In brief, there is no documentation that we are aware of stating staffing allocation for technical support in science. Schools should allocate sufficient time for technicians to perform all the required tasks safely and effectively to support practical science in schools.
We highly recommend that you read the 2009 report by Professor Mark Hackling, titled “The Status of School Science Technicians in Australian Schools” [in particular read the executive summary]
We provide the following suggestions to support an approach to your principal:
- Survey other schools with similar science programs and similar number of students to determine their time allocation for technical support.
- Compare your service factor with the ASE service factor recommended in the 2009 report by Professor Mark Hackling, titled “The Status of School Science Technicians in Australian Schools”
- Consider the information in the links listed below to prepare a case for sufficient time for technicians to perform all the required tasks safely and effectively to support practical science in your school.
The Australian Science Teachers Association (ASTA) and Science Education Technicians Australia (SETA) expressed concerns about the status of technical support for science teaching programs in Australian schools. This led to the Australian Government through its Department of Education, Employment and Workplace Relations (DEEWR) to fund a study to investigate the training and support for technicians, their roles and the level of servicing provided by technicians for the teaching and learning of secondary science.
The ensuing report identified many issues in Australia’s school educational systems including: safety risks, inadequate service factors, training levels and career opportunities. The report made eight recommendations which address training programs aligned with the needs of the educational sector, minimum standards for training and induction into the role, consistent job specifications, availability and support for ongoing professional development, minimum standards for staffing levels (defined by a technicians’ service factor) and the establishment of an online advisory service. (Hackling, 2009). Professor Hackling used the ASE Service Factor to use as a benchmark for the results of his survey.
ASE (UK Association for Science Education) service factor
The Royal Society and the Association for Science Education (2001) developed a service factor and described the standard of service that would be provided for different levels of service factor. The service factor is calculated as follows:
Service Factor = Technician hours per week / Hours of science teaching per week
Technician hours per week are the sum of hours of employment in one week of all technicians working at that school during term time. This is not based upon the number of students at the school.
The hours of science teaching per week is the sum of hours of science teaching per week for all secondary classes at that school. You could determine your current service factor using the formula stated above.
The 2009 report recommended that the minimum service factor in Australian schools be set to at least 0.6. This does not take into consideration additional hours required for schools with circumstances that reduce efficiency such as diverse locations of laboratories, preparation areas and storerooms, absence of a lift where there are multiple levels, buildings undergoing construction and other disruptions to the work areas.
Hackling, Mark. 2009. The Status of School Science Laboratory Technicians in Australian Secondary Schools. SETA website, http://seta.edu.au/wp-content/uploads/2016/04/National_survey_results_09.pdf
The Association for Science Education. 2017. Best Practice Guidance: Guidance on Science Technicians. ASE website, (As of July 2018, this document is no longer available on this website).
Holman, John. 2017. Good Practical Science. The Gatsby Charitable Foundation website, http://www.gatsby.org.uk/education/programmes/support-for-practical-science-in-schools [in particular download the 8-page summary]
Additional Links from UK and NZ
The Royal Society and the Association for Science Education. 2001. Survey of science
technicians in schools and colleges. The Royal Society website, https://royalsociety.org/topics-policy/publications/2001/technicians-schools-colleges/
‘Losing our technicians - the crisis facing schools’, Education in Chemistry website, https://eic.rsc.org/feature/losing-our-technicians-the-crisis-facing-schools/3008169.article (6 November 2017)
Chandler-Grevett, Andy. 2017. The technician crisis: What science teachers need to know, The Association for Science Education website, (As of July 2018, this article is no longer freely available).
CLEAPSS. 2009. Technicians and their jobs. CLEAPSS Guide G228. CLEAPSS website, (Member access only)
SCORE. 2013. Benchmarks for secondary schools. Institute of Physics website, http://www.iop.org/education/teacher/support/score/file_69886.pdf
‘Q3. Does your school employ an adequate number of full time equivalent laboratory technicians?’, Wellcome website, http://www.questionsforgovernors.co.uk/secondary/science-and-maths/facilities/does-your-school-employ-an-adequate-number-of-full-time-equivalent-laboratory-technicians/ (accessed July 2018)