Early Childhood Changes on the horizon for Activity Group Leaders

Photo: iStock/Lordn

In 2022, services will be provided with an option to retain a diploma-qualified educator, who is currently employed as an AGL, to lead a funded three-year-old program for one year only. At the end of 2022, those AGLs must be enrolled and actively working towards a Bachelor qualification in early childhood to be able to continue to lead a funded three-year-old program.

An AGL will be expected to demonstrate their ongoing progress throughout their studies, including being 50% of the way through a course three years after commencing in the role. So, by 2025, they must be half way through their course to be able to continue to lead a funded three-year-old program. 

Services can opt in to the transition arrangement for the duration of an AGL’s studies, but the above conditions must be met. AGLs must be employed under the AGL classification under VECTEA or EEEA prior to November 2020. AGLs employed in an equivalent arrangement will be considered on a case-by-case basis. 

The service must have adequate supports in place for the AGL and the supporting teacher. In the instance where the service has a surplus of funding due to the difference in salary costs for employing an AGL instead of a teacher, services must use the funding on supports for the AGL, e.g. study leave, professional development and mentoring. 

Service providers that choose to opt in to the transition arrangement for AGLs must report to their local EC Improvement Branch three times a year in the first 12 months, and then once a year, to demonstrate that the AGL employed is meeting the progression requirement. 

For further information or to seek industrial advice about these transition arrangements, email [email protected]. We will continue to hold meetings to provide additional information and support for AGLs throughout the transition period. 

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