Publication Library

Research, guides, information and policies published by PPTA Te Wehengarua

18 reasons for 18 credits - managing student and teacher assessment workload PPTA Te Wehengarua suggests an effective way of managing student and teacher assessment workload would be to limit the number of credits offered. This should take into account the abilities of the class but on average a realistic number of credits to offer would be 13-18 per course, based on assumption of about four hours per week contact time over about 33 weeks, plus some homework time.
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December 12, 2016 12/12/16
Alternatives to study leave for senior students: PPTA advice This advice reminds members of existing policies and requirements in relation to several factors that need to be considered should a school wish to explore alternatives to senior study leave
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March 10, 2017 10/03/17
NCEA Internal Assessment: A harder job than professional marking! (2010) A combined paper from the Manawatu-Whanganui & Auckland Regions to the 2010 Annual conference.
Marking and giving feedback as part of teaching is the professional responsibility of every teacher. No suggestion is being made that this will ever change. However, since the introduction of NCEA in 2002 the administrative and bureaucratic requirements of marking internally assessed standards have dramatically increased teacher workload.
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January 20, 2017 20/01/17
NCEA can it be saved (2015) 2015 Annual conference paper. This paper examines why teacher support for the National Certificate of Educational Achievement (NCEA) has struggled to rise beyond a "fragile consensus" since its 2002
inception and advocates major changes in government policies to enable the NCEA to fullful its potential.
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April 11, 2017 11/04/17
NCEA the work continues (2006) 2006 Annual conference paper. PPTA’s consistent position is that the union is opposed to substantial change to the design of the NCEA without extensive consultation with teachers and robust research.
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January 19, 2017 19/01/17
NCEA: A pathway to the future (2008) 2008 Annual conference 2008. This paper is largely a forward-looking paper, seeking to identify possible ways forward in terms largely of the design of the NCEA. The fact that the paper focuses on design issues does not ignore the fact that there are longstanding issues around government implementation and resourcing of the NCEA that continue to cause members significant annoyance; however, as noted below, there is an unprecedented opportunity now to address some design issues to the long-term benefit of the qualification and the students whose achievement it seeks to recognise.
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May 10, 2017 10/05/17
NCEA: Nothing endures but change... (2007) 2007 Annual conference paper. PPTA representatives will continue to use every opportunity to warn of the dangers inherent in some of the recent changes, to seek to have them implemented in ways that minimise the damage, and to network with groups sympathetic to our cause. However, PPTA’s chances of reversing those changes it deems to be negative are not high, because the push for change has become intensely political. Nevertheless we must continue to highlight the union’s concerns to ensure that policy makers can hear the voice from the classroom loud and clear and will have no excuses to fall back on should they refuse to heed it.
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January 19, 2017 19/01/17
Seamless Transition or jagged edge? Report of the Secondary-Tertiary Interface Taskforce 2013 (2014) The Seamless Transition or Jagged Edge? report is the result of a wide-ranging investigation, conducted by the Taskforce during 2013, into all the initiatives loosely gathered under the government policy heading "˜Youth Guarantee'.
The initiatives included under that heading are: trades academies (or Secondary-Tertiary Partnerships or STPs), fees-free places in tertiary education, Youth Guarantee Networks, Vocational Pathways, the Secondary-Tertiary Alignment Resource (STAR), Gateway, and careers guidance.
In particular, the report argues that there is a lack of coherence in the policy as it is experienced at the level of the individual school. Implementation has had serious shortcomings, and this is reflected in poor communication with schools, an absence of provision for teacher professional learning and development that should accompany any major change process, and a failure to have robust evaluation strategies in place.
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May 10, 2017 10/05/17

Last modified on Wednesday, 16 November 2016 09:27