(October 2013) White ribbon campaign information for PPTA branches.
(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.
(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.
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.