Service teaching agreements (Appendix A to Service teaching policy)
1. Where service teaching is to be delivered, a service level agreement is required, and should be prepared by the service teaching commissioning discipline in consultation with the service teaching contributing discipline. Such agreements must be formal documents (see the TAFE Service Teaching negotiated delivery agreement for an example). It is necessary that both parties are clear about what is to be delivered, what is expected and the support or direction to be provided by the program/discipline/division.
2. If necessary, such an agreement could also include specification of the skills and knowledge required by the staff providing the Service Teaching. Where Service Teaching needs have been negotiated by discussion, this should be followed up with confirmation of details in writing.
3. It is most important that ample notice is given and adequate consultation is undertaken when changes are made to program requirements or structures, or to service courses within programs. Service teaching providers are not obliged to accommodate ‘last minute’ requests for service teaching.
4. Normally a minimum of 12 months notification should be given of any intention by the commissioning discipline to reduce service teaching requirements or to withdraw from a service teaching arrangement, to enable the provider to make provisions for reduced staffing and other requirements.
Formal service teaching agreements should include details of:
- the program into which the service teaching has been commissioned
- the specific course or elements of a course/competency to be delivered
- start and end dates
- the number of hours to be taught
- The expected number of students
- delivery mode requirements (e.g. classroom teaching, off-campus, off-the-job, workshop, tutorial, mixed delivery such as the provision of lectures to on-campus students as well as off-campus students)
- assessment requirements
- responsibility for: timetabling (in consultation), course guides, class generation (CSO)
- contributing discipline responsibilities (such as those identified in the guidelines presented as Appendix B to this policy)
- commissioning discipline responsibilities (such as the responsibilities identified in the guidelines presented as Appendix B to this policy)
- the use of materials developed for this course and any future use
- responsibility for curriculum design and teaching
- role of each service course in the program
- resource agreements, including:
- payment/funding/budget allocation or other financial arrangements
- arrangements for the transfer of EFTSU to the school/program that employs the delivering staff
- timetable arrangements, including any requirement for specialized resources in terms of laboratory equipment, IT or studio space, etc
- the requirement of and processes for notification and negotiation of any changes to the service teaching arrangements
- mechanisms for the evaluation of teaching and review of the service teaching agreement;
- staff who will do the teaching and assessment;
- procedures to ensure relevance such as collaboration to ensure that the unit is relevant to the needs of students across the range of courses in which the unit is compulsory;
- details of key performance indicators (eg GTS and/or generic skills scores, progression rates, timely publication of results). Deliverables should be specified; and
- sign off from all parties involved (Program Coordinators/Program Leaders and Heads of School).