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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Download pdf Download the Beginning teachers' handbook

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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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Pay scales - what new teachers need to know

What new teachers need to know contains excerpts from the PPTA Beginning teachers' handbook - a quick reference for new and beginning teachers in New Zealand secondary schools.  This page tells you what you need to know about your pay scales.

Pay / Salary scales

Most first-year teachers with a subject specialist bachelor degree and graduate diploma in teaching start on step 3 (G3+E) which equates to a salary of $48,316 per year.

Link to PPTA webpage Section 4.1 of the Secondary Teachers' Collective Agreement (STCA) and

Link to PPTA webpage Section 3.1 of the Area School Teachers' Collective Agreement (ASTCA)

lists the pay scales for teachers in state and state integrated schools. At first glance this table may appear complicated, as a lot of information is presented in a small space.

Decoding the salary scale - trained teachers



Trained Scale




2 September 2015 2 September 2016 4 September 2017
T1 G1E, G2E, G3E $45,068  $45,969  $46,889   $47,000 
T2   $46,692  $47,626  $48,578  $49,000
T3  G3+E $48,316   $49,282  $50,268  $51,200
T4  G4E $50,143  $51,146  $52,169  $53,200
T5  G5E $53,290  $54,356  $55,443  $56,550
T6  G1M $56,741  $57,876  $59,033  $60,500
T7  G2M $60,801  $62,017  $63,257  $64,800
T8   $66,125  $67,448  $68,796  $69,400
T9  G3M $69,099  $70,481  $71,891  $73,650
T10  G3+M $73,000  $74,460  $75,949  $78,000


E = Entry step for qualification group
M = Maximum step for qualification group
The ‘G’ notations relate to the entry points and qualifications maxima for teachers who have a qualification defined below. The qualification groups (subject to the operation of clause 4.2.2) for salary purposes are:
G1 Level 5 qualification
G2 Level 6 qualification
G3 Level 7 qualification (See note 1 below)
G3+ Level 7 subject/specialist qualification (See notes 1, 2 and 3 below)
G4 Level 8 qualification (or 2 level 7 subject/specialist qualifications) (See notes 1, 2 and
3 below)
G5 Level 9 and 10 qualifications – Masters or PhD

Note 1: Level 7 qualifications must be a Diploma (excluding a National Diploma), Graduate Diploma or Degree at Level 7. NZ Level 8 qualifications must be a Post Graduate Diploma or Honours Degree at Level 8. For overseas qualifications refer to Note 3.

Note 2: From 13 April 2011, for NZ trained teachers the measure for G3+ is Education Council of Aotearoa New Zealand registration and a Level 7 subject/ specialist qualification as defined in Note 1.

Note 3: From 13 April 2011, for overseas trained teachers the measure for G3+ that the Education Council of Aotearoa New Zealand registration and the NZQA has determined that either:

  • The qualification(s) is/are comparable to a NZ Level 7 subject/specialist qualification as defined in Note1; or
  • The qualification(s) has/have Level 7 (graduate) study in a subject/specialist area(s) i.e. any area of study that is not Initial Teacher Education.

A secondary teacher's starting salary may be higher if they have work experience related to their position or a higher degree. In fact, some first-year teachers have started at the top of the basic scale due to their type of degree and previous work experience.

Read more about Qualifications Assessment

Read more - Qualifications assessment

NET Bulletin 30 Nov 2012 - Myths about PPTA

Bulletin for the Network of Establishing Teachers (NETs) 30 November 2012. The bulletin is published as an information update for teachers who are  members of the the New Zealand Post Primary Teachers' Association / Te Wehengarua (PPTA) and are in their first 10 years of teaching.

Four myths about PPTA

In the recent battles over charter schools and class sizes, PPTA has been in the news a lot.

This has seen the media and political commentators making many accusations about who we are and what we stand for.

Along with the distortions about teachers' salaries and the notorious long-tail claim that the state system fails 20% of our students, the media has popularised several myths about PPTA itself.

Myth 1 PPTA is a branch of the Labour Party

PPTA is not aligned with any political party.

PPTA is dedicated to implementing research-backed improvements in education and urges all parties to back best practice policies.

PPTA has recently been campaigning for all parties to reach a consensus on education policy to stop the ping-pong game of changing policies with each election. This non-partisan approach to education has succeeded in Finland and PPTA urges New Zealand to copy that model.


Myth 2 PPTA is a trade union concerned only with teachers' salaries

PPTA is more than just a union, it is a professional association.

As part of our commitment to delivering students the best quality education possible, PPTA has provided teachers with excellent professional development, such as the cluster workshops on implementing the new curriculum.

Recent conference papers dealt with the unfair and inequitable burden of school fees (also known as "donations") on students and parents, school funding models, student loans, class size, disruptive behaviour and NCEA.

Our most recent Collective Agreement claim specifically asked the Government to work with us to improve quality teaching and laid out several steps to achieve this goal.

The battle for smaller class sizes is focussed on improving student outcomes, not just cutting back teacher workload.


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