Agreement between the Government of Malta

andthe Malta Union of Teachers

MINISTRY FOR EDUCATION AND EMPLOYMENT

Working in a classroom in today’s world has never been more difficult. This is something that the general public may not fully comprehend, but it is a reality. The classroom is a pressure cooker of different abilities, different languages and different individual challenges. Educators are at the centre of it all and must face these challenges on a daily basis.

Over the past years we’ve invested a lot in the tools of educators. There was never so much investment in school infrastructure, computers and IT equipment. However, I will be the first to say that these are secondary needs. Ultimately, we must equip our teachers and other educators with the right set-up so they can effectively do their job. Trust and empowerment are two important elements of an educator. This agreement is not simply a financial one, but it is indicative of a wider effort to instil more respect and dignity with the teaching roles.

The unprecedented agreement presented before you is another step in our journey to empower and solidify the teaching profession in Malta. As you well know, the new syllabi as from next year and My Journey (myjourney.edu.mt) will sustain all current good practices and provide a more wide and humane education system which reaches more children and young people. Alternative programmes, including vocational and applied ones, will provide further opportunities to all our students and give them a better chance of reaching their potential. This agreement paves the way for this through improved career paths, better financial packages and allowances, a raise in salaries and pay-scales, and more continous professional training programmes.

This is also another step for a better educational experience for all educators and learners. We remain committed towards excellence in education through, but not only, better school infrastructure, improved pedagogy and more autonomous school leadership. These are all areas we’ve worked hard on, and this agreement is yet another milestone, nonetheless the journey continues.

Introduction

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Contents- Introduction 4o DedicationandAcknowledgements 4o Declaration 5o Applicability 6

- PartI–ACommonVision 7o Vision 7o EquitableQualityLearningforAll 8o SchoolAutonomy 9

- PartII–GeneralArticles 10o GeneralConditionsandObligations 10o ProvisionsforReversionandLateralMovementforEducationGrades 14o LeaveEntitlementforEducationGrades 15o PaidStudyLeave 16o Mobility&BridgingProvisions 16

- PartIII–SchoolLife 17o TheSchoolYear 17o TheSchoolDay 19o KindergartenIntake 21o ContactandNon-ContactTime 21o Break-Time 23o LearnerPopulation 25o Teaching,LearningandAssessment 27o EnhancingInclusivity 30o DevelopingaCommunityofProfessionalEducators 30o Mentoring 32o StudentPastoralCare 34o PostsofSpecialResponsibility 34o Non-CompulsoryEducationalInstitutions(VPA) 37o UpperSecondarySchools 37

Evarist BartoloMinister for Education and Employment

Francis FabriPermanent Secretary - Ministry for Education and Employment

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- PartIV–EducationGrades 38o TheGradingStructure 38o LearningSupportEducator 38o KindergartenEducator 40o Teacher 42o HeadofDepartment–CollegePrefectofDiscipline 44o HeadofDepartment46o AssistantHeadofSchool 49o LearningSupportCentreCoordinator51o HeadofSchool 52o EducationOfficer 54o Allowances 57

- Annex o AnnexI- ImplementationTimelinefortheMajorAgreementMeasures

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Introduction

DedicationandAcknowledgements

Thisagreementisdedicatedtoalleducatorswhocontinuallystrivetomeettheneedsofeverylearnerentrustedundertheircare,sotheymayallbenefitfromtheenablingcontext it intendstosetout. Itssuccessfulcompletioncouldnothavebeenpossiblewithoutthevaluabledirectandindirectcontributionsofbothparties:

i. Administration

• Honourable Evarist Bartolo,Minister for Education and Employment, for his

vision,inspirationandincessantsupportinsensitising;• DrFrancisFabri,PermanentSecretary,MinistryforEducationandEmployment

(MEDE)forhisleadershipanddirection;• MrThomasWoods,HeadoftheIndustrialRelationsUnitandMrMarioGrixti,

DeputyHeadoftheIndustrialRelationsUnit,People&StandardsDivisionwithintheOfficeof thePrimeMinister, for their critical roleensuring relativityandcohesion;

• MrIanMifsud,DirectorGeneralQualityandStandardsinEducation,MsMariaMcNamara,DirectorGeneralEducationalServices,MsMariaGalea,DirectorGeneral,StrategyandSupport,MsSalvinaMuscat,AdvisortotheMinisterandDr Charmaine Cristiano,MEDE Legal Advisor who collectively togetherwithMEDEPermanent Secretary, IRUOfficials andUnionOfficials constituted thecore negotiating team, for their technical expertise, commitment, drive andperseverance;

• MrJosephCaruana,formerPermanentSecretaryMEDE,DrFrancisFabri,formerDirectorGeneralCurriculum,Research, InnovationandLifelongLearning,andDirector General Operations, Mr George Borg, former Director GeneralEducational Services and Mr Joseph Micallef, former Director EducationResources, for their contributions throughout the earlier stages of thenegotiationprocess;

• All other contributors, supporting this process through administrative work,datacollectionandanalysis,research,calculationsandotherworkings,includingbutnotlimitedtoMrChristopherDarmaninandMsThereseFormosa,IndustrialRelations Unit, People & Standards Division within the Office of the PrimeMinister,MsMaryScicluna,DirectorHumanResources,StrategyandSupportDepartment MEDE, Mr Peter Carabott, Director Education Resources,Directorate for Educational ServicesMEDE andMrGaetano Bugeja, DirectorLearningandAssessmentProgrammes,DepartmentforCurriculum,Research,InnovationandLifelongLearningMEDE.

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ii. Union

• MrMarco Bonnici, President of theMalta Union of Teachers (MUT) for his

leadershipanddirection;• MrNormanGrech,SeniorVicePresident,MsElaineGermani,VicePresidentand

Ms Carmen Dimech, General Secretary, Malta Union of Teachers, whocollectivelytogetherwithMEDEOfficialsandIRUOfficialsconstitutedthecorenegotiating team, for their technical expertise, commitment, drive andperseverance;

• MrKevinBonello,formerMUTPresident,andMrFranklinBarbara,formerMUTGeneralSecretary,fortheircontributionsthroughouttheearlierstagesofthenegotiationprocess;

• All other contributors, supporting this process through administrative work,datacollectionandanalysis,research,calculationsandotherworkings,includingbutnotlimitedtotheMUTCouncilanditsSecretariat.

Declaration

Today,21stDecember2017,

TheGovernment,hereinrepresentedbyDrFrancisFabri,PermanentSecretaryoftheMinistry for Education and Employment,MsMariaMcNamara, DirectorGeneral,Directorate forEducational Services,Mr IanMifsud,DirectorGeneral,Directorate forQuality and Standards in Education,MsMaria Galea, Director General, Strategy andSupportDepartment,MrThomasWoods,HeadoftheIndustrialRelationsUnitandMrMarioGrixti,DeputyHeadoftheIndustrialRelationsUnit,People&StandardsDivisionwithintheOfficeofthePrimeMinister,hereinafterreferredtoas“theGovernment”or“MEDE”

andThe Malta Union of Teachers, herein represented by Mr Marco Bonnici,

President,MrNormanGrech,SeniorVicePresident,MsElaineGermani,VicePresidentand Ms Carmen Dimech, General Secretary, Malta Union of Teachers, hereinafterreferredtoas“theUnion”.

The “Government” and “theUnion” arehereinafter collectively referred to as“theparties”or“thesignatories”interchangeably.

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Applicability

Thisagreementcoverstheteachinggradesemanatingfromand/orassociatedwiththeteachingprofession.Foravoidanceofdoubtandclarification,teachinggradescoveredby this agreement are those educational grades that are indentified in clause 23.1entitledGradingStructure.Theprovisionsofthisagreementshallcomeintoforceasof1stJanuary2018andshallremaininforcetillthe31stDecember2022.Thereshallbenointerpretationofanyprovisionsinthisagreementthatmayleadtoanyformofpaymentofarrears,unlessotherwisestatedinthisagreement.

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PartI–ACommonVision

1. Vision

1.1 TheMinistry forEducationandEmployment (MEDE)and theMaltaUnionofTeachers (MUT) are committed to consolidate and build on the successesachievedineducationinthepastandaredeterminedtoremaincommittedtohighstandardsofteachingandlearningwhicharerelevant,effectiveandtimely,while respecting diversity in a strong democracy founded on social justice,equity and a strong economy. Through this Agreement both parties arecommitted toensure thateducationalgradescoveredby thisagreementareequipped toprovide all childrenwith theopportunity to develop into youngpeopleandadultspossessingthenecessaryvalues,skills,andattitudestobeeffectivelifelonglearners,activecitizensandtogiveameaningfulcontributioninbothsocietyandatworkfortheirpersonalfulfilmentandwellbeingaswellasforcollectivegrowth.

1.2 Signatoriesagreetoconsolidate theircommitment throughongoingdialogueandconsultationtoworkinalignmentwiththevaluesandfortheachievementofthefourmaintargetsdeclaredintheFrameworkfortheEducationStrategyfor Malta 2014-2024 (2014), guided by the recommendations about thecapacitybuildinganduseofeducationalresourcesputforwardintheEducationforAll(externalauditreport,2014),andinspiredbythephilosophyofvalues-based education promulgated in the Respect for All Framework (2014).Furthermore, itwill reflect theUNESCOfourpillarsofeducation (LearningtoKnow,LearningtoDo,LearningtoBe,LearningtoLiveTogether)(Learning:TheTreasureWithin,UNESCOPublishing:UNESCO,1996)inMyJourney:AchievingthroughDifferentPaths(2016)throughawidenedandmorerelevantLearningOutcomesFrameworkandrelatedLearningandAssessmentProgrammesandanyemanatingdocumentsthereof.

1.3 MEDEandtheMUTacknowledgeandrecognisetheinvestmentcarriedoutintheeducationalsystemtoalignteachingmethodologieswithdevelopmentsinIT, and related infrastructure. Cognisant of this development signatoriesreconfirmtheircommitmenttoachievemaximisationofthisinvestmentwithinagreedparameterstoensurethatlearnersandthelearningcommunityatlargebenefitandcontinuetobeupdatedinlinewithpedagogicalandtechnologicaldevelopments.

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2. EquitableQualityLearningforAll

2.1 This agreement embraces and promotes equitable quality learning for all asdefinedbyOECD:

Equity ineducationcanbeseenthroughtwodimensions:fairnessandinclusion. Equity as fairness implies that personal or socio-economiccircumstancessuchasgender,ethnicoriginor familybackground,arenotobstaclestosuccessineducation.Equityasinclusionmeansensuringthatallstudentsreachatleastabasicminimumlevelofskills.Equitableeducationsystemsarefairandinclusive,andsupporttheirstudents inreaching their learningpotentialwithout either formallyor informallyerectingbarriersorloweringexpectations.

Schleicher,A.(2014).Equity,excellenceandinclusivenessineducation:policylessonsfromaroundtheworld.Paris:OECD.www.oecd.org/publishing

2.2 Ateverystageofpre-compulsoryandcompulsoryeducation,learnershavetobe providedwith opportunities to progress and develop, in accordancewiththeirindividualstrengths,needs,skills,attitudesandpersonalcircumstancesinorder to benefit the most from learning programmes and services. In theinterestofalllearners,itisnecessarytocontinuedepartingfromtheone-size-fits-allschoolingmodel,andfurtherpursuethedevelopmentofequitablehighqualityprogrammes.

2.3 This Agreement recognises the need to widen curricular experiences, whichembracethegeneralacademic,vocationaleducationandtraining,aswellastheapplied/practical learning, whilst catering for the students’ multipleintelligences and competences through its widened learning outcomesframeworkasestablished inthetechnicaldocumententitledTheEducationalExperience:MyJourneyandLOFTechnicalDocumentandActionPlan.

2.4 MEDE shall endeavour that all grades covered by this agreement shall beprovided,withthenecessaryresources,accordingtotheestablishedpolicies,tobe able to carry out their work efficiently and with the least bureaucracypossible.Inthislightandduetothereciprocalrecognitionofthisimportance,both sides agree to the introduction of an annualWork Resources Fund togradesasstipulatedinthisagreement.

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3. SchoolAutonomy3 3.1 Signatoriesconfirmtheircollaborationforagreaterautonomyatschoollevelin

decisionmakingwithin the Framework for the Education Strategy forMalta2014-2024wherebytheSeniorManagementTeaminitsdesignatededucationalleadershiprolewithintheschoolcontextwillbethedecisionmaker,torespondand remain responsible to learners’ individual needs through an enhancedteachingandlearningprocess.

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PartII–GeneralArticles

4. GeneralConditionsandObligations

4.1 The provisions of this Agreement, together with the following documents,currentlyinforce,anysubsequentrevisioninforcefromtimetotimeandanyotherdocumentsemanatingtherefrom:

• theCollectiveAgreement,inforcefromtimetotime,forEmployeesin the Public Service signed between the Government and theUnionstowhichtheMUTisalsosignatory;

• theAgreementbetweentheEducationDivisionandtheMaltaUnionof Teachers on a new working schedule for teaching grades atGiovanni Curmi Higher Secondary School signed on 15th October2004;

• theMemorandumofUnderstandingbetween theGovernmentofMaltaandtheMaltaUnionofTeachersregulatingSupplyTeachers,Supply Kindergarten Assistants, and Supply Learning SupportAssistantsdated26thMay2009;

• theSideLettertotheAgreementbetweentheGovernmentandtheMaltaUnionofTeachersforPaidStudyLeavesignedon9thMarch2015;

• theLetterregardingMaternityLeavedated9thMarch2015;• theAgreementbetweentheGovernmentandtheMaltaUnionof

TeacherspertainingtotheStudentsServicesSupportGradeswithintheDirectorateforEducationalServicessignedon10thJune2015;

• theAgreementsignedbetweentheGovernmentofMaltaandtheMaltaUnionofTeacherstofacilitatemobilityforeducatorsbetweenlicensedschoolssignedon29thJuly2015;

• theMemorandumofUnderstanding between theDirectorate forQuality and Standards in Education and the Directorate forEducational Services and the Malta Union of Teachers on theImplementationoftheeLearningPlatform(iLearnVirtualLearningEnvironment–VLE)inPrimarySchoolsdated18thOctober2012;

• theMemorandumofUnderstanding between theDirectorate forQuality and Standards in Education and the Directorate forEducational Services and the Malta Union of Teachers on theImplementationoftheeLearningPlatform(iLearnVirtualLearningEnvironment–VLE)inSecondaryandPost-SecondarySchoolsdated27thNovember2013;

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• the Memorandum of Understanding between the Ministry forEducationandEmploymentandtheMaltaUnionofTeachersontheuseofICTperipheralsfortheenhancementofteachingandlearningdated18thJanuary2016;

• the Memorandum of Understanding between the Ministry forEducationandEmploymentandtheMaltaUnionofTeachersontheNationalImplementationoftheOneTabletPerChildInitiativeandrelatedAcceptableUsePolicydated19thDecember2016;

shall henceforth constitute the entire and only Agreement between theGovernmentandtheUnionandshallsupersedeanyandallprioragreements,amendments, addenda, exchange of letters, correspondence and writtenunderstandingsenteredintobetweentheGovernmentandtheUnionbyvirtueofthesaidAgreementsonanysubjectmatterdealtwithinthisAgreement.

4.2 This Agreement shall be governed, construed and interpreted in accordancewith the Laws of Malta, and, in particular, the recruitment, engagement,appointment,careerprogressionandfunctionsofallpersonnelcoveredbythisAgreementshallbesubjecttotheprovisionsoftheConstitution,theEducationAct(Cap.327)andrelatedSubsidiaryLegislationsorreplacementsofanysuchlegislations, and the regulations and procedures of the Public ServiceCommissionwhereverapplicable.

4.3 Inclaimingaqualificationoracomparablequalificationforthepurposesofanyrecruitment,appointment,promotion,benefitorallowanceprovidedforunderthis Agreement, it shall be the responsibility of the claimant to support, asrequired,byoriginalcertificatesand/ortestimonials,qualificationsclaimed,andin the case of qualifications awarded by recognised further and highereducationalinstitutionstoproducearecognitionstatementoncomparabilityofqualificationsissuedbythedesignatedand/orcompetentauthorityatlaw.

4.4 Allgradesestablishedwithinthisagreementaretobeconsideredassubstantive

grades.

4.5 SuccessfulapplicantswhoareadmittedtoanygradestipulatedintheGradingStructureinclause23.1ofthisagreementonthegroundsofpossessionofanMQFqualificationwillnotbeeligibleforaqualificationallowanceasperPSMCprovisionsinforcefromtimetotime.

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4.6 AllemployeescoveredbythisAgreementshallbeboundbytheMaltaPublicService Management Code, the provisions of the Public Administration Actdirectives and guidelines issued there under, OPM and Ministry of Financecirculars from time to time, the applicable Codes of Ethics, and, in theperformanceofthefunctionsanddutiesprovidedforintheEducationAct(Cap.327) and related Subsidiary Legislations or replacements of any suchlegislations,shallbeaccountabletotherespectiveDirectorsGeneralortoanyothereducationauthority,entity,orofficerappointedunderthelaw.

4.7 In accordance with MOUs referred to in clause 4.1 above and any otheragreements in force from time to time, all employees covered by thisAgreement will be required to develop or have the necessary knowledge,competencesandskillsintheuseofInformationCommunicationsTechnology(ICT).Thiswithaviewtoensurethatemployeesgovernedbythisagreementcan make effective use of the technology provided in their workplace. Allteachinggradesmayberequiredtofollowcoursesduringtheagreedperiodsasperclause17ofthisagreementthathelpthemacquiretheexpectedICTskills.

4.8 AllemployeescoveredbythisAgreementshallassumeallthedutiesasprovidedforinthetermsofreferenceandjobdescriptionsasestablished,fromtimetotime, by MEDE. Any changes to job descriptions shall be carried out inconsultationwiththeUnion.ItisbeingagreedthatMEDEshall,inconsultationwiththeUnion,shallendeavourtoproduceamanualofjobdescriptionswithinsixmonthsfromthesigningofthisagreement.

4.9 WhilstMEDEhastheobligationtoensurethewellbeingofallstaffcoveredby

thisagreement,allteachinggradesareexpectedtoensurethehealthandsafetywellbeing,includingemotionalandphysicalsafety,ofalllearners.Moreover,alleducatorsshallnurturethevaluesofloveandrespecttowardsoneself,othersandtheenvironment,broadeningthestudent’sknowledgeandunderstandingoftheworldaroundhim/herandtheabilitytorespectdiversity.

4.10 Unless stipulatedotherwise in thisAgreement,ayearof service for teachinggrades serving in schools shall be taken to be the equivalence of a wholescholastic year, provided that fractions of scholastic years can be added uptogether.

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4.11 MEDEshallseekatalltimestorecruitandengageintherespectivegradesandpositionspersonnelwithnotlessthantheminimumqualificationsstatedinthisAgreement.Providedthat,inthecaseofvacanciesofposts,notbeingpostsofapromotionalgrade,wherenotenougheligibleapplicantswouldhaveeitherapplied or been found suitable for the post, MEDE may, save as otherwiseprovided for in thisAgreement,engage, Supplyand/orRetiredbasispersonswhoarebestqualifiedandfittoperformtherequiredduties.

4.12 Incaseswhereavacancyexistsdue toemployeeson leave fromservice, themanagementmayopttoissueadefinitecontract.Personswhoaresuccessfulintheinterviewforthepostofteacherandareofferedadefinitecontracttofillintemporaryvacancies,shallhenceforthbeTemporaryTeachersonacceptance.Temporary teachers will be placed on the minimum of scale 9 and will beentitledfortheteachers’allowanceand/orworksresourcesasapplicableandestablishedinthesectionwithinthisagreemententitledAllowances.ProvidedthattemporaryteachersmaybeaskedtoperformFormTeacherdutiesand/orotherdutiesasdefinedinthesectiononStudentPastoralCare.Providedfurtherthat if a permanent vacancy arises Temporary teachersmay be offered thepossibility to progress to the grade of teacher on an indefinite contract inaccordancewithPublicServiceregulations.

4.13 Inordertomeettheexigenciesoftheserviceandissuesthatmayarisefromtime to time such as back-to-back contracts, MEDE may issue calls forapplicationsonadefinitecontractbasisforstaffondifferentgradescoveredbythis agreement. The criteria shall be as established in this agreement andselected officers shall be placed on the equivalent entry salary scale for theparticulargrade.Suchemployeesshallbenefitfromincrementalincreases,workresourcesandallowancesinlinewiththisagreement,irrespectiveofthenatureof their contract. Employees on a definite status shall only be eligible forindefinitestatusuponsatisfyingtheprovisionsestablishedintheMemorandumofUnderstandingsignedon26thMay2009anditssubsequentrevisions.

4.14 IncaseswhereMEDEdoesnotfillthevacancies,callsforapplicationsmaybeissuedwithentryrequirementsasestablishedinMOUsignedonthe26thMay2009anditssubsequentrevisions.

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4.15 The Government and the Union are in agreement that under particularcircumstancesandaccordingtotheexigenciesoftheservice,teachinggradesmayrequestorbeofferedbythemanagementtheopportunitytoworkonareducedhourbasis.

4.16 Where working conditions emanating from compulsory or non-compulsory

schoolingprogrammesforteachinggradesgovernedbythisagreementarenotcaptured in the provisions of this agreement, shall be regulated by furtherprovisionsestablishedbythemanagementinagreementwiththeUnion.

4.17 Signatoriesagreetomeetinordertofinalizeattheearliestthemethodology

that needs to be adopted to bring into force the agreed principles in thisdocument.

5. ProvisionsforReversionandLateralMovementforEducationGrades

5.1 Therespectiveeligibilitycriteriaestablishedforeverygradeinthisagreementwillalsotakeintoconsiderationallpreviousyearsofsatisfactoryserviceintherelevant grades and qualifications accrued by applicants. Thus, it will makeapplicantspossessingaccruedrequirements,eligible foranypost, followingacallforapplicationasstipulatedinthisagreement.Assuch,serviceinhigherorequivalent roles at the time of application, which may include roles notregulatedbythisagreement,willnotexcludepotentialcandidatesinapplyingand gaining eligibility for equivalent and/or lower grades regulated by thisagreement. Furthermore, teaching grades governed by this agreement mayapply to revert back to a grade previously occupied by the incumbent andmanagement will consider favourably, following a successful colloquium,providedthat;

(i) Arealvacancyexists,and;(ii) Incumbentparticipatesinaninductionprogrammeforthereversion

gradeifincumbenthasbeenoccupyingthecurrentpostformorethanthreefullscholastic(3)years.

5.2 Promotions will include a trial period, or any other relevant instrumentregulatedbytherelevantlegislationinforcefromtimetotime,ofoneyearorofanyperiodlessthanoneyearasestablishedbythemanagement.

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5.3 Where an officer ceases to perform his/her respective duties on medicalgrounds and is assigned alternative duties or a light load by decisions of amedical board, any such period of service shall be reckonable for yearlyincrementandprogressionfromonescaletoahigherscaleinthePublicService.Furthermore;(i) Employees on light duties shall retain their Salary Scale and shall

progress in their normal course, and shall benefit also from theallowances pertaining to the grade of the incumbents. The WorksResourcesFundshallbepaidtotheemployeesonlightdutiesonapro-ratabasis.

(ii) EmployeesonalternativedutiesshallretaintheirSalaryScaleandshallprogress in their normal course, but shall cease to benefit from anyallowancestiedtothegradeoftheincumbents.

6. LeaveEntitlementforEducationGrades6 6.1 Unless otherwise stated, Heads of School and all staff pertaining to the

educationclasscoveredbythisagreementexceptfortheEducationOfficerwhoshall be subject to general service grades conditions of work, may availthemselvesofupto31.25hoursofleavewhichincludesstatutoryemergencyleave.Providedthat:i. Allspecialleaveissubjecttotheapprovalofthelinemanager.ii. SpecialLeavecanonlybeavailedofinperiodsofnotlessthan30-minute

blocks.iii. A full day special leave shall be equivalent to the actual durationof the

schooldayinquestion(fulldaysequivalentto5.5hours,whereashalfdayspecial leaveshallbeequivalent to3.75hours),excludingmid-daybreaktime.

iv. AllLeaveexceedingonedayneedstoberequestedatleastthree(3)schooldaysinadvanceunlessoneinvokesaspecialhumanitarianreason,andshallrequireapprovalbythelinemanager(typicallytheHeadofSchool).Itshallbe approved on a first-come-first served basis and as long as the linemanagerisconfidentthatbusinesscontinuityshallnotbedisruptedbeyondreasonablelevels.

v. Hours requested back-to-back with any national/public holiday and/orschoolrecessand/orcombinedwithUnpaidLeaveshallbeapprovedaslongas the Head of School is confident that business continuity shall not bedisruptedbeyondreasonablelevels.

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6.2 Forthepurposeofmaternity leaveonly,thewholemonthofAugustshallbeconsideredasblockannualvacationleave.Itisherebyalsobeingclarifiedthatany Maternity leave overlapping with the month of August shall becompensated for and utilised, back-to-back, once the maternity leave isexhausted.

6.3 Timeinlieushallneedtobeavailedofwithinthesamescholasticyearforhoursaccumulatedinthefirsttwoscholastictermsanduptotheendofthecalendaryearforhoursaccumulatedinthethirdscholasticterm.

7. PaidStudyLeave7 7.1 Furthertotheaboveprovisions,MEDEshallcontinuetorunonanannualbasis

thePaidStudyLeaveSchemesknownasSchemeAandSchemeB.TheSchemesshallberunasperagreemententeredintobetweentheGovernmentofMaltaandtheMUTon9thMarch2015orasmutuallyagreedbythesamepartiesinthefuture.

8. Mobility&BridgingProvisions

8.1 It is hereby being clarified that the Bridging Agreement signed between theGovernment of Malta and the Union on 26th September 2013 and theAgreementtoFacilitateMobilityforEducatorsbetweenLicensedSchoolssignedbetweentheGovernmentofMaltaandtheUnionon29thJuly2015,shallformanintegralpartofthisdocument.TheapplicabilityoftheBridgingAgreementshall,onanotionalbasisincludealsoteachinggradescoveredbythisagreementemployed prior to 26th September 2013, but this date shall be taken intoconsideration as the first day for their payroll computational purposes.Furthermore,MEDE commits to extend themobility agreement intended tofacilitatemobilityofeducatorsamongstsectorstoallteachinggradescoveredbythisagreement.

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PartIII–SchoolLife

9. TheSchoolYear9 9.1 Unlessotherwisestated,intermsofworkingconditions,theclauseshereunder

shallbeapplicabletoallgradesidentifiedintheGradingStructureinclause23.1below, except for the Head of Department - Prefect of Discipline and theEducationOfficerwhoshallbesubjecttogeneralservicegradesconditionsofwork.

9.2 The scholastic year for both students and teaching grades governed by thisagreement,shallmeanthe12monthsfrom1stSeptembertill31stAugustandshallbesplitintothreescholastictermsand5recessesasdefinedhereunder:

(i) The1stScholasticTerm:fromthefourthMondayofSeptembertillthelastschooldayprecedingthe23rdDecember,allofwhichshallbe fullschooldays.

(ii) TheFirstMid-TermRecess:thefirstthree(3)schooldaysinNovemberadjacenttotheadequateweekend;

(iii) TheChristmasRecess:fromthe23rdDecembertothe6thJanuarybothdaysinclusive;

(iv) The2ndScholasticTerm:fromthefirstschooldayfollowingthe6thofJanuarytillthelastTuesdayprecedingEaster;

(v) TheSecondMid-TermRecess:MondayandTuesdayprecedingAshWednesday;

(vi) TheEasterRecess:fromWednesdayprecedingEasterandWednesdayfollowingEaster,bothdaysinclusive;

(vii) The3rdScholasticTerm:fromThursdayfollowingEastertillthelastschooldayprecedingthe30thJune.ProvidedthatPublicHolidaysfallingonweekendsandawardedtoPublicOfficersbyCentralGovernmentasadditionalentitlementofvacationleave,shallbecompensatedbyadditionalday/sgivenconsecutivetotheendofEasterrecess,uptoamaximumoftwo(2)daysperyear;

(viii) TheSummerRecess:forteachinggradesinscholasticyear2018/2019,fromthe7thJulytilltheweekdayprecedingthefourthMondayofSeptember.Providedthatlearnersshallstarttheirrecesson30thJuneandreturntoschoolWednesdaysubsequenttothefourthMondayofSeptember.SubsequentscholasticyearsshallbedeterminedinagreementbetweenMEDEandMUT.

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9.3 Thetotalworkinghoursforascholasticyear,forgradesspecifiedinclause9.1,unless otherwise stipulated, will be worked on the formula based on theduration of the scholastic year as per clauses contained within this section.Schools shall ensure adherence to, the annual minimum learning timeentitlementatthedifferentcycles(Early,JuniorandSecondarycycles) issuedannuallybytheDirectorateforQualityandStandardsinEducation(DQSE),orthedesignatedregulatoryauthorityatthetime,reflectingitsestablishedrangeofminimumnumberofhoursoflearningtimeentitlement.

9.4 The learners’ school year shall be defined as per clause 9.2 abovewith theexception ofwhen a school is holding Community of Professional Educators(CoPE) sessions (as determined in clause 17, in particular clause 17.2, for amaximum of 40 hours per scholastic year), 28 hours of which may not beconsideredasschooltimeforlearners.

9.5Signatoriesagreethateverymemberofstaffpertainingtothegradescoveredbythisagreement,shallattendone(1)after-schoolParents’Afternoon/Eveningofthree(3)hoursatnoextraremunerationbutcompensatedintimeoffinlieuonthe sameworkingday. There shall alsobeaParents’Daybasedupona fullschooldayandduringschoolhours. SchoolsshallcommunicatethedatesoftheseParents’Meetings toall stakeholdersaminimumof forty (40)workingdaysbeforetheyshallbeactuallyheld.NolessonsshallbeheldbyteachersandforlearnersatthetimetheyareengagedintheParents’Day.

9.6 One Prize Day/Celebration Day can be organized after school hours, andteachersshallberequiredtoattendforthewholedurationoftheevent.It isunderstoodthat theschoolday for learnersandemployeesontheday,shallterminatethreehoursbeforetheclosingtimeoftheschool,providedthatiftheeventtakesoverthree(3)hourstheextrahourswillbecompensatedintimeinlieu. Schools shall communicate the date of the Prize/Celebration Day to allstakeholdersaminimumofforty(40)workingdaysbefore itshallbeactuallyheld.

9.7 The Head of School supported by the members of the SeniorManagementTeam, as may be applicable, will need to ensure the smooth and effectiveopeningoftheschool.

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10. TheSchoolDay

10.1 Thedurationofa full schoolday, including fifteen (15)minutesmid-morningbreakbutexcludingmid-daybreakshallbeof5.5hoursadayinschoolswithintheEarlyandJuniorYearscycles(i.e.27.5hoursperweekonafive-dayweek).Providedthatthemid-daybreakshallbeofthirty(30)minutesduration.

Providedfurtherthatallworking/schooldaysshallbefulldaysexceptthefirsttwo(2)workingdaysbeforethefourthMondayofSeptember(preparationdaysforteachinggrades)andasfromthefirstworking/schooldayinJunetillthe6thof July.Thedurationofahalfschoolday, including fifteen(15)minutesmid-morningbreak shall beof 3.75hoursperday in Early, Junior and SecondaryYearscycles(i.e18.75hoursperweekonafive-dayweek).

10.2 Schoolswithin theSecondary cycles and schoolsof a specialisednaturemayhavealongerschooldayasmaybeestablishedbyMEDEinagreementwiththeUnion.Providedthat insuchcasestheschooldayshall innocasebeshorterthan5.5hoursadayandnotbelongerthan6.5hoursadayincludingthefifteen(15)minutesmid-morningbreak.Providedthatthemid-daybreakshallbenotless than thirty (30)minutesandnotmore than forty (40)minutesduration.Teachinggradesshallbecompensatedasfollows:

i. Teachers and the Senior Management Team (SMT): time offpremisesequivalenttothedifferencebetween27.5hoursandthelearnerhoursperweekexcludingmid-daybreak.Providedfurtherthat:a. when the scheduled time off premises falls on a

school/public/national holiday the teacher/SMT shall not beeligibleforcompensationinanyotherform;

b. whena teacher/SMTcannotavailher/himselfof the timeoffpremisesduetosomeschoolevent forwhichs/hecannotbeexempted from attending (eg. Management-driven CoPEsession)s/heshallbecompensatedbyconvertingthehoursintotimein-lieu.

c. theSMTshallendeavourtomakeprovisionsforteachinggradestoavailthemselvesofthetimeoffpremisesequivalenttothedifferencebetween27.5hoursandthelearnerhoursperweekexcludingmid-day break, in afternoons, as long as the time-tabling allows for such a provision or it is differently agreedbetweenconcernedparties.

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ii. Learning Support Educators (LSEs) shall receive financialcompensationatparwiththeirsalaryfortheminutesworkedoverandabovetheestablished27.5hours.

iii. LearningSupport Educatorsona full timeone-to-one supervisionshallbeentitledtothestatutory fifteenminutebreak,whilstalsoensuringthat there iscontinuityofneedsof thechildunder theirsupervision.ThisprovisionshallalsoapplyforallLearningSupportEducatorsdeployedinResourceCentres.

Forthepurposesofcalculatingthenumberofhoursthemid-daybreakshallnotbetakenintoconsiderationasworkingtime.

10.3 ItistheprerogativeofMinistryresponsibleforEducation,inagreementwiththeUnion,todecidetheofficialopeningandclosingtimeofeachschoolbetween07:30 and 08:45 hours (starting time) and between 13:45 and 15:30 hours(closingtime).InthecaseofResource/LearningSupportCentresthestarttimemaynotbelaterthan09:00hoursandclosingtimemaynotbelaterthan15:00hours.

10.4 All staffpertaining to theeducationclass represented in thisagreementandperformingduties inaCollege/Schoolshallsign-innot laterthantenminutesbefore the official school opening time for the learners. The additional tenminutesnon-contacttimeperdayisalsopartoftheofficialworkinghoursofsuchgrades.

10.5 PartiesrecognisethesignificantinvestmentbytheGovernmentininformation

and communication technology, widening and enhancing opportunities forcommunicationamongthedifferentschoolcommunitymembers(managementwitheducators,educatorswitheducators,educatorswithlearners,educatorswithparentsetc…).Whilstacknowledgingtheneedforprofessionalstoactivelyand regularly engage with digital tools, including means of communication(emails,socialmediaorothere-platforms,messaging,etc…),signatoriespledgethatthiswillbedonewithinaframeworkwhichacknowledgesandrespectsthewellbeingofall,ensuringpracticesareconsideraterespectfultowardstherightofindividualsforpersonalandprivatetime.

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11. KindergartenIntake

11.1 Kindergarten children will be admitted in Kindergarten 1 either on the 1stMonday/ Tuesday/Wednesday of October or on the 1stMonday/Tuesday/WednesdayofFebruaryprovidedthatthechildwouldhaveattainedthreeyearsofagebyendofDecemberfortheOctoberintakeandbyendofAprilfortheFebruaryintake.PupilstransferredorregisteredafterthebeginningofOctobershouldbeadmittedwiththenextFebruaryintakeandthoseafterthebeginningofFebruaryshouldbeadmittedwiththefollowingOctoberintake.HeadsofSchoolresponsibleforPrimarySchoolsmaydecidetostaggertheentryofKGchildrenwithinreasonduringthefirsttwodaysofschoolaccordingtotheexigenciesoftheserviceandthebestinterestofthechildren concerned. By way of providing a smoother and less traumaticinduction in school KG1 classeswill also end school before the start of thesecondbreakforthefirstweekofschooling.ChildrenwhoenterinOctoberinKindergarten 1 will progress to Kindergarten 2 at the beginning of thefollowing scholastic year. Thosewho enter Kindergarten 1 in Februarywill,duringthefollowingtwoyears,completeKindergarten1andKindergarten2andthenproceedtoYear1withtheirpeers.

11.2 Similarly,Kindergartenchildrenwillbeadmitted inKindergarten2eitheronthe1stschooldayofOctoberoronthe1stschooldayofFebruaryprovidedthattheywouldhaveattainedfouryearsofagebytheendofDecemberorbytheendofAprilofthecurrentscholasticyear.

11.3 Studentswhoonanexceptionalbasisdeemedjustifiablebythemanagement

arerequiredtobeadmittedoutsideofprovisionsstipulatedinclause11.1and11.2above,shallbecateredforbyinductionclassesuntilthenextapplicabledateofintake.

12. ContactandNon-ContactTime

12.1 Allstaffpertainingtotheeducationclassrepresentedinthisagreementandwhosejobdescriptionincludes,sinequanon,timetabledefinedcontacthoursarerequiredtoobservesuchtimetableuptoamaximumof27.5hoursperweek.Providedthatinthecaseof:

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(i) Heads of Department, the teaching loadwill consist of amaximumof 10lessons which do not exceed 8 hours in total per week, and will not beassignedanycoverlessonsbeyondthislimit;

(ii) TeachersatSecondarySchools,theteachingloadwillconsistofamaximumof24 lessonsplus1 cover lesson, and the total contacthours (themixoflessonsandcoverlessons)shallnotexceed19.5hoursperweek,outofwhich2.2 hours shall be reserved for two subject, or other school/professional-relatedmeetings.Providedthatinexceptionalcasesarisingoutoftimetableexigencies, the teaching load will consist of a maximum of 25 lessons.ProvidedfurtherthatteachersinSecondarySchoolswillberesponsiblefornotmorethan4differentschemesofwork/sets.Everyadditionalschemeofworkshallresultinthereductioninloadofonelessonperweek,onconditionthat no teacher will have more than 6 schemes of work/sets assigned.Furthermore,managementshallensurethatteachersshallhaveonelessonadayasnon-contacttimeandanotherlessonwhichmaybeutilizedforcoverlessons;

(iii) Teachers at Primary Schools, including subject-specialist teachers in thePrimary, the contact hours shall not exceed 25 hours (progressively asportrayed inAnnex I – ImplementationTimeline for theMajorAgreementMeasures).

12.2 Allnon-contacthoursforTeachersinthePrimaryincludingbothClassteachersandSubjectSpecialistteachers inthePrimarycycle,resultingfromtheaboveshallbeconsideredason-siteworking-timetobeutilisedforactivitiessuchastheexecutionofadministrative,curricularandprofessionalfunctionsincludingattendinganymeetings forupto60minutesperweekthatmayberequiredwhetherattherespectiveschoolorelsewhereasdirectedbymanagement.

12.3 Fornon-compulsoryschoolingyears,allKindergartenEducatorsandTeachersservingatKindergartenlevel,shallbeentitledto60minutesperweekofnon-contact/curriculumtimeasfromscholasticyear2018/2019toreachamaximumof90minutesperweekofnon-contact/curriculumtime fromscholastic year2019/2020. This time shall be covered by Learning Support Educators orKindergarten Educators Relievers (who may include Students performingpracticumaspartoffurtherandhighereducationstudiesinarelatedarea),andifrequiredclassesmaybejoined,providedstudentpopulationwillnotexceedthe maximum permissible population and/or learner to practitioner ratioestablishedinMalteselegislation.

12.4 During periods officially designated as whole school and/or nationalexaminationperiodstheabovearrangementsmayhavetobesuspendedeitherpartiallyorinfulldependingontheprevailinglogisticaldemands.

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13. Break-time

13.1 All Learning Support Educators, Kindergarten Educators, Teachers, Heads ofDepartment and Assistant Heads of School directly deployed in schools andwhoselinemanagerisaHeadofSchool/LearningSupportCentreCoordinatorarerequiredtoperformmid-morningbreaksupervisionwhichshallbesharedequitablyamongstthemonarosterbasisdefinedbytheSeniorManagementTeam(SMT),ensuringthatastaffistostudentratioof1:40ismaintained(henceassigningastaffmemberforevery40studentsorpartthereof).

13.2 Gradesmentioned in clause 13.1 shall on a voluntary basis performmiddaybreak supervision duties which shall be remunerated at an hourly rateequivalentto1/904ofonehalfoftheminimumbasicsalarypointofscaleninei.e.(MinimumofScale9x½÷904).

Provided that thesame1:40, staffmember tostudents, ratio isguaranteedandincaseswherenotenoughstaffisavailabletocoverthisestablishedratio,teaching grades will be required to engage in such a roster and beremuneratedaccordingly.

Provided further that schools shall first endeavour to cover mid-day breaksupervisiondutiesfromamongstvolunteeringeducators,anyotherremainingvacanciesmayalsobeofferedtonon-teachinggrades.

13.3 Schoolsshallendeavourtoorganizeactivitiesduringthemid-daybreakandshallbe given an increased complement as additional supervision points(placements)tocoversuchactivities,specificallybeingassignedasupervisingmemberofstaffforeveryactivity.Providedthateachstudentisentitledtoone(1) activity per week and activities would have an average of fifteen (15)participatingstudents,thenumberofmid-daybreakactivitiesentitledtoeachschoolisobtainedbydividingtherespectiveschool’sstudentpopulationby15,toreachthetotalnumberofactivitiesperweek,thenbyfive(5)androundedupforthenumberofactivities,hencetheentitledadditionalsupervisionpoints,perday.

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13.4 HeadsandAssistantHeadsofSchoolshall,onarosterbasis,undertakeoverallmid-day break supervision sessions daily, over and above the number ofteaching grades required in each school. The overall supervision shall beundertakenasfollows:

Upto150students 1overallsupervisor

151-400students 2overallsupervisors

401-700students 3overallsupervisors

701-900students 4overallsupervisors

901+students 5overallsupervisors.

Provided that every Head of School shall be entitled, if s/he so opts, toundertake overall mid-day break supervision daily over and above thecomplementhereinestablished.

13.5 LSEsassignedtostudentswithafulltimeone-to-onestatementofneedsshallalwaysberequiredtoperformbothmid-morningandmid-daybreaksupervisiondutieswiththestudentundertheircareandshallberemuneratedaccordingly.LSEsshallbeentitledtoadailyfifteenminutesbreaktimeandshallbescheduledinagreementbetweenthelinemanagerandthesameLSE.Whenthestudentisabsentfromschool,theLSEshallbeassignedsupervisiondutieswhererequiredbymanagement.Furthermore,whentheLSEisabsentfromschool,thefulltimeone-to-onelearner’sneedsshallbemetbyotherLSEsthroughascheduledrawnupbythemanagement,wheneverthisispossible.

13.6 All gradesdefined in clause13.1maybeoffered theopportunity toperformEarlyArrivalorDismissalSupervisiondutiesandshallberemuneratedonthesamemechanismregulatingthemid-daybreaksupervision,inforcefromtimeto time.The ratio that schools shallbeassignedas supervisionpointsduringEarly Arrival and Dismissal Supervision shall be that of 1 Educator is to 50studentsusingschooltransport.

13.7 DuringEducationalvisitsoutof theschoolpremises, teachinggradesshallbeassignedsupervisiondutiesof learnersonaratioof15:1providedthatthereshallbealwaysaminimumof two teachinggradesaccompanying thegroup.

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13.8 The above clauses in section 13 apply also to teaching grades engagedon adefinitecontractincludingthoseengagedasSupply.

14. LearnerPopulation

14.1 TheStudentPopulationintheclassisdependentonthelearners’educationalneeds and according to the professional judgement of the school’s seniormanagement team. It is being recognised that there is no one-size-fits-all inclassroom composition and this might vary depending on the needs of theclassroom.MEDEistoendeavourinkeepingascloseaspossibletotheNationalMinimumConditionsasperprovisionsstipulatedinthelegalnoticeforthesaidNationalMinimumConditionsforallschoolsandanysubsequentamendments.

14.2 Thestudentpopulationshallnotexceedfourteen(14)learnersinKinderIandnineteen(19)learnersinKinderII.

14.3 Providedthatwhen;(i) theKindergartenEducator/KGECteacherisabsent,andarelieverisnot

available,thenumberoflearnersmayincreasetofifteen(15)andtwenty(20)respectively;

(ii) the class has at least one (1) student with a Statement of Needs thestudentpopulationshallnotexceedtwelve(12)learnersinKinderIandsixteen(16)learnersinKinderII,unlesstheaboveprovisionisrequiredtoprevail;

(iii) a class is composed of learners from Kinder I and Kinder II the classpopulationshallreflectthatoftheKinderIclasses;

(iv) whentwogroupssharethesameroom,thenumberofchildrenshallnotexceedtwentytwo(22)inthecaseofKinderIandthirty(30)inthecaseofKinderII.

14.4 The student population in Years 1 to 6 shall not exceed twenty eight (28)learners.

14.5 Providedthat:(i) whentheclasshasatleastone(1)learnerwithaStatementofNeeds,

thestudentpopulationinclassshallnotexceedtwentyfour(24);(ii) inPrimarySchools,classesand/orgroupsforPSCDinYears1to6,shall

notexceedsixteen(16)learners.

14.6 ThestudentpopulationinYears7to11(Forms1to5)shallnotexceedtwentysix(26)learnersperclass.

Providedthat:

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(i) Classescateringformixed-abilitylearners,henceatattainmentlevels4-5,5-7,6-7and7-8/9,shallnotexceedtwentyfour(24)studentsperclass,providedthatinexceptionalcasesthenumberofstudentscanincreasetotwentyfive(25);

(ii) Classes catering for learning at attainment levels 7-8/9 shall notexceed twenty four (24) students per class, provided that inexceptionalcasesthenumberofstudentscanincreasetotwentyfive(25);

(iii) Classescateringforlearningatattainmentlevels6-7shallnotexceedtwentyfour(24)studentsperclass;

(iv) Classescateringforlearningatattainmentlevels5-7shallnotexceedtwenty(20)studentsperclass;

(v) Classescateringforlearningatattainmentlevels4-5shallnotexceedthirteen(13)studentsperclass;

(vi) Classes catering for subjects having a strong hands-on componentand/or taught in a Lab orWorkshop shall not exceed sixteen (16)students per class. These shall include, butmaynot necessarily belimited to, Art Option, Biology, Chemistry, Computing, Design andTechnology (D&T), Home Economics (HE), Integrated Science,Personal,SocialandCareerDevelopment(PSCD),PhysicalEducation(PE)Option,Physics,andallVocationalEducationandTraining(VET)subjects.ProvidedthatICTshallbetaughtaswholeclassesinYears7and8(Forms1and2)and ingroupsofnotmorethansixteen(16)studentsinYears9to11(Forms3to5);

14.7 In Learning Support Centres, Educational Hubs and Resource Centres thestudent population per class shall not exceed 8 learners, and in migrantinductionclassesthestudentclasspopulationshallnotexceed15.

14.8 Provided that for all subjects at the Secondary level, requiring alaboratory/workshopsetupthenumberoflearnersshallnotexceedsixteen(16)learnersinnormalcircumstancesandseventeen(17)learnersifanewlearnerisadmitted after the start of the scholastic year as approved by the Head ofCollegeNetwork.

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15. Teaching,LearningandAssessment

15.1 OngoingAssessments - In theEarlyYearsand in JuniorYear3, assessment is toexclusively take the shape of teacher/learner-based, formative, ongoingassessmentwithacumulativetrimesterreportingonbroadcompetences.IntheEarlyYears, learners’progressshouldberecordedandreported inaqualitativemannerasdeterminedbymanagement,fromtimetotime,inagreementwiththeunion.Ongoingassessmentbyclass/subject/areateachersistobecompiledinthelearner’s folder (cumulative documented collection of evidenced learningoutcomesbeingachievedbythelearner)continuethroughoutallyearsuptotheendoftheSecondaryandUpperSecondarywhennationalassessmentatMQF4evolves to embrace the learning outcomes approach. The recording of theseoutcomes for reportingpurposes,willbeperformedmanuallybyacut-offdatethat isnotearlier thanfourteen(14)workingdaysandnot later thanseven(7)workingdayspreceding theendof each term,or the start of the examperiodwhereapplicable,andbesubmittedtotheschool’sSMT,untilsuchtimethatanonlinesystemwouldbemadeavailableanditsuseagreeduponwiththeUnion,inwhich case digital recording and submission of outcomes would replace themanual recording and submission. Provided that, whereas all learners shallreceivethreefeedbackreports(oneperTerm),Year11(Form5)students,shallreceivesimilarfeedbackreportsforthefirsttwotermsandtheevolvedEnd-of-SecondaryEducationCertificationfollowingcompletionofthethirdterm.

15.2 Summativeassessment-InYears4to11(Form5),schoolsshallreplaceschool-based half yearly examinations with varied modalities of teacher-led ongoingassessment, but will retain school-based annual examinations(written/oral/aural/practical asmay be appropriate) that shall be held in June.TheEducationAssessmentUnit(EAU)willcontinuetosetexampapers/toolsforallsubjectsatalllevelsofferedandexaminedintheJuniorandSecondaryYears’CyclesinStateSchools.Forthefirstfivescholasticyearsofimplementationofthisagreement(2018/2019,2019/2020,2020/2021and2021/2022and2022/2023),all State Schools will avail themselves of papers issued by the EAU for allexaminable subjects. As from 2023/2024 onwards, schools will start availingthemselvesofpapersissuedbytheEAUensuringthatallsubjectsatthedifferentlevelsarecoveredoveracycleofthree(3)yearswiththeremainingsubjectsbeingcateredforbytherespectiveschools.Inparticularcircumstances,andgivenclearjustifications, theManagementmaydecide that specific schoolswouldneed tocoverallexamswithPapersproducedbytheEAU.Uponrequestfromteachersandschools, therespectiveHeadofCollegeNetworkwill facilitateclusteringofschools for suchpurposes,whichmaybewithinaswellasbeyond theCollege.Examination papers, or relevant assessment tools, shall be set by Heads of

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Department, Education Officers and/or Teachers and be presented wordprocessed in digital format inMaltese or English asmay be applicable, to theschool’sSMTnotearlierthansixty(60)workingdaysbutnotlaterthanforty(40)workingdayspriortothestartdayoftheexaminationsperiod. Markedscriptsshall be returned within six (6) working days from the date of the respectiveexamination. In the Primary Cycle, the compilation of the exampaper shall becoordinatedbythedesignatedAssistantHeadofSchooloranyotherofficialwithintheofficeoftheHeadofCollegeNetworkwhoseresponsibilitiesincludecurricularmatters(teaching,learningandassessment).

15.3 InpreparationfortheexamcomponentofthenationalassessmentattheendofSecondarySchoolingheldinMay/June,MockexaminationsforYear11(Form5)learners shall be held in February. The sameparameters for annual School orCollegeexamsintheprecedingclause(15.2)apply.

15.4 The working days in July shall be reserved for the correction of scripts and

reportingofassessment.

15.4MEDEcommitsitselfthatincaseswhereadditionalsupervisioncapacityisneeded,additionalinvigilatorswillbeprovidedtotheschoolsbyMEDE.Bothpartiesalsoagreethatdiscussionswillcommencetoimprovethecurrentpracticesrelatedtoaccessarrangementsduringtheexaminationsreferredtoinsection15.

15.5 All components, including, but not limited to the controlled summativeassessment,ofthenationalassessmentoflearningmodelbeingadoptedfortherespective subjects and which shall lead to national certification (SecondaryEducationCertificate–SEC)attheendoftheSecondaryYearsinYear11(Form5)will be administered at school by school staff (unless the physical resourcerequiredtoperformanassessmentisnotaccessibleontheschool’spremisesortotheschool;suchasforswimmingpracticalexams–inwhichcaselocationwouldbeatanappropriatesite,orinsufficienthumanresourcestocoverallinvigilationduties – in which case the school would be complemented by other humanresourcesforthespecificpurpose).

15.6 The controlled summative assessment (examinations) at the end of Secondary(Year11/Form5),knownasSEC,unlessagreedbyallparties,shallstartnotearlierthanMondayofthelastfullweekinMayandendbynotlaterthanthelastschooldayprecedingthe30thofJune.Theongoingassessmentcomponentsofnationalassessment will be designed (on pre-defined broad outcomes set by thedesignatedauthorityMATSECandprovidingsufficientlyguidingtaskexemplarstoaidteachersindesigningtheongoing-assessmentsandalsomakingitpossibletoadopt these exemplars by the same teachers) and corrected by the respective

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Heads of Department and/or Teachers engaged in the actual teaching whilstadhering to the quality assurance parameters and regulations set by thedesignatedauthority.ThecontrolledsummativecomponentoftheSECnationalassessment will be developed, printed, distributed to schools, collected andcorrectedbythedesignatedauthority(MATSEC).

15.7 NationalAssessment at theendof the Secondary Years shall cover all subjectsoffered in the learner’s curriculumas long as this emergesoutof the LearningOutcomesFrameworkassetwithintheNationalCurriculumFramework,and/orhas been endorsed by the designated authority responsible for nationalassessment (MATSEC) within parameters set by the DQSE, or the designatedregulatoryauthorityatthetime.Furthermore,whilsttheschoolSMTandteacherswillberesponsiblefortheinternalqualityassuranceinadherencetoregulationsthatwillbeestablishedandmaybeupdatedfromtimetotimebythedesignatedauthorityfornationalassessment(MATSEC),thelatter,inagreementwithMEDEand the Union, will externally quality assure the process to ensure validity,reliabilityandrigour.

15.8 InthecaseoftheNationalAssessmentattheendofthePrimaryYears,examinablesubjectswillbelimitedtothecoresubjects,beingidentifiedasMaltese,English,Mathematics,andScience.Theremainingsubjectsaretobeassessed(includingthedevelopment,administration,markingandreporting)inamoreongoingwayat a School or College level. Any assessments, including examinations, need toremain relevant and realistic, allowing space for educators to practice theirprofession.

15.9 Learnerswillneedtobepresentedwithassessmenttoolsthatminimizebarrierswhich might limit the learners’ learning potential as per identified intendedoutcomes(forinstanceintheSECnationalassessment,learnerswillbeassessedandcertifiedatMQFlevels1,2,and3),providedthatwithinonecohortoflearners(pertainingtothesameschoolyear)therecanbenomorethanthreedifferentlevelsofassessmenttools.Anyfurtheradaptationrequiredforspecificlearnerswillneedtobeperformedonthelowestlevelofassessmenttoolbytherespectivelearners’teacherguidedandsupportedbyspecialeducationalneedspractitioners(LSEs,HoDsInclusion,PsychosocialProfessionalsetc.).

15.10 Aspartofthelearners’righttoaccesseducation,individualsmaythroughouttheirlearningexperiencerequirespecificsupportasdeemedappropriatebyeducatorsordesignatedpsychosocialprofessionals. Thissupport,whichmaytakevariousformsandbeofferedbytheTeacherand/ortheLearningSupportEducator,istobesimilarlyofferedtothelearnerduringSchool/College/Nationalongoingaswellascontrolledsummativeassessmentbytheschoolstaff,whilstsafeguardingthe

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requiredqualityassuranceparametersthatensurethereliabilityandvalidityoftheassessment.

16. EnhancingInclusivity

16.1 At Kindergarten and Primary level, inclusion provision for all learners shall becateredforbytheTeacherorKindergartenEducatorresponsiblefortheclassandsupportedbyLearningSupportEducatorsasmayberequired(officiallyauthorisedby the Management). Learners with one-to-one statement of needs shall beassignedtheservicesofaLearningSupportEducatoreach.

16.2 In Kindergarten 1 to Year 6, all groups/classes shall benefit further from thesupportofaLearningSupportEducatorprovidedthatthestudentpopulationpergroup/classexceeds:• 12learnersinKinder1;• 14learnersinKinder2;• 18pupilsinYears1and6;

ThismeasureshallgraduallycomeintoeffectatKinder1level,andincrementallyattheotherconsecutivelevelsinsubsequentyearsasfromSeptember2019,andsubsequently rolled out as specified in Annex I – Implementation Timeline theMajorAgreementMeasuresrespectively.

16.3 AttheSecondaryCycle,inclusionprovisionshallremainaspercurrentpracticesforthedurationofthisagreement.

17. DevelopingaCommunityofProfessionalEducators(CoPE)

17.1 Signatoriesuphold thebelief thatactiveparticipation inContinuousProfessionalDevelopment(CPD)maybeastrongenablerforahighqualityeducationalserviceprovisionandensures that the teachinggrades’professional status isnurtured.Throughthisagreementgreateremphasisisplacedonschoolsandindividualstoseekthemostappropriateprofessionaldevelopmentwhichbestrespondtothecontextual, national and international needs with a particular focus on therespective communities’ learners, educators, and educational leaders. TheconceptofCPDisbeingwidenedtoencompassalldevelopmentopportunitiesthatnourish the creation of a Community of Professional Educators (CoPE), whichincludesallinitiativesthatfacilitateprofessionaldiscussionandgrowthamongstcommunitymembers,suchasschooldevelopmentplanningsessions,continuousprofessionaldevelopmentandlinkswiththeinternalandexternalcommunity.Allteachinggrades rendering service in schools represented in thisagreementare

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requiredtoactivelyparticipateinManagement-drivenCoPEsessions,andshallbeencouraged to also takepart in Self-sought CPD sessions (recognisedbyMEDEand/oraccreditedbyarecognisedauthority).

17.2 Management-driven CoPE sessions shall include School Development Planning(SDP) and Continuous Professional Development (CPD) sessions. Managementshall:(i) haveatitsdispositionamaximumof40hoursCoPEtime(excludingthetwo

(2) preparationworking days (3.75 hours each day) preceding the fourthMonday of September) during normal working hours unless otherwisestatedinthisAgreement;

(ii) ensure that in utilising CoPE time it does not encroach on the officiallyestablishedteachingandlearningtime;

(iii) dedicatenolessthan12hoursoutofthetotal40hoursCoPEtimetowholeschooldevelopmentplanningsessions;

(iv) ensurethatduringatleast12hoursoutofthetotal40hoursCoPEtimeperyear,learnersaretoremainatschool;

(v) strive to analyse the professional development needs of its professionalcommunityandmeetsuchneedsthroughCoPEtime;

(vi) aim to reach a balance between locally (school) and nationally (centralauthority)organisedCPD,balanceofwhichwouldhavetobedeterminedbeforethestartofthescholasticyear;

(vii) inform the school community well in advance, not less than forty (40)workingdays,ofdatesidentifiedforCoPEtime.

17.3 Allstaffpertainingtotheeducationgradesrepresentedinthisagreementshallbeencouragedtoundertakeself-soughtCPD.Providedthatthesemaybeundertakenduring/oroutsidenormalonsitehours.

17.4 ContinuingProfessionalDevelopmentwillbedefined in itsdifferentmodalities:schoolinitiatedfacetofaceand/oronline,self-soughtfacetofaceand/oronline,as well as formation through self-reflection and peer-to-peer learning. It isunderstood that all hours claimed as part of the eighty hours need to bedocumentedandendorsedbytheHeadofSchool.

17.5 EducatorsshallvoluntarilycompileaFormdesignedbyMEDEinconsultationwiththeMUT,(whichmaybedigitalandeventuallybepartofanewMIS),wherebyallclaimsofself-soughtCPDshouldbesubmitted/uploadedpriortotheendofthescholasticyear.Thismayincludesubmitting/uploadingofanyrelatedevidence,includingauthenticatedcertificatesofattendance, letters fromacademic tutorsandotherrelevantmaterial.

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17.6 Self-soughtCPDrecognisedbyMEDEmaybeofthree(3)broadtypes:1. Professionallearningopportunitiesinaschool/collegesetting;2. Professional learning opportunities based on externally designed

programmes;3. Professionallearningopportunitiesbasedonself-development.

18. Mentoring

18.1 Mentoring, interpreted as support to other colleagues through transfer andknowledgesharing,ispartofanyofficer’sdutyandresponsibility.Nevertheless,both parties agree that mentoring within a more controlled environment andwithinspecificparameters,shouldbeadoptedintwospecificscenarios,(i) curricular/pedagogicalmentoringwithNewlyQualifiedTeachers(NQTs),(ii) curricular/pedagogicaland/orgeneralpracticementoringinsupportof

Teachersexperiencingchallengingcircumstances.

18.2 Mentoring,asastructuredsupportivemechanism,mayhavetwocomplementarydimensionstoit,namelythecurricular/pedagogicalandthegeneralpractice.Thecurricular/pedagogicaldimension is related to the subject/areacontent,and/orrelatedpedagogy,andhence,whereverpossible,suchdimensionofmentoringistobedealtwithbyspecialistsinthesubject/area,particularlyHODsorteachersexperienced in the subject/area. On the other hand, the general practicedimensionwhichmayincludeclassroommanagementand/orworkethic,oughttobe addressed throughmentoringofferedby an identified experienced teacher,whomaybemoreknowledgeableonschoollife.Teacherswhohavesuccessfullycompleted the recognised teacher mentoring programmes as determined bymanagement from time to time,will be requested to perform suchmentoringduties, whereas teachers not in possession of such certification will need toexpresstheirinteresttobeconsideredfavourablyforsuchduties.

18.3 Signatories agree that the Mentoring of Student Teachers is a highly valuablemechanism that may aid in fostering the continuity and strengthening of theprofessionthroughadistinctcontributionbypractitionersselectedbytheInitialTeacherTraining (ITT)organisation, typically,butnotnecessarilyexclusively,bythe Faculty of Education (University of Malta), in consultation with theManagement,andcompensatedbythesameITTorganisation(i.e.theUniversityofMaltaortherespectivebody).Hence,StudentTeacherMentoring,whichforms

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partoftheITTprogramme,isnotregulatedbythisagreementandnoreferencetomentoringwithinthissectionistobeassociatedwithit.

18.4 Mentorsshallbeidentifiedbythelinemanagerofthememberofstaffconcernedbyusingtheparameterssetoutinclause18.2,one’sownprofessionaljudgementandbyensuringthatamentorisatleastatthesamegradeofthementee.Thetimeamentorspends inclasswiththementeeshallbeconsideredasaspecialdutyandacontact-time.Providedamentorshallhavenomorethantwomenteesatanypointintimeandthatforeachmentee,amentorwhoisateacherattheSecondary/Upper Secondary cycles or a Head of Department shall have twolessons accredited as contact time perweek, unless otherwise directed by theDirectorateforEducationalServices.InthecaseofsuchteachersatthePrimarycycle, they shall be replaced by a subject/area specialist teacher to allowobservationof lessonsand/or feedback timewith thementee. It isunderstoodthatobservationandfeedbacksessionsshallnotexceedatotaloftenhoursperterm.

18.5 Amentorcannotserveformorethanonescholasticyearwiththesamementeeunlessmutuallyagreed.

18.6 Allnewly recruited staffpertaining to theeducationgrades represented in thisagreement are expected to participate actively in the induction process. Theperiodofengagementpriortotheawardofthewarrant/licence/registration,asmaybeapplicable,isforthepurposeofthisagreementtobeconsideredasthefoundationyearswhichmaynecessitateparticulartraining,includingtheinductionprogram.Theinductionprocessshallhavetwo(2)components:

a.SupportiveComponent:i. Supportivethroughmentoring,identifiedasscenario(i)inclause18.1

above,andii. 6hourswhichmaybeoutofschoolhoursinSeptemberorganisedby

theDESforallnewrecruitswithintheMEDEwithanadditional3hoursessioninJulytoclosetheinductionprocess.

b.AppraisalComponent:

i. PMPDP (agreed document in use) for new recruits in the grades ofLearningSupportEducators,KindergartenEducatorsandTeachersatthedifferentlevels.

ii. ClassvisitsbytheEducationOfficer/HOSordelegatedA/Hd.Providedthat in case of disagreement by the appraisee on the verdict theappraisee may request the intervention of the Director EducationResourceswhomayappointathirdEducationOfficerortheHeadofCollegeNetworkforanindependentopinion.Furtherprovidedthatin

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termsofconfirmation ifnodecision istakenatthecloseofthefirstyear of employment the officer concerned will be automaticallyconfirmedwithoutfurtherappraisal.

19. StudentPastoralCare

19.1 Studentpastoralcareshall involvethegivingofpersonaladviceandsupporttostudentsonthepartofateacherasopposedtosimplyteachingthem.

19.2 IntheEarlyYearsandPrimarycyclesthisroleshallbeperformedasaspecialdutybytheclassKindergartenEducator/Teacherforallthelearnersintherespectiveclass.

19.3 At the Secondary and Upper Secondary cycles teachers shall be required toundertakestudentpastoralcaredutiesaspartoftheRoleofSpecialresponsibilityas Form Teacher. Every Form Teacher shall be assigned a Home Class whosestudentss/heshallbefollowingmorecloselyfromapastoralholisticperspective.

19.4 Atthesecondary/uppersecondarylevel,allteachersmaybeappointedasFormTeachersfollowingan internalexpressionof interestatschool/College level. Inthe absence of sufficient applicants to cover all classes, the College/SchoolManagementmayappointFormTeachersfromamongstall teacherswithintherespectiveschool,ensuringthatthesedutiesaredistributedinajustandequitablemanneramongststaffmembersataparticularyearaswellasovertheyears.TheFormTeacherresponsibilityshallbecompensatedasonelessonperweekintheircontacttimeloading,includingforanycurricular,administrativeandpastoraltasksthatmayneedtobeundertaken,whichshallnolongerincludecontributionstotheSecondarySchoolCertificateandProfile(SSC&P)unlessrelatedtotheformaleducationalcomponent.

20. PostsofSpecialResponsibility

20.1GuidanceTeachers-Whiletakingintocognisancethedevelopmentandevolvementof a professional student support service, and until otherwise directed bymanagement, collegesand schools shallbeprovidedwitha supplementof fivehoursofguidanceservicesperweekforevery100learnersorpartthereof.TheseservicesshallbeprovidedbyGuidanceTeacherswhoshallbelaterallydeployedassuch,followinganinternalcallforapplicationgivingamarkedpreference,which

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maynotbelessthan20percentilepointsfromacrosstheassessmentcriteria,toteacherswhohave a qualification at least atMQF level 5 in a related area, asdeterminedbymanagementfromtimetotime.Incaseofanyremainingvacancies,MEDEinagreementwiththeUnionreservestherighttoissueafurtherinternalcallopentoallteachers,givingamarkedpreference,whichmaynotbemorethan10percentilepoints fromacross theassessmentcriteria, to teacherswhohavemore than five years of teaching experience, distributionof such10percentilepoints reflecting the additional years of teaching experience the candidatepossesses over and above the five years. While Guidance Teachers at theSecondarycycleshallretainatleastateachingloadintheirrespectivesubject,notexceedingeight(8)hoursuptoamaximumoften(10)lessonsperweek,GuidanceTeachers from the Primary cycle shall have amaximum teaching load of eighthoursperweekascover lessons, includingbutnot limitedto21stcenturyskills,well-beingandpersonalgrowth.GuidanceTeachersfallingwithinaCollegeshallberequiredtoprovideguidanceservicesacrosstheCollegePrimarySchoolsfortransitionpurposesand/ortocoverlackofPrimary/SecondaryGuidanceTeachersasdirectedbytheHeadofCollegeNetwork.GuidanceTeachershailingfromtheSecondarycycleshallbeexemptedfromtakingcoverlessonsbutshalldedicateallcontact time,except for thehoursrequiredtoteachtherespectivesubject, forguidanceservicesindirectcontactwithlearners.

20.2 HealthandSafetyTeachers-MEDEinconsultationwithMUT,shallendeavourthatby not later than the end of the scholastic year following the signing of theagreement,commissionarecognisedprofessionalbodytoensurefulladherencetoHealthandSafetylegislation,inrespectofallemployeesdeployedatschools,the learning community and all third parties on school premises. Henceforth,HealthandSafetyteachersinSecondaryschoolsshallfocusentirelyonhealthandsafetyawareness. Secondary schools shallbeentitled to5hoursofHealthandSafetyAwarenesstimeperweek.HealthandSafetyTeachersservinginSecondarySchoolsshallberequiredtoprovidehealthandsafetyawarenesssessions,apartfromtheirassignedrespectivesubject,asdirectedbytheSMT,whichinanycasemaynotexceedthemaximumloadofateacher.Concurrently,otherHealthandSafetyteachersinserviceshallberedeployedatCollegeLevel,toprovidehealthand safety and first aid awareness. Henceforth, MEDE shall no longerdeploy/replaceteacherswithinthisservice.

20.3CollegeHealthandSafetyRepresentative–InaccordancewiththeHealthandSafetyAct(ActXXVIIof2000article6(4))andsubsequentlyinLegalNotice36of2003),and any subsequent revisions, the role of Health and Safety Representative asdescribedbythelegislationisbeingagreedupon.TheCollegeHealthandSafetyRepresentativerepresentstheinterestoftheworkersandhis/herroleisdistinct

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from that ofHealth and Safety Teachers. Each College shall elect a health andsafety representative. His/her rights and obligations are established by LegalNotice 36 of 2003. The College Health and Safety Representative shall have amaximumteaching loadof14 lessons(includingreplacements)providedthat incaseswherethemultipleofaspecificsubjectexceeds14lessonsintheparticularsubject,uptotwoadditionallessonsmaybeassigned.

20.4 FirstAiders -With the intent toenhance theeffort toensure thewell-beingoflearnersdiagnosedwithlife-threateningconditionsthathavebeencommunicatedtotheSchoolandtofurtheraddressemergencysituationswhichmightrequiretheuseoffirstaidinlife-threateningsituations,eachSchoolandCentreshallqualifyfortheidentificationoftwo(2)FirstAidersfromamongstteachinggradesforsuchcases. In cases where such officials are not in possession of a valid First Aidqualification,themanagementobligesitselftooffertherequiredtrainingoutsideofschoolhours.Theseidentifiededucatorsshallberemuneratedadditionallyforthis responsibility. In recognition of the responsabilities shed on the Head ofSchoolbytheEducationActinforcefromtimetotime,inabsenceofafirstaiderinschool,theHeadofSchoolmayalsotakeonthefullroleofFirstAiderandalsobenefitfromtheremunerationforthisadditionalduty.

20.5 TeacherLibrarian -Secondary/UpperSecondaryschoolsshallbeentitledtotwohoursofTeacher-LibrarianServicestimeperweekforevery100learnersorpartthereof. These services shall be provided by Teacher-Librarians who shall belaterallydeployedassuch,followinganinternalcallforapplicationgivingamarkedpreference, which may not be less than 20 percentile points from across theassessmentcriteria, tocandidateswhohaveaqualificationat services indirectcontactwithlearners.Thismayalsoincludelessonsinformofinformationliteracysessions.TeacherLibrariansshallbeassignedlessonloadingnotexceedingeight(8)hoursanduptoamaximumoften(10)lessonsperweek.TeacherLibrariansmayalsoberequiredtoprovidelibraryservicesintheCollegeprimarysector.AnynewparametersaffectingtheworkingconditionsofTeacher-Librariansaretobeestablished in agreementwithMEDE andMUT. Any other services to enhancelibraryprovisionshallbeoverandabovetheestablishedparameters.

20.6 Teacher-librariansshallopenthelibrarytwiceaweekduringthemid-daybreak,andshallbecompensatedwiththemiddaybreaksupervision,formingpartofthepre-establishedratioforbreakactivitypointsduringmiddaybreak.Furthermore,TeacherLibrariansmay request toperformadditional supervisiondutiesduringtheremainingmid-daybreakswhichshallalsoformpartoftheestablishedratioforbreakactivitypointsduringmiddaybreak.

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21. Non-CompulsoryEducationalInstitutions(VPA)

21.1 Given the uniqueness of the sector, and whilst taking cognisance of existingpractises,thepartiesmayformalizefurthersuchparametersthroughanexchangeofcorrespondence.

22. UpperSecondaryEducation

22.1 Parties agree that provision in Upper Secondary Education shall follow currentpractices provided that any changes impacting on working conditions shall bediscussedandagreeduponinaseparatedocumentbetweenMEDEandMUT.

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PartIV–EducationGrades

23. TheGradingStructure

23.1 Thesalaryscale/gradingstructurefortheEducationalClassshallbeasfollows:

Nomenclature SalaryScale

HeadofSchool 5

EducationOfficer 5

LearningCentreCoordinator 6/5

AssistantHeadofSchool 6

HeadofDepartment 6

Teacher 9/8/7

KindergartenEducatorIII 10/9

LearningSupportEducatorIII 10/9

KindergartenEducatorII 12/10

LearningSupportEducatorII 12/10

KindergartenEducatorI 15/14/13

LearningSupportEducatorI 15/14/13

24. LearningSupportEducator

24.1 ItistheresponsibilityoftheLearningSupportEducator(LSE)toassisttheteachingandlearningprocessledbytheTeacher,promotingindependenceandfufilmentofall learners,withorwithouta recognisedstatementofneeds, inall learningexperiences and contexts at all cycles (Early, Junior, Secondary and UpperSecondary Years) within the educational journey. The LSE is expected tocollaborateclosely,andbeguidedbytheTeacher,andotherprofessionalswhomay be supporting this endeavourwithin or beyond the classroom, under theleadership of the school’s Senior Management Team, also by engaging in thedevelopmentofaCommunityofProfessionalEducators,includingthroughSchoolDevelopmentPlanning.LSEsarerequired,asapplicable,toperformdutieswhichenableand/orsupportaccesstolearningandassessmentwith:• alllearnersintheclass;or

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• anindividuallearneronafulltimeone-to-onebasis;or• learnersinResourceCentres.

24.2 EntryintothegradeofLearningSupportEducatorIIIshallbeopenthroughapubliccall to persons in possession of a full MQF Level 6 qualification or higher, ininclusive education, or a comparable qualification, as determined by thecompetentauthorities.PersonsrecruitedintermsofthisclauseshallbeplacedinSalaryScale10asLearningSupportEducatorIIIuponentryandshallprogresstoSalaryScale9uponcompletionoffive(5)yearssatisfactoryserviceinthegrade.

24.3 In the absenceof applications fromeligible candidates according to clause 24.2above, and/or in the absence of successful candidates, eligibility for LearningSupportEducatorIIshallbeextendedtoholdersofafullqualificationatMQFLevel5(forthesakeofclarity,commonlyreferredtoasDiploma)infacilitatinginclusiveeducation, as determined by the competent authorities . Persons recruited intermsofthisclauseshallbeplacedinSalaryScale12uponentryandshallprogressto Salary Scale 10 on completionof five (5) years of satisfactory service in thegrade.Furthermore,LearningSupportEducatorsIandIIwhotaketheinitiativetoupgradetoafullqualificationatMQFLevel6orhigherintheareaoffacilitatinginclusive education (as specified in clause 24.2) on successful completion, willautomaticallyprogress into thegradeofLearningSupportEducator III inSalaryScale 10. Provided that years of experience in the grade of Learning SupportEducatorIIshallbereckonableforsuchprogressionona4:1basis(every4yearsinthegradeofLSEIIshallresultinadeductionof1yearforprogressionintoSalaryScale9).

24.4 Intheabsenceofapplicationsfromeligiblecandidatesaccordingtoclause24.3above, and/or in the absence of successful candidates, eligibility for LearningSupportEducatorIshallbeextendedtoholdersinpossessionofanawardatMQFLevel5(forthesakeofclarity,commonlyreferredtoasCertificate)infacilitatinginclusive education, or a comparable qualification, as determined by thecompetentauthoritiesandplacedinSalaryScale15.Personsrecruitedintermsofthis clause shall progress to Salary Scale 14 on completion of five (5) years ofsatisfactoryserviceinthegradeandtoSalaryScale13oncompletionofafurtherfive (5) years of satisfactory service in Salary Scale 14. Furthermore, LearningSupportEducatorsIwhotaketheinitiativetoupgradetoafullqualificationatMQFLevel5intheareaoffacilitatinginclusiveeducation(asspecifiedinclause24.3)onsuccessful completion, will automatically progress into the grade of LearningSupportEducatorIIinSalaryScale12.

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24.5 As from the date of signing of this agreement, serving officers in the grade ofLearning Support Assistant I shall automatically be assimilated in the grade ofLearningSupportEducatorIintheirrespectivesalaryscales.Furthermore,existingofficers in the grade of Learning Support Assistant II shall automatically beassimilatedinthegradeofLearningSupportEducatorIIonanotionalbasis,withtheconditionsasstipulatedabove.Fortheavoidanceofdoubt,thisclausedoesnotentitletoanypaymentsofarrears.

25. KindergartenEducator

25.1ItistheresponsibilityoftheKindergartenEducator(KGE)totakechargeofprovidingappropriate, relevant, stimulating and engaging learning experiences for alllearnersunderhis/hercareatkindergartenlevelaspartoftheEarlyYearsCycle.TheKGEisexpectedtocollaboratewithothereducatorswhomaybesupportingthis endeavour within or beyond the classroom, under the leadership of theschool’s SeniorManagement Team, also by engaging in the development of aCommunity of Professional Educators, including through School DevelopmentPlanning.Inpursuingthismission,theKindergartenEducatoristo:• keepabreastofdevelopmentsintheEarlyYearsCycle,includingbutnotlimited

tocurriculum,pedagogyandrecording/reportingofdevelopmentalprogress;• create optimal conditions which facilitate a child’s holistic development

according to guidelines provided by the national and local designatedauthorities;

• plan, create andevaluate a stimulating, enjoyable andpositiveenvironmentconducive to learning through a variety of experiences, striking a balancebetween educator and learner led activities, which predominantly includestructuredlearningthroughplay,andinformalcreativeplaystrategies;

• assist, record and report children’s language, physical, emotional, cognitive,social and spiritual development by planning relevant and stimulating,challengingbutachievableexperiencesandactivitiesthatmeettheindividualstudents’needs;

• broadenthechild’sknowledgeandunderstandingoftheworldaroundhim/herandtheabilitytorespectdiversity,alsothroughthecreationofopportunitiesforcommunicationandestablishmentofsocialroutines;

• give full attention to children’s language and literacy efforts and arrangingenvironmentswhicharesymbolrichandinteresting.

25.2 The parties agree that Kindergarten educationwill be covered by the grade ofteachersasperclausesinsection26.Intheabsenceofasufficientcomplement,

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KindergarteneducationmaybeprovidedbyKindergartenEducator III.EligibilityforthisgradeshallbeopenthroughapubliccalltopersonsinpossessionofafullqaulificationatMQFLevel6orhigherinearlychildhoodeducationandcare,orcomparable as determined by the competent authorities. Persons recruited intermsofthisclauseshallbeplacedinSalaryScale10asKindergartenEducatorIIIuponentryandshallprogresstoSalaryScale9uponcompletionoffive(5)yearssatisfactoryserviceinthegrade.Furthermore,KindergartenEducatorsIandIIwhotaketheinitiativetoupgradetoafullqualificationatMQFLevel6orhigherinearlychildhoodeducationandcare,or comparableasdeterminedby thecompetentauthorities,onsuccessfulcompletion,willautomaticallyprogressintothegradeofKindergartenEducatorIIIinSalaryScale10.ProvidedthatyearsofexperienceinthegradeofKindergartenEducatorIIshallbereckonableforsuchprogressionona4:1basis(every4yearsinthegradeofKGEIIshallresultinadeductionof1yearforprogressionintoSalaryScale9).

25.3 Intheabsenceofapplicationsfromeligiblecandidatesaccordingtoclause25.2above,and/orintheabsenceofsuccessfulcandidates,eligibilityshallbeextendedto holders of a full qualification atMQF Level 5 in the area of early childhoodeducationandcare,orcomparable,asdeterminedbythecompetentauthorities.Persons recruited into this gradeof KindergartenEducator II shall beplaced inSalaryScale12uponentryandshallprogresstoSalaryScale10uponcompletionof five (5) years satisfactory service in the grade. Furthermore, KindergartenEducatorsIwhotaketheinitiativetoupgradetheirqualificationtoafullMQFLevel5qualificationintheareaofearlychildhoodeducationandcare,orcomparableasdetermined by the competent authorities, shall, on successful completion,automaticallyprogressintothegradeofKindergartenEducatorIIinSalaryScale12.

25.4 Intheabsenceofapplicationsfromeligiblecandidatesaccordingtoclause25.3above,and/orintheabsenceofsuccessfulcandidates,eligibilityshallbeextendedto holders of an award atMQF Level 5 in early childhood education and carerecognised by the competent authorities. Persons recruited into this grade ofKindergartenEducator I shallbeplaced inSalaryScale15uponentryand shallprogresstoSalaryScale14uponcompletionoffive(5)yearssatisfactoryserviceinSalary Scale15and to Salary Scale13after a further five (5) years satisfactoryserviceinSalaryScale14.ProvidedthatafullqualificationatMQFLevel4inearlychildhoodeducationandcarerecognisedbythecompetentauthoritiesshallalsomakecandidateseligibleforapplicationintothisgrade,uptoendofyear2020.Furthermore, KindergartenEducators Iwho take the initiative toupgrade theirqualificationtoanMQFLevel5intheareaofearlychildhoodeducationandcare

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on successful completion, will automatically progress into the grade ofKindergartenEducatorIIinSalaryScale12.

25.5 As from the date of signing of this agreement, serving officers in the grade ofKindergarten Assistant I shall automatically be assimilated in the grade ofKindergarten Educator I in their respective salary scales. Furthermore, existingofficersinthegradeofKindergartenAssistantIIshallautomaticallybeassimilatedinthegradeofKindergartenEducatorIIonanotionalbasis,withtheconditionsasstipulatedabove.Fortheavoidanceofdoubt,thisclausedoesnotentitletoanypaymentsofarrears.

25.6 Inordertoensurethattheentitlementandneedsoflearners,includingthosewithaFulltime1-1StatementofNeeds,aremet,MEDEreservestherighttodeployrelievingKGEs,LSEsandResourceTeachers,inconsultationwiththeUnion.

25.7Forsenioritypurposes,KindergartenEducatorsIandKindergartenEducatorsIIandKindergartenEducatorsIIIshallretainthesameseniorityorderinaccordancetothedateof their regular appointment into theKindergartenAssistant grade asPublicOfficersandinchargeofakindergartengroup.

26. Teacher

26.1 It is the responsibility of the Teacher to take charge of providing appropriate,relevant, stimulating and engaging learning experiences for all students underhis/herresponsibility,nurturingwellbeingthroughsustainableindividualaswellascollectivespiritual,emotional,cognitiveandphysicalgrowth. TheTeacher isexpected to collaborate with other educators who may be supporting thisendeavourwithinorbeyondtheclassroom,undertheleadershipoftheschool’sSeniorManagementTeam,alsobyengaginginthedevelopmentofaCommunityof Professional Educators, including through School Development Planning. Inpursuingthismission,theTeacheristo:• keep abreast of developments in education, particularly in relation to the

respectiveCycleand/orarea,includingbutnotlimitedtocurriculum,pedagogy,assessment,recordingandreportingof learning,contentanddiverse learnerdevelopment;

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• create optimal conditions which facilitate a learner’s holistic developmentaccording to guidelines provided by the national and local designatedauthorities;

• plan, create and evaluate stimulating, enjoyable and positive learningexperiences, includingthroughlessonpreparationanddelivery,developmentandadministrationofvariedmodalitiesofassessmentforandof learning,aswellasgivingfeedbackalsothroughrecordingandreportingoflearning;

• address diversity by creating opportunities for all learners to reach theirpotential without either formally or informally erecting barriers or loweringexpectations;

• contributetowardsthe incrementalattainmentoftheexpectedoutcomesatsubject, learning area, and cross-curricular theme level by all studentsentrustedunderhis/hercareraisingthebarofachievementforeveryindividualandnarrowingtheattainmentgapsthatmayexistintheprocessfacilitatingthefulfilmentofeachlearner’spotential.

26.2 EntryintothegradeofTeachershallbethroughapubliccallforapplicationsopentoholdersofaTeacher’sWarrant(PermanentWarrant)awardedbytheCouncilfor the Teaching Profession as provided for in the Education Act (Cap. 327).SuitablyqualifiedteacherswhowilleventuallyqualifyforaPermanentTeacher’sWarrantinaccordancewithSection24(2)oftheEducationAct(Cap.327)oranysubsequent revisions, will also be eligible to apply if they have a TemporaryTeacher’sWarrant.

26.3 RecruitmentintothegradeofTeachershallbeopen:(i) for applicants holding a full qualification at MQF Level 7 in Teaching and

Learning,or(ii) any other qualification recognized by the Education Act and its subsidiary

legislationsobtainedprior2021leadingtotheawardofateacher’swarrantandinpossessionofapermanentteacher’swarrant,or

(iii) suitably qualified teachers who will eventually qualify for a PermanentTeacher’sWarrantinaccordancewithSection24(2)oftheEducationAct(Cap.327)willalsobeeligibletoapplyiftheyhaveaTemporaryTeacher’sWarrant.

26.4 The management shall specify the area in the respective calls for applicationwhether this shall be in Early Childhood Education, and subject at Primary orSecondary including for Vocational andAppliedVocational subjects, asmaybeapplicableandasdeterminedbymanagementfromtimetotime.

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26.5 Onentry,aTeachershallbeplacedinSalaryScale9andshallproceedtoSalaryScale8oncompletionofeight(8)yearssatisfactoryservice inthegradeandtoSalary Scale 7 on completionof a further eight (8) years satisfactory service inSalaryScale8.AsfromSeptember2018,progressionofTeacherstothenextsalaryscalemaybeacceleratedfrom8to6years,iftheycumulateanaggregateof360hoursofrecognizedself-soughtContinuousProfessionalDevelopment(CPD)timeover six (6) years (through the applicable scheme issuedby themanagement).Provided that if such self-sought CPD is compensated through acceleratedprogression, any qualification arising from such hours may not be furthercompensated through any other form of qualification allowance. Teachers ondifferent forms of paid leave will also benefit from this acceleration, with theexceptionof paid study leave for the specific professional development,whichmaynotbeavailedofforacceleratedprogressionpurposes.Unpaidleavewillnotbe considered as part of the reckonable experience. Moreover, teachers onmaternity leavewill benefit from a pro-rata reduction of expectation for CPD.Provided that, in the current absence of a mechanism that formally recordsteachinggrades’self-soughtcontinuousprofessionaldevelopment,uponsigningof the agreement, serving officers shall on a notional basis have their years ofsatisfactoryservicedeemedreckonablefortheacceleratedprogression.Providedfurther,thatnewrecruitsshallberequiredtoattendapreserviceaswellasaninserviceinductionasestablishedintherespectivecallsforapplicationwhichisnottobeconsideredaspartoftheself-soughtCoPE.

26.6 TeachersECECshallbeofferedtheopportunityforatopupcoursetobeabletoobtaintherelevantqualificationtoteachfromYear3toYear6.

26.7 Serving Officers as on the date of signing of this agreement are employed asActivity Teachers will no longer be referred to as Activity Teachers under theprovisions of this Agreement, but will be called Teachers enjoying the samebenefits and career progression as attributed to Teachers in this Agreement,includingtheworkinghours.

27. HeadofDepartment-PrefectofDiscipline

27.1 ItistheresponsibilityoftheHeadofDepartment-PrefectofDiscipline(HoD-PoD),

togenerallyguideandsupportteachinggradesinupholdingdisciplineasapositivevalue, promoting the educational and social engagementof all studentswithinschools.Thisconceptofdisciplineiscloselyrelatedtoschooleffectivenessreliantonpurposeful leadershipandmanagementconstruedonappropriatevalues,aswell as on committed and motivated educators that collectively create an

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educationalcontextandexperience whichmeets theneedsofall learnersandhencenurturesapositive,orderlyclimate.TheHeadofDepartment-PrefectofDisciplineisexpectedtocollaboratewithothereducatorswhomaybesupportingthisendeavourwithinorbeyondtheclassroom,underthepertinentleadershipatthe respective level, also by engaging in the development of a Community ofProfessionalEducators,includingthroughSchoolDevelopmentPlanning.

27.2 TheHeadofDepartment-PrefectofDisciplineshallberesponsibleto:

• Workatschool,CollegeandNationallevelindevisingadequateandrelevantpoliciesthat fosterapositiveeducationalclimate,planningandensuringeffectiveimplementationofsuchpoliciesatthevariouslevels;

• Assist learners experiencing challenging behavioural circumstances,whichmayhaveanadverseimpactontheindividualand/orcollectiveeducationalexperienceandattainment.

27.3ThefillingofvacanciesinthegradeofHeadofDepartment-PrefectofDiscipline(SalaryScale6)shallbebyselectionfollowingacallforapplicationsopentoPublicOfficerswhoare:

i.Teacherswithseven(7)yearsteachingexperienceinalicensedschool;orii.inpossessionofarecognisedfullqualificationatMQFlevel6inEducation,

or SocialWork,orYouthWorkorPsychologyorother related fieldorarecognised appropriate comparable qualification as determined by thecompetent authorities and seven (7) yearsworkexperience in a relatedarea.

27.4 Providedthat,candidateswhohavenotyetformallyobtainedanyoftheabove-

mentionedqualificationswill still be considered,on condition that they submitevidence that they have been approved for the award of the qualifications inquestionbytheclosingtimeanddateofthecallforapplicationsandcommittosuccessfullycompletewithinamaximumofthree(3)yearsfromappointment.

27.5 YearsofsatisfactoryexperienceinthegradeofHeadofDepartment-Prefectof

DisciplineshallbedeemedreckonableasyearsofteachingexperienceforeligibilitypurposesintotheGradesofHeadofDepartmentandAssistantHeadofSchool.

27.6 HeadsofDepartments-PrefectsofDisciplineshallgenerallybeorganisedacross

schoolsandshallbeanswerabletotheHeadofCollegeNetwork.

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27.7 OfficersinthegradeofHeadofDepartment-PrefectofDisciplineshallbestrictly

subjecttogeneralserviceworkinghoursandconditions.

27.8 As from the date of signing of this agreement, serving officers in the grade ofPrefect of Discipline in Salary Scale 7, shall automatically be assimilated in thegradeofHeadofDepartment-PrefectofDisciplineinSalaryScale6,benefittingfrom the provisions for Heads of Department as stipulated below, but strictlysubjecttogeneralserviceworkinghoursandconditionsasperclause27.7above.

28 HeadofDepartment

28.1 ItistheresponsibilityoftheHeadofDepartment(HoD),togenerallycoordinateandsupportthedevelopmentofthespecificareawithwhichs/he isentrusted,across a number of schools, contributing as may be required, in Nationalcoordinationof,and initiativesrelatedto,thesamefieldunderthedirectionofMEDE. TheHoD isexpected to collaboratewithothereducatorswhomaybesupportingthisendeavourwithinorbeyondtheclassroom,underthepertinentleadership at the respective level, also by engaging in the development of aCommunity of Professional Educators, including through School DevelopmentPlanning. TheHoDCurriculum is responsible foracurricularareaand theHoD(Inclusion)isresponsibleforinclusiveeducationalprovision:• TheHoDCurriculumisrequiredtofulfiltheobligationsofateacherwithallits

related expectations, but within the agreed adjusted parameters, and toadditionallyserveasthecurricularleaderatthelocallevel,specificallyatSchoolandCollegelevel,underthedirectionoftheHeadofSchoolatschoollevelandtheHeadofCollegeNetworkatcollegelevel,whilstfollowingNationaldirectionfromthedesignatedauthority,typicallythroughtheEducationOfficer/s;

• TheHoDInclusionisexpectedtoactastheinclusiveeducationalleaderatthelocal level,specificallyatSchoolandCollegelevel,underthedirectionoftheHeadofSchoolatschoollevelandtheHeadofCollegeNetworkatcollegelevel,whilst following National direction from the designated authority, typicallythroughtheEducationOfficer/s.TheHoDInclusionshallactasadvisortoallTeachingGrades,butshallfocusonthequalityofsupportprovidedbyLSEs.

28.2 The fillingofvacancies in thegradeofHeadofDepartment (Curriculum)(SalaryScale 6) shall be by selection following a call for applications open to PublicOfficers:

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a) inthegradeofaTeacherinpossessionofaPermanentTeachersWarrant;and

b) whohavenotlessthanten(10)scholasticyearsteachingexperience,three(3)yearsofwhichwouldpreferablybeinastateschool;yearsofexperienceasHeadofDepartment-PrefectofDisciplineshallbedeemedreckonableaspartof therequiredyearsof teachingexperience for thepurposesofeligibilityasoutlinedinthisclause;and

c) whohaveservedforat leastfour(4)yearsoutoftheten(10)scholasticyears of teaching experience teaching the subject/area/s or at the level(Secondary,Primaryorearlychildhoodeducationandcarelevel)forwhichthecallforapplicationsisissued.

28.3 Incaseswhere:- avacancyforHODisforasubjectorareawithinfiveyearsofitsintroduction

intotheapprovedcurriculum;or- nocandidateisselectedaftertwoconsecutivecalls;

eligibilitywillbeopentocandidateswhomeetallothercriteriabutmaynotfullysatisfy the years of experience established in clause 28.2 (b) and (c) above,adoptingsuchcriteriaasassessmentratherthaneligibilitycriteria.

28.4 ThefillingofvacanciesinthegradeofHeadofDepartment(Inclusion)(SalaryScale6)shallbebyselectionfollowingacallforapplicationsopentoPublicOfficers:

a) inthegradeofaTeacherinpossessionofaPermanentTeachersWarrantwho:

i. areinpossessionofarecognisedqualification(Degree)atMQFLevel6(subjecttoaminimumof180ECTS/ECVETcredits,orequivalent,withregardtoprogrammescommencingasfromOctober2003) inInclusive Education, or a recognisedPost-Graduatequalification atDiplomaorDegreelevelatMQFLevel7(subjecttoaminimumof60ECTS/ECVET credits, or equivalent, with regard to programmescommencing as from October 2008) in Inclusive Education orcomparablequalificationissuedbyaninstitutionofhighereducationdulyrecognisedbytheEducationAuthorities;and

ii. havenotlessthanten(10)scholasticyearsteachingexperienceinalicensedschool,orinaneducationalinstitutionestablishedundertheEducationAct(Cap.327)oranyotherlawregulatingtheeducationsector in Malta, of which at least the last five (5) years wouldpreferably be in a state school; years of experience as Head ofDepartment - Prefect of Discipline shall be deemed reckonable aspartoftherequiredyearsofteachingexperienceforthepurposesofeligibilityasoutlinedinthisclause;or

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b) whoareconfirmedinthegradeofLearningSupportEducator III (LSE III)who:

i. areinpossessionofarecognisedqualification(Degree)atMQFLevel6(subjecttoaminimumof180ECTS/ECVETcredits,orequivalent,withregardtoprogrammescommencingasfromOctober2003) inInclusiveEducationorarelatedarea,orarecognisedPost-GraduatequalificationatDiplomaorDegreelevelatMQFLevel7(subjecttoaminimum of 60 ECTS/ECVET credits, or equivalent, with regard toprogrammes commencing as from October 2008) in InclusiveEducation or comparable qualification issued by an institution ofhighereducationdulyrecognisedbytheEducationAuthorities;and

ii. have not less than thirteen (13) scholastic years experienceperformingLearningSupportEducatordutiesinalicensedschool,orin an educational institution established under the Education Act(Cap.327)oranyotherlawregulatingtheeducationsectorinMalta.

c) whoareconfirmedinthegradeofLearningSupportEducatorII(LSEII)who:i. are in possession of a recognised qualification (Diploma) at MQF

Level 5 (subject to a minimum of 60 ECTS/ECVET credits, orequivalent,withregardtoprogrammescommencingasfromOctober2003)infacilitatinginclusiveeducationorarelatedareainthefieldofeducationforstudentswithadisability;and

ii. areinpossessionofarecognisedqualification(Degree)atMQFLevel6(subjecttoaminimumof180ECTS/ECVETcredits,orequivalent,withregardtoprogrammescommencingasfromOctober2003) inInclusiveEducationorarelatedarea,orarecognisedPost-GraduatequalificationatDiplomaorDegreelevelatMQFLevel7(subjecttoaminimum of 60 ECTS/ECVET credits, or equivalent, with regard toprogrammes commencing as from October 2008) in InclusiveEducation or comparable qualification issued by an institution ofhighereducationdulyrecognisedbytheEducationAuthorities;and

iii. havenotlessthanfifteen(15)scholasticyearsexperienceperformingLearning Support Educator duties in a licensed school, or in aneducational institution established under the Education Act (Cap.327)oranyotherlawregulatingtheeducationsectorinMalta.

28.5 ProvidedthatHeadsofDepartmentsinGozoshallbeappointedfollowinganadhoc call for applications having the same requisites as stipulated in the aboveclause.

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28.6 HeadofDepartmentsshallgenerallybeorganizedacrossschools.Eachcollegeshallgradually have all the Curricular Areas (either at subject or at area level), asestablishedfromtimetotimebytheNCF,coveredbytheservicesofateamofHeadsofDepartmentdirectlyaccountabletotheHeadofCollegeNetwork,orhisdelegate, in as far as Head of Department duties are concerned. Heads ofDepartmentmaygiveserviceinmorethanonecollegedependingonthearisingneeds.

28.7 HODs shall be considered as part and parcel of the school SMT and must beinvolvedinallmeetingsatschoollevelthatinvolvesdiscussionaboutcurriculummatters.

28.9 Partiesagreethatthesupporttoothercolleaguesthroughtransferandknowledgesharing constitutes an intrinsic part of the responsibilities of a Head ofDepartment,andshallhenceendeavourtofacilitateacquisitionofskillsnecessaryfromtimetotimeonmutuallyagreedparameters.

28.10 Asfromthedateofsigningofthisagreement,servingofficersinthegradeofHeadsofDepartment inSalaryScale7shallbeassimilatedasHeadsofDepartment inSalaryScale6andInclusionCo-ordinators,shallautomaticallybeassimilatedinthegradeofHeadofDepartment(Inclusion)inSalaryScale6,bothbenefittingfromtheprovisionsforHeadsofDepartmentasstipulatedabove.

29 AssistantHeadofSchool

29.1 The core responsibility of the Assistant Head of School (AHoS) is to assist anddeputisefortheHeadofSchool(HoS)inpursuanceofhis/herroleastheschool’sEducational and Operational Leader by undertaking such professional andadministrative duties as are delegated by the HoS. As part of the SeniorManagementTeam,ledbytheHoS,theAHoSisalsoresponsibleforthefosteringofaclimateofgenuinecollegialityamongstcommunitymembers,settingthepacethroughactiveengagementinthedevelopmentofaCommunityofProfessionalEducators,includingthroughSchoolDevelopmentPlanning.TheAHoSisexpectedto:• leadandmanagetheschoolinitsday-to-dayoperationsintheabsenceof,orin

supportto,theHeadofSchool,assistintheschool’scurriculumbyorganisingand coordinating all activities related to curriculum planning, delivery,

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assessment and development at school level, contributing when given theopportunityatnationallevel;

• assumeresponsibilityforensuringeducationalandpersonalentitlementofalllearners

• leadandcoordinateall initiatives related tomeeting theneedsof individualstudents, including childrenwith a statementof needs and those related toIndividual Educational Programmes guaranteeing access to learning andassessment,supportedbythepresenceoftheHoD(Inclusion);

• developandmaintain anemotionally, psychologically andphysically safe, aswellasorderly,thoughcreativeandcognitivelystimulatingenvironmentthatisconducivetolearning;

• collaboratively create and nurture a Community of Professional Educators,leadingbyexamplethroughactiveparticipation;

• coordinate mentoring duties of Newly Qualified/Recruited Educators andothersexperiencingchallenges.

29.2 Thefillingofvacancies in thegradeofAssistantHeadofSchool (SalaryScale6)shall be by selection following call for applications open to all public officerscovered by this agreement who have not less than ten (10) scholastic yearsteachingexperience,five(5)yearsofwhichwouldbeinastateschool;yearsofexperience as Head of Department - Prefect of Discipline shall be deemedreckonableaspartoftherequiredyearsofteachingexperienceforthepurposesofeligibilityasoutlinedinthisclause;andinpossessionofapermanentTeacher’sWarrant.DueconsiderationwillbegiventoapplicantsinpossessionofMQFLevel7 qualifications in either one of the following areas; Educational Leadership /management, SEBD, Inclusion, Mentoring, Curriculum and Counselling orcomparablequalificationasidentifiedbyManagementfromtimetotime,aswellas directly related experience possessed in the cycle being applied for throughseparatecallsforapplication,i.e.ResourceCentres,Secondary/UpperSecondaryandPrimary. Furthermore, employeesmaybedeployedwithin the samecycle,subjecttotheexigenciesoftheservice.

29.3 Providedthatby2022(asoutlinedintheAnnexI–ImplementationTimelinefortheMajorAgreementMeasures)SchoolswillreachthefollowingentitlementforAssistantHeadswhenconsideringthepopulationattheendofFebruary:

(i) AllSchoolsminimumofoneAssistantHead;(ii) Schoolswithover125studentstwoAssistantHeads;(iii) Schoolswithover250studentsthreeAssistantHeads;(iv) Schoolswithover375studentsfourAssistantHeads;(v) Schoolswithover500studentsfiveAssistantHeads;(vi) Schoolswithover625studentssixAssistantHeads;(vii) Schoolswithover750studentssevenAssistantHeads;

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(viii) Schoolswithover875studentseightAssistantHeads;

Provided that Management may consider contextual circumstances and assignadditionalAssistantHeadsofSchoolwhereverandifdeemednecessary.

29.4 AssistantHeadsofSchoolinGozoshallbeappointedfollowinganadhoccallforapplicationshavingthesamerequisitesasstipulatedintheaboveclause.

29.5 As from the date of signing of this agreement, serving officers in the grade ofAssistantHeadsofSchoolinSalaryScale7shallbeassimilatedasAssistantHeadsofSchoolinSalaryScale6.

30 LearningSupportCentreCoordinator

30.1ThedutiesofaLearningSupportCentre(LSC)Coordinatorshallgenerallybethatofeffectively and efficiently leading and administering a Learning Support Centreintendedtomeettheneedsofstudentsexperiencingchallengingcircumstances,particularly due to Social, Emotional and Behavioural Difficulties (SEBD),whichhinderthemfrombenefittingfrommainstreameducationfordifferentperiodsoftimewiththeultimate intentionofcreatingano-dead-endeducational journeywhich supports the fulfilment of the full potential of each learner. The LSCCoordinatorisalsoresponsibletofosteraclimateofgenuinecollegialityamongstcommunitymembers,settingthepacethroughpurposefulleadershipandactivenurturingofaCommunityofProfessionalEducators,includingthroughfocussedleadershipinCentreDevelopmentPlanning.ThecoreroleoftheLSCCoordinatoristo:

• Workinclosecollaborationwiththeotherpsycho-socialandotherrelatedprofessionals,especially,butnotlimitedtotheHeadofDepartment-PrefectforDiscipline.

• Act as the coordinator of educational programmes for each individuallearner identified for services from both Learning Support Zones ofidentifiedSchoolsandtherespectiveLearningSupportCentre.

• Assist identified Schools in creating a positive climate for all communitymembers,whichfosterssupporttostudentsmanifestingSEBD,alsothroughan agreed structured referral process which considers preliminarymainstreammeasures adopted by the schools prior to consideration forservicesfromLSZsandLSCs.

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• Lead the development, administration and evaluation of educationalprogrammesandexperiencesforlearnerscreatingprogressionpathsforallstudents also through proactively creating effective links with othercommunitymembers,educationalinstitutionsandthewidersocietyasmaybeapplicable.

30.2TheLearningSupportCentreCoordinatorshallbeplacedatScale6andshallfollowgeneral service hours. LSC Coordinators shall progress to Salary Scale 5 uponsuccessfulcompletionofsix(6)yearsofsatisfactoryserviceinSalaryScale6.EntryintothegradeofLSCCoordinatorsshallbebyselectionfollowingapubliccallforapplicationopentoindividualswhoareinpossessionof:

(i) arecognisedpost-graduatedegree(Masters)atMQFLevel7inSocial,Emotionaland Behavioural Difficulties or a recognised appropriate comparablequalificationandfour(4)yearsrelevantworkexperience;or,

(ii) arecognisedfirstdegreeatMQFLevel6inSocial,EmotionalandBehaviouralDifficultiesorarecognisedappropriatecomparablequalification;andfour(4)yearsrelevantworkexperience;or,

(iii) arecognisedfirstdegreeatMQFLevel6,inSocialSciencesrelatedtoLearningDifficultiesand/orLearningDisabilities,oraBachelorinEducationatMQFLevel6or a firstdegreeandaPGCE, atMQF Level 6, or a recognisedappropriatecomparablequalificationandarecognisedpost-graduatedegree(Masters)atMQF Level 7, in Social, Emotional and Behavioural Difficulties, or in SocialSciences related to Learning Difficulties and/or Learning Disabilities, or arecognised appropriate comparable qualification; and two (2) years relevantworkexperience.

30.3ServingLSCManagersshall,onthedateofsigningoftheagreement,automaticallybeassimilatedintothegradeofLSCCorrdinatoronanotionalbasis.

31 HeadofSchool

31.1 ThecoreresponsibilityoftheHeadofSchool(HoS)istoserveastheEducationalandOperationalLeaderoftherespectiveschool’scommunity,withtheultimateaimofensuringahighqualityandequitableeducationalprovisionwhichmeetsthediverseneedsofalllearners.TogetherwiththeothermembersoftheSeniorManagement Team, the HoS is also responsible to foster a climate of genuinecollegiality amongst communitymembers, setting the pace through purposefulleadership and active nurturing of a Community of Professional Educators,includingthroughfocussedleadershipinSchoolDevelopmentPlanning.ThecoreroleoftheHoSisto:

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• promoteandpursuethemissionoftheschoolinprovidinganequitable,highqualityholisticeducationforallstudents,raisingandmaximisingtheindividualaswell as the collective level of attainmentwhilst narrowing gaps thatmaypersist;

• providestrategic leadershipanddirection tostaffand the restof theschoolcommunity,aswellastheoverallday-to-daymanagementoftheschool;

• assumea leading role in organising and coordinating all activities related tocurriculumdevelopmentanddelivery;

• developandmaintain anemotionally, psychologically andphysically safe, aswellasorderly,thoughcreativeandcognitivelystimulatingenvironmentthatisconducivetolearning;

• collaboratively create and nurture a Community of Professional Educators,leadingbyexamplethroughactiveparticipation;

• leadeducationaldevelopmentparticularly at the local level,whilst generallycontributing at the national level also by serving as a catalyst for positivechange.

31.2 ItisherebybeingagreedthatschoolsshallbeadministeredbyHeadofSchoolinSalaryScale5.Theeligibilityrequirementsareasstipulatedhereunder.

31.3 ThegradeofHeadofSchool inSalaryScale5, shallbeby selection followingapubliccallforapplicationsopentoindividualswho;(a) havenotlessthanten(10)scholasticyearsteachingexperienceinadditionto

four(4)scholasticyearsserviceinthegradeofAssistantHeadofSchool,HeadofDepartment, INCO (grade is being assimilated into the gradeofHOD)orSchoolCounsellorinalicensedschool,and

(b) are in possession of a full qualification at MQF Level 7 in educationalleadership andmanagement or comparable qualification, as determinedbythecompetentauthorities.

31.4 Furthertotheabove,intheabsenceofsuccessfulapplicantsasperclause31.3,AssistantHeadsofSchoolassignedHeadofSchooldutiesforatleastfive(5)fullscholasticyearsareeligibletoapplyforthegradeofHeadofSchoolinSalaryScale5inaseparatecategory.Successfulcandidateswouldbeobligedtoobtainafullqualification at MQF Level 7 in educational leadership and management orcomparable qualification in these areas, as determined by the competentauthorities,withinthreeyearsfromdateofappointmentasHeadofSchool.FailuretoobtaintheMQFLevel7qualificationwithinthisstipulatedtimeframewillleadtoemployees revertingback to theirpreviousgrade.AssistantHeadsof SchoolassignedHeadofSchooldutiesshallbenefitfromtheschoolpopulationallowanceasperprovisionsstipulatedinclause33.5.3belowuntilsuchtimethattheyareonactingduties.Prospectiveand/orcurrentAssistantHeadsofSchoolwithHeadof

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Schooldutiescannotserveinsuchroleformorethan5scholasticyearseffectiveasfromthedateofsigningoftheagreement.

31.5 Providedfurtherthat,HeadsofSchoolsinGozoshallbeappointedfollowinganadhoccallforapplicationshavingthesamerequisitesasstipulatedinclause31.3above.

31.6 As from the date of signing of this agreement, the nomenclature of Head ofResourceCentrewillceasetoexistandallexistingemployeesinthisgradeshallbeassimilatedasHeadofSchoolinSalaryScale5.ServingOfficersshallfurtherbenefitfrom all provisions pertaining to Head of School covered by this agreement.Providedthatforvacanciesinschoolsprovidingspecialeducation,aspecificcallshallbeissuedandeligibilityshallbethrougheitheranMQFLevel7qualificationin educational leadership and management or an MQF Level 7 in special orinclusiveeducation inarelatedareaorcomparablequalification intheseareas,issued by an institution of higher education recognized by the competentAuthorities.ProvidedfurtherthatinthecaseofHeadsofSchoolappointedonthebasis of anMQF Level 7 in special or inclusive education in a related area orcomparablequalificationintheseareas,includingthosewhoonthedateofsigningof this agreement are in the gradeofHeadof ResourceCentre, suchHeadsofSchoolsmaybedeployed/mayrequest tobedeployed inamainstreamschooluponattainmentofafullMQFLevel7qualificationineducationalleadershipandmanagement.

31.7 Asfromthedateofsigningofthisagreement,servingofficersinthegradeofHeadofSchoolinSalaryScale6shallbeassimilatedasHeadofSchoolinSalaryScale5.

32 EducationOfficer

32.1 Aspartof thenational regulatoryauthority, the roleof theEducationOfficer–Regulatory(EO–R)istoset,monitorandqualityassurestandardsforformalandnon-formal educational provision at a national level on all applicable areas,throughabalancedexerciseofsupportandresponsibilityacrossState,ChurchandIndependentSectors,attheEarly,Junior,SecondaryandUpperSecondaryYearsCycles(collectivelyreferredtoasGeneralEducation).Theregulatoryfunctionsofthe EO – R, within General Education, shall include any one or more of thefollowingbroadresponsibilities:• establishment,maintenanceandpromotionofnational standards for formal

andnon-formaleducationalserviceprovision;• accreditationofinstitutions,programmesandpractitionersagainstestablished

standards;

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• externalqualityassuranceofeducationalserviceprovisioninadherencetosetparameters.

32.2 Aspartofthesupportivecentralauthorityforeducationalserviceprovision,theroleoftheEducationOfficer–ServiceProvision(EO–SP)istoguide,coordinateandensureaneffectiveandefficienteducationalserviceprovisionacrossState,Church and Independent Sectors, at the Early, Junior, Secondary and UpperSecondaryYearsCycles(collectivelyreferredtoasGeneralEducation)withinanestablishedframeworkofdecentralisationandautonomy.TheserviceprovisionfunctionsoftheEO–SP,shallincludeoneofthefollowingbroadresponsibilities:• ensuring equitable, effective and efficient use of resources for adequate

operationanddeliveryofservicesinCollegesandSchoolsasdeemednecessarytomeettheexpectednationalstandardsandwithintheagreedparameters;

• guiding,monitoring,supportingandinternallyevaluatingcurricularprovision,particularly teaching, learning and assessment, in Colleges and Schools byeducatorsgovernedbythisagreement;

• supporting,coordinatinganddirectingpsycho-socialserviceprovisioninoneofthefollowingareas:o Counselling;o CareerGuidance;o Inclusive&SpecialEducation.

32.3 Thefillingofvacancies inthegradeofEducationOfficer (SalaryScale5),apostconditionedtogeneralservicehoursshallbebyselectionfollowingapubliccallforapplications which shall specify the subject or area in which the vacancy orvacanciesexist.EducationOfficersshallbeappointedundereitheroftwodifferentmainfunctionswithspecificresponsibilitieswithineach:

o EducationOfficer–ServiceProvision;oro EducationOfficer–Regulatory;

32.4 Unlessotherwisestatedorprovidedforinthisagreement,vacanciesinthegradeofEducationOfficerinthesubjectorareaadvertisedshallbeopentoindividualswho:(a) Havenotlessthanten(10)scholasticyearsteachingexperienceinaddition

tofour(4)scholasticyearsserviceinthegradeof Assistant Head ofSchool,HeadofDepartment,INCO(gradeisbeingassimilatedintothegradeofHOD)orSchoolCounsellorinalicensedschool;and

(b) Haveatleastfour(4)scholasticyearsteachingexperienceinthe particularsubject/groupofsubjectsorareaadvertisedinthecallforapplications;and

(c) Be inpossessionofa fullqualificationat leastatMQF level6 inarelatedarea;and

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(d) Areinpossessionofa(Permanent)Teacher’sWarrant;and(e) Is serving or has been serving in the past three (3) yearswithin licensed

schools/registerededucational insititutionsand/ordesignatededucationalauthoritiesasprovidedforbyMalteselegislationinforcefromtimetotime

32.5 Incaseswhere:- avacancyforEOisforasubjectorareawithinfiveyearsofitsintroduction

intotheapprovedcurriculum,or- nocandidateisselectedaftertwoconsecutivecalls,

eligibilitywillbeopentocandidateswhomeetallothercriteriabutmaynotfullysatisfytheyearsofexperienceestablishedin141(a)and(b)above,adoptingsuchcriteriaasassessmentratherthaneligibilitycriteria.

32.6 TheEducationOfficer, (Educational Support Services) shall focusononeof thefollowingareas:

(a) Counselling;(b) CareerGuidance;(c) InclusiveandSpecialEducation.

32.7 Vacancies in the grade of EducationOfficer, (Educational Support Services) shallhave:

(a) notlessthanten(10)yearsexperienceintherelevantareaappliedfor;and(b) arelatedMQFlevel6qualification;and(c) anMQFlevel7qualificationintherespectiveareaappliedfor.

32.8 Vacancies in the grade of Education Officer, (Educational Support Services)focusing on Inclusive and Special Education shall, in addition to the eligibilityrequirementsestablishedin70(a),(b)and(c),berequiredtobeinpossessionofa(Permanent)Teacher’sWarrant.

32.9 IncaseswherethevacancyforEducationOfficer(EducationalSupportServices)isin an area falling under a regulated profession, unless specified otherwise,eligibilityrequisitesestablishedbytherespectiveregulatorybodyshallalsoapply,inconsultationwiththeunion.

32.10 Officers in the grade of Education Officer shall be subject to general serviceworkinghoursandconditions.

32.11 As from the date of signing of this agreement, serving officers in the grade ofCollegeCounsellorandCollegeCareerAdvisorinSalaryScale6shallautomaticallybe assimilated in the grade of EducationOfficer (Educational Support Services;Counselling and Careers respectively) in Salary Scale 5, benefitting from theprovisionsforEducationOfficerasstipulatedabove.

32.12 As from the date of signing of this agreement, serving officers in the grade ofEducationOfficerinSalaryScale6shallbeassimilatedasEducationOfficerinSalaryScale5.