Secondary Teachers' Collective Agreement (STCA)

Beginning Classroom Teachers

Beginning Classroom Teachers have not yet attained full certification.  They are working with the advice and guidance of the school towards gaining the expected skills and knowledge of the Classroom Teacher.

Classroom Teachers

Classroom Teachers have taught for at least two years, have attained full certification and display a high level of competence in the performance of their day-to-day teaching responsibilities.

Experienced Classroom Teachers

Experienced Classroom Teachers are highly skilled practitioners and classroom managers (see clause 4.2.3 of the Secondary Teachers’ Collective Agreement).  They have a highly developed understanding of teaching and learning and, as such, provide highly effective classroom environments and are able to support and provide assistance to teaching colleagues.

Professional Knowledge

Beginning Classroom Teachers

are expanding knowledge, with advice and guidance, in:

• the practical application of curriculum, learning and assessment theory
• current issues and initiatives in education, including Māori education

Classroom Teachers

• are competent in relevant curricula
• demonstrate a sound knowledge of current learning and assessment theory
• demonstrate a sound knowledge of current issues and initiatives in education, including Māori education

Experienced Classroom Teachers

demonstrate a significant depth of knowledge in the theory and practical application, where appropriate, of:

• curricula relevant to their teaching speciality(ies)
• learning and assessment theory and developments
• the current issues and initiatives in education, including Māori education

Professional Development

Beginning Classroom Teachers

are receiving professional support and encouragement to successfully:

• participate in available professional development opportunities appropriate to individual needs and school priorities including opportunities relating to the Treaty of Waitangi

Classroom Teachers

• demonstrate a commitment to their own ongoing learning
• participate individually and collaboratively in professional development activities
• continue to develop understandings of the Treaty of Waitangi

Experienced Classroom Teachers

demonstrate a high level of commitment to:

• further developing their own knowledge and skills
• encouraging and assisting colleagues in professional development
• further developing understandings of the Treaty of Waitangi

Teaching Techniques

Beginning Classroom Teachers

are, with professional guidance, developing effective strategies in regard to:

• programme planning and assessment design
• teaching techniques
• development and appropriate use of teaching resources
• use of currently-available technologies
• evaluation and reflection on teaching techniques and strategies

Classroom Teachers

plan and use appropriate teaching programmes, strategies, learning activities and assessments

demonstrate flexibility in a range of effective teaching techniques

make use of appropriate technologies and resources

impart subject content effectively

evaluate and reflect on teaching techniques and strategies with a view to improvement

Experienced Classroom Teachers

demonstrate expertise and refined strategies in:

• the development and practice of teaching programmes and resources, learning activities and assessment regimes
• highly effective teaching techniques
• evaluation, appraisal and reflection on their own and others’ teaching practices with positive outcomes

Student Management

Beginning Classroom Teachers

are developing sound understandings and strategies, within the confines of available resources, to:

• manage student behaviour
• recognise individual learning needs
• develop positive and safe physical and emotional environments
• recognise diversity

Classroom Teachers

manage student behaviour effectively

establish constructive relationships with students

be responsive to individual student needs

develop and maintain a positive and safe physical and emotional environment

create an environment which encourages respect and understanding

maintain a purposeful working environment

Experienced Classroom Teachers

demonstrate expertise and refined strategies in:

• the development and maintenance of environments which enhance learning by recognising and catering for the learning needs of a diversity of students
• managing student behaviour effectively

Motivation of Students

Beginning Classroom Teachers

are receiving professional guidance and demonstrating increasing competence in:

• setting expectations which promote learning
• effective techniques in student motivation

Classroom Teachers

engage students positively in learning

establish expectations which value and promote learning

Experienced Classroom Teachers

demonstrate a high level of effectiveness in:

• encouraging positive school-wide engagement in learning
• fostering and practising cultures of learning and achievement

Te Reo me ona Tikanga

Beginning Classroom Teachers

are expanding knowledge and developing sound skills, with advice and guidance in:

• accurate pronunciation of basic Māori vocabulary
• common greetings and waiata
• basic Māori protocols

Classroom Teachers

continue to develop understandings and skills  in the appropriate usage and accurate pronunciation of Te Reo Māori

demonstrate an understanding of basic Māori protocols when opportunities arise

Experienced Classroom Teachers

demonstrate commitment to the promotion in education of:

• the appropriate and accurate use of Te Reo Māori
• the adoption of Māori protocols where appropriate

Effective Communication

Beginning Classroom Teachers

are demonstrating, with the support of senior staff, growing ability to successfully:

• communicate effectively with students, families, whanau and caregivers
• report on student progress
• share information with colleagues

Classroom Teachers

communicate clearly and effectively in either or both of the official languages of New Zealand

provide appropriate feedback to students

communicate effectively with families, whanau and caregivers

share information with colleagues

Experienced Classroom Teachers

demonstrate particular skill and success in:

• communicating effectively with students
• reporting on student achievement to students, families, whanau and caregivers
• inter-staff communications

Support for and Co-operation with Colleagues

Beginning Classroom Teachers

are receiving professional support and encouragement to successfully:

• build professional relationships
• contribute where appropriate to professional development activities

Classroom Teachers

maintain effective working relationships with colleagues

support and provide assistance to colleagues in improving teaching and learning

Experienced Classroom Teachers

demonstrate a high level of commitment to:

• encouraging and fostering effective working relationships with and between others
• providing support and assistance to colleagues where appropriate

Contribution to Wider School Activities

Beginning Classroom Teachers

are demonstrating a willingness to be involved in activities which contribute positively to the life of the school.

Classroom Teachers

contribute positively to the life of the school and its community

Experienced Classroom Teachers

contribute towards the effective functioning of the total school operation, including the school’s relationship with parents and the wider community

Unit Holders

The following are indicative standards to apply to unit holders who have assumed specified leadership, pastoral, administrative or task-specific responsibilities as required by the job description attached to (or describing the responsibilities and tasks attached to) their unit(s).  In respect of any classroom teaching duties, they will be assessed against the appropriate level of the professional standards.

In addition, they must meet the following standards, where they are applicable, in respect of their leadership responsibilities.  When the following standards do not fully express the key expectations of unit holders, these standards may be amended and/or alternative standards can be adopted with the agreement of the unit holder and the employer.  Standards which are not applicable should be disregarded.

Resource Management

effectively and efficiently use available resources, including financial resources and assets, within delegated authorities, to support learning outcomes for students

Staff and Student Management

• represent and communicate effectively, to a range of audiences, the goals and tasks of the department, faculty or area of responsibility
• participate in and where appropriate contribute to the school’s performance management system
• provide effective advice and guidance to other members of the staff
• monitor teacher/student relationships and provide advice and support when required
• communicate effectively with students and staff

Professional Leadership

• understand the aims of and display competence in the area of responsibility
• provide professional leadership to staff within the delegated area(s) of responsibility
• make constructive contributions, where applicable, to the management of the school
• demonstrate a high level of awareness of educational developments and changes, particularly in the area(s) of responsibility
• undertake appropriate professional development to enhance individual expertise in areas of management, administration and education
• identify and act on opportunities for improving teaching and learning
• ensure that procedures for making decisions in the area of responsibility are consistent with national guidelines and with the school’s policies
• ensure that changing social and cultural factors affecting the school’s community are reflected in the policies and programmes of the delegated area(s) of responsibility
• foster positive relationships between the school and all sectors of the community

Guidance Counsellors and RTLBs

• in the case of guidance counsellors and Resource Teachers (Learning and Behaviour) the appropriate standards are applied in the context of their student case work
• the Secretary for Education’s PMS 5 notice (November 1997) will apply for reference