Award Initiatives

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Teacher and Principal Award and Related Initiatives 

A Fairer classification and remuneration structure for schools

In 2016 the Department will transition to the new standards based pay for teachers and the new principal classification structure for principals. 

For some, this change is significant while for others the impact will be small. It's important to understand how these changes may impact on you over the next few years. 

This page brings together many of the interrelated initiatives, providing you information on each initiative and the general timeline.

Sub headings: 

Classification Structure for Principals

The following information has been amended to reflect the changes associated with the implementation of the new principal classification structure.  

The changes include:
  • Updates to the thresholds
  • Additional implementation  provisions
  • The release date of individual reports to principals
For more information:

Standards Based Pay for Teachers

The research undertaken to develop the Local Schools, Local Decisions and Great Teaching, Inspired Learning reforms indicated that the profession needed a better pay scale for teachers that would recognise and reward those teachers who achieve higher levels of professional accreditation.
As a result, a new salary structure will commence from the beginning of 2016. The transition of teachers to the new structure will occur over a number of years, according to the transition provisions. 
The new standards based salary structure will pay teachers more when they achieve higher levels of professional accreditation. Under the new structure teachers can access higher levels of remuneration faster than under the current structure. 

For more information:

Performance Development Framework

The overarching purpose of the Performance and Development Framework is to support the ongoing improvement of student outcomes through continuous development of a skilled, effective and professional teaching workforce.
The Performance and Development Framework for the principal, executive or teacher is a positive developmental activity that is intrinsically linked to the policies, aims and strategic directions of the NSW Department of Education and Communities, and reflected in school planning processes.
From 2015, the Performance and Development Framework for principals, executives and teachers replaces previous performance processes under the Teacher Assessment and Review Schedule, Executive Assessment and Review Schedule, Principal Assessment and Review Schedule and Officer Assessment and Review Schedule.
This framework provides simple, adaptable information and tools that support principals, executives and teachers to sustain a positive and collaborative performance and development culture in their workplace.
Related documents: 

Resource Allocation Model

The Resource Allocation Model (RAM) has been developed to ensure a fair, efficient and transparent allocation of the NSW public school education budget for every NSW public school.
The RAM recognises that students and school communities are not all the same – they have different needs and require different levels of support. The RAM uses advanced data and research to create a unique picture of each school and its individual complexity and then allocates funding according to need.
The first elements of the RAM were introduced for the 2014 school year, with additional loadings being introduced for the 2015 school year. Further components of the RAM will be implemented from 2016.
More info:

Teacher Accreditation

From 2018, following amendments to the Teacher Accreditation Act 2004, all school teachers will meet the same requirements, including the need to maintain their Proficient Teacher Accreditation by the Board of Studies, Teaching Education Standards (BOSTES) in five year cycles if full-time, or seven year cycles if part-time.
Teachers who have worked in NSW since before 1 October, 2004, and have not had a break from teaching in NSW of more than five years, have not previously been required to be accredited. 
In consultation with the Department of Education and Communities, BOSTES is developing, a straight forward process for initially accrediting pre-2004 teachers. The draft timeline includes consultation with key stakeholders during 2015 to finalise the one-off process.
The one off process, will be undertaken during 2016 and 2017. It will include obtaining a Working with Children Check (WWCC) clearance.
More info:

Teacher Accreditation Authority (TAA)

From Semester 2, 2015, the Secretary will delegate responsibility to principals to act as the Teacher Accreditation Authority (TAA) for accreditation and maintenance at the Proficient teacher level, meeting the key objective of GTIL 11.3. 
Delegation for making accreditation decisions at Highly Accomplished and Lead levels will remain with the relevant Executive Director. 
Information sessions will be offered during Term 2, 2015.
More info:

Working With Children Check (WWCC)

A Working With Children Check (WWCC) is a prerequisite for anyone in child-related work. From 2018 all school staff will be required to hold a current check.
Applications for a WWCC are made through the NSW Office of the Children's Guardian. The result of a Working With Children Check is either a clearance to work with children for five years, or a bar against working with children. Cleared applicants are subject to ongoing monitoring, and relevant new records may lead to the clearance being revoked.
All school staff will need to pay the $80 fee for a five year clearance, which is tax deductible.
The Check is fully portable which means it can be used for any paid or unpaid child-related work in NSW for as long as the worker remains cleared. 




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Submit an Enquiry

Should you have any queries please submit an enquiry. 

For further information, refer to the  School Leadership Strategy Factsheet  (PDF document) and the Learning curve Issue 10, Effective Learning (PDF document).