Library
Research, guides, information and policies published by PPTA Te Wehengarua
Executive summary - Ethnicity, gender, socioeconomic status and educational achievement (Brian Easton)
(July 2013) The average PISA scores on the three dimensions of reading, mathematics and science literacy of New Zealand fifteen year-olds are high among the OECD countries. There are differences…
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Ethnicity, gender, socioeconomic status and educational achievement: An exploration (Brian Easton)
(July 2013) Companion document to "Who achieves what in secondary schooling?" The average PISA scores on the three dimensions of reading, mathematics and science literacy of New Zealand fifteen year-olds…
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Evaluation of Senior Subject Adviser (SSA) Pilot initiative 2007
(2008) Note this document was published on the Ministry of Education website and then the Education Counts website. It cannot be located on either website at this time (March 2014).…
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Grounds and supervision duties (2010)
This advice is in four parts: legal requirements, current normal practices, advice from the Executive to members, and examples of good practice operating in schools. It has been developed jointly…
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Fixed term agreements: guidelines to the Employment Relations Act 2000
(May 2015) A fixed term agreement is when your job at a school is temporary rather than
permanent. For example, you might be appointed to a full-time position at a high…
permanent. For example, you might be appointed to a full-time position at a high…
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The School Guidance Counsellor: Guidelines for Principals, Boards of Trustees, Teachers and Guidance Counsellors
(2015) Guidance counsellors have traditionally been trained and registered teachers who have additional specialist qualifications in counselling. Guidance counselling has always been regarded as a specialist teaching role,…
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School guidance counsellors changes in registration, certification and authorisation (LATs)
Information for school guidance counsellors on changes in registration, certification and authorisation (LATs). Information correct as at 15 October 2015
The information here is to update guidance counsellors on the impact…
The information here is to update guidance counsellors on the impact…
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Guidance counsellors key to positive outcomes
PPTA walked away from consultation on the Children’s Action Plan after it threatened to thrust 44 pages of unrealistic standards between school staff and vulnerable children(see PPTA News November/December 2015…
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Its about time (2013 handbook)
Handbook to timetabling, non-contact time and class-size provisions in the Secondary Teachers' Collective Agreement (STCA)
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Best practice behaviour management: A view from the literature
(2007) Written by Patty Towl for the NZPPTA
While this review is a small study by one researcher over six weeks, it found general agreement across…
While this review is a small study by one researcher over six weeks, it found general agreement across…
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Teachers the new targets of schoolyard bullies (2004)
Benefield, J. Despite a wealth of anecdotal evidence, there is currently very little research data available on the prevalence or impact of the various forms of physical…
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Frequently asked questions: About Time toolkit Appendix 10
FAQs - contact time. Timetabled contact and non-contact time Questions 1-12, Average class/group size Questions 13-31, Part time non-contact Questions 32-35
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Sample timetable policy (Area School): About Time toolkit Appendix 9
A sample policy which branches and management could use as a framework for developing or adapting their school policy. ASTCA
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Part-time teachers non-contact: About Time toolkit Appendix 7
A Part time teacher may not be employed for more than 0.89 FTTE (22.25 hours per week); and no part time teachers can be used for more than for more…
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Secondary specialist technology teachers (‘manual’ teachers): About Time toolkit
Appendix 6: The provisions of the Secondary Teachers’ Collective Agreement (STCA) also apply to PPTA members in approved manual training establishments, where the board is bound by that collective (eg…
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Meaning of Consultation: About Time toolkit Appendix 5
“(1) The word ‘consultation’ does not require that there be agreement.
“(2) On the other hand it clearly requires more than mere prior notification.
“(3) If there is a proposal to make…
“(2) On the other hand it clearly requires more than mere prior notification.
“(3) If there is a proposal to make…
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ASTCA Part Four Hours of Work: About Time toolkit Appendix 4
Area School Teachers' Collective Agreement Part Four - Maximum Timetabled Classroom Teaching Time
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Secondary School Staffing Group: About Time toolkit Appendix 2
Findings of the Secondary School Staffing Group 2012: The Secondary School Staffing Group (SSSG) found that larger and junior high schools are disadvantaged by the existing staffing formula and recommended…
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Branch Audits: About Time toolkit Appendix 1
Branch audit process on timetabling, for schools covered by the Secondary School Teachers' Collective Agreement (STCA) and the Area School Teachers' Collective Agreement (ASTCA)
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Some PPTA policies related to timetable policies: About Time toolkit 2013
Section 8. The ‘trained and qualified policy’ - all teachers should hold a tertiary level qualification appropriate to the position, and have completed teacher training. An extension of this…
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A policy development or review process: About Time toolkit 2013
Section 7. The following steps should assist in situations where a school either has no timetabling policy – or it is undergoing a review.
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Stages of Timetabling: About Time toolkit 2013
Section 6 . The timetable should not be the responsibility of one or two teachers working in isolation. While the process of setting up an option grid and allocating learning…
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Developing further policy components: About Time toolkit 2013
Section 5 of toolkit. Schools have developed different frameworks to deliver student learning programmes. Most, because of limited school resourcing and facilities, and community needs and expectations, are variations…
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The resourcing constraints of timetabling: About Time toolkit 2013
Section 3. Ideally a school’s timetable would be driven entirely by students’ learning needs but the reality is that it is necessarily limited by the resourcing and facilities available.
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Timetabling Framework: About Time toolkit 2013
Section 2 . The prerequisites on schools in terms of timetabling arise from legislation and the collective agreements and are longstanding and well understood. New constraints or requirements can arise…
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