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.
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| 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.
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| 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.
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| 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.
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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.
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| 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.
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| 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.
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| 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.
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| A healthy work-life balance |
- Leave to attend the birth of their child is up to five days.
- Provisions for role-related health checks.
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