Exemption is a separate status
“No duty” is not a day name. It is a separate state that keeps the teacher outside both automatic and manual duty assignment.
Help Center · Duty Management
A duty day is not just a calendar choice; it is a teaching-load and capacity decision.
Dersiva evaluates teaching intensity, daily capacity, exemption status, administrative assignments and timetable practicality together when managing duty.
Core duty model
Confirm status first, then the day, and only then the published duty data.
Administrative decisions are preserved
If school administration has fixed a duty day, the solver does not move it; timetable quality is optimized around that fixed day.
Automatic selection uses real capacity
Automatic selection evaluates the teacher’s busiest feasible day together with daily capacity and target occupancy.
Publishing is a separate stage
Trial-timetable duty data does not replace the official source; only the applied timetable’s confirmed duty data is promoted to publication.
01
Define the teacher’s duty status
Start by deciding whether each teacher is eligible for duty. “No duty” should not be stored as if it were a weekday. Exempt teachers stay outside the automatic solver pool and cannot receive a manual duty assignment.
02
Preserve administratively assigned duty days
If school administration has already chosen a teacher’s duty day, treat that decision as a fixed input. The solver may improve lesson density and capacity around that day, but it should not move the duty day elsewhere.
03
Choose automatic duty days using real capacity
Automatic selection should not rely on the simplistic rule of choosing the nominally busiest day. The teacher’s daily maximum lesson limit, actual feasible load and other timetable constraints must be evaluated together.
04
Interpret occupancy targets relative to teacher capacity
A target such as roughly 70% lesson occupancy on the duty day can be a quality objective, but it should not be forced when the teacher’s daily maximum or weekly load makes that impossible. Optimize toward the target within real capacity.
05
Track teaching intensity on the duty day
Duty and teaching are part of the same working day. Too little teaching can make the duty day inefficient, while an excessively dense lesson load can create unnecessary pressure. Evaluate duty and lesson density together.
06
View free-teacher capacity period by period
A daily total of free teachers is not enough. For every lesson period—from the first to the last—show how many teachers are free at that time. This allows duty needs to be compared with real timetable availability.
07
Apply the same quality rules to manual duty assignments
When administrators assign the duty day directly, capacity logic should not disappear. Daily capacity, lesson load and practical feasibility still need to be checked.
08
Manage duty location separately from duty day
Duty day and duty location are different data. Once the day is confirmed, the initial duty location or a rotating location sequence can be managed independently.
09
Keep duty-location rotation continuous
Duty-location rotation should not reset automatically when a new monthly list is produced. Persist the rotation state so the next period continues from where the previous one ended.
10
Associate confirmed duty data with the timetable snapshot
At the end of generation, the confirmed duty day and initial duty location—whether produced by the solver or administration—should be stored in a versioned duty-assignment snapshot linked to that timetable.
11
Do not let trial timetables replace official duty data
Trials may generate different duty scenarios, but they should not alter the school’s active official duty source. A trial snapshot is promoted only when that timetable becomes the applied timetable.
12
Publish applied duty data to the portal and schedules
After the applied timetable is confirmed, the teacher’s duty day and location can be shown in the Teacher Portal. Monthly duty schedules should be generated from the active versioned duty source, not from legacy teacher fields.
13
Store monthly duty schedules as versioned records
A generated monthly duty schedule should not exist only as a transient output. Store it as a persistent, versioned record linked to its source timetable and duty snapshot for traceability.
14
Run a final duty review before confirmation
Before confirming duty, review exemptions, administrative assignments, automatic selection results, teaching intensity, per-period free-teacher capacity, duty location and the data that will be published to the portal.
Duty-day capacity view
Read capacity by lesson period, not only as a daily total.
12345678910
Monday
7865798657
Tuesday
6787689765
Wednesday
8976878976
Thursday
5678767897
Friday
7887678768
Illustrative view: each cell represents the number of teachers free during that lesson period.
Duty decision tree
Decision order for one teacher
Exempt?
Yes → keep outside the duty pool.
Administrative day set?
Yes → preserve the day and optimize the timetable around it.
Automatic selection enabled?
Yes → choose using capacity + teaching intensity + occupancy target.
None of these?
The solver does not force a duty-day preference.
Critical duty mistake
Selecting a duty day while ignoring the teacher’s teaching load.
A duty day can look correct on the calendar while containing too little or too much teaching. Duty management should therefore be treated as part of timetable quality, not merely a weekday assignment.
Next guide
v3.21 — Teacher Portal Guide
Publishing the applied timetable, teacher accounts, weekly timetable, duty day/location, protection from trial timetables and mobile access will be covered next.
Help Center