PPTA

(February 2009)   Procedures to deal with serious complaints are set out in theSecondary Teachers Collective Agreement (STCA) 3.4 and the Area School Teachers’ Collective Agreement (ASTCA) 2.4.   STCA 3.4.5 and ASTCA 2.4.7 list matters which may warrant disciplinary action. It is important to assess each case on its own merits. The collective agreements give examples of matters which may warrant disciplinary action. The list of examples is indicative only, and is based on those formerly defined in section 158 of the Education Act 1964 and are as follows.     (Members guide to the STCA & ASTCA 2007-2010 series)    (NB pagination reads 1-7, 9 blank pages have been removed)

(February 2009)    This pamphlet is a guide to the operation of the procedures outlined under 3.3 of the Secondary Teachers’ Collective Agreement [STCA] and 2.3 of the Area School Teachers’ Collective Agreement [ASTCA].The clause applies both to base scale teachers and to holders of units. Part 10A of the Education Act 1999, and such criteria for teacher registration as may be issued from time to time by the Teachers Council, also apply. The Teachers Council (Competence) Rules 2004 may be downloaded from www.teacherscouncil.govt.nz.There is also an alternative process “Resolving conflict in a Māori context” [3.5 STCA, 2.5 ASTCA]. See further explanation at the end of this pamphlet.   (Members guide to the STCA & ASTCA 2007-2010 series)

(February 2009)  The staff representative on the board ...represents the staff, represents the board, knows the school, is a board member.  The role of the board staff representative can be a difficult one at times because conflicts of interest may arise, owing to the unique nature of the role. The staff representative is both an employee of the board and a member of the employing body. The staff representative who is a PPTA member is encouraged to seek advice from a field officer when such issues arise. (Members guide series)

(February 2009)   Sick leave is the most widely used of all the leave provisions. It looks simple but has some complexities. There are three essential elements to sick leave. They include:  the service that generates the sick leave;  the entitlement that fl ows from the length of service; and  the amount of sick leave used and the balance remaining.   (Members guide to the STCA & ASTCA 2007-2010 series)  (NB pagination reads 1-7, 9 as blank pages have been removed)

(February 2009)    Parental leave is a general term which covers entitlements for teachers from two sources: the Area School and Secondary Teachers’ Collective Agreements and the Parental Leave Act 1987 and Amendments.

(February 2009)    Brief advice for overseas teachers (see also the Immigrant teachers handbook   (http://www.ppta.org.nz/index.php/resources/publications/doc_download/55-immigrant-teachers-handbook)  (Members guide series)

(February 2009)    The purpose of meetings is to enable groups of people to discuss issues and make decisions on what to do about them. The meeting may be very formal with strict rules, very informal with no obvious rules, or somewhere in between.The formal rules have evolved to enable issues on which people have different opinions to be discussed without personal criticism and acrimony. The rules ensure that issuesare discussed, not people, and that the will of the majority of the meeting is clearly stated.    (Members guide series)

(February 2009)    The purpose of this booklet is to raise PPTA members’ awareness of their relationships with, and responsibilities to, people of diverse sexualities in their school communities - colleagues, students and families.    (Members guide series)

(November 2008)    As part of a professional body, members have a responsibility to act in an ethical way and to encourage their colleagues to do likewise. Teachers have an obligation to maintain a high standard of conduct.In all relationships with students, teachers must remain aware of the authority they have, which derives both from their professional position and the difference in age. Because of the power imbalance which exists between teacher and student, teachers must accept that it is their responsibility to control the nature of the relationships.    (Members guide series)

(February 2009)    E mihi nui ki a koutou ngā kaiako i roto i ngā Kura Tuarua o Aotearoa. Welcome to all teachers in secondary schools who work with Māori students. This booklet is a guide to support you with your learning and teaching. Kia kaha.  (Members guide series)  (NB pagination reads 1-2, 5 as blank pages removed)

(February 2009)  Te Huarahi Māori Motuhake is the PPTA’s National Māori Executive. PPTA is committed to partnership with Māori as tangata whenua under the Treaty of Waitangi as a constitutional goal.    (Members guide series)

(February 2009)    This booklet is a summary guide to the operation of Part 9 ofthe Secondary Teachers’ Collective Agreement (STCA) and Part 8 of the Area School Teachers’ Collective Agreement (ASTCA). For the purposes of this pamphlet area schoolagreement references will appear in brackets after the secondary agreement references. It should be read in conjunction with Part 9 of the Employment Relations Act (2000).    (Members guide to the  STCA & ASTCA 2007-2010 series)