The easiest way to find published documents (usually download in pdf format) is to
Selected further information and resources on class size.
This series of pamphlets includes advice and guidance covering the following topics: Beginning teachers;
Employment relations problems/Personal grievances;
Guidance for teachers in their relationships with students;
Guidance for teachers working with MÄori students;
Introducing Te Huarahi MÄori Motuhake;
Making schools safe for people of every sexuality;
Teacher conduct and discipline;
Teachers' salary guide: Area schools;
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
(4 March 2014) Letter calls on the minister to remove John Morris from the EDUCANZ Transition Board (if he doesn’t resign himself) because he has compromised the integrity of the process by publicly declaring a pre-determined agenda for the body.
(February 2014) This advice was originally sent to branches in 2012. It has been amended in February 2014.
A number of schools have signed up to this programme, either to take a “participant” in a teaching role, or to host a “participant” for practicum away from their home school. (Teachers Council requirements mean that a student on a field-based course must do 8 of their 14 weeks practicum away from their home school. These students will do their away practicum in a range of ways over the two years, including one three-week block during the second year in a school that is different from their host school in terms of decile and location.)
PPTA will be watching the outcomes of this course with considerable interest. Branches in are asked to keep PPTA National Office informed.
(February 2014) Digital communications - advice from the ICT Advisory Committee
Teachers communicate using many methods of digital communication. Common sense and accepted practice should help to guide our use of all digital technologies. This guidance has been updated by the PPTA ICT Advisory Group as assistance for teachers in their use of these technologies. All communication should be within the principles of the Code of Ethics for Registered Teachers. You should ensure that you are familiar with your school’s policies and procedures on the use of these technologies.
Due to the ever-changing nature of the online environment and advances in technology we would strongly advise ongoing professional learning. The Teachers Council has developed a website which provides resources which can be used in staff meetings and workshops to support your professional learning.
Social media guide, online communications guide.
(February 2014) This paper is an assessment of some of the PPTA policy on which we have based our current position of cautious support for the government’s latest flagship policy ‘Investing in Educational Success’.
There is a considerable history of policies, including collective agreement statements, which tends to indicate that the PPTA position should be one of support. What follows is a sample of these.
(July 2013) This report uses teacher voice to show how the contracting model chosen by the New Zealand government in 2011-2013 to deliver professional learning and development to teachers fails to meet the learning needs of teachers.
Teachers want more PLD opportunities, preferably with colleagues from other schools, led by an expert facilitator with valuable and trusted external expertise.
The least effective PLD is, for many teachers, a whole staff transmission model delivered in-house.
Teachers want a variety of PLD and while they value especially in-depth professional learning community based work, they also value the opportunity to go to one-off workshops that enhance their knowledge in particular areas such as the NZQA best practice workshops.
Teachers and leaders have subtle differences in their perceptions of PLD and value the work being done in slightly different ways, but agree completely in their desire for locally trusted, officially sanctioned, effective PLD to be made more available to them in the future.