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Document library The easiest way to find published documents (usually download in pdf format) is to use the search documents form. CategoriesFiles 43
Annual Conference Papers
Papers presented to Annual Conference for debate and policy development. These papers have been developed by PPTA Executive and/or PPTA regions.
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Members Guide series
This series of pamphlets includes advice and guidance covering the following topics: Beginning teachers; 20
Newsletters / Communities
PPTA publishes a number of newsletters to groups of members. PPTA advisory group correspondence and information. 40
The PPTA News
PPTA News is the journal of the New Zealand Post Primary Teachers' Association. There are 11 issues published each year. It contains articles of professional and industrial interest. Approximately 18,000 copies of PPTA News are distributed free to secondary and area schools and other institutions. Not all the opinions expressed within PPTA News reflect those of the PPTA. Enquiries should be addressed to: The Editor, PPTA News, PO Box 2119, Wellington, New Zealand. Phone: 04 3849964; Fax: 04 3828763; Email news@ppta.org.nz 14
Research
Published research commissioned by PPTA or undertaken by PPTA staff. Includes Teachers talk about NCEA, Te Kotahitanga, Professional standards, What parents want..., Technology
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Web resources
Documents that are not PPTA documents. Includes Official Information Act requests, documents supplied by other organisations and WWW resources for teachers. Please contact us if any of these links are broken webcoord@ppta.org.nz DocumentsDate added
(August 2011) PPTA’s earthquake recovery taskforce has drafted this checklist to assist PPTA members in branches outside Christchurch where one or more buildings have been deemed an earthquake risk.
Association policy sets the lowest temperature acceptable for classroom teaching at 10 degrees centigrade. Most people are comfortable between temperatures of 16 and 24 degrees and all efforts should be made to maintain temperatures within this range. However, experience in 1998 of unusually high temperatures (anticipated to reoccur in 1999 and beyond) led to requests for formal guidance from PPTA on what was a suitable maximum temperature for teaching.
(March 2011) At the human rights conference at the Asia-Pacific Outgames, PPTA President Robin Duff presented a workshop titled ‘Queering the closeted curriculum in the cardboard classroom’.
(2011) Many PPTA members who teach and assess in Years 7 and 8, either in a Year 7-13 or 7-10 school or in an area school, are experiencing negative impacts on their workloads and stress levels from the implementation of National Standards. The 70% of respondents who are also tasked with implementing revised achievement standards are being doubly affected. From this survey there is little evidence of enthusiasm for National Standards from PPTA members who teach in Years 7 and 8. There is also a common perception that the National Standards have nothing to do with them because of the specialist subject(s) they are teaching, despite the government’s encouragement of schools to involve all curriculum areas in the development of students’ reading, writing and maths and in the collection of evidence against the Standards.
(February 2011) A list of useful website addresses. Publshed by EAP services
EAP document - The effects after a stressful event and helping children copehot!
03/04/2011
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(February 2011) In the event of an unexpected event where we as humans feel powerless and unprepared our responses can be intense and varied. The event can be a onetime event such as an accident, a natural disaster or violent attack, or it can be an ongoing threat to life or safety.
Publisher EAP services.
(February 2011) People are usually surprised by how much a crisis or trauma affects them. It frequently changes the way they think, their values, habits, feelings and behaviour. It influences most aspects of their life. Usually people do not expect their families to be affected as much as they are, but a major event or crisis in the life of one member always influences the family. Publisher EAP services.
(4 March 2011) Advice to PPTA members in Canterbury schools affected by the earthquake. Includes: EAP (Employee Assistance Programme); Schools re-opening; PPTA communication lines; Canterbury Relief Fund and Membership assistance fund; New Zealand Red Cross 2011 Earthquake Commission; Pay roll / Teacher salariesRelief work in Canterbury; Fixed-term appointments; Hours of work and the timetabling policy
(2011) Professional learning and development (PLD) toolkit.
(February 2011) the NCEA changes that are being implemented from 2011 to 2013 are presenting some major challenges for all teachers, and teachers in some subjects, roles and schools are feeling these challenges disproportionately. The survey provides useful fine-grained data about these pressure points, and officials need to take this into account in ongoing planning of support. The change processes of the Ministry of Education and NZQA have not been adequate for a project of this scale.
(2011) Extra-curricular activities have always been regarded as part of the culture of secondary schools. Many teachers relish the opportunity to act as sports coaches, drama producers, international tour guides and musical directors and all teachers accept the benefits of being able to engage with students in less formal settings than the classroom. The purpose of these guidelines is to clarify the obligations PPTA members have in relation to extra-curricular issues. As far as possible, the guidelines endeavour to support teachers who are willingly and actively engaged in extra-curricular activities and, as well, those who wish to have no part in it. These guidelines outline teachers’ rights but also suggest positive ways schools can encourage and support extra-curricular activities. The long-term solution for extra-curricular demand is additional staffing and resourcing. However, in the interim, branches can encourage schools to establish supportive practice around extra-curricular activities.
(2005) Catherine Lee. I am teacher librarian at a large girls’ secondary school. At a meeting of gltbi teachers organised by the PPTA in 2004, I offered to develop a list of books I would recommend for purchase by secondary school libraries. I feel it is particularly important that queer and questioning young people are able to read books which reflect the diversity of society, and which depict situations that they can relate to in their own lives....I have limited this list to books published this century. Although this means I had to omit such well-written and popular fiction titles as Deliver me from Evie and Am I blue, I want to emphasise the vibrant and exciting new books that are now becoming available.
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PPTA National Office, Level 5, 60 Willis Street, Wellington New Zealand,Ph (04) 384 9964, email enquiries@ppta.org.nz 