Network of Establishing Teachers


PPTA's Network of Establishing Teachers (previously known as the YANT Network) is for teachers in their first ten years who are establishing themselves in the profession.  The network operates mainly by email and has the following goals:

-    To provide a support network for teachers in their first ten years at both a national and a regional level
-    To nurture activism among PPTA members
-    To support recruitment and retention initiatives

The national Establishing Teachers' Committee is elected at the Issues and Organising Seminar held at the beginning of each year from the regional representatives of the network who attend.


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Teacher trainees

Trainee teachers are entitled to free membership of the PPTA.

Link to PPTA webpage Teacher trainees - join PPTA online

Note: Teacher trainee members do not have voting rights and cannot act as delegates.

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NET bulletin November 2015: Call-back days at the start of 2016

Bulletin for the PPTA Network of Establishing Teachers (NETs) November 2015.  

 

He Kōtuku Rerenga Tahi
A white heron’s flight is seen but once.

A whakatauki used to indicate a rare or special event.


With the end of the year fast approaching, it’s a good time to explain some details about the ‘call-back days’ that you may be asked to attend at school next year before the school is officially open.

Some schools require teachers to be in school during the last week of the summer holidays (Week Zero), before the kids come back.

In 2016 the first day of term has to be between the 1st and the 5th of February, so any days before then fall into this category.

These are known as ‘call-back days’, and they’re covered by s 5.4 of our collective agreement (which relates to “Duties when schools are not open for instruction”).

What you need to know about call back days:

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Empowering young workers

Empowering young workers (PPTA News 2015)Hutt Valley NET (Network of Establishing Teachers) coordinator Chris Carr talks about the importance of helping student workers become empowered workers and shares resources now available for schools.

I am immensely proud of our union. We are a body that stands for the rights of teachers as workers and which consistently balances our own needs with a sense of social responsibility that at times challenges even our own fight for improved conditions. Why then don’t we encourage our students to improve their own conditions of work? Why don’t we take an active part in educating our students to be more than just skilled workers and make them empowered workers as well?

Sometimes it’s easy to forget that our students have lives outside of school: that after their 12 or 13 years of learning about similes, symbiosis, and statistics, students are thrown out into the workforce and suddenly required to navigate the world of contracts, bosses, and pay cheques. Even while studying, a significant proportion of our students (42.5% according to a 2006 Department of Labour Survey) have part-time jobs.

Unfortunately our education system currently does very little to educate young people about what to expect when they enter the workforce. Students as a group have very little idea of their rights and responsibilities as workers. This leaves them open to exploitation. Though there are important efforts made by individual subject teachers and by careers advisers, these only reach a relatively small portion of our students.

This situation became glaringly obvious recently when Alex Le'Long, Lawrence Mikkelsen, Nathan Thomson, and I, NET reps from around the country, attended the Council of Trade Unions Stand Up conference earlier this year.  At the conference, we were surroundedby young union volunteers who werepassionately trying to improve the workingconditions of young workers. Time and time again they expressed frustration athow difficult it is to help young people stand up for their rights when they don’t even know what those rights are.

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