Teaching a highly qualified profession?
Posted by: Cynic
on 19, May, 2010 
Interesting that NZEI want to sue the Ministry of Education over their skills based pay plan.
PPTA’s longstanding aspiration for the professional role of secondary teachers is for trained and qualified teachers who have equitable access to high quality ongoing learning. This means highly qualified on entry to the profession and teachers continuing their professional learning throughout their careers.
That NZEI is seeking skills based pay - not qualifications based pay - would seem to undermine all the work that technology teachers have put into upgrading their qualifications to degree level. It also gives an impression of undervaluing a teacher's professional responsibility to continue to upgrade, expand and refresh specialist knowledge.
This NZEI pay plan, it would seem, fails to recognise teaching as a highly qualified profession?
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Dave Kennedy
said:
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Practised Based Attestation NZEI totally supports PPTA's aspiration for "qualified teachers who have equitable access to high quality ongoing learning". We have study awards to promote ongoing professional study and Primary and Early Childhood teachers are continuing to improve the average level of qualification achievement. The PBA was an agreed line of work between NZEI and the Ministry to provide a different pathway to access very experienced teachers to the top of the pay scale. Many of these teachers had leadership roles within their schools and had undergone much teaching related PD that couldn't access them to a tertiary qualification. An extremely thorough and robust process of assessing the knowledge, skills and attributes of individual teachers was trialed. This involved much work for the participants and their schools found the process of unpacking what makes a successful teacher highly valuable. There is much potential for something similar to be used to establish a form of performance recognized remuneration based on more professional criteria. Future school leaders could have a qualification based on their teaching practice rather than qualifications that aren't related to their core job. Why should a teacher be paid more for having a list of qualifications that have no relationship to teaching and learning. Despite the Ministry agreeing to support the work and trial, the teachers who completed the work were denied the outcome that was agreed, hence the legal action. |
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