Territory Stories

Annual Report 1991 Department of Education



Annual Report 1991 Department of Education

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Tabled Paper 1288


Tabled Papers for 6th Assembly 1990 - 1994; Tabled Papers; ParliamentNT






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PERSONNEL During 1991, a total of 396 teachers were recruited to the Northern Territory Teaching Service. This recruitment was necessary to cover an overall resignation rate of 16.7 per centcompared with 17.3,17.2,14.8 per cent and 15.8 per cent in 1990,1989,1988 and 1987 respectively. The resignation rate among teachers based in rural schools was 17.5 per cent, the secondary rate 20.2 per cent and the office-based rate 10.9 per cent. Of 994 applications to join the NTTS, 396 led to recruitment, 216 were from overseas teachers without residency status and a further seven interstate and local applicants were rejected at interview or did not attend interviews. A change in the staffing formulae used to calculate the number of teaching staff for individual schools, coupled with a reduction in the number of office- based positions in the Department, was responsible for the lower number of teachers recruited to the Teaching Service in 1991. MAXIMUM STAFFING LEVEL The approved total Maximum Staffing Level (MSL) for the end of 1991 was 3 832. This included 3 663 Northern Territory-funded positions (1 351 Public Service and 2 312 Teaching Service)a decrease of forty positions from the 1990 MSL of 3 703and 169 externally-funded positions (57 NTPS and 112 NTTS). Considerable time was devoted to the strategic planning necessary for the introduction, in 1992, of local selection panels, continuous promotion and a new automated personnel information and payroll system. PROFESSIONAL AND CAREER DEVELOPMENT In 1991, the Professional and Career Development Strategic Plan became operational. As a result, seven Local Staff Development Advisory Committees representing TAFE, professional associations and the NTPSwere formed from the five existing Regional Staff Development Advisory Committees. Of the funds available for conducting inservice activities, approximately fifty per cent was distributed to regions, thirty per cent was used centrally (including funds allocated to the Curriculum and Assessment Division) and approximately twenty per cent was granted to twelve recognised professional associations for inservice and conference activities. In addition, special funding was provided for the Assistant Principals Association to support the conducting of its biannual conference, while NT 33