Area School Teachers' Collective Agreement

3.1.1 The following salary scales are payable to teachers covered by the agreement.

3.1.2 Base Salary Scale – Trained Teachers

This base salary scale applies to all certificated teachers (including Provisionally Certificated and Subject To Confirmation categories but not Limited Authority to Teach) by the Teaching Council of Aotearoa New Zealand as they are considered, for the purposes of this clause, to be trained and qualified as teachers to teach in NZ.

 Note: where a teacher has been on their maximum step for three years, they may be entitled to the Service Increment under clause 3.18.

3.1.3 Salary Qualification Groups

The H notations in this collective agreement recognise that the New Zealand Register of Quality Assured Qualifications provides the appropriate framework for determining the linkage between the qualification and the salary.  This should be read in conjunction with Appendix 7 Salary on Appointment and Affect of Improved Qualifications, which sets out credits for previous teaching and/ or other recognised service and/ or relevant work experience.  Teachers who subsequently improve their qualification(s) should refer to clause 8 of Appendix 7.

The Qualification Group Notations entry points (E) and base scale maximum points (M) listed on the unified base salary scale for trained teachers for each qualification group defined below:

H3 for teachers who hold a current practicing certificate issued by the Teaching Council of Aotearoa New Zealand but no subject or specialist qualification at level 7 or above on the NZQF, or equivalent overseas teaching qualifications recognised by the NZQA.

Note: also includes teachers previously placed in H1 or H2 qualification groups.

H3+ for teachers who hold a current practicing certificate issued by the Teaching Council of Aotearoa New Zealand and:

• a subject or specialist level 7 qualification on the NZQF (i.e. not an initial teacher education qualification) which can be a Diploma (excluding a National Diploma), Graduate Diploma or Degree; or
• an initial teacher education qualification at level 8 on the NZQF; or
• equivalent overseas qualifications recognised by the NZQA or an overseas qualification where NZQA has determined that the qualification has level 7 (graduate) study in a subject or specialist area(s) i.e. any area of study that is not initial teacher education; or
• where an area school teacher holds a qualification listed in clause 9 of Appendix 7, or its equivalent, which does not have a level 7 subject or specialist qualification on the NZQF available and they have completed 6000 hours of work experience in their applicable trade, they shall be placed in H3+.

(Refer to Appendix 3 for further clarification).

H4 for teachers who hold a current practicing certificate issued by the Teaching Council of Aotearoa New Zealand and:

• a subject or specialist level 8 qualification on the NZQF which can be an honours degree or a Post Graduate Diploma; or
• two subject or specialist level 7 qualifications on the NZQF (as listed above); or
• an initial teacher education qualification at level 9 of the NZQF; or
• equivalent overseas qualifications recognised by the NZQA.

H5 for teachers who hold a current practicing certificate issued by the Teaching Council of Aotearoa New Zealand and:

• a subject or specialist level 9 qualification on the NZQF; or
• equivalent overseas qualifications recognised by the NZQA.

3.1.4 Base Scale – Untrained Teachers

This scale shall apply to teachers who are employed with a Limited Authority to Teach.

3.1.5 Untrained teachers will progress to the subsequent step on the scale upon completion of each twelve months service, subject to satisfactory performance as assessed by the principal, until reaching the maximum salary rate. 

Note 1: The Qualifications Chart (Ministry Circular 99/11) and subsequent lists that were compiled through the qualifications verification process undertaken by the PPTA Te Wehengarua, the NZEI Te Riu Roa, and the Ministry of Education | Te Tahuhu o te Mātauranga will continue to be used to inform judgments about qualifications unable to be allocated a level by reference to the Register of Quality Assured Qualifications.

Note 2: Quality Assurance Processes

• The NZQA registers New Zealand qualifications at levels on the New Zealand Register of Quality Assured Qualifications and assesses overseas qualifications against the Register.
• Teaching Council of Aotearoa New Zealand (Teaching Council) approves and monitors teacher education courses.
• Secondary teacher education providers of approved courses limit entry into their courses to those with Level 7 qualifications that support the teaching of the New Zealand secondary curriculum in years 7-13.
• Teacher education providers graduate only those who meet the Teaching Council’s Standards for the Teaching Profession.
• Ministry of Education | Te Tahuhu o te Mātauranga verifies the level(s) of qualification(s) for pay purposes using information from the NZQA, the Teaching Council and teacher education providers.

Note 3: Issues Committee
A committee, called the Issues Committee (Committee), made up of representatives of the NZQA, the Teaching Council, the Ministry of Education | Te Tahuhu o te Mātauranga, the New Zealand School Trustees Association (NZSTA), the PPTA Te Wehengarua, and the NZEI Te Riu Roa will meet from time to time, upon request of any of the named organisations, to consider and resolve any outstanding or new issues about teachers’ qualifications in relation to salary. These may be either individual cases or more general qualification or teaching qualification issues.

• In the first instance the Teaching Council or the NZQA respectively make decisions about teacher education requirements and qualifications.
• Where a matter remains unresolved, the Committee will be convened to seek to resolve the matter.
• Where the Committee is unable to resolve the issue, the Secretary for Education may exercise discretion to determine an appropriate placement or progression on the salary scale.

3.2.1 Resource Teachers Learning and Behaviour (RTLB)

Subject to clause 3.2.4 below, a teacher appointed to a position of RTLB will be paid on the appropriate step on the base scale and will be entitled to a permanent unit as per clause 3.4.2.

3.2.2 Resource Teachers Māori (RTM)

1. The entry step for RTM whose qualification group is H3 will be step 9 and for RTM whose qualification group is H3+, H4 or H5 will be step 10.
2. Subject to clause 3.2.4 below, a teacher appointed to a position of RTM will be paid on the appropriate step on the base salary scale and will be entitled to a permanent unit on appointment as per clause 3.4.2.
3. Subject to clause 3.2.5 below, after 12 months continuous service in the role of RTM, the teacher will be entitled to an additional permanent unit.

3.2.3 Resource Teachers Literacy (RT:Lit)

1. The entry step for RT:Lit whose qualification group is H3 will be step 6 and for RT:Lit whose qualification group is H3+, H4 or H5 will be step 7.
2. Subject to clause 3.2.4 below, any RT:Lit employed before 1 July 2019 as a Resource Teacher Reading (RTR) in a permanent position will be entitled to a permanent unit as per clause 3.4.2.
3. Subject to clause 3.2.3(d) and 3.2.4 below, any teacher appointed to a RT:Lit position who was not employed before 1 July 2019 as a RTR will be entitled to a permanent unit from the date on which they commence the RT:Lit training programme unless they receive a Ministry of Education | Te Tahuhu o te Mātauranga exemption from undertaking the training, or the training ceases to be provided, in which case the unit will be allocated from the date of their appointment as per clause 3.4.2.
4. Where an RT:Lit is required to undertake the RT:Lit training and does not commence, or withdraws from, or does not complete the RT:Lit training the unit will be withdrawn by the employer.

3.2.4 Unit on appointment

For all new appointments if the teacher is employed in more than one position that would entitle them to a unit under clauses 3.2.1, 3.2.2(b), 3.2.3(b) and/ or 3.2.3(c) they will be entitled to a maximum of one permanent unit under these clauses paid as per clause 3.4.2.

3.2.5 Unit for continuous service – RTM

Teachers employed in more than one position that attracts the unit provided under 3.2.2(c) who are entitled to receive an additional permanent unit after 12 months continuous service will receive a maximum of one additional permanent unit.

Note: these units are provided separately in the Staffing Order i.e. not part of the entitlement units.

3.3.1 Salaries shall be paid fortnightly by direct credit to the employee’s nominated bank account.

3.3.2 Payment for Work on a Public Holiday
Where a teacher is asked by their employer to work a Public Holiday, and agrees to do so, they shall be entitled to be paid in accordance with s50 of the Holidays Act 2003.

3.4.1 School boards will be entitled, in any one school year, to a number of units for the purposes of management, responsibility (which may include responsibility for curriculum), recruitment, retention and/or reward, generated by formula in the Area Schools Staffing Order. The employer, following consultation with its teaching staff, will determine the use of units. Up to 40% of the units may be allocated on a fixed term basis.

3.4.2 Units are paid at the rate of $5,000 per annum. They are paid at the substantive rate (i.e. not divisible) to both full time and part time teachers. The only circumstance in which the units may be proportioned is in an approved full-time job share position.

3.4.3 At the time of allocating a fixed term unit or units the employer shall specify either the period of time for which the teacher shall be entitled to that fixed term unit or units, or the particular assignment or task to be undertaken for which that fixed term unit or units has been allocated.

3.4.4 The entitlement to that fixed term unit or units shall cease at the expiry of the specified period or on completion of the specified assignment or task.

3.4.5 Fixed term units allocated for any reason will be paid in addition to the teacher’s rate of pay, including any permanent units.

3.4.6 The employer may reallocate to the same teacher a fixed term unit or units for a further period of time or for a further particular assignment or task.

3.4.7 Untrained teachers holding permanent units shall be entitled to progress to their qualification maximum on the base salary scale.

3.4.8 Where a teacher appointed to a position to which unit(s) are allocated loses that position or has the position altered in status because of the application of the surplus staffing provisions of this agreement the salary protection arrangements of those provisions shall apply provided:

1. 1. that where the allocation has been made on a fixed term basis the period of protection shall be for the lesser of the term of the appointment agreed or for one year while the teacher continues to hold a position at the school; and provided also;
   2. that in no case shall the eventual salary reduction be to a rate less than would otherwise apply had the teacher not been appointed to a position to which unit(s) had been allocated.

3.5.1 An employer will be entitled, in each school year, to a number of Middle Management Allowances generated by formula in the Education (School Staffing) Order. The employer, following consultation with its teaching staff, shall determine the allocation of these allowances. Up to 40% of the allowances may be allocated on a fixed term basis in schools with four (4) or more middle management allowances and schools with fewer than four (4) middle management allowances will be able to allocate one (1) on a fixed term basis.

3.5.2 The Middle Management Allowances are restricted to:

1. 1. teachers without units who have a designated curriculum or pastoral management responsibility;
   2. teachers with one (1) to four (4) units who have a designated curriculum or pastoral management responsibility; and
   3. teachers with five (5) units who have significant designated curriculum-related management responsibilities.

3.5.3 Schools with a total of seven (7) or more Middle Management Allowances may allocate up to 20% of these allowances to teachers without units who have designated curriculum or pastoral management responsibilities. Schools with fewer than seven (7) middle management allowances will be able to allocate one (1) of these to such teachers.

3.5.4 An individual teacher with fewer than five units may be allocated no more than two (2) Middle Management Allowances. An individual teacher with five (5) units may be allocated no more than one (1) Middle Management Allowance.

3.5.6 Each Middle Management Allowance shall generate an additional salary payment of $2,000 per annum.

3.5.7 Middle Management Allowances are not divisible and the attached salary shall be paid at the substantive rate to both full-time and part-time teachers.

3.5.8 Where a school is obliged to reduce the number of Middle Management Allowances allocated to teachers, including those allocated permanently, the same process as for reduction in the number of units (as outlined in clause 2.13.5 and Appendix 5) shall be followed. A teacher may have Middle Management Allowances allocated to them withdrawn if the circumstances warrant such action rather than dismissal when the assistance and guidance provided under clause 2.3 has not remedied the matter(s) of competence causing concern.

3.5.9 Where a teacher appointed to a position to which middle management allowances are allocated loses that position or has the position altered in status because of the application of the surplus staffing provisions of this agreement the salary protection arrangements of those provisions shall apply provided that where the allocation has been made on a fixed-term basis the period of protection shall be for the lesser of the term agreed or for one year while the teacher continues to hold a position at the school.

3.6.1 Subject to the provisions of clause 3.7 and clause 3.8 below, all full time, and permanent part-time teachers shall, as a minimum, annually advance step by step to the maximum of the appropriate scale, providing that the employer has attested that the teacher meets the requirements of the appropriate level of the professional standards included in Schedule 1 to this agreement. The professional standards may only be varied during the term of this agreement according to the process set out in clause 1.6.

3.7.1 Annual Assessment against Professional Standards

1. For the purposes of determining progression from one salary step to the next each teacher’s performance will be assessed annually against the relevant professional standards.
2. When setting performance expectations and development objectives with individual teachers for the coming year, appraisers and the individual teachers shall have regard for:
   1. the number of years taught and the appropriate level of the professional standards to be applied;
   2. the subject(s), the class level(s) and the nature of classes taught;
   3. the degree to which achievement and development are expected within each criterion;
   4. any other agreed factors.
3. For each teacher to progress to their next step they will need to demonstrate that they meet the professional standards at the appropriate level.
4. Beginning classroom teachers will have at least two (2) annual assessments against the professional standards for the beginning teacher level before moving to the classroom teacher level, except where the teacher and the employer agree that assessment against the beginning standards for more than one annual assessment is not appropriate because of the teacher’s previous relevant experience. In such cases teachers may be assessed against the classroom teacher standards after one assessment against the beginning teacher standards.
5. Classroom teachers will have at least three (3) annual assessments against the professional standards for classroom teachers before moving to the experienced classroom teacher level regardless of whether or not they have reached their qualifications maximum.
6. Experienced Classroom Teachers are teachers who have had at least three (3) successful annual assessments against the classroom teacher professional standards and who then meet the experienced teacher professional standards. Experienced Classroom Teachers will continue to be assessed annually against the experienced teacher professional standards.

3.8.1

1. Principals will be able to defer progression for teachers who have not met the professional standards at the appropriate level throughout the assessment period.
2. If it is agreed that the teacher has demonstrated within the timeframe determined by the principal (in consultation with the teacher) that they are meeting the appropriate standards, they will progress to the next step from the date of the second assessment. The teacher’s anniversary date for the purposes of progression only, would move to the date on which the teacher’s performance was deemed to have met the required standards.
3. Where a teacher is unable to attain the standards within the specified time period, the teacher will be required to undergo competence procedures as set out in Part Two.

3.9.1

1. 1. Where a teacher disagrees with the deferral of their salary increment the teacher may, within fourteen (14) working days of being notified of the deferral, seek a review.
   2. The employee may be represented during the process.
   3. A reviewer shall be a person nominated by the school board and acceptable to the employee. The reviewer may be another staff member but should not be someone connected with the original decision to defer progression. In the event that agreement cannot be reached on a reviewer within a reasonable time the school board shall determine who the reviewer will be.
   4. The reviewer will give the employee and the principal fair opportunity to make representations.
   5. The reviewer shall make recommendations to the school board within thirty (30) days of receiving the employee’s application for review.
   6. The school board shall make a final decision within fourteen (14) days of receiving the recommendation.
   7. Where requested, the employee shall have access to the information about him/herself provided to the school board by the reviewer.
   8. Nothing in this clause prevents the employee from taking a personal grievance in accordance with Part Eight of this agreement.

Note: In cases of very small schools it may be necessary to develop a reciprocal arrangement with a neighbouring school.

3.10.1

1. Progression through the salary steps for resource teachers up to the second to top step for the relevant qualification maximum for that teacher shall be on an annual basis from the date of appointment, dependent on competent performance as attested by the principal.
2. Progression from the second to top step to the top step for the relevant qualification maximum for that teacher shall be on an annual basis from the date of appointment and is dependent upon proven initiative in the performance of their duties which shall be carried out in a highly competent manner as attested by the principal: Provided that where the principal is unable to make this assessment because of the itinerant nature of the teacher’s duties over this twelve (12) month period, the teacher may progress to the top step in terms of subclause (a) above (ie, competent performance).

3.11.1 When a permanent teacher acts in the position of principal in the same school for a period of more than two (2) school weeks, payment for the period concerned shall be an allowance representing the difference between her/his salary and the minimum rate applicable to the principal’s position but shall not be less than the rate of salary in the employee’s own permanent position.

3.11.2 When a teacher relieves in the position of principal in another school for more than two (2) school weeks, the rate of salary payable as per clause 3.11.1 or the teacher’s own rate, whichever is the higher shall apply. Boarding allowance is payable in addition if appropriate.

3.11.3 When a permanent teacher(s) relieves in the position of principal in the same school because the principal has been released to undertake the functions of the Community of Learning | Kāhui Ako Leadership role they shall be paid an allowance from the date that they began the additional functions provided that:

1. they will be undertaking the additional functions for a cumulative period of more than two weeks; and
2. the payment shall be an allowance representing the difference between the teacher’s salary and the minimum rate applicable to the principal’s position but shall not be less than the rate of salary in the teacher’s own permanent position; and
3. as the teacher(s) is not undertaking the whole of the principal’s role, the allowance will be pro-rated provided the payment(s) to the teacher, or teachers in combination, do not exceed the total allowance payable for the portion of the time the principal is undertaking the Community of Learning | Kāhui Ako Leadership role.

3.12.1 A permanent teacher who relieves in a designated position above the base scale shall be paid for the period concerned, an allowance representing the difference between her/his salary and the rate for the position the teacher is relieving in, but not more than the rate which is equivalent to three units above the teacher’s own permanent position, and subject to the conditions in clauses 3.12.3 and 3.12.4 below such conditions as the Secretary for Education may approve.

Note: Salary for the purposes of 3.12.1 include fixed term and permanent units and middle management units.

3.12.2 Payment for vacations is to be made on the basis of three-tenths of service.

3.12.3 A teacher acting in a higher position and receiving an allowance is subject to the following conditions:

1. 1. The teacher must perform the extra duties and undertake the responsibilities of the higher position for a qualifying period of twenty one (21) working days, comprising:
      1. 1. one continuous period;
         2. any combination of periods of five (5) working days or more totalling twenty one (21) working days in any period of twelve (12) months.
   2. Although not counting as part of the qualifying period, school vacation and leave do not interrupt the qualifying period if the teacher goes back to the higher position immediately after the vacation or the leave.
   3. A teacher who is being paid additional salary in a relieving position on the last day of a school term shall be paid the additional salary for the ensuing vacation for a period equal to three-tenths of the period of employment in the position or until the end of the vacation, whichever is the shorter period.
   4. The temporary appointment is not a long-term relieving one made, after advertisement, in accordance with the usual procedure for permanent appointments. Any position which will be vacant for more than six months must be advertised as a long-term relieving position.
   5. Once a teacher has qualified for this allowance and is being paid it before a period of sick leave, the teacher continues to receive the allowance providing the teacher returns to a higher duties position immediately after the leave. In the case of special leave on pay, the teacher will receive the allowance for up to one month of the period of leave provided they return to the higher duties position immediately after the leave.

3.12.4 When as a consequence of an appointment of a teacher to a Community of Learning | Kāhui Ako role the employer reallocates duties to a teacher or teachers then:

1. 1. subject to (c) and (d) below, the higher duties allowance shall be paid from the date the duties are transferred.
   2. the higher duties allowance may be paid to both permanent and fixed-term teachers.
   3. the qualifying period outlined in clauses 3.12.3(a) and (b) shall not apply.
   4. for each teacher to whom duties are to be transferred, the employer shall identify either:
      1. 1. the number of hours per week being transferred on a continuous basis. In these cases the higher duties allowance shall be paid fortnightly, calculated as the proportion of the twenty-five (25) timetabled hours transferred each week; or
         2. the total number of hours being transferred within each term when the duties are not performed on a continuous basis. In these cases a lump sum shall be paid at the end of each school term. The FTTE will be calculated as total hours per term divided by 950 (inclusive of holiday pay).
   5. the rate of the higher duties allowance shall be calculated in accordance with clauses 3.12.1, 3.12.2 and 3.12.3 (c) of the ASTCA.

3.13.1 A teacher appointed as a careers adviser shall be paid an allowance at the rate of $2,250 per annum from 1 July 2019. This allowance is paid at the substantive rate for both full time and part time teachers, regardless of the number of units they hold.

3.14.1 The purpose of this allowance is to give practical recognition to te reo Māori as a taonga to be actively protected under te Tiriti o Waitangi and to recognise the special and valued skills and knowledge kaiako must have to teach the curriculum through te reo Māori.3.14.1 The purpose of this allowance is to give practical recognition to te reo Māori as a taonga to be actively protected under te Tiriti o Waitangi and to recognise the special and valued skills and knowledge kaiako must have to teach the curriculum through te reo Māori.

3.14.2 A teacher is eligible for an allowance described in 3.14.3 if they meet the minimum teaching time requirements in that clause and have the language proficiency necessary to teach the curriculum through te reo Māori for the period required by the language immersion level in which they are engaged.

3.14.3 All teachers required to use te reo Māori for at least six hours per week in approved Māori immersion programmes at levels 1, 2 or 3 (pro-rated for part time teachers based on the teacher’s total hours) shall receive an allowance that relates to the highest language Level in which they are teaching and their years of service at that level as provided for in the table below:

3.14.4 Each allowance provided for in clause 3.14.3 will be pro-rated for part time teachers (based on the teacher’s total hours).

3.14.4 Each allowance provided for in clause 3.14.3 will be pro-rated for part time teachers (based on the teacher’s total hours). 

3.14.5 A teacher can only receive one allowance i.e. they cannot receive a Level 1, a Level 2, and/or a Level 3 allowance concurrently. The employer will advise when a change of circumstances alters the allowance a teacher is eligible to receive.3.14.6 Service for the payment of the Level 2 allowance shall include any teaching service at Level 1 Māori immersion only.

3.15.1 A teacher who has been assigned by the principal to assist in the practical training of students from a college of education, or a teacher training provider approved and accredited under the provisions of the Education and Training Act 2020, or a teacher undertaking a full-time course of specialised training, shall be paid an allowance for each hour of student contact up to a maximum of sixteen (16) hours contact with any one student in any week at a minimum rate of $3.20 per student to a maximum rate consistent with arrangements made between the provider and the school board.

3.16.1 A tutor teacher is a fully certificated teacher who has met the professional standards in this agreement as appropriate and is designated as being responsible for providing an advice and guidance programme to a provisionally certificated first or second year teacher working towards full certification. The responsibilities of a tutor teacher include assisting the provisionally certificated teacher to meet the requirements for becoming fully certificated.

3.16.2 The Tutor Teacher Allowance of $4000 per annum is payable to a designated tutor teacher while they are responsible for a permanently appointed or long-term relieving first or second year provisionally certificated teacher or teachers. The Tutor Teacher Allowance is payable provided that:

1. the total combined hours worked by the provisionally certificated teacher(s) are at least 0.8 FTTE, and
2. the tutor teacher is not receiving at the same time an allowance payable under clause 3.16.3.

3.16.3 A tutor teacher allowance of $1000 per annum is payable to a designated tutor teacher while they are responsible for a permanently appointed or long term relieving first year provisionally certificated teacher where the hours worked by the provisionally certificated teacher are 0.5 FTTE or greater but less than 0.8 FTTE, provided that the tutor teacher is not receiving at the same time an allowance payable under clause 3.16.2.

3.16.4 A tutor teacher may be responsible for tutoring more than one provisionally certificated teacher concurrently, but shall only receive one payment of the allowance.

3.16.5 Only one teacher may be designated as being responsible for tutoring any provisionally certificated teacher at any one time.

3.16.6 The designation of tutor teacher shall be for no more than one school year on each occasion.

3.16.7 Where the provisionally certificated teacher is employed for part of a year, e.g. one term, the allowance shall be paid to the tutor teacher for that part of the year only.

3.17.1 A teacher appointed as a RTLB or appointed to a permanent or relieving position of at least one term in approved types of special classes or schools with special teaching problems shall be paid a special duties increment allowance of one additional salary step or, if the employee is on the maximum step of the base salary scale, additional salary of $995 per annum.

3.18.1 A teacher is eligible for the Service Increment (Increment) if the teacher:

1. is permanently appointed to a teaching position; and
2. has been attested by the principal as having met the requirements of the Schedule – Professional Standards For Area School Teachers – Criteria For Quality Teaching; and
3. has completed three years’ teaching service on their maximum step of the trained teachers’ base salary scale for the teacher’s qualification group; and
4. is classified in qualification Group 1, 2, 3 or 3+ and has completed a qualification at Level 5 or higher on the National Qualifications Framework that is acquired after the qualification(s) used to determine the teacher’s qualification group; and
5. does not hold more than three permanent unit(s) in terms of clause 3.4.

3.18.2 The acquisition of an additional qualification is not required of a teacher classified in qualification Group 4 or 5.

3.18.3 A teacher eligible for payment of the Increment shall, upon application, be paid additional salary at the rate of $2,000 per annum.

3.18.4 A teacher eligible for the Increment under clause 3.18.1 shall have the payment backdated to the date they became eligible to receive the increment provided that no backdating exceeds 36 months from the date of application.

3.18.5 Eligibility for the Increment once approved, remains (subject to 3.18.6 and 3.18.7 below) if the teacher moves to a new teaching position in the area school sector, whether permanent or not, regardless of breaks in service.

3.18.6 Payment of the Increment will cease should a teacher be appointed to a position which has allocated more than three permanent unit(s), or upon the allocation of more than three permanent unit(s) to the teacher in her/his existing position. Payment of the Increment will resume should the teacher cease to hold a position allocated more than three permanent unit(s).

3.18.7 Payment of the Increment will cease should a teacher improve their qualification group. Once the teacher has met the eligibility requirements outlined in clause 3.18.1(b) to (e) for the new qualification group payment of the Increment shall resume.

3.18.8 Primary or secondary school teachers or those in the advisory service who move to a position in an area school, either directly or after a break in service, who:

1. were in receipt of the Increment will receive payment of the Increment as per clause 3.18.3 (subject to clause 3.18.6 and 3.18.7) from the date of appointment to the new position; or
2. have accumulated service towards eligibility for the Increment in terms of clause 3.18.1(c) shall be able to count the accumulated service towards the service requirement in clause 3.18.1(c).

3.18.9 Teachers who were serving on or before 1 February 1971 will not be required to acquire an additional qualification if they fall within one of the categories outlined in Schedule 3 of this agreement.

3.19.1 A teacher appointed as bus controller for a school district who undertakes the full bus controlling duties and responsibilities shall be paid $3.61 per day for the first route and $1.26 per day for each additional route. The allowance is not payable on a runback within a route or where a bus makes a second trip over substantially the same route.

3.20.1 An additional salary of $1000 per annum shall be payable to:

1. all full-time teachers appointed to advertised positions in schools designated as having serious staffing difficulties;
2. long-term relieving teachers appointed to long-term relieving positions for not less than two (2) complete terms in schools designated as having serious staffing difficulties;
3. notwithstanding the above, permanent or long-term relieving teachers who receive three (3) or more permanent management units are excluded from receipt of the staffing incentive allowance.

3.20.2 A school which is approved Staffing Incentive Allowance (SIA) status retains this status for three (3) years.

3.21.1 The Area Schools Priority Teacher Supply Allowance (ASPTSA) applies to teachers employed in those area schools identified by the Ministry of Education | Te Tāhuhu o te Mātauranga as requiring additional support for recruitment and retention. The schools identified by the Ministry are those set out in separate advice and may be changed by the Ministry as needs change, no more than annually, after consultation with the unions.

3.21.2 Full-time and part-time (0.5 FTTE and above) teachers who hold a current practising certificate and are employed on a permanent or long-term relieving basis of two consecutive terms or more shall be entitled to receive the ASPTSA of $2,500 per annum, pro-rated for part-time teachers.

3.21.3 Teachers in receipt of the ASPTSA are not entitled to receive the SIA at the same time.

3.21.4 Where a school loses ASPTSA status, the school may apply for SIA status where there is a serious staffing difficulty.

3.21.5 Teachers moving to a school which has been designated as ASPTSA status are entitled to either the National Relocation Grant (as set out in the Ministry Guidelines on Teacher Supply Initiatives) or to the transfer and removal provisions of this Agreement where applicable. On completion of a minimum of three years’ continuous service in one or more ASPTSA schools a teacher shall have access to the transfer and removal provisions of this Agreement when moving from this category of school to another teaching position in a state or integrated school.

3.21.6 In the event that a school is removed from the ASPTSA coverage, teachers who were in receipt of the ASPTSA prior to that change, shall continue to receive the allowance until the end of the school year. Teachers who are so affected shall retain their entitlement to the transfer and removal provisions of this Agreement for a further three years.

3.22.1 A compassionate grant is payable to the estate of a teacher who:

1. 1. dies while employed in the state teaching service; or
   2. dies within 12 months of the date of approved medical retirement under clause 2.9. For clarity, this date is from the date of retirement and excludes any notice period or period for which payment is made.

Compassionate grants are calculated as a proportion of the annual rate of salary payable to the teacher at the time of death as follows:

3.22.2 The following conditions apply to the payment of the grants:

1. 1. No grant is payable if, as a result of death, payments under the Accident Compensation Act 2022 to an equivalent or greater extent have been made.
   2. Service must be continuous except that intervals of up to one year (or the time to care for their own pre-school child(ren)) may be bridged and service aggregated, but the intervals do not count as service. If an interval exceeds one year, (or exceeds the time to care for their own pre-school child(ren)) the qualifying service commences afresh after the interval.
   3. Allowance service comprises: service in state schools (including kindergartens) in New Zealand; New Zealand Government service; teacher training which commenced in 1980 or earlier; active military service; service on the staff of New Zealand universities and service as a teacher on an official government exchange scheme, and in any government sponsored scheme.
   4. Service not recognised includes: private school teaching; full-time university study (unless on leave); trade or executive service; overseas teaching service (other than service as a teacher on an official government exchange scheme and as a teacher under a government sponsored scheme) and teacher training which commenced in 1981 or later.
   5. For the purpose of calculating the grant, salary includes salary plus any other permanent salary allowances paid. Temporary allowances such as boarding, higher duties allowances, and remuneration for extra duties (e.g. overtime or hostel supervision payments) are excluded.
   6. The grant is calculated to the nearest dollar and is payable to the dependant or the person acting on behalf of the dependants. Any salary or holiday pay due is payable to the estate.

3.23.1 An employee whose work requires that they reside at an isolated locality as outlined in clause 3.23.5 or 3.23.6 below, will receive an isolation allowance.

3.23.2 The isolation allowance is not payable to short-term relievers defined in 3.27.1.

3.23.3 An isolation allowance will be paid fortnightly and during:

1. periods of annual leave, whether or not the employee remains in the isolated locality;
2. any absence from the isolated locality on sick leave or other paid leave of up to seven (7) consecutive days.
3. periods where an employee is required to work at another locality for up to seven (7) consecutive days.

3.23.4 Part-time teachers will be paid an isolation allowance on a pro rata basis.

3.23.5 For an employee whose full-time residence is:

1. in a locality with a population of less than 300 that is also between 60kms and 150kms (inclusive) from a population centre of more than 1,500 people; or
2. in one of the following locations – Hari Hari or Twizel;

the rate of the allowance shall be $1,200 per annum.

3.23.6 For an employee whose full-time residence is in a locality with a population of less than 300 that is also more than 150kms from a population centre of more than 1,500 people, the rate of the allowance shall be $2,200 per annum.

3.24.1 Definitions
The following definitions apply to this subsection:

1. 1. Holiday pay (HP): Holiday pay is the salary payable to teachers on cessation of duty or for periods during which schools are closed for term vacations.
   2. Vacation: is the period during which schools are closed for instruction at the end of a school term. Legislation determines the periods during which schools will be closed for vacations.
   3. Deduction from HP: Deduction from holiday pay is a proportionate reduction in a teacher’s holiday pay on account of leave without pay taken during the current school year.

3.24.2 General provisions

1. 1. A permanent teacher is paid for all vacations which occur during the period of engagement, subject to clause 3.24.3.
   2. Holiday pay due on resignation: A permanent teacher who resigns during a school year is paid, on ceasing duty, any balance of holiday pay due after taking into account:
      1. 1. total teaching service for the year;
         2. holiday pay already paid in that year;
         3. any leave without pay taken during that year.
   3. Holiday pay after sick leave without pay - No deduction is to be made from the holiday pay of teachers for periods of sick leave without pay or accident leave without pay for periods not exceeding three months in any one school year. Where the total number of days of sick/accident leave without pay is in excess of three months, the deduction is based on the period subsequent to the three months. The initial three months are not taken into account. In order to receive the benefits of holiday pay for periods of sick leave without pay, a teacher’s current sick leave entitlement must first have been used, ie, teachers with current entitlements to sick leave are not covered by the non-reduction in holiday pay provision outlined above if they elect to receive sick leave without pay instead of using their entitlement.

3.24.3 Holiday pay after leave without pay
If a permanent teacher has been granted leave without pay (other than sick leave in terms of clause 3.24.2 in excess of five school days during any school year, the total holiday pay due is reduced in proportion to the total period of leave without pay. In special cases the Secretary for Education may approve holiday pay beyond entitlement (eg, periods of approved sports leave without pay).

3.24.4 Holiday pay on higher duties or relieving allowances - A permanent teacher receiving higher duties allowances, relieving allowance, staffing incentives allowance and/or special duties allowance at the end of the term receives holiday pay calculated on the higher salary for the period so employed or until the end of the vacation, whichever is the shorter.

3.24.5 Method of calculation - Holiday pay is based on the school year and is not payable beyond 27 January. For holiday purposes, teaching service comprises all paid service including weekends and statutory holidays, but not school vacations. Calculation of holiday pay is made to the nearest day and when a half-day is involved the calculation is made to the benefit of the teacher. In calculating holiday pay the following rules apply:

1. 1. in schools open for fewer than 195 days in a school year, Holiday pay = 3/10 x number of days;
   2. if a permanent teacher has had leave without pay for a period exceeding five days, the holiday pay to be deducted is based on the total number of days without pay;
   3. when a teacher resigns, any half-day resulting from calculation of holiday pay is to the benefit of the teacher;
   4. when a school closes on a Friday and the vacation commences on the Monday following, the intervening weekend is school time and not vacation time;
   5. the number of days’ holiday pay is counted from the beginning of the vacation.

3.25.1 The salaries of employees shall be paid fortnightly and the gross salary for a full pay period is calculated as 14/365ths of the annual salary rate. For broken periods the calculation is the number of days due multiplied by the annual rate and divided by 365. Gross salary comprises all salary and allowances (temporary and permanent).

3.26.1

1. Subject to (b) below, the fortnightly salary of a part-time teacher will be based on the step in the applicable base salary scale that the teacher would receive if employed full-time. The number of hours for which payment shall be made shall be the number of class contact hours worked increased by 11 per cent.
2. From 28 January 2025 for teachers predominantly teaching year 7-13 classes, the fortnightly salary of a part-time teacher will be based on the step in the applicable base salary scale that the teacher would receive if employed full-time. The proportion of the salary payable will be based on the teacher’s FTTE.

Examples:

A teacher who is employed in a 0.75 FTTE position will be timetabled for no more than 15 hours classroom teaching time i.e. three-quarters of the maximum classroom teaching time of a full-time teacher. The balance of their timetabled week shall be non-class contact time.

A teacher who is employed in a 0.5 FTTE position will be timetabled for no more than 10 hours classroom teaching time i.e. half the maximum classroom teaching time of a full-time teacher. The balance of their timetabled week shall be non-class contact time

Note: For the purposes of this clause “predominantly” means 80% or more of the teacher’s weekly timetabled classroom teaching time.

3.26.2 Temporary change in hours

Where a part-time teacher increases the number of class contact hours worked per week (but less than full-time) for a period of up to four weeks, the additional hours shall be paid on the basis of 1/950 of the employee’s annual rate. As these hourly rates include a holiday component, no further calculation of holiday pay is required for payment for the additional hours.

3.26.3 Long term change in hours

Where a part-time teacher increases the class contact hours worked per week (but less than full-time) for a continuous period exceeding four weeks, an appropriate pro rata adjustment shall be made. Holiday pay is calculated each term. Where there has been a long term change in hours during the term, holiday pay is to be paid according to the number of hours per week worked over the greater part of the year.

3.26.4 Part-time teachers who temporarily work full-time - Where a part-time teacher works full-time for a period of one week or more, payment shall be made on a full-time basis. Payment during vacations for holiday pay shall be made at the full-time salary rate for a period equal to 30% of any period or periods in which the teacher worked full-time and the balance of vacations should be paid at the normal pro rata rate.

3.26.5 Increments - The following procedures apply for the payment of increments to part-time teachers:

1. 1. Part-time teachers shall receive increments when applicable, under the same conditions as full-time teachers.
   2. Part-time teachers shall receive credit for class contact hours only. If employment is less than 20 hours per week, each complete 950 hours is equivalent to one year’s full-time teaching.

3.26.6 Credit as full-time service - For incremental purposes, periods of employment for 20 hours a week or more are credited as full-time salary service and this service is counted as for full-time teachers. Any part-time service less than 20 hours a week, performed since the last increment was paid, may be counted towards the next increment on the basis of one month’s credit for each 80 hours worked.

3.27.1 Definitions of reliever:

1. 1. Short-term relievers are teachers who are temporarily employed on a casual basis to relieve in a teaching position during that teacher’s absence for a period not exceeding three weeks.
   2. Long term relievers are teachers employed for a continuous period beyond three weeks.

3.27.2 Payment of salaries - Short-term relievers

1. 1. Short term relievers employed shall be paid at the rate of 1/190 of the appropriate annual salary for each day worked (inclusive of holiday pay); provided that the maximum daily rate payable for relievers employed for no more than three (3) weeks shall not exceed 1/190 of step 5 on the base salary scale. From 28 January 2024, the rate payable shall not exceed 1/190 of step 6 of the base salary scale.
   2. If employed on an hourly basis, this proportion shall be 1/950 of the applicable annual rate to a maximum of step 5 on the base salary scale (inclusive of holiday pay); provided no reliever so employed shall be paid for less than two (2) hours per day of relief and, if there is a break in duties of one and a half hours (1.5) or more, an allowance equivalent to one (1) hours pay shall be paid. From 28 January 2024, the hourly rate shall be 1/950 of the applicable annual rate to a maximum of step 6 of the base salary scale.

3.27.3 Payment of salaries - Long-term relievers

1. 1. Long term relievers employed in excess of three weeks shall be paid a salary at the appropriate salary rate specified in this agreement.
   2. If due, the following allowances shall be paid in addition; boarding allowance; staffing incentives allowance.
   3. Long term relievers employed for one year or less shall be entitled to the provisions of this agreement as specified.
   4. A long term relieving teacher appointed to a relieving position for a term of at least one year shall be regarded as a permanent appointment in terms of the provisions of this agreement.

Note: For clarity, the professional responsibilities of a long term reliever shall be the same as a permanent employee.

3.27.4 Commencing date of salary
The rules for determining the commencing date of the salary of relievers who start on the first school day of the year shall be:
To be paid from 28 January:

1. 1. Relievers employed in state schools at the end of the previous year;
   2. Permanent teachers who retired at the end of the year and resume as relievers.

3.27.5 Period for which relievers are entitled to be paid
A reliever shall be entitled to be paid within the current or immediately following pay period.

3.27.6 Progression
Increments due shall occur on completion of each 190 days relieving service.

3.27.7 Relieving teachers – Short-term relieving teachers are to receive holiday pay progressively during the year after each period of employment.
Long-term relieving teachers are to be treated the same as permanent teachers for holiday pay purposes.

3.28.1 A teacher appointed as a Specialist Teacher under clause 2.15.2 shall be paid an allowance of $4,000 per annum. From 28 January 2020 the rate of the allowance shall increase to $5,000 per annum. For clarity, this is an allowance and is not a salary unit.

3.28.2 A teacher appointed as a Specialist Teacher under clause 2.15.3 shall be paid an allowance of $8,000 per annum. From 28 January 2020 the rate of the allowance shall increase to $10,000 per annum. For clarity, this is an allowance and is not a salary unit.

3.28.3 A teacher appointed as a Specialist Teacher may not also hold any permanent units and no more than one fixed term unit.

3.29.1 Boards with lead school responsibility for RTLB employed within a cluster will be entitled in any one school year, to a number of leadership payments of $2,000 generated by formula in the relevant staffing order. The Board will allocate these leadership payments to the cluster manager or any RTLB with designated responsibility for providing leadership.

3.30.1 The remuneration of a permanent full-time cluster manager appointed to a Ministry of Education | Te Tāhuhu o te Mātauranga approved RTLB cluster shall be comprised of:

• • A base salary as per clause 3.1.1
  • An allowance equivalent to the Special Duties Increment Allowance paid to all RTLB (clause 3.17)
  • One unit per annum (as per clause 3.4.2)
  • Any RTLB leadership payments allocated under clause 3.29 above.

3.31.1 Where the Secretary for Education approves the appointment of a teacher, who is not a principal, to the Community of Learning | Kāhui Ako Leadership role, then for those duties associated with the role of the proposed variation to the Area School Principals’ Collective Agreement shall apply to the teacher, in addition to the relevant provisions of this agreement.

3.32.1 Boards within a designated Community of Learning | Kāhui Ako will be entitled to a number of allowances for a Community of Learning | Kāhui Ako Teacher (across community) role (“the role”), generated by formula in the relevant Staffing Order.

3.32.2 Subject to clauses 3.32.11 and 3.32.12 below, each appointment to the role:

1. is subject to an agreed selection process and criteria;
2. is for a fixed-term of up to two years, subject to3.32.4 and 3.32.6 below; and
3. may be extended for one further period of up to 2 years.

3.32.3 A teacher appointed to the role shall receive an allowance of $16,000 per annum while they hold the role.

3.32.4 The appointment may be renewed without re-advertising the role for one further period of up to two years, subject to the incumbent teacher continuing to meet the relevant criteria.

3.32.5 In the event a part-time teacher is eligible for, and appointed to the role, the allowance will be paid at the substantive rate. As the allowance is not pro-rated, part-time teachers are required to do the full work of the role and to work with other teachers for the same amount of time as a full-time teacher in the role.

3.32.6 A teacher appointed to the role shall be assessed annually during their fixed-term of appointment by their employing board against the agreed criteria for the role.

3.32.7 Where a teacher is relieving in the Community of Learning | Kāhui Ako Teacher (across community) role due to the absence of the teacher appointed to the role being on approved leave, the relieving teacher shall be entitled to the allowance provided in clause 3.32.3 and time allowance for the role provided in clause 3.32.11 (h) or 3.32.12 (c) provided that:

1. The period the teacher is relieving in the role is no less than one term and no more than one year; and
2. The teacher relieving in the role meets the criteria for appointment to the role.

3.32.8 The allowance will cease to be payable in the following circumstances:

1. Where the teacher ceases to be employed as a teacher at that school; or
2. Where, with the agreement of the employing board, the teacher voluntarily relinquishes the role; or
3. Where the teacher ceases to hold the role; or
4. Where the appointment is for a fixed period, when that fixed period ends, regardless of whether the teacher remains at that school; or
5. Where a teacher loses the role as a consequence of the withdrawal of the employing school from the Community of Learning | Kāhui Ako, subject to 3.32.9 (e); or
6. Where a teacher loses the role as a consequence of the disestablishment of the Community of Learning | Kāhui Ako, subject to 3.32.9 (e); or
7. Where a teacher loses the role as a consequence of a reduction in the number of these roles available to the Kāhui Ako, subject to the provisions of clause 3.32.9 below; or
8. Where the teacher loses the role due to competency issues, subject to clause 2.3.3 (e).

3.32.9 Where Community of Learning | Kāhui Ako Teacher (across community) roles are to be reduced in number as a consequence of a reduction in the allocation to the Community of Learning | Kāhui Ako then:

1. Schools within the Kāhui Ako will review the current needs of the Community of Learning | Kāhui Ako in relation to its achievement plan and the number of roles to be reduced. This review will be carried out by the person in the Kāhui Ako Leadership role in consultation with employing boards. The review will be of the functions of each position against the current needs of the Community of Learning | Kāhui Ako in relation to its agreed objectives and determine which role(s) is/are most needed.
1. The employing boards will first seek to manage any required reduction by attrition.
2. Where the reduction cannot be managed by attrition then the process will be to:
1. Reduce the fixed-term closest to the end of its term.
2. Where two or more fixed-term roles have an equal period to run to the end of their term, the employers will, in consultation with the person in the Kāhui Ako Leadership role and representatives of the Kāhui Ako, review the functions of each role against the current needs of the Community of Learning | Kāhui Ako in relation to its agreed objectives and determine which role(s) is/are most needed.
3. The employer of roles identified will issue notice of loss of role(s).
4. A surplus staffing process is not undertaken as a result of this process.
5. Salary protection provisions of clause 3.4.9 (a) will apply to teachers whose Community of Learning | Kāhui Ako Teacher (across community) role is disestablished. If a teacher returns to, or is subsequently appointed to, a position of equal or higher remuneration than they received in the Community of Learning | Kāhui Ako Teacher (across community) role, the salary protection no longer applies.

Note 1: Community of Learning | Kāhui Ako Teacher (across community) professional standards are to be developed. Until the professional standards are developed the annual assessment for this role will be based on the agreed Criteria for Selection developed by the Professional Standards Writing Group.
Note 2: Attention is drawn to clause 2.20 in relation to induction and networking for the role.

3.32.10 For the purposes of this role, “predominantly” shall mean 80% or more of the teacher’s weekly timetabled classroom teaching time as at the time they are appointed to the role.

3.32.11 The following provisions apply where the person appointed to the role is, at the time of appointment, a teacher predominantly teaching years 1 to 6 classes:

1. The responsibilities and / or activities of each role will be defined in substance and time by the Community of Learning | Kāhui Ako’s shared achievement plan;
2. The teacher is appointed to promote best teaching practice across a Kāhui Ako in line with the challenges in the Community of Learning | Kāhui Ako’s shared achievement plan. Promotion of best teaching practice may include a focus on:
• collaborative inquiry
• expertise capacity building
• pedagogy / teaching practice
• community engagement
• transition support
• cultural competency.
3. A teacher is appointed to the role through an agreed selection process, including:
1. National criteria or professional standards (and is affirmed by the National Panel as having met the criteria or standards);
2. Demonstrating how they will meet the agreed purpose / focus of the role; and
3. In accordance with the agreed guidelines.
4. The exact tenure of the appointment will be determined by the Community of Learning | Kāhui Ako based on the needs identified through the planning process, with the agreement of the Community of Learning | Kāhui Ako, teacher and employing board, subject to 3.32.2 (c) and 3.32.8
5. Any extension will depend on the needs of the Community of Learning | Kāhui Ako and the progress of planning and inquiry, with the agreement of the Community of Learning | Kāhui Ako, teacher and employing board.
6. As the role is intended to expand on career opportunities for classroom teachers to use and develop their professional leadership skills while remaining in the classroom, a teacher appointed to this role shall maintain at minimum a 0.5 FTTE classroom teaching load.
7. Boards will take into account the work generated by the requirements of the role alongside any other responsibilities relating to units held by a teacher. There is no limit on the number of units a teacher may hold while in this role.
8. The employing board will receive additional 0.4 FTTE staffing for the period of the appointment to enable the functions of the role to be fulfilled.
9. Where a Community of Learning | Kāhui Ako cannot select a teacher to be in one of the roles it generates from within the Community of Learning | Kāhui Ako, or seeks an alternative period for the appointment of one or more of the roles, the Secretary for Education may agree to alternatives. This may result in alternative arrangements for the payment of the allowance outlined in clause 3.32.3 above and for the provision of the time allowance outlined in clause 3.32.11 (h) or 3.32.12 (c), or for the period of the appointment to the role outlined in clause 3.32.2 above.

3.32.12 The following provisions apply where the person appointed to the role is, at the time of appointment, a teacher predominantly teaching years 7 to 13 classes:

1. Appointment criteria to the role shall include:
1. the appointee may hold a maximum of two permanent units while in the role
2. a teacher cannot concurrently hold both the Specialist Teacher role and the Community of Learning | Kāhui Ako Teacher (across community) role
3. current employment as a teacher within the Community of Learning | Kāhui Ako
4. a current practising certificate
5. recent educational leadership experience relevant to the role
6. met professional standards relevant to their current position
7. the approval of their employing board
2. A Teacher appointed to the role shall maintain at minimum an average of eight (8) timetabled class-contact hours per week.
3. The employing board shall receive 0.4 full-time teacher equivalent (FTTE) time allowance for the period of the appointment to enable the teacher to fulfil their function in the role.
4. Each teacher in a Community of Learning | Kāhui Ako Teacher (across community) role shall be allocated the equivalent of ten hours non-teaching time per week. The employing board, in consultation with the Community of Learning | Kāhui Ako and the employee has flexibility to decide how they allocate this time within or across weeks. An allocation under this clause is in addition to any other time allowances to which the teacher is entitled under this agreement.

.33.1 Boards within each Kāhui Ako will be entitled to a number of within school teacher roles, generated by formula in the relevant Staffing Order. Each role has an allowance associated with it.

1. No less than 50% of these allowances must be allocated to teachers appointed to the role of Kāhui Ako Teacher (within school) (“within school role”);
2. Up to 50% of the allowances may be used to provide Kāhui Ako Responsibility allowances for the purposes of:
   • promoting effective teaching practice within the school, and
   • strengthening the use of effective approaches to teaching and learning to achieve shared Kāhui Ako objectives
   • recognising Kahui Ako-related responsibilities undertaken by teachers (other than principals) who are not Kāhui Ako Teachers (within school).

3.33.2 The responsibilities and/or activities of each within school role will be defined in substance and time by the Kāhui Ako’s shared achievement plan.

3.33.3 A Kāhui Ako Teacher (within school) role will be appointed to promote best teaching practice, in line with the challenges in the Kāhui Ako’s shared achievement plan. Promotion of best teaching practice may include a focus on:

• collaborative inquiry,
• expertise capacity building,
• pedagogy/teaching practice,
• community engagement,
• transition support and
• cultural competency.

3.33.4 Kāhui Ako Teacher (within school) Allowance

A teacher appointed to the within school role will be entitled to receive an allowance of $8,000 per annum. Such a teacher must, through an agreed selection process, have met the relevant criteria and demonstrated how they will help meet the agreed purpose/focus for the role within the Kāhui Ako.

3.33.5 Kāhui Ako Responsibility Allowance

1. A teacher allocated a Kāhui Ako responsibility allowance will be entitled to payment of $2,000 per annum.
2. A teacher may be allocated more than one Kāhui Ako responsibility allowance.

3.33.6 The period of appointment to the Kāhui Ako Teacher (within school) role will be determined by the employing board based on the needs identified through the Kāhui Ako’s shared achievement plan. The role can be appointed permanently.

3.33.7 The period of allocation of a Kāhui Ako Responsibility Allowance will be determined by the employing board. The allowance can be allocated permanently.

3.33.8 Where the Kāhui Ako Teacher (within school) role is appointed on a fixed term basis, or the Kāhui Ako Responsibility Allowance is allocated for a fixed term, the period of appointment or allocation may be for up to one year, taking account of the needs of the Kāhui Ako and the progress of planning and inquiry.

3.33.9 Where a Kāhui Ako Teacher (within school) is transferred from another board, it may only be allocated for a fixed period of up to one school year.

3.33.10 As the within school role is intended to expand on career opportunities for classroom teachers to use and develop their professional leadership skills while remaining in the classroom, a teacher appointed to the within school role must maintain at minimum a 0.8 FTTE classroom teaching load. There is no minimum required classroom teaching load for the Kāhui Ako Responsibility allowance.

3.33.11 The employing board will receive additional 0.08 FTTE staffing for each within school role to enable the functions of the role to be fulfilled, including those which the board has utilised for Kāhui Ako Responsibility allowances under clause 3.33.1(b).

3.33.12 The allowance payable to a teacher appointed to the within school role, and/or the Kāhui Ako Responsibility allowance may be suspended by the employing board where the teacher is undergoing competency processes as outlined in clause 2.3.

3.33.13 The within school allowance and/or the Kāhui Ako Responsibility allowance will only cease to be payable in the following circumstances:

1. where the teacher has been the subject of an adverse outcome following competency or disciplinary processes (or both); or
2. where the teacher ceases to be employed as a teacher at that school; or
3. where, with the agreement of the employing board, the teacher voluntarily relinquishes the within school role and/or the duties associated with the Kāhui Ako Responsibility allowance; or
4. where the teacher ceases to hold the within school role and/or the duties associated with the Kāhui Ako Responsibility allowance; or
5. where the appointment or allocation is for a fixed period, when that fixed period ends, regardless of whether the teacher remains at that school.
6. where a teacher loses the Kāhui Ako within school role or Kāhui Ako Responsibility allowance because the total number of Kāhui Ako within school roles generated by formula in the relevant Staffing Order is reduced.

3.33.14

1. Where a teacher loses the Kāhui Ako within school role or Kāhui Ako Responsibility allowance because the total number of Kāhui Ako within school roles generated by formula in the relevant Staffing Order is reduced, the salary protection provisions of clause 2.13.5(b) or 3.4.9(a) will apply as appropriate.
2. If the teacher returns to, or is subsequently appointed to a position of equal or higher remuneration than they received under (a) above, the salary protection will cease.

Note: The reduction may be in conjunction with the surplus staffing process but is not in itself sufficient to require in the school the processes outlined in 2.13.1(a) of this agreement.

The following provisions apply where the person appointed to the role is a teacher predominantly teaching years 7 to 13 classes.The following provisions apply where the person appointed to the role is a teacher predominantly teaching years 7 to 13 classes.

3.34.1 From term 1 2025, the parties agree to introduce pastoral care time allowances of 0.25 FTTE that will be available for allocation, the number of which will be generated by formula in the relevant Staffing Order

3.34.2 Criteria for accessing the allowance and other administrative requirements will be developed by the parties prior to the allowances coming into effect.

3.34.3 A teacher who has a role with specific leadership or responsibility for the pastoral care of students and who meets the criteria may be allocated a pastoral care time allowance. Individual teachers may be allocated up to a maximum of two allowances in accordance with the school’s timetable policy.

3.34.4 The allocated time allowance(s) will be used for the purpose of pastoral guidance or career guidance of students, including the general administration or management of pastoral care systems.

3.34.5 Each allowance allocated will reduce further the maximum timetabled teaching time timetabled under cl 4.2.3, or any other time allowances the teacher holds.

3.34.6 Where the eligible duties are part of the teacher’s ongoing role, any allowances will be permanent. Where duties are allocated for a specified period or project they will be for the term specified in writing by the employer.

3.35.1 The purpose of this allowance is to recognise the additional skills teachers must have to deliver teaching and learning through a Pacific language in a Pacific bilingual or immersion context in a school or kura.

3.35.2 A teacher is eligible for an allowance described in 3.35.3 if they meet the minimum teaching time requirements in that clause and have the language proficiency necessary to teach the curriculum in a Pacific language for the period required by the Pacific bilingual or language immersion level in which they are engaged.

3.35.3 From the 28 January 2024, all eligible teachers teaching in a Pacific language in a Pacific bilingual or immersion unit/programme/class [as defined by the Ministry in School Roll Return Guidelines shall receive the allowance that relates to the highest language Level in which they are teaching and their years of service teaching in a bilingual or immersion setting as provided for in the table below:

3.35.4 Each allowance outlined in the table at 3.35.3 shall be pro-rated for part time teachers (based on the teacher’s total hours).

3.35.5 A teacher can only receive one allowance i.e., they cannot receive a Level 1 and Level 2 allowance concurrently. The employer will advise when a change of circumstances alters the allowance a teacher is eligible to receive.

3.36.1 From 28 January 2024, a Cultural Leadership allowance will be introduced, the number of which will be generated by formula in the Staffing Order.

3.36.2 Each allowance will be $5,000 per annum and is paid at the substantive rate to both part time and full-time teachers. However, with the agreement of the employer, the allowance and responsibilities may be equally shared between two teachers, in which case the allowance will be split between them.

3.36.3 Criteria for accessing the allowance and other administrative requirements will be developed by the parties prior to the start of the 2024 school year. These criteria will be reviewed when the collective agreement expires.

Unless specifically stated in this part, the terms and conditions of employment of Learning Support Coordinators are the terms and conditions in this Agreement.

3.37.1 The number of Learning Support Coordinator (Coordinator) roles will be generated annually by the Staffing Order and allocated to boards.

3.37.2 The purpose of the Coordinator roles is to promote effective and inclusive teaching and learning practice within the schools including those in a Kāhui Ako or Cluster and to strengthen the support to children with additional learning needs.

3.37.3 Coordinators will be appointed permanently unless there is genuine reason to appoint to a fixed term position. Each Coordinator will be fully released from timetabled classroom teaching time.

3.37.4 Coordinators will usually be employed full-time, except in circumstances agreed by the employer, such as on return from parental leave, when a Coordinator(s) may be employed as a job share or part-time.

3.37.5 The functions of the role are set out in the Coordinator Role Description drafted by the Ministry of Education along with any distinct responsibilities and/or activities that are defined by the employing school, in consultation with other schools in the Kāhui Ako or Cluster where applicable. To avoid doubt: any such distinct responsibilities and activities that sit outside those outlined in the role description by the Ministry of Education must be mutually agreed between employer and employee.

3.37.6 Where a Coordinator works across schools, this will be in conjunction with the Kāhui Ako or Cluster’s shared plan for Learning Support. When allocating a Coordinator’s time across the Kāhui Ako or Cluster schools, the employer will consider what is reasonable, taking account of the Coordinator’s responsibilities, duties and travel requirements.

3.37.7 Where a Coordinator is allocated leadership, management or other additional responsibilities for learning support and/or allied staff by the employer, consideration should be given as to whether a unit should be allocated, in line with the school’s unit allocation policy.

3.37.8 Where responsibilities allocated to the Coordinator are additional to those described in the Coordinator role description, e.g. leadership or management responsibilities, the employer must consider the balance of the allocated responsibilities to allow the Coordinator to fulfil their role effectively.

3.37.9 A teacher who relieves for a Coordinator while they are on approved leave, will be fully released from classroom teaching responsibilities for the time they are undertaking the Coordinator role.