Staffing Allocation 2015/16

Yukon Education

April 18, 2015

Staffing Allocation History

• The present Staffing Allocation model was initiated in 2009/10 and implemented in the 2010/11 school year.

• It was developed by a Staffing Allocation Advisory Committee that was created by the Assistant Deputy Minister. • The committee was composed of teachers, parents,

administrators and department staff.• Originally its mandate was one year however that was

extended for one year and then again for one year.• A smaller and limited committee was utilized by the

Director of Human Resources in the fourth year.

Staffing Allocation - based on:

• Next September’s enrolment as projected by Yukon Education

• Service levels established for:• Classroom Teachers• Administrators• Teacher Librarians• Learning Assistance Teachers• Counselors• Literacy Support

Staffing Allocation recognizes:

• Different sizes & configurations of school:• Small secondary schools or programs• K-9/10 ° K-12

• Different ‘school community’ characteristics• Catholic ° Francophone• Bi-lateral agreements with First Nations• French Immersion and/or Dual Track

• Department Initiated Programs• Learning Together – pre- kindergarten

Staffing Allocation attempts to:

• Prevent significant or sudden changes (especially reductions) in staffing through:• Stability Factor that ‘rounds up’ to the nearest

0.5 FTE if there is a reduction in staff from the previous year

• Transition funding that limits the reduction a school can incur by providing additional staff

Staffing Allocation does not:

• Allocate • Education Assistants• First Nations Language Teachers

• Tell the school how to deploy or utilize the staff• Under the Education Act that is the

responsibility of the Principal in consultation with the school council

Guiding Principles

• Equitable – treat the same the same, and those significantly different differently

• Transparent – understandable information is readily available

• Predictable – with the same information, arrive at the same conclusions

• Data-driven – student numbers and needs drive the allocation

• Timely – allow for efficient decision making and deployment

• Responsive – adjust to changing “drivers” in a reasonable period of time

• Sustainable/viable – provide continuity for viable programs (approved by the Department of Education)

• Accountable – actions are seen as responsible, credible and trustworthy

September Enrolment Projections

What’s the Same for Everyone?

K4/K5

Gr.1-3

Gr. 4-7

Gr. 8-12

Prep.

Admin

Coun.

Lib. L.A.

Base

0.2 0.2 0.2 - - 0.2 0.3 0.1 0.5

Ratio

17 21 23 20 13.44%

200 300 500 180

What’s Different for Everyone?

• Small Secondary Schools of less than 200 secondary• K-9/10 1.13 FTE base• K-12 1.7 FTE base

• Dual Track school – 1.7 FTE base

• Literacy (Reading Recovery) • All elementary schools receive 0.5 FTE• Johnson Elementary and Robert Service receive

additional 0.5 FTE as do Whitehorse schools above 200• Elijah Smith receives an additional 1.0

Achievement Equity

• Schools with lower achievement scores receive a portion of:• Elementary 6.0 FTE• Secondary 4.0 FTE

Specific Programs

• French Support• Robert Service 0.5 FTE• WES – late immersion 0.5 FTE• Ecole Emilie-Trembaly 3.15 FTE

• Bi-cultural Agreement• St. Elias 0.5 FTE

• Religious Education• Holy Family 0.3 FTE• Christ the King 0.5 FTE• Vanier Catholic Sec. 1.0 FTE

Specific Students

• English Language Learners• 0.025 Teacher FTE per student in their 1st-3rd

year of attendance• 0.015 Teacher FTE per student in their 4th-5th

year of attendance

• Same for ‘right’s holders’ who are not fluent in French at EET.

Department Programs

• Early Learning – pre-school – 0.5 FTE• Eliza Van Bibber (Pelly)• Johnson (Watson Lake) • Hidden Valley• Selkirk• Takhini

Stability Funding

Stability FactorSchools whose allocation will be less than the previous year have their allocation rounded up to the nearest 0.5FTE

Transition Funding

Staffing Allocation 2015/16