DocumentsDate added
(May 2013) PPTA charter school survey results. 82% of respondents said they did not think charter schools should be allowed to employ untrained and unregistered teachers, while 71% did not want private owners making a profit from taxpayer-funded education.
(March 2013) Novopay errors - advice on how to read and check your paysliptags: novopay payslip, pay, errors, teachers
(March 2013) The decile system is used to identify the distribution of the children from the lowest socio-economic families and to target resourcing to schools which have high proportions of these students. These families tend to have parents with more limited educational qualifications and years of schooling, low levels of family income, more crowded homes and are more likely to arrive at school with health and learning deficits.
This does not mean that the students from those homes cannot achieve as well as other students but it does mean that they start from a point of disadvantage and often have significant pastoral and guidance needs as well as particular educational needs.
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A school’s decile indicates only its ranking in terms of the distribution of those students from the lowest socio-economic group of familiesIt does not represent:• The nature of the whole school intake (i.e. the degree to which it may or may not draw from middle and high socio-economic families)• The educational potential of the students in the school, or• The quality of the school, or• A mechanism on which to make fair comparisons between schools.
(11 March 2013) Between 25th February and 5th March 2013 PPTA surveyed its members on the impacts of the school payroll failures via Survey Monkey. The survey sought the responses from those who had been affected and from those who had not so that inferences could be drawn from a representative sample of members.
Tags: novopay, novapay, teacher salary
(February 2013) Advice to PPTA members on the legal framework for fees and donations in state and integrated schools (2013)
(28 February 2013) Fix my pay (novopay) postcards to Ministers of Parliament campaign
(October 2002) A Paper For The Education International Conference (New Zealand). PPTA has been fighting bulk funding since 1989. This paper examines the various manifestations of bulk funding (the bulk funding trial; relief bulk funding; salaries grant for management; direct resourcing and the fully-funded option) and the different responses they required. It considers the long-term educational and political impact of bulk funding and traces the history of that struggle. It also explores the various strategies used to fight off bulk funding from political and community lobbying through to wildcat strikes and other industrial activities.
(2012) From the Education change management toolkit. A draft change management policy for schoolsA suggested change management policy that PPTA branches can encourage their Boards of Trustees to formally adopt follows. The purpose of the policy is to secure the commitment of the Board of Trustees to high quality management of change. Any future proposals for change in the school would follow this process. The Branch can also use it to audit changes that are proposed, are underway or have taken place already. PPTA will seek to agree a similar policy/protocol with government as part of a policy for developing nationally coherent and effective change of the type demonstrated to work internationally.
(October 2012) Advice on effective education change management.
This kit is about effective education change at the school level. This toolkit is to assist schools and branches in implementing effective change for improvement, following the identified best practices for educational change. It contains general principles for implementing successful education change in schools and a series of questions to answer before, during and after a change is trialled. There is a draft policy which branches can discuss with their boards. For more information, advice and guidance on working through a successful education change, hyperlinks will take you to sections associated with each question.
(October 2012) Performance appraisal has two purposes – development and accountability, or to put it another way, formative and summative assessment. It should be about helping teachers to develop their practice and do their personal best. A good developmental, formative, process will provide opportunities to show that standards are being met, allowing the summative judgements to be made too.
(October 2012) This is a model teacher appraisal document that can be adapted by schools to use for their own processes. It was developed by the New Zealand Post Primary Teachers' Association / Te Wehengarua (PPTA) Quality Teaching Taskforce in September 2012.
Purpose
Appraisal is a process to help you improve your teaching practice, and to prove that you are meeting the obligations and requirements of being a professional. Our school’s appraisal process integrates the two of these, into a process that is based on evidence and mutual trust and respect.
(October 2012) This is a model teacher appraisal document that can be adapted by schools to use for their own processes. It was developed by the New Zealand Post Primary Teachers' Association / Te Wehengarua (PPTA) Quality Teaching Taskforce in September 2012.
Purpose
Appraisal is a process to help you improve your teaching practice, and to prove that you are meeting the obligations and requirements of being a professional. Our school’s appraisal process integrates the two of these, into a process that is based on evidence and mutual trust and respect.
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Annual Conference Papers
Registered Teacher Criteria - three year cycle (Sample appraisal document) hot!
10/15/2012
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