The easiest way to find published documents (usually download in pdf format) is to
Selected further information and resources on class size.
This is an older series of pamphlets and includes advice and guidance covering the following topics (current documents are located here http://www.ppta.org.nz/resources/publication-list):
Employment relations problems/Personal grievances;
Guidance for teachers working with Maori students;
Introducing Te Huarahi Maori Motuhake;
Teacher conduct and discipline;
The staff representative on the board of trustees.
PPTA publishes a number of newsletters to groups of members. PPTA advisory group correspondence and information.
Press releases, advertising, posters
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.
Enquiries: The Editor, PPTA News, PO Box 2119, Wellington, New Zealand. Ph: 04 3849964; Email email@example.com
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.
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 firstname.lastname@example.org
(Sept 2015) Nga Manu Korero results 1977-2013
(2010 - uploaded to site 2015) Analysis of all the tasks required in schools to get an individual student an NCEA result. NCEA workload document produced by a group of PPTA teachers.
(August 2015) These guidelines are the work of the PPTA Taskforce on Disruptive Behaviour. The taskforce, of PPTA members, was set up after discussion at the 2013 Annual Conference. These guidelines focus on a systems approach to behaviour management - identifying when they are effective, how they support teachers and what the effects should be for teachers and students.
(September 2015) 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.
(4 August 2015) This document covers instructions for members' about not accepting appointment or nomination to the council nor participating in formal Educanz processes such as reference/advisory groups, submissions or meetings with the council or its staff.