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PPTA’s Long Term Vision for the secondary teaching profession
PPTA’s Long Term Vision for the secondary teaching profession
The PPTA’s vision for the secondary teaching profession is:
Secondary teaching is a well-paid profession
We are a highly trained profession
Teachers and school leaders are well supported in their role
We are a culturally responsive and sustaining profession
Schools are properly resourced for pastoral care, curriculum and assessment
There is a sufficient and sustainable secondary teacher supply
There is a healthy work-life balance
These industrial goals advance our vision for the profession:
Vision Area
Industrial goals
A well-paid profession
Base scale rates recruit and retain well qualified subject specialists.
Management and leadership payments reflect the value of the work.
Reliever rates reflect the importance of relieving teachers.
A highly trained profession
There is properly funded and relevant PLD for all teachers throughout their career.
There are incentives or rewards to upskill and use new skills in the classroom.
There is appropriate PLD for those aspiring to mentoring and leadership roles.
Teachers and school leaders are well supported in their role
The employer provides the resourcing for teachers to do their job well.
Schools are staffed so that teachers can focus on teaching and learning.
Culturally responsive and sustaining profession
There is a culturally responsive and sustaining secondary teaching workforce.
The profession operates safely within Te Tiriti
There is recognition of kaiako matatau ki te reo Māori me ōna tikanga (skill in Te Reo and culture).
There is available, regular and time-resourced upskilling in culturally responsive and sustaining practices.
Schools are resourced for whānau and wider community engagement.
Properly resourced for pastoral care, curriculum and assessment
Pastoral care and guidance time are staffed at needs level.
Curriculum leaders have sufficient time to effectively perform their curriculum leadership role.
That nationally-directed assessment and curriculum changes are planned, reasonably phased and adequately resourced.
A sufficient and sustainable secondary teacher supply
There are sufficient, high quality ITE graduates to supply the sector.
There are supports and conditions for teachers and leaders through the career pathway to encourage retention through to retirement.
There is a deep pool of qualified day relievers available to all regions.
The particular recruitment needs of Kura Kaupapa Māori are addressed.
A healthy work-life balance
There are appropriate controls and expectations around workload.
Teachers and leaders are supported in looking after their health and family responsibilities.
These industrial targets for collective agreement changes by 2032 support our goals and vision:
Vision Area
Collective agreement targets for 2032
A well-paid profession
Maintain a relativity to the median wage which ensures appropriate recruitment and retention.
Supervising day relievers are paid at step 8.
Preparing and delivering day relievers are paid at their actual rate.
Appropriate relativities are established for units and role-related allowances and maintained.
An improved system of leadership responsibility recognition.
A highly trained profession
Each teacher has an annual dedicated PLD funding allowance.
The Service and Qualification is stepped at one MMA value and at unit value.
There is a PPTA administered PLD fund as part of the collective agreement.
Unit holders receive the costs of upgrading qualification to Q4 or Q5.
There are sufficient study awards, study support grants and sabbaticals to ensure that each teacher over the course of their career could access one of each.
There are mentor-teacher roles established in schools with associated time allowances.
There is an additional allowance for teachers who hold a recognised adult mentoring qualification.
Associate teacher payments are at the hourly living wage rate.
Teachers and school leaders are well supported in their role
Teaching Council fees are centrally funded.
The mileage payment rate matches the IRD rate.
All equipment and material is provided by the employer to enable the teacher to deliver a course or programme.
Each teacher has an entitlement to ancillary support for administrative tasks associated with their teaching.
Culturally responsive and sustaining profession
Community liaison roles are fully established, with two hours per week allowance time and remunerated at unit equivalent.
A cultural leadership role is established and resourced with 0.2 FTTE time allowance and salary of three-unit equivalent.
There is a payment for recognising high levels of te reo and for gaining and improving qualifications in te reo Māori me ōna tikanga.
Properly resourced for pastoral care, curriculum and assessment
There are 3,300 pastoral care allowances in secondary schools and a proportionate number in area schools.
There is a base of two non-contact hours for leadership in addition to time for each permanent unit.
There is an 18-hour maximum contact load for a full time, fully certificated classroom teacher.
Class size shall be an average maximum of 25 and the teacher is compensated if this cannot be achieved.
Each teacher with responsibility for a curriculum or pastoral area has a minimum guaranteed one-hour non-contact time if they do not have a permanent unit.
Teachers without a unit who have an MMA have ten hours guaranteed allocation of release time to be used over the course of the year.
The e-teacher and e-dean roles are resourced and referenced in the STCA.
A sufficient and sustainable secondary teacher supply
EBITE trainees are specifically covered by the STCA for their employment component.
Supervising day relievers are paid at step 8.
Preparing and delivering day relievers are paid at their actual rate.
The options for end of career work have been increased.
A healthy work-life balance
Leave to attend the birth of their child is up to five days.
