temporary placement, however for a long term temporary placement, the teacher must have a current recruitment rating.

(2) The department accepts applications from suitably qualified teachers throughout the year. These applications are assessed on a needs basis as vacancies arise. In addition, the department conducts an annual teacher recruitment process for all ACT government schools.

All applicants receive a recruitment rating. Offers of permanent appointment are made to the most highly rated applicants within each specific teaching area according to the overall needs of the system.

(3) As vacancies become available, applicants who are employed on a temporary contract and who are rated highly may be offered permanency.

(4) Factors determining the recruitment rating include a written application addressing the selection criteria; experience and qualifications; reports on performance; referee comments and a recruitment panel interview.

(5) A qualified teacher must be rated suitable or higher to be offered permanent employment. However, due to the high number of applicants each year, in most teaching areas a recruitment rating of meritorious or above is required. In some areas only those applicants with an outstanding recruitment rating are employed.

(6) Applicants with a meritorious recruitment rating or above not engaged in permanent employment in the ACT Government school system:

(a) 2003 378

(b) 2004 371

(c) 2005 460 (to date, further offers of permanent employment are expected to be made).

Schools—performance indicators
(Question No 163)

Mrs Dunne asked the Minister for Education and Training, upon notice, on 16 February 2005:

(1) What are the key performance indicators related to student safety and welfare as recently released in the National Safe Schools Framework;

(2) Have any schools been marked against the new key performance indicators to date;

(3) If so, which schools and what were the results; if not, why not, and when will schools be marked against the key performance indicators;

(4) Have any schools failed to meet any of the key performance indicators; if so, which schools and why.

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