Lines to Periods more capable of being staffed optimally, and can be scheduled directly. In fact, the mapping means the senior lines are already scheduled to periods. Effectively, this is incorporating the scheduling of classes to be part of the elective generation process itself – leading to increased quality and more efficient workflows. An example might be the Sports Co-ordinator is required for Yr8 Sport, which is locked to Tuesday afternoons. If this co-ordinator is required for a senior PDHPE elective which is running with TAFE, it may be that this line must run on Tuesday afternoons due to TAFE. Edval’s new feature will flag this issue early on and force the senior PDHPE class into a different line, due to the staffing/period restrictions in Yr8. Similarly there are often part time staff, who significantly affect timetables. By considering the staff options on classes together with the period requirements, the resulting lines are simply much better.
EdvalDaily – Unassigned Cover Counts
New ‘Unassigned Cover Counts’ appear at top of each period column in the Cover panel. The period(s) with most unassigned covers outstanding is shaded orange, to draw attention to the more difficult periods to cover. Use internal staff with in-lieu/underloads to cover a few classes on the ‘difficult’ (busy) periods and you can see more easily how many casual teachers you may want to bring on-site. Bring some in, then use F10 Autocover to allow on-site casuals to fill any gaps, taking covers for teachers other; than the main one they are covering for. This feature provides a new workflow, where the user now easily sees, and focusses more on covering difficult periods. The result is faster, more efficient operation, together with more effective use of staff. By making better use of internal staff to cover where needed, the value of casuals can be maximised, as they are more able to be filled up with covers on the days they work at the school.
In the elective line screens, Edval now computes the total places left in each line. Historically, schools do not generally focus on this aspect, but sometimes there can be a problem if staffing is particularly tight. For example, if your lines have 25 students still needing to find a place in Line 4, and yet there are few classes in this line, or these classes are primarily prac classes with lower maximum class sizes, you may have a problem. If there are only 15 places left in that line, no matter how you arrange the students, you will never be able to fit them all in and will possibly be required to raise a new class solely to cater to these students. By providing better visibility of ‘places left’, you avoid this issue, and can be more aggressive about paring back staffing, while still ensuring you can cater to students who still need to pick up a subject in that line. ET
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Education Today – Term 4 2012