Comprehensive Review of School Resourcing: Fresh thinking required
Queensland Teachers' Journal, Vol 128 No 4, 9 June 2023, page no.12
The QTU, which won the review through last year's EB negotiations, was invited to present an initial submission to the department highlighting key areas to guide considerations in developing a new model of resourcing for schools. Other key stakeholders, including professional associations and unions representing non-teaching colleagues, were invited to make similar submissions based on the needs of their members, and synergies were found across the responses.
Foremost in many submissions were discussions on the significant disconnect of school resourcing in keeping pace with current dynamics and emerging futures of 21st Century educational contexts. The current resourcing models, of which there are four, and many of the 120 targeted grants that are paid directly to schools, were in the main developed before digital and communication technologies, national curriculum reform, the rise of socio-economic school community complexities, and devolution towards school-based service provision. The associated workload intensification in all areas of school operations is felt by teaching and non-teaching colleagues alike.
Initial QTU responses speak to the context of leading school communities for 21st Century learning and the significant disparity in instructional leadership resourcing in schools, including primary schools, teaching principal schools, and very large school settings including primary, secondary, college and multi-campus models. When the resourcing models were developed, the very nature of teaching and learning was different, and the size and complexity of current school communities could not have been imagined. The structure and allocation of resourcing has simply not kept pace.
Implicit in exploring models of 21st Century learning is recognising the diversity of educational offerings and models across the state, including specialist education provision. Our colleagues working in distance education, outdoor and environmental education, and specialist instruction (such as instrumental music teachers and advisory teachers) have been proactive in providing advice regarding changes that they would like to see as an outcome of the CRoSR review.
A re-designed resourcing model will also need to speak to the increasing demands relating to the growing complexity of managing student and staff welfare/wellbeing, student engagement and inclusion. These responsibilities are increasing in intensity and complexity for school communities, and while the recent investment in wellbeing resources has been welcomed, the demand for in-school health professionals (inclusion specialists, guidance officers, psychologists, social workers, youth workers/support officers) and associated staff capability development is growing as socio-cultural needs intensify. There is an emerging impact from students demonstrating highly complex behavioural and learning needs that demand responsive solutions. A common theme in submissions is the need for context driven resourcing, not just an enrolment-based model.
is starting statewide focus group consultations, with input from stakeholders, on regional representation. QTU members will be given the opportunity to register for consultation opportunities (in their own region and via Teams) through QTU communication over the coming school terms. We strive to engage with a broad range of members representing a diversity of employee roles, sectors, school sizes, contexts, and locations.
I encourage you to get involved wherever you can to provide your feedback, enrich the discussion and help to chart a way forward to better resourcing solutions.
"A re-designed resourcing model will also need to speak to the increasing demands relating to the growing complexity of managing student and staff welfare/wellbeing, student engagement and inclusion."