(February 2009)    This pamphlet refers to the current Secondary Teachers’ Collective Agreement (STCA) and should be read in conjunction with it. Part 4.1 of the STCA sets out the base salary scale which has 14 steps. Part 4.2 of the STCA explains the application of the scales. Appendix A of the STCA sets out the method of calculating service and salary credits.The board of trustees, as employer, is ultimately responsible for ensuring that teachers are paid correctly.    (Members guide to the STCA & ASTCA 2007-2010 series)

(February 2009)    This booklet refers to the current Area School Teachers’ Collective Agreement (ASTCA) and should be read in conjunction with it. Part 3.1 of the ASTCA sets out the base salary scale which has 14 steps. Part 3.2 and 3.3 of the ASTCA explains the application of the scale.  (Members guide to the STCA & ASTCA 2007-2010 series)    (NB pagination reads 1-11, 13 as blank pages have been removed)

(February 2009)   Procedures to deal with serious complaints are set out in theSecondary Teachers Collective Agreement (STCA) 3.4 and the Area School Teachers’ Collective Agreement (ASTCA) 2.4.   STCA 3.4.5 and ASTCA 2.4.7 list matters which may warrant disciplinary action. It is important to assess each case on its own merits. The collective agreements give examples of matters which may warrant disciplinary action. The list of examples is indicative only, and is based on those formerly defined in section 158 of the Education Act 1964 and are as follows.     (Members guide to the STCA & ASTCA 2007-2010 series)    (NB pagination reads 1-7, 9 blank pages have been removed)

(February 2009)    This pamphlet is a guide to the operation of the procedures outlined under 3.3 of the Secondary Teachers’ Collective Agreement [STCA] and 2.3 of the Area School Teachers’ Collective Agreement [ASTCA].The clause applies both to base scale teachers and to holders of units. Part 10A of the Education Act 1999, and such criteria for teacher registration as may be issued from time to time by the Teachers Council, also apply. The Teachers Council (Competence) Rules 2004 may be downloaded from www.teacherscouncil.govt.nz.There is also an alternative process “Resolving conflict in a Māori context” [3.5 STCA, 2.5 ASTCA]. See further explanation at the end of this pamphlet.   (Members guide to the STCA & ASTCA 2007-2010 series)

(February 2009)  The staff representative on the board ...represents the staff, represents the board, knows the school, is a board member.  The role of the board staff representative can be a difficult one at times because conflicts of interest may arise, owing to the unique nature of the role. The staff representative is both an employee of the board and a member of the employing body. The staff representative who is a PPTA member is encouraged to seek advice from a field officer when such issues arise. (Members guide series)

(February 2009)   Sick leave is the most widely used of all the leave provisions. It looks simple but has some complexities. There are three essential elements to sick leave. They include:  the service that generates the sick leave;  the entitlement that fl ows from the length of service; and  the amount of sick leave used and the balance remaining.   (Members guide to the STCA & ASTCA 2007-2010 series)  (NB pagination reads 1-7, 9 as blank pages have been removed)

(February 2009)  Includes information regarding tenure, appointments, surplus staffing, legal protection, salaries and workload, registration, and sick leave.   (Members guide to the STCA & ASTCA 2007-2010 series)    (NB pagination reads 1-7, 9 as blank pages have been removed)