EXAMPLES OF TARGETS FOR THE SCHOOL PERSONNEL Input Targets • The proportion of the budget spent on teaching staff salaries will not exceed X per cent. • The proportion of the budget spent on support staff salaries will not exceed X per cent. • The proportion of the teaching staff budget spent on supply teaching will not exceed X per cent. • The average contact time for full-time teaching staff will be . . . per cent. Contact time will be no higher than . . . per cent and no lower than . . . per cent. • The extra non-contact time given to teachers with extra responsibilities will be . . . per cent (according to the responsibility). • The contact time for senior staff (head and deputy) will be no less than . . . per cent. Senior staff will be available to cover for absent colleagues, and will spend no less than . . . per cent, and no more than . . . per cent of school-time on management/ administrative tasks. • The overall teacher–pupil ratio will be no greater than . . . and no less than. . . . • A policy for staff development will ensure that all staff who wish to will be able to leave the school better qualified in experience and/or formal qualifications than when they arrived. • A sum proportionate to X per cent of the staffing budget will be put aside each year to support staff wanting to pursue further qualifications. • The administrator hours per pupil per annum will be not less than X and not more than Y. • The governing body will ensure that the headteacher is provided with the support necessary to enable her/him to meet the National Standards for Headteachers. • The governing body will ensure that subject leaders are provided with the support necessary to enable them to meet the National Standards for Subject Leaders. • The governing body will ensure that the Special Needs Coordinator is provided with the support necessary to enable her/him to meet the National Standards for Special Educational Needs Coordinator.
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2020 ◽
pp. 115-122
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1996 ◽
Vol 22
(2)
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pp. 133-150
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1993 ◽
Vol 12
(3)
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pp. 23-27
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1995 ◽
Vol 14
(3)
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pp. 23-30
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2011 ◽
Vol 33
(2)
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pp. 167-184
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