Staffing Allocation 2015/16 Yukon Education March 10, 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 occur 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 conclusion s Data-driven – student numbers and needs drive the allocatio n Timely – allow for efficient decision making and deployme nt 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

Enrolment & Teachers

September Enrolment Projections

Early Learning Five Programs 0.5 FTE Pelly Crossing° Watson Lake Selkirk° Hidden Valley Takhini (Kwalin Dun Duska program) Last year Takhini/Duska funded from contingency

English Language Learners Request for support for a Pilot Project outside the Staffing Allocation (484 FTE). Based on assessment of English Language competency. Hope to be made available this spring.

Small Secondary School Base The pilot ‘Individual Learning Centre’ grants of 1.0 FTE for Old Crow and Teslin have been eliminated. The small secondary school grant for K-9/10 has been increased from 0.5 to 1.0 Old Crow° Teslin Carcross° Ross River The small secondary school grant for K-12 schools remains at 1.5 FTE

Counseling Service for Shared Resource Programs at Vanier 0.2 FTE counseling was added to Vanier to bring it in line with similar services at F.H. Collins and Jack Hulland Elementary

Aurora Virtual School 1.0 FTE was added as a result of increased Home Schooling and Distance Learning enrolment and in order to provide coverage for secondary humanities and sciences as well as elementary programming.

Transition Funding The previous support to smooth reductions in teaching staff limited reductions to 0.5 FTE for schools of 10 or less staff and 1.0 for larger schools. Larger schools were being over compensated and consuming a disproportionate share of system resources.

Staffing Allocation 2015/16

Education Assistants