COMPENDIUM TO CODE OF AID FOR AIDED SCHOOLS

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COMPENDIUM TO

CODE OF AID FOR

AIDED SCHOOLS

(Release 1.15, February 2021)

Education Bureau

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Section 1 Calculation of Staff Establishment

Section 1A Staff Establishment of Aided Secondary Schools Attachment A Teaching Staff Establishment Attachment B Language Improvement Measures

Attachment C Manning Scale of Laboratory Technicians Section 1B Staff Establishment of Aided Primary Schools

Attachment A Teaching Staff Establishment in Aided Primary Schools Operating Bi-sessional Classes

Attachment B Teaching Staff Establishment in Whole-day Aided Primary Schools Section 1C Staff Establishment of Aided Special Schools

Attachment A Ranking of Principal of Special Schools Attachment B Teaching Staff Establishment for Primary

Classes in Special Schools Attachment C Teaching Staff Establishment for

Secondary Classes in Special Schools Section 2 Salary Scales

Section 3 Letter of Appointment or Contract of Service and Payment of Salaries on Appointment, Resignation, Retirement or Termination of Appointment

Section 4 Qualifications for New Recruits

1 2 8 11 15 17 23

25

27 42 44

46

49 56

58

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Attachment A Training Requirements for Promotion of Teachers

Section 6 Conditions and Procedures for Termination of Service or Dismissal of Teachers and Specialist Staff

Section 7A Leave Entitlement

Section 7B Conditions for Employment of Short-term Supply Staff Section 8 Allowances

Section 9 Administration Grant for Aided Secondary Schools Section 10 Administration Grant/Revised Administration Grant for

Aided Primary, Special Schools and Boarding Section of Aided Secondary Schools

Section 11 Expanded Operating Expenses Block Grant (EOEBG) Section 12 Teacher Relief Grant (TRG)

Section 13 Non-Recurrent Grants

142

144 149

151 156 158 163 164

165 170 173

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Section 1 Calculation of Staff Establishment

1. This Section provides details about the criteria and basis for calculating the staff establishment of aided secondary, aided primary and aided special schools as follows:

Section 1A – Staff Establishment of Aided Secondary Schools Attachment A Teaching Staff Establishment

Attachment B Language Improvement Measures

Attachment C Manning Scale of Laboratory Technicians Section 1B – Staff Establishment of Aided Primary Schools

Attachment A Teaching Staff Establishment in Schools Operating Bi-sessional Classes

Attachment B Teaching Staff Establishment in Whole-day Schools Section 1C – Staff Establishment of Aided Special Schools

Attachment A Ranking of Principal of Special Schools

Attachment B Teaching Staff Establishment for Primary Classes in Special Schools

Attachment C Teaching Staff Establishment for Secondary Classes in Special Schools

2. Schools operating combined levels of classes i.e. both secondary and primary classes such as “through-train” school, or combined session i.e. both whole-day and bi-sessional classes such as “mixed-mode” school, should refer to the relevant Sections and Attachments in calculating the staff entitlement of the school.

3. “Through-train” primary and secondary schools, though are considered as separate entities with respect to staffing establishment, can flexibly deploy teachers among the linked schools provided that the teachers concerned are kept within the approved establishment of their respective schools.

4. For a school that operates combined levels or sessions of classes where each of the level or session is entitled to a separate headship post in accordance with the calculation of teaching staff establishment, only one of the headship posts should serve as “Principal” as defined in the Education Ordinance, if the school is under one school registration.

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Section 1A Staff Establishment of Aided Secondary Schools

(I) Teaching Staff Establishment 1. Basic Provision

With effect from the 2012/13 school year, the teacher-to-class ratios1 for secondary schools are as follows:

 1.7 teachers per junior secondary class

 2.0 teachers per senior secondary class Additional Provision

Starting from the 2017/18 school year, the above teacher-to-class ratios are increased by 0.1 teacher per class, i.e. Additional Provision. The additional teaching post(s) so created is/are at the rank of Graduate Master / Mistress (GM). With effect from the 2020/21 school year, the post(s) is /are included in calculating promotion posts.

Each school is provided with a Principal and its teaching staff entitlement is calculated according to its class organization and the corresponding teacher-to-class ratios. The teaching staff entitlement calculated should be retained at 1 decimal place.

The overall teaching staff entitlement of a school includes the additional teachers of appropriate grades as provided and specified in sub-paragraph 3 below.

(updated on 1 September 2020)

2. Graded Post within the Establishment

Starting from the 2019/20 school year, all teaching posts on the approved establishment of aided schools are graduate teacher posts with the full implementation of the all graduate teaching force policy.

The number of posts in each rank should be determined by making reference to Attachment A.

(updated on 1 September 2019)

1 The teacher-to-class ratios have embedded the provision of additional teachers to all schools including the teachers for split-class teaching, school librarians, additional Chinese language teachers, additional teachers for remedial teaching, counselling and extra-curricular activities and additional non-graduate teachers under Education Commission Report No. 5.

Upon the implementation of the New Senior Secondary (NSS) academic structure from the 2009/10 school year, the teacher-to-class ratios for secondary schools, as stipulated in the report “The New Academic Structure for Senior Secondary Education and Higher Education” published in May 2005, are as follows:

 From the 2009/10 school year to the 2011/12 school year (i.e. up to the double cohort year), the teacher-to-class ratios are 1.7 teachers per junior secondary class, 1.9 teachers per senior secondary class in the new system and S5 of the pre-NSS system, and 2.3 teachers per S6 and S7 class of the pre-NSS system.

 In and after the 2012/13 school year, the teacher-to-class ratio for senior secondary class is revised to 2.0 teachers per senior secondary class (S4 to S6).

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3. Additional Teachers

(a) Additional teachers of English are provided to individual schools which adopt Chinese as the medium of instruction for subjects other than language subjects, practical and technical subjects, Chinese History, Chinese Literature and English Literature. The purpose of the additional teachers is to help schools that adopt Chinese as the medium of instruction to strengthen the teaching of English. The eligibility for additional teachers of English is determined in accordance with the amount of Chinese language instruction offered.

Details concerning the calculation of additional teachers of English are in Attachment B.

(b) Enhanced Native-speaking English Teacher (NET) Scheme

NETs will be provided as additional English teachers regardless of the choice of medium of instruction (MOI), in the following scale –

Total no. of Operating Classes No. of additional NET

Below 40 1

40 or above 2

One more NET may be employed to fill one of the additional English teacher posts at GM rank allocated to them in accordance with Attachment B.

(updated on 1 April 2013)

(c) With effect from 1 September 1996, new schools are provided with one additional GM in the initial two years of operation.

(d) With effect from 1 September 2006, additional graduate teachers are provided to individual schools with academic low achievers in Secondary 1 – 3. An additional 0.7 GM per class of territory bottom 10% students enrolled and an additional 0.3 GM per class of territory Band 3 students enrolled not within the Bottom 10% are provided.

From 2009/10 school year onwards, the calculated number of additional teacher should be retained at 1 decimal place.

(updated on 1 September 2009)

(e) With effect from the 2016/17 school year, schools are allowed to turn the Senior Secondary Curriculum Support Grant (SSCSG) and/or the Career and Life Planning Grant (CLPG) into regular teaching posts to provide more stable teacher manpower for schools to enhance the implementation of senior secondary curriculum and strengthen the development of life planning education and related guidance services.

Upon conversion of SSCSG, each school would be provided with 0.1 GM per senior secondary class. As for conversion of CLPG into post, each school would be provided with 1 GM. Starting from the 2019/20 school year, the regular teaching posts converted from the two grants are counted towards the calculation of promotion post entitlement. The two grants are to be converted into regular teaching posts across the board before the 2022/23 school year. (updated on 1 September 2019)

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(f) Special Educational Needs Coordinator (SENCO)

Starting from the 2017/18 school year, an additional teaching post at the GM rank is provided by phases in 3 years to each public sector ordinary secondary school to facilitate the assignment of a designated teacher to take up the role of SENCO to lead, manage and coordinate matters relating to special educational needs. Starting from the 2019/20 school year, the rank of SENCO in schools with the Learning Support Grant (LSG) meeting the specific threshold is upgraded to the SGM rank. The arrangement of SENCO for schools with the LSG not meeting the specific threshold is the same as that of the 2017/18 school year. The additional teaching post at the GM rank is not included in calculating promotion posts in the teaching staff establishment. Schools are advised to refer to the relevant circular currently in force for details of the provision of SENCO. (updated on 1 September 2019)

(g) Special Educational Needs Support Teacher (SENST)

Starting from the 2019/20 school year, schools with Learning Support Grant (LSG) meeting different thresholds are allowed to exchange/provided with one to three additional teaching post(s) at the GM rank. The title of the teacher assuming the said post is SENST.

These one to three posts are not included in calculating promotion posts in the teaching staff establishment. Schools are advised to refer to the relevant circular currently in force for details of the provision of SENST. (updated on 1 September 2019)

4. Fractional Graduate Master/Mistress (GM) Post

The fractional GM post is worked out by adding up the fractional entitlements, if any, in (I)1, i.e. overall establishment deduced from teacher-to-class ratios, and (I)3, i.e. additional teachers. Any whole number of the sum is added to the GM establishment. The fractional GM posts do not count towards the calculation of promotion posts. Schools may keep the fractional GM post in the teaching staff establishment or opt for encashing the fractional GM post, which is calculated on the basis of the mid-point of GM teachers.

(updated on 1 September 2019) 5. Staff Structure

(a) Among the graduate teaching posts, the proportion of Senior Graduate Master/Mistress (SGM) and Principal Graduate Master/Mistress (PGM) posts should not exceed five-twelfths. This proportion excludes one GM post upgraded to SGM in a secondary school with 15 or more classes with effect from 1 September 1994.

(b) In calculating the proportions of promotion posts, posts provided for the Principal and those out of the Basic Provision and Additional Provision in paragraph 1 should be excluded, except additional teachers in paragraphs 3(a) and 3(e).

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(updated on 1 September 2020) (II) Non-teaching Staff Establishment

A. Educational Psychologist (EP)

1. The Education Bureau creates additional educational psychologist (EP) posts in aided ordinary schools and invites school sponsoring bodies (SSBs) to apply for these posts under the School-based Educational Psychology Service (SBEPS) starting from the 2008/09 school year.

Each EP post awarded to the SSB is employed as a non-teaching specialist staff of a base school under its sponsorship to provide SBEPS for schools assigned by the Education Bureau and such schools are not limited to those belonging to the same SSB operating the base school.

2. The EP posts created in aided ordinary schools are combined establishment, with the ranks of EP I and II. Candidates having fully met the entry requirements for EP I, with at least 3 years of satisfactory service as an EP II, can be considered for direct appointment to EP I. Candidates not fully meeting the above criteria may be appointed as EP II, should they meet the entry requirements for this rank. Guides to appointment of EP I and II are stipulated in Sections 4.22 and 4.23 respectively and conditions for promotion of EP are stipulated in Section 4.23.

(Updated on 24 May 2013)

B. School-based Speech Therapist (SBST)

The Education Bureau creates school-based speech therapist (SBST) posts in aided ordinary schools clusters to implement the Enhanced School-based Speech Therapy Service and invites aided ordinary schools to implement the provision starting from the 2019/20 school year. Each SBST post awarded is employed as a non-teaching specialist staff of a base school to provide school-based speech therapy services for schools assigned by the Education Bureau. Guides to appointment of SBST are stipulated in Section 4.24.

(Updated on 1 September 2019)

C. School Executive Officer (Sch ExO)

The Education Bureau creates the school executive officer (Sch ExO) posts in the approved non-teaching staff establishment in aided schools and invites schools to opt for creating these posts starting from the 2019/20 school year. Guides to appointment of Sch ExO are stipulated in Section 4.26.

(Updated on 1 September 2019)

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D. Laboratory Technician (LT)

The manning scale of Laboratory Technician (LT) is shown in Attachment C.

E. Staff for Boarding Section (applicable to schools with an approved boarding section)

An aided secondary school with an approved boarding section subvented by the Education Bureau may be provided with the following staff:

1. Warden

One warden at the rank of:

(a) Social Work Officer (SWO) for a boarding section with a capacity of more than 120 boarders; or

(b) Chief Social Work Assistant (CSWA) or Assistant Social Work Officer (ASWO) for a boarding section with a capacity of 120 or fewer boarders.

2. Assistant Warden

An assistant warden at the rank of:

(a) ASWO for a boarding section with a capacity of more than 120 boarders; or

(b) Senior Social Work Assistant (SSWA) for a boarding section with 60 – 120 boarders; or

(c) Social Work Assistant (SWA) for a boarding section with less than 60 boarders.

3. Boarding Service Master/Mistress I *

Boarding Service Masters/Mistresses I to be appointed on the following scale:

Week-day ratio

Week-end & Sunday ratio

(in addition to the week-day provision) 1 for 60 boarders 0.5 for 60 or fewer boarders

1 for 61 – 120 boarders 1.5 for 121 or more boarders 4. Boarding Service Master/Mistress II *

Boarding Service Masters/Mistresses II to be appointed on the following scale:

Week-day ratio

Week-end & Sunday ratio (in addition to the week-day provision) 2 for 60 boarders 1 for 60 boarders

5. Clerical Staff

One clerical assistant to be appointed for each boarding section for the calculation of the amount of Administration Grant or the Revised

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Administration Grant as appropriate payable to it2. 6. Cook

Cooks to be appointed on the following scale:

Number of boarders Number of cooks

39 or less 2

40 – 79 3

80 or more 4

7. Watchman

Two watchmen for each boarding section.

8. Janitor Staff *

Janitor staff to be appointed on the following scale for the calculation of the amount of Administration Grant or the Revised Administration Grant as appropriate payable to it3:

Week-day ratio

Week-end & Sunday ratio

(in addition to the week-day provision) 1 for 100 boarders 0.6 for 100 or fewer boarders

* Guidelines in calculating the number of staff of Boarding Service Masters/Mistresses I, Boarding Service Masters/Mistresses II and Janitor Staff –

(a) Individual fractions of these three grades will be added together and the fraction resulting, if any, will be rounded up to the next whole number;

(b) When fraction arises in either rank of boarding service master/mistress I and boarding service master/mistress II, it will be rounded up to the next whole number of boarding service master/mistress I; when fractions arise in both ranks of boarding service master/mistress I and boarding service master/mistress II, the fraction in boarding service master/mistress I will be rounded up and the fraction in boarding service master/mistress II will be rounded down;

(c) The difference between the total number of the three grades calculated as per paragraph (a) above and the total number of boarding service master/mistress I and boarding service master/mistress II calculated as per paragraph (b) above is to be appointed as janitor staff.

2 Schools that opt for the Administration Grant for their boarding section will pay the salaries of their clerical and janitor staff through the Administration Grant, and those that opt for the Revised Administration Grant will pay the salaries of their janitor staff through the Revised Administration Grant and the actual salaries of the other staff through the Salaries Grant.

3 Schools that opt for the Administration Grant for their boarding section will pay the salaries of their clerical and janitor staff through the Administration Grant, and those that opt for the Revised Administration Grant will pay the salaries of their janitor staff through the Revised Administration Grant and the actual salaries of the other staff through the Salaries Grant.

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Section 1A/ Attachment A

(updated on 1 September 2017)

Teaching Staff Establishment in Aided Secondary Schools

(The number of posts in the table below includes teachers provided according to the teacher-to-class ratios under new senior secondary academic structure, i.e. Basic Provision.)

No. of posts in each rank

Total Staff Graduates

Entitlement Principal SGM GM Total

7 1 2 4 6

8 1 3 4 7

9 1 3 5 8

10 1 4 5 9

11 1 4 6 10

12 1 5 6 11

13 1 5 7 12

14 1 5 8 13

15 1 6 8 14

16 1 6 9 15

17 1 7 9 16

18 1 7 10 17

19 1 7 11 18

20 1 8 11 19

21 1 8 12 20

22 1 9 12 21

23 1 9 13 22

24 1 10 13 23

25 1 10 14 24

26 1 10 15 25

27 1 11 15 26

28 1 11 16 27

29 1 12 16 28

30 1 12 17 29

31 1 12 18 30

32 1 13 18 31

33 1 13 19 32

34 1 14 19 33

35 1 14 20 34

36 1 15 20 35

37 1 15 21 36

38 1 15 22 37

39 1 16 22 38

40 1 16 23 39

41 1 17 23 40

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No. of posts in each rank

Total Staff Graduates

Entitlement Principal SGM GM Total

42 1 17 24 41

43 1 17 25 42

44 1 18 25 43

45 1 18 26 44

46 1 19 26 45

47 1 19 27 46

48 1 20 27 47

49 1 20 28 48

50 1 20 29 49

51 1 21 29 50

52 1 21 30 51

53 1 22 30 52

54 1 22 31 53

55 1 22 32 54

56 1 23 32 55

57 1 23 33 56

58 1 24 33 57

59 1 24 34 58

60 1 25 34 59

61 1 25 35 60

62 1 25 36 61

63 1 26 36 62

64 1 26 37 63

65 1 27 37 64

66 1 27 38 65

67 1 27 39 66

68 1 28 39 67

69 1 28 40 68

70 1 29 40 69

71 1 29 41 70

72 1 30 41 71

73 1 30 42 72

74 1 30 43 73

75 1 31 43 74

76 1 31 44 75

77 1 32 44 76

78 1 32 45 77

79 1 32 46 78

80 1 33 46 79

81 1 33 47 80

82 1 34 47 81

83 1 34 48 82

84 1 35 48 83

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No. of posts in each rank

Total Staff Graduates

Entitlement Principal SGM GM Total

85 1 35 49 84

86 1 35 50 85

87 1 36 50 86

88 1 36 51 87

89 1 37 51 88

90 1 37 52 89

91 1 37 53 90

92 1 38 53 91

93 1 38 54 92

94 1 39 54 93

95 1 39 55 94

96 1 40 55 95

97 1 40 56 96

98 1 40 57 97

99 1 41 57 98

100 1 41 58 99

101 1 42 58 100

(updated on 1 September 2019) Note:

(a) Ranking of Principal

The ranking of Principal of an aided secondary school is determined by the number of classes of the school in accordance with the following scale:

Number of Classes Ranking of Principal 18 or more Principal I (Pr I) 12 to 17 Principal II (Pr II)

11 or fewer classes Principal Graduate Master/Mistress (PGM) (updated on 1 September 2020)

(b) The ratio of graduate teacher posts of public schools is increased in one go to 100% in the 2019/20 school year. The above entitlement of secondary school is worked out based on the revised teacher-to-class ratios under the new senior secondary (NSS) academic structure as announced in the report on “The New Academic Structure for Senior Secondary Education and Higher Education”.

(updated on 1 September 2019)

(c) With effect from the 2020/21 school year, in an aided secondary school operating 12 – 23 approved classes, 2 SGM posts are re-ranked to the PGM rank for vice-principals;

and in an aided secondary school operating 24 or more approved classes, 3 SGM posts are re-ranked to the PGM rank for vice-principals.

(updated on 1 September 2020)

(d) One post in the rank of GM is upgraded to SGM for an aided secondary school with 15 or more operating classes.

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Section 1A/ Attachment B Language Improvement Measures

Major items of the improvement measures, which are designed to discriminate positively in favour of the use of Chinese as the medium of instruction, and at the same time strengthen the teaching of English and Chinese, are as follows: –

1. Additional Teacher of English4 (a) Secondary 1 to 3

(i) Additional teachers of English are provided to secondary schools in which full use is made of Chinese as the medium of instruction (MOI) in Secondary 1 to 3 to strengthen the teaching of English. The allocation of additional teachers of English to individual schools will be based on the following scale –

Total no. of Secondary 1 – 3 classes No. of additional graduate teachers of English

14 or below 1*

15 – 23 2

24 – 29 3

30 – 35 4

* See Attachment B1 for principles of calculation

(ii) With respect to schools using both English and Chinese as the medium of instruction for different subjects and in different classes, the following rules are applied to determine the number of additional teachers of English to be given –

Let T = Total number of teaching periods in subjects other than language subjects (i.e. English, Chinese, Putonghua, etc.), practical and technical subjects (i.e. Visual Arts [formerly known as Art and Design], Home Economics, Design and Technology, Computer and Information Technology, Physical Education, Music, etc.) and Chinese History in Secondary 1 to 3.

C = Total number of teaching periods in subjects other than language subjects (i.e. English, Chinese, Putonghua, etc.), practical and technical subjects (i.e. Visual Arts [formerly known as Art and Design], Home Economics, Design and Technology, Computer and Information Technology, Physical Education, Music, etc.) and Chinese History in Secondary 1 to 3 in which Chinese is used as the MOI.

• Secondary schools with a total of 3 – 14 Secondary 1 to 3 classes

4 With effect from the 2019/20 school year, additional teachers of English for schools adopting Chinese as the medium of instruction for subjects other than language subjects are graduate teacher posts.

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- If C is less than 50% of T, no additional teacher of English will be given.

- If C is 50% or more of T, one additional graduate teacher of English will be given.

• Secondary schools with a total of 15 – 23 Secondary 1 to 3 classes - If C is less than 25% of T, no additional teacher of English

will be given.

- If C is between 25% and 74% of T, one additional teacher of English will be given.

- If C is 75% or more of T, two additional teachers of English will be given.

• Secondary schools with a total of 24 – 29 Secondary 1 to 3 classes - If C is less than 25% of T, no additional teacher of English

will be given.

- If C is between 25% and 74% of T, two additional teachers of English will be given.

- If C is 75% or more of T, three additional teachers of English will be given.

• Secondary schools with a total of 30 – 35 Secondary 1 to 3 classes - If C is less than 25% of T, no additional teacher of English

will be given.

- If C is between 25% and 74% of T, three additional teachers of English will be given.

- If C is 75% or more of T, four additional teachers of English will be given.

(updated on 1 September 2019) (b) Secondary 4 to 5

(i) To strengthen the teaching of English in senior forms, schools under the following categories are provided with an additional teacher of English –

• Schools with a total of four or more Secondary 4 to 5 classes and their C to T ratio is equal to or larger than 0.25; or

• Schools with less than four Secondary 4 and 5 classes and their C to T ratio is equal to or larger than 0.5,

where T = Total number of teaching periods in subjects other than language subjects (i.e. Chinese, English, French, Chinese Literature, English Literature, Putonghua, etc.), practical and technical subjects (i.e. Visual Arts [formerly known as Art and Design], Home Economics, Design and Technology,

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Computer and Information Technology, Physical Education, Music, etc.) and Chinese History in Secondary 4 and 5.

C = Total number of teaching periods in subjects other than language subjects (i.e. Chinese, English, French, Chinese Literature, English Literature, Putonghua, etc.), practical and technical subjects (i.e. Visual Arts (formerly known as Art and Design), Home Economics, Design and Technology, Computer and Information Technology, Physical Education, Music, etc.) and Chinese History in Secondary 4 and 5 in which Chinese is used as the MOI.

(updated on 1 September 2019)

(ii) A subject or class will be considered as being taught in Chinese only if all related textbooks, school examinations and tests materials in that subject are also conducted in Chinese.

(iii) Principals are reminded that additional teachers of English are provided in order to improve students' language ability. This provision must not be exploited to reduce the number of periods taught by any teacher in any subject.

(c) Schools may opt for encashment of the additional English teaching posts entitled since the 2006/07 school year to enhance the flexibility in the deployment of resources to strengthen the teaching of English.

(updated on 1 April 2013) 2. Additional Teaching Spaces

(a) To enable split-class English Language teaching to be carried out in junior secondary forms, extra accommodation is provided. As the split classes are smaller in size, they can be accommodated in half-sized classrooms.

Hence schools eligible for one or more additional teachers of English will be allowed to partition some of their existing classrooms to create the additional rooms required. Individual schools will be informed of the maximum number of classrooms to be partitioned and converted into smaller rooms for split classes in English in accordance with the maximum number of additional teachers of English provided for such classes.

(b) The partitioning can either be of a fixed or movable type, depending on the preference of schools. Individual eligible schools will be invited to make application to the Permanent Secretary to carry out the work as a major repairs project.

3. Additional Teaching Aids

To further support the teaching of English, schools which are eligible for one or more additional teachers of English will be provided with a one-off library grant for the purchase of additional reading materials in English as well as other teaching/learning aids.

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Section 1A /Attachment B1 Principles of Calculation of Additional Teachers of English

A standard-sized secondary school (444444) in which full use is made of Chinese as the medium of instruction in Secondary 1 to 3 will be provided with one additional teacher of English to enable English classes in at least Secondary 1 – 2 to be split for more effective teaching. The requirement for one additional English teacher is calculated as follows:

(a) No. of Secondary 1 – 2 classes: 4 x 2 = 8.

(b) No. of English periods per class per week (Curriculum Development Committee recommendation): 7

(c) No. of additional English periods necessary for split classes in Secondary 1 – 2: 8 x 7 = 56.

(d) Normal 5-day weekly teaching load per English teacher: 30

(e) Total no. of additional English teachers required: 56 ÷ 30 = 2 (rounded up).

(f) No. of additional English teachers already approved in September 1982 for remedial teaching in English: 1

(g) Therefore no. of additional English teachers to be provided: 2 – 1 = 1.

With a total of two additional teachers of English, a school should be able to split all the English classes in Secondary 1 and 2 for small-group teaching and have four periods of remedial teaching in Secondary 3.

(updated on 1 September 2019)

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Section 1A/ Attachment C Manning Scale of Laboratory Technicians

1. The manning scale of Laboratory Technicians (LTs) is based on the number of practical periods in the whole school in accordance with the number of operating classes and the curricula adopted and calculated as follows:

No. of practical periods per week for the whole school * No. of LTs =

54

* The number of practical periods per week for the whole school is the sum of the total number of practical periods of the approved classes at the junior secondary levels per week, the total number of practical periods of the science subject groups at the senior secondary levels per week, and the total number of additional practical periods (i.e. 1.3 practical periods multiplied by the number of S1 – S3 approved classes) per week. Schools are advised to refer to the relevant circular currently in force for calculation.

2. The following rules will also apply in the above manning scale:

(a) any fraction of a post of LT of half or above will be considered as one post;

(b) for a developing school where less than two LT posts are justified, any fraction derived will be considered as one post; and

(c) the maximum number of LTs should not, in any case, be greater than the number of laboratories in the school.

3. In the calculation of the number of practical periods per week, the following standard numbers of practical periods for different curricula in each of the junior secondary classes / senior secondary science subject groups are to be used:

Level Subject

S1 S2 S3 S4 S5 S6

Science (S1-3) 4 4 4

Biology (S4-6) 4 4 4

Chemistry (S4-6) 4 4 4

Physics (S4-6) 4 4 4

Integrated Science (S4-6) 4 4 4

Combined Science (S4-6) 4 4 4

The calculation of practical periods is based on 5 teaching days per week and 40 minutes duration per practical period. For schools assigning practical periods less than the “standard numbers” in the table above to each of the junior secondary classes / senior secondary science subject groups, the actual number of practical periods should be used in working out the manning scale.

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If the assigned practical periods are more than the “standard numbers” in the table above, the “standard numbers” will be used in the calculation.

4. (a) One of the LT posts provided will be ranked at LT I in a school where there are four or more laboratories and three or more LTs; and

(b) One LT I post will be provided at the initial stage for a developing school planned to have four or more laboratories and three or more LTs by the third year of its operation.

(updated on 1 September 2017)

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Section 1B Staff Establishment of Aided Primary Schools

A. Teaching Staff Establishment 1. Staffing Ratio

(a) (i) Basic Provision

The teaching establishment of an aided bi-sessional or whole-day primary school is calculated respectively on the basis of 1.4 or 1.5 teachers per class, including the additional provision calculated on the basis of 0.1 teacher per class for the full implementation of specialised teaching in English Language, Chinese Language and Mathematics since the 2007/08 school year. In order to avoid the use of fractions of a teacher, the number of teachers resulting from the application of the 1.4:1 or 1.5:1 formula should be rounded up to the nearest whole number.

The only exception to the general rule is that schools operating only one class will be staffed with 1.5 teachers. The teaching posts provided under the teacher-to-class ratios above are referred to as basic provision.

(ii) Additional Provision

With effect from the 2017/18 school year, the teacher-to-class ratio of public sector primary schools is increased by 0.1 teacher per class, i.e. additional provision. The additional teaching post(s) so created is/are at the rank of Assistant Primary School Master/Mistress (APSM) and not included in calculating the ratio of graduate teacher posts in the teaching staff establishment.

(updated on 1 September 2017)

(b) In schools with 6 or more classes, the calculation is exclusive of the post of the Principal of the school.

(c) Starting from the 2019/20 school year, all teaching posts on the approved establishment of aided schools are graduate teacher posts with the full implementation of the all graduate teaching force policy.

(updated on 1 September 2019) 2. Ranking of Teaching Staff

(a) Principal of School

(i) The ranking of Principal for a bi-sessional/whole-day school is shown in Attachment A/Attachment B respectively.

(ii) In bi-sessional schools with 25 classes or more where each session is considered as a separate school in the calculation of teaching staff establishment, two headship posts will be provided, one of which will serve as “Principal” as defined in the Education Ordinance if the bi-sessional school is under one school

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registration.

(b) Senior Teacher

The provision of senior teachers is included in the manning scale in Attachment A for primary schools operating bi-sessional classes at the ratio of one senior teacher for every four classes and Attachment B for whole-day primary schools at the ratio of one senior teacher for every three classes. The rank of a senior teacher will be Senior Primary School Master/Mistress (SPSM) or Primary School Master/Mistress (PSM) as appropriate. Senior teachers are required to undertake specific duties in addition to class teaching. The Incorporated Management Committee or Principal of a school may exercise discretion in the allocation of duties to senior teachers as well as the re-distribution of their duties in the light of the school’s entitlement of senior teachers. In a primary school with 12 – 17 classes, 1 PSM post will be re-ranked to the SPSM rank for the deputy head; in a primary school with 18 – 23 classes, 2 PSM posts will be re-ranked to the SPSM rank for deputy heads; and in a primary school with 24 classes or more, 3 PSM posts will be re-ranked to the SPSM rank for deputy heads. Teachers in the PSM rank may be appointed by promotion or direct appointment to take up the deputy head posts.

(updated on 1 September 2020) (c) Class Teacher

The rank of class teachers is APSM. The provision of class teachers is included in the manning scale in Attachment A for primary schools operating bi-sessional classes and Attachment B for primary schools operating whole-day classes.

3. Additional Teacher

(a) Student Guidance Teacher (SGT)

For schools not changing to the new funding mode under the policy of

‘one school social worker for each school’ and not provided with Student Guidance Service Grant or Student Guidance Officers, an additional post at the PSM rank for Student Guidance Teacher (SGT) is provided to a school with 18 or more classes or shared by 2 schools each with 5 – 17 classes under the same sponsoring body. For a sponsoring body entitling to one SGT only for the school under it, the entitlement of SGT post will be changed from sponsored-based to school-based.

(updated on 1 September 2019) (b) Teacher-librarian

A school meeting one of the following conditions is entitled to the provision of one additional APSM post for undertaking the duties of a teacher-librarian –

(i) each whole-day primary school with three or more ordinary classes

(ii) each bi-sessional primary school with 12 or more ordinary

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classes

(iii) two bi-sessional primary schools housed in the same premises with a total of 12 or more ordinary classes (i.e. the number of a.m.

ordinary classes plus the number of p.m. ordinary classes)

This teacher-librarian post is a regular post in addition to the normal teaching establishment of a school calculated under paragraph 1 (a) and (b) above. The service of a teacher-librarian is counted as teaching experience for promotion purposes in aided primary schools.

A school, upon the provision of this additional post, may deploy a teacher at the PSM rank to fill the teacher-librarian post. For appointment as a teacher-librarian, a teacher should have a minimum of two years’ teaching experience and preferably the relevant professional qualification in librarianship. Upon appointment a teacher-librarian is required, where appropriate, to complete a part-time day-release training course or other professional training course organised by the Education Bureau. (updated on 1 September 2019)

(c) Additional Senior Teacher Post of English

An additional senior teacher post, to be offset by a post in the rank of APSM, is provided to each school that operates six or more classes to provide curriculum leadership in the teaching of English to improve co-ordination, planning and methodology. In an aided bi-sessional primary school with a total of 25 classes or more for both sessions, each session is considered as a separate school. The conditions for promotion/appointment to the additional post are at Section 5.

(updated on 1 September 2019) (d) Primary School Curriculum Leader

With effect from the 2020/21 school year, each primary school, regardless of the number of approved classes, is entitled to the provision of a Primary School Curriculum Leader post at the PSM rank. (updated on 1 September 2020)

(e) Special Educational Needs Coordinator (SENCO)

Starting from the 2017/18 school year, an additional teaching post at the APSM rank is provided by phases in 3 years to each public sector ordinary primary school to facilitate the assignment of a designated teacher to take up the role of SENCO to lead, manage and coordinate matters relating to special educational needs. Starting from the 2019/20 school year, the rank of SENCO in schools with the Learning Support Grant (LSG) meeting the specific threshold will be upgraded to the PSM rank. The arrangement of SENCO for schools with the LSG not meeting the specific threshold will be the same as that of the 2017/18 school year. The additional teaching post at the APSM rank will not be included in calculation of the number of senior teacher posts in the teaching staff establishment. Schools are advised to refer to the relevant circular currently in force for details of the provision of SENCO. (updated on 1 September 2019)

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(f) Special Educational Needs Support Teacher (SENST)

Starting from the 2019/20 school year, schools with the Learning Support Grant (LSG) meeting different thresholds will be allowed to exchange/provided with one to three additional teaching post(s) at the APSM rank. The title of the teacher assuming the said post is SENST. These one to three posts will not be included in calculation of the number of senior teacher posts in the teaching staff establishment. Schools are advised to refer to the relevant circular currently in force for details of the provision of SENST. (updated on 1 September 2019)

B. Non-teaching Staff Entitlement 1. Educational Psychologist (EP)

(a) The Education Bureau creates additional educational psychologist (EP) posts in aided ordinary schools and invites school sponsoring bodies (SSBs) to apply for these posts under the School-based Educational Psychology Service (SBEPS) starting from the 2008/09 school year.

Each EP post awarded to the SSB is employed as a non-teaching specialist staff of a base school under its sponsorship to provide SBEPS for schools assigned by the Education Bureau and such schools are not limited to those belonging to the same SSB operating the base school.

(b) The EP posts created in aided ordinary schools are combined establishment, with the ranks of EP I and II. Candidates having fully met the entry requirements for EP I, with at least 3 years of satisfactory service as an EP II, can be considered for direct appointment to EP I. Candidates not fully meeting the above criteria may be appointed as EP II, should they meet the entry requirements for this rank. Guides to appointment of EP I and II are stipulated in Sections 4.22 and 4.23 respectively and conditions for promotion of EP are stipulated in Section 4.23.

(Updated on 24 May 2013)

2. School-based Speech Therapist (SBST)

The Education Bureau creates school-based speech therapist (SBST) posts in aided ordinary schools clusters to implement the Enhanced School-based Speech Therapy Service and invites aided ordinary schools to implement the provision starting from the 2019/20 school year. Each SBST post awarded is employed as a non-teaching specialist staff of a base school to provide school-based speech therapy services for schools assigned by the Education Bureau. Guides to appointment of SBST are stipulated in Section 4.24.

(Updated on 1 September 2019)

3. Primary School Assistant Social Work Officer

The Education Bureau creates additional Assistant Social Work Officer

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posts in aided ordinary schools and invites aided primary schools to apply for creating these posts starting from the 2018/19 school year. Guide to appointment of Primary School Assistant Social Work Officer is stipulated in Section 4.25.

(Updated on 1 September 2018)

4. School Executive Officer (Sch ExO)

The Education Bureau creates the school executive officer (Sch ExO) posts in the approved non-teaching staff establishment in aided schools and invites schools to opt for creating these posts starting from the 2019/20 school year. Guides to appointment of Sch ExO are stipulated in Section 4.26.

(Updated on 1 September 2019)

The following scales should apply in determining the clerical and janitor staff entitlements of a school for the purpose of calculating the amount of Administration Grant or the Revised Administration Grant as appropriate payable to it5:

1. Clerical staff

(a) Bi-sessional schools

No. of classes Rank and no. of clerical staff entitled

1 – 3 Nil

4 – 11 1 Clerical Assistant

12 – 23 1 Assistant Clerical Officer

24 or more 1 Assistant Clerical Officer + 1 Clerical Assistant In bi-sessional schools with 25 classes or more, each session will be considered as a separate school in the calculation of the clerical staff establishment.

(b) Whole-day schools

No. of classes Rank and no. of clerical staff entitled

1 – 3 Nil

4 – 11 1 Clerical Assistant

12 – 23 1 Assistant Clerical Officer + 1 Clerical Assistant 24 or more 1 Assistant Clerical Officer + 2 Clerical Assistants 2. Janitor staff

One janitor staff may be allowed for every four or fraction of four classes and special purpose rooms in use for the AM or whole-day session and one janitor staff may be allowed for every eight or fraction of eight classes and special purpose rooms in use for the PM session. If the total includes a

5 Schools that opt for the Administration Grant will pay the salaries of their clerical and janitor staff through the Administration Grant, and those that opt for the Revised Administration Grant will pay the salaries of their janitor staff through the Revised Administration Grant and the actual salaries of the clerical staff through the Salaries Grant.

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fraction of 0.5 or above, it will be rounded up to next whole number.

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Section 1B/ Attachment A Teaching Staff Establishment in Aided Primary Schools

Operating Bi-sessional Classes under the 1.4:1 Teacher-to-Class Ratio

(including Additional Posts for Specialised Teaching) and the Ratio of One Senior Teacher for Every Four Classes,

i.e. Basic Provision

No. of Classes *

Rank of Principal

No. of Deputy Head

(SPSM) @

No. of Senior Teachers

(PSM) (excluding Deputy Head,

if entitled)

No. of Class Teachers (APSM)

Total No. of Staff (including

Principal) 1

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

SPSM SPSM SPSM SPSM SPSM SPSM SPSM SPSM SPSM SPSM SPSM HMII HMII HMII HMII HMII HMII HMII HMII HMII HMII HMII HMII HMI HMI HMI HMI HMI HMI HMI HMI HMI HMI HMI

– – – – – – – – – – – 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3

0 0 0 1 1 1 1 2 2 2 2 2 2 2 2 3 3 2 2 3 3 3 3 3 3 3 3 4 4 4 4 5 5 5

0.5 2 4 4 5 8 9 10 11 12 14 14 16 17 18 19 20 22 23 23 25 26 28 28 29 31 32 33 34 35 37 37 39 40

1.5 3 5 6 7 10 11 13 14 15 17 18 20 21 22 24 25 27 28 29 31 32 34 35 36 38 39 41 42 43 45 46 48 49

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No. of Classes *

Rank of Principal

No. of Deputy Head

(SPSM) @

No. of Senior Teachers

(PSM) (excluding Deputy Head,

if entitled)

No. of Class Teachers (APSM)

Total No. of Staff (including

Principal) 35

36

HMI HMI

3 3

5 6

41 42

50 52 (updated on 1 September 2020)

* In a bi-sessional school with 25 classes or more, where each session is considered as a separate school in the calculation of teaching staff establishment, two headship posts will be provided, one of which will serve as “Principal” as defined in the Education Ordinance if the bi-sessional school is under one school registration.

@ In an ordinary primary school with 12 – 17 classes, 1 PSM post will be re-ranked to the SPSM rank for deputy head; in an ordinary primary school with 18 – 23 classes, 2 PSM posts will be re-ranked to the SPSM rank for deputy heads; and in an ordinary primary school with 24 classes or more, 3 PSM posts will be re-ranked to the SPSM rank for deputy heads.

(updated on 1 September2020)

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Section 1B/ Attachment B Teaching Staff Establishment in Whole-day Aided Primary Schools

under the 1.5:1 Teacher-to-Class Ratio

(including Additional Posts for Specialised Teaching) and the Ratio of One Senior Teacher for Every Three Classes,

i.e. Basic Provision

No. of Classes

Rank of Principal

No. of Deputy Head

(SPSM) @

No. of Senior Teachers (PSM) (excluding Deputy

Head, if entitled)

No. of Class Teachers

(APSM)

Total No. of Staff (including

Principal) 1

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

SPSM SPSM SPSM SPSM SPSM SPSM SPSM SPSM SPSM SPSM SPSM HMII HMII HMII HMII HMII HMII HMII HMII HMII HMII HMII HMII HMI HMI HMI HMI HMI HMI HMI HMI HMI HMI HMI HMI

– – – – – – – – – – – 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3

0 0 1 1 1 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5 6 6 6 7 7 7 8 8 8

0.5 2 3 4 6 7 9 10 11 12 14 14 16 17 18 19 21 21 23 24 25 26 28 28 30 31 32 33 35 35 37 38 39 40 42

1.5 3 5 6 8 10 12 13 15 16 18 19 21 22 24 25 27 28 30 31 33 34 36 37 39 40 42 43 45 46 48 49 51 52 54

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No. of Classes

Rank of Principal

No. of Deputy Head

(SPSM) @

No. of Senior Teachers (PSM) (excluding Deputy

Head, if entitled)

No. of Class Teachers

(APSM)

Total No. of Staff (including

Principal)

36 HMI 3 9 42 55

(updated on 1 September 2020)

@ In an ordinary primary school with 12 – 17 classes, 1 PSM post will be re-ranked to the SPSM rank for deputy head; in an ordinary primary school with 18 – 23 classes, 2 PSM posts will be re-ranked to the SPSM rank for deputy heads; and in an ordinary primary school with 24 classes or more, 3 PSM posts will be re-ranked to the SPSM rank for deputy heads.

(updated on 1 September 2020)

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Section 1C Staff Establishment of Aided Special Schools

SCHOOL SECTION

A. Teaching Staff Establishment 1. Staffing Ratio

Basic Provision

Upon the implementation of the New Senior Secondary (NSS) academic structure from the 2009/10 school year, the staffing ratios for primary classes and junior secondary classes are 1.7 teachers per class, and the staffing ratio for senior secondary classes is 1.9 teachers per class. These staffing ratios have embedded the Additional Teachers for All Special Schools6. With effect from the 2012/13 school year, the staffing ratio for senior secondary classes of special schools offering the ordinary curriculum will be 2.0 teachers per class. The teaching posts provided under the teacher-to-class ratios above are referred to as the Basic Provision.

Additional Provision

Starting from the 2017/18 school year, the above teacher-to-class ratios are increased by 0.1 teacher per class, i.e. Additional Provision. The additional teaching post(s) so created in the secondary section is/are at Graduate Master/Mistress (GM) rank. With effect from the 2020/21 school year, the post(s) is/are included in calculating promotion posts.

For the primary section, the additional teaching post(s) so created is/are at the rank of Assistant Primary School Master/Mistress (APSM) and not included in calculating the promotion posts and ratio of graduate teacher posts in the teaching staff establishment.

The number of teachers will be calculated separately for the primary and secondary sections. Any decimal teacher entitlement arising from the calculation of the foregoing staffing ratios will be provided as GM and APSM in the secondary and primary sections respectively. Schools may keep the fractional teacher posts, which will not be counted towards the calculation of promotion posts or graduate teacher ratio, in the teaching staff establishment. Alternatively, schools may opt for encashing the fractional teacher posts calculated at the mid-point salary of GM and APSM respectively.

(updated on 1 September 2020) 2. Ranking of Teaching Staff

(a) Principal of School

In schools with more than 3 classes, the calculation is exclusive of the

6 Additional Teachers for All Special Schools include Resource Teacher for Supportive Educational Programmes, Teacher Librarian and teacher for spilt-class teaching.

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post of the Principal of the school. The ranking of Principal is shown in Attachment A.

(b) Vice-principal / Deputy Head of School

In a primary special school with 12 – 17 equivalent ordinary primary classes, 1 Primary School Master/Mistress (PSM) post will be re-ranked to the Senior Primary School Master/Mistress (SPSM) rank for the deputy head; in a primary special school with 18 – 23 equivalent ordinary primary classes, 2 PSM posts will be re-ranked to the SPSM rank for deputy heads; and in a primary special school with 24 equivalent ordinary primary classes or more, 3 PSM posts will be re-ranked to the SPSM rank for deputy heads.

In a secondary special school with 12 - 23 equivalent ordinary secondary classes, 2 Senior Graduate Master/Mistress (SGM) posts will be re-ranked to the Principal Graduate Master/Mistress (PGM) rank for vice-principals; and in a secondary special school with 24 equivalent ordinary secondary classes or more, 3 SGM posts will be re-ranked to the PGM rank for vice-principals.

In a special school with both primary and secondary sections and with 11 equivalent ordinary secondary classes or less, 1 PSM post will be re-ranked to the SPSM rank for the deputy head at its primary section. In a special school with both primary and secondary sections and with 12-23 equivalent ordinary secondary classes, 1 SGM post will be re-ranked to the PGM rank for the vice-principal at its secondary section and 1 PSM post will be re-ranked to the SPSM rank for the deputy head at its primary section. In a special school with both primary and secondary sections and with 24 equivalent ordinary secondary classes or more, 1 SGM post will be re-ranked to the PGM rank for the vice-principal at its secondary section and 1 PSM post will be re-ranked to the SPSM rank for the deputy head at its primary section. For the third deputy head, they are allowed to opt for the provision of vice-principal / deputy head either at the secondary section or the primary section. (updated on 1 September 2020)

(c) Teacher Assisting in Speech Therapy (TAST)

A special school for children with hearing impairment (HI) may appoint TASTs at the ratio of 1 for 3 classes of which one post must be offset by a speech therapist.

The number of TASTs is calculated for the school as a whole.

Where fractional staff results, this will be rounded up when it reaches 0.5, otherwise it will be rounded down. The resulting number will then be apportioned between the primary and secondary sections of the special school in accordance with the number of classes in each section, in such a way that no fractional staff for either section will

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result. TASTs form part of the teaching establishment of the school.

(updated on 1 September 2019) (d) Mobility Instructor

A special school for children with visual impairment (VI) or special school for children with visual impairment cum intellectual disability (VI cum ID) may appoint 0.5 mobility instructor per class. Mobility instructors will be calculated in accordance with the number of classes in each of the primary and secondary section and be included in the calculation of the teaching staff establishment for the relevant section.

Mobility instructors are reckoned as members of the teaching establishment of the school. (updated on 1 September 2020)

(e) Resource Teacher (RT)

(i) Resource Teacher for Children with Visual Impairment

A special school for children with VI may appoint RTs to teach students with VI (those with total blindness, severe low vision or moderate low vision) who are registered under Resource Support Programme (RSP) and attending ordinary schools or special schools other than that for children with VI, at the ratio of 0.5 RT to 3 students (braille users) and 0.5 RT to 5 students (non-braille users).

RTs for students of ordinary secondary schools and for students pursuing ordinary curriculum in the secondary section of special schools will be reckoned as members of the teaching establishment of the secondary section while those for students of ordinary primary schools and for students of the special schools other than those pursuing the ordinary curriculum will be reckoned as members of the teaching establishment of the primary section.

The number of RTs under the RSP included in the staff entitlement is capped. Any additional RTs incurred on top of the capped entitlement would be provided in form of cash grant, i.e.

the Staff Encashment Grant. The Education Bureau may review the cap as and when required. School should refer to relevant circular letter currently in force for the entitlement of the RTs and the amount of the Staff Encashment Grant incurred.

(updated on 1 September 2019)

(ii)Resource Teacher for Children with Autism Spectrum Disorders (ASD)

A special school for children with intellectual disability (ID), a special school for children with VI, a special school for children with HI and a special school for children with physical disability (PD) may appoint additional RT in its primary section for children with ASD, at the following provision ratio:

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No. of children with ASD #No. of RTs provided Every 6 requiring remedial

teaching programme

0.5

# The additional teaching post is approved on the understanding that the operation of remedial teaching programme for autistic children is justified by the actual enrolment of students with ASD in the school.

The post will be clawed back when it is no longer justified.

(updated on 1 September 2019)

(iii) Resource Teacher for Enhanced Support Service (ESS) for Students with Hearing Impairment

A special school for children with HI may appoint

• additional RT in its primary section to provide support to students with HI who are attending ordinary primary schools and in need of additional support, at the ratio of 1 teacher for 1 unit. The size of a unit is 1 – 25 students.

• additional RT in its secondary section to provide support to students with HI who are attending ordinary secondary schools and in need of additional support, at the ratio of 1 teacher for 1 unit. The size of a unit is 1 – 20 students.

• additional RT in its primary section and secondary section to provide support to students with HI who are attending aided special schools and in need of additional support, at the ratio of 1 teacher for 1 unit. The size of a unit is 1-50 students.

(updated on 1 September 2019)

• one senior teacher at SGM rank to undertake the duties of planning, development and monitoring of ESS for ordinary and special schools, which mainly include –

- planning, developing and implementing the support services for ESS students;

- overseeing the professional advice, counselling and guidance, and training for teachers and parents in centre-based and/or school-based support services;

- enhancing the support of ESS students in need of sign language to assist communication and learning, and providing support for teaching staff in ordinary schools the ESS students enrolled; and

- planning and coordinating the professional development for RTs.

The number of RTs under the ESS included in the staff entitlement is capped. Any additional RTs incurred on top of the capped entitlement would be provided in form of cash grant, i.e. the Staff Encashment Grant. The Education Bureau may review the cap as and when required. School should refer to

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relevant circular letter currently in force for the entitlement of the RTs and the amount of the Staff Encashment Grant incurred.

(updated on 1 September 2018)

(f) Teacher for Senior Secondary Support Programme

Hospital School may appoint 1.5 teachers at GM rank for a Senior Secondary Support Programme. The additional teacher posts will not be counted towards the calculation of promotion posts or graduate teacher ratio. The School may keep the fractional teacher post in the teaching establishment or opt for a cash provision calculated on the basis of the mid-point salary of GM.

(updated on 1 September 2009) (g) Low-vision Training Teacher

A special school for children with VI or special school for children with VI cum ID may, subject to the needs identified, appoint not more than 1 additional teacher in its primary section for delivering low-vision training programme. The school is entitled to 0.5 or 1 additional teacher if the workload of the low-vision training service is below or over 50% of the workload of a full-time teacher respectively.

(updated on 1 September 2019)

(h) Additional Senior Teacher Post of English

An additional senior teacher post, to be offset by a post in the rank of APSM, is provided to each primary special school/special school with primary section that operates six or more primary classes and adopts the ordinary school curriculum to provide curriculum leadership in the teaching of English to improve co-ordination, planning and methodology. The conditions for appointment to the additional post are at Section 5. (updated on 1 September 2019)

(i) Primary School Curriculum Leader

With effect from the 2020/21 school year, each special school with a primary section, regardless of the number of approved classes, is entitled to the provision of a Primary School Curriculum Leader post at the PSM rank. (updated on 1 September 2020)

(j) Additional Posts from the Senior Secondary Curriculum Support Grant (SSCSG) and/or the Career and Life Planning Grant (CLPG) With effect from the 2016/17 school year, schools are allowed to turn the SSCSG and/or CLPG into regular teaching posts to provide more stable teacher manpower for schools to enhance the implementation of senior secondary curriculum and strengthen the development of life planning education and related guidance services. Upon conversion of SSCSG, each school would be provided with 0.1 GM per senior secondary class. As for conversion of CLPG into post, each school operating senior secondary class(es) would be provided with 1 GM.

Starting from the 2019/20 school year, the regular teaching posts

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converted from the two grants will be counted towards the calculation of promotion post entitlement. The two grants are to be converted into regular teaching posts across the board before the 2022/23 school year. (updated on 1 September 2019)

(k) Expansion of Graduate Post in Special Schools

Starting from the 2019/20 school year, all teaching posts on the approved establishment of aided schools are graduate teacher posts with the full implementation of the all graduate teaching force policy.

(updated on 1 September 2019)

(l) Graded Post within the Establishment

The number of posts in each rank is determined by making reference to the following attachments:

Attachment B Teaching Staff Establishment for Primary Classes in Special Schools

Attachment C Teaching Staff Establishment for Secondary Classes in Special Schools

(updated on 1 September 2019)

B. Non-teaching Staff Establishment 1. Laboratory Technician (LT)

(a) LT II/III for science laboratories may be appointed on the following scale:

Number of Laboratories Number of LTs

1 1

2 2

3 3

(b) In special schools for children with HI with up to 17 classes, an additional LT II/III may be appointed for the maintenance of audiological equipment and hearing aids. A second additional LT may be appointed in schools for children with HI with 18 classes or more.

(c) In special schools with five or more laboratories in the secondary section, one of the LTs may be appointed at the LT I level.

(d) In a special school for children with HI with more than 17 classes, one of the LTs appointed for the maintenance of audiological equipment and hearing aids may be appointed at the LT I level.

(e) In a special school for children with VI (special school for children with VI cum ID excluded), a LT II/III may be appointed for the maintenance of special equipment/technical aids, and for providing technical assistance in setting up and operating the equipment.

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(updated on 2 February 2015) 2. Special School Social Worker

(a) Special schools with 60 or fewer approved capacity will be provided with 1 school social worker, and subsequently 0.5 school social worker for every 30 students. However, where a sponsor operates two or more special schools, the ratio of provision may be applied to the combined capacity of the schools as if they were a single school.

(updated on 1 September 2018)

(b) Special school social workers should, in general, be ranked at the Senior Social Work Assistant (SSWA) level.

(c) Social workers in the following categories of special schools should be ranked at the Assistant Social Work Officer (ASWO) level, if graduate social workers are employed; or at the SSWA level if the posts are filled by non-graduate social workers;

(i) schools for social development (SSD);

(ii) schools with senior secondary classes; or

(iii) schools where there are three or more professional disciplines (e.g. speech therapists, physiotherapists, occupational therapists and nurses) in addition to teachers and social workers, and where the social workers are given the additional responsibilities of a rehabilitation coordinator.

3. Speech Therapist (ST)

(a) The special school for children with VI, the special school for children with HI, the special school for children with VI cum ID, special schools for children with PD, and special schools for children with ID as well as SSD may appoint STs on the following scale:

Type of School No. of Classes No. of ST (i) VI cum ID, PD, MiID, MoID,

Combined MiID and MoID, Combined MoID and SID, and Combined MiID, MoID and SID

1 – 5 6 – 10 11 – 15 16 – 20 21 – 25 26 – 30

1 2 3 4 5 6

(ii) SID 1 – 5

6 – 10 11 – 15 16 – 20

1 2 2.5

3

(iii) HI 1 ST by offsetting 1 of the TAST posts

(iv) VI and SSD 1 ST

(updated on 1 September 2020)

(b) The special school for children with HI may appoint additional ST

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under the ESS for students with HI attending ordinary schools on the following scale:

No. of units in ESS* No. of ST

1-4 1

5 and above 2

* The number of approved units in the ESS for students with HI attending ordinary primary schools and ordinary secondary schools. The size of a unit is 1-25 students for ESS for primary schools and 1-20 students for ESS for secondary schools.

(updated on 1 September 2018) 4. Physiotherapist (PT) and Artisan

(a) Special schools for children with PD, special schools for children with SID and the special school for children with VI cum ID may appoint 0.5 PT for every 15 students and one artisan to support every 2 PTs.

(updated on 1 September 2020)

(b) The Staff Structure for PTs should be as follows:

Ranking of staff

No. of PTs entitled SPT PT I PT II

1 – 1 –

1.5 – 1 0.5

2 – 1 1

2.5 – 1 1.5

3 – 1 2

3.5 – 1 2.5

4 – 2 2

4.5 – 2 2.5

5 – 2 3

5.5 – 2 3.5

6 1 2 3

6.5 1 2 3.5

7 1 2 4

7.5 1 2 4.5

8 1 3 4

8.5 1 3 4.5

9 1 3 5

9.5 1 3 5.5

10 1 4 5

(updated on 1 September 2009)

5. Occupational Therapist (OT) and Occupational Therapy Assistant (OTA) (a) Special schools for children with PD, #special schools for children

with SID and the special school for children with VI cum ID may appoint 0.5 OT and 0.5 OTA for every 15 students.

Figure

Updating...

References

Related subjects :