Area School Teachers' Collective Agreement

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Area School Teachers' Collective Agreement [PDF, 1.1 MB]

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Changes to the agreement

Read about the recent changes in the Area School Teachers' Collective Agreement.

Changes to the Area School Teachers’ Collective Agreement 2023-25


Area School Teachers' Collective Agreement
Effective: 3 July 2023 to 2 July 2025

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  • Schedule 1: Professional Standards for Area School Teachers - Criteria for Quality Teaching
    • DimensionBeginning Classroom TeachersClassroom TeachersExperienced Classroom Teachers
        Beginning Teachers meet the New Zealand Teachers Council criteria for provisional certification as a teacher.  Beginning teachers work under the guidance of others.  They undertake “advice and guidance” programmes to assist in the development of the competencies required for full certification Classroom Teachers have taught for at least two years, have met the New Zealand Teachers Council criteria for full certification.  Classroom teachers are competent in the performance of their day-to-day teaching responsibilities. Experienced Classroom Teachers are highly skilled practitioners and classroom managers.  Their teaching methods are well developed and they employ an advanced range of strategies for motivating students and engaging them in learning.  In environments where it is possible, they support and provide assistance to colleagues.
      Professional Knowledge are expanding knowledge, with advice and guidance, in:
      • the practical application of curriculum, learning and assessment theory
      • current issues and initiatives in education, including Maori education
      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 Maori education
      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 Maori education
      Professional Development 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
      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
      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 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
      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
      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 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
      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
      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 are receiving professional guidance and demonstrating increasing competence in:
      • setting expectations which promote learning
      • effective techniques in student motivation
      engage students positively in learning
      establish expectations which value and promote learning
      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 are expanding knowledge and developing sound skills, with advice and guidance in:
      • accurate pronunciation of basic Maori vocabulary
      • common greetings and waiata
      • basic Maori protocols
      continue to develop understandings and skills in the appropriate usage and accurate pronunciation of Te Reo Maori
      demonstrate an understanding of basic Maori protocols when opportunities arise
      demonstrate commitment to the promotion in education of:
      • the appropriate and accurate use of Te Reo Maori
      • the adoption of Maori protocols where appropriate
      Effective Communication 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
      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
      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 are receiving professional support and encouragement to successfully:
      • build professional relationships
      • contribute where appropriate to professional development activities
      maintain effective working relationships with colleagues
      support and provide assistance to colleagues in improving teaching and learning
      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 are demonstrating a willingness to be involved in activities which contribute positively to the life of the school. contribute positively to the life of the school and its community 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 teacher professional standards.

      In addition, they must meet the following standards, where they are applicable, in respect of their leadership responsibilities. 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 the 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

        • In the case of guidance counsellors 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
  • Schedule 2: Dealing with Sexual Harassment
    • Sexual harassment is not acceptable to the Institute or Association. Ways of dealing with it in the workplace are set out in the chart.

      The offence given by the harassment is to be judged by the complainant. Principals must consider complaints seriously and sympathetically, ensuring that no victimisation of the complainant occurs.

      A school’s board of trustees must have policies and procedures to eliminate sexual harassment in the school. The school charter requires that there are appropriate and proper procedures to handle complaints.

      Human Rights Act 1993: Sexual harassment is a type of sex discrimination which may impair the employee sufficiently to the detriment of work performance. Harassment thus “causes an employee to be subjected to detriment in terms of Section 15” of the Act, “because such harassment takes away from the employee equal employment opportunities, by creating a working environment in which that employee’s ability to perform is impaired”. The Human Rights Commissioner may investigate, act as conciliator or decide on civil proceedings before the Equal Opportunities Tribunal (see Human Rights Commission Act 1977, Part III, Sections 34, 37, 38).

      Personal grievance and sexual harassment: Personal grievance can be a remedy for sexual harassment (see Part Eight of the agreement).

      A complainant may choose to seek remedies either through the personal grievance procedures or the Human Rights Commissioner, but not through both.

  • Schedule 3: Service Increment
    • As provided in clause 3.18.9 the acquisition of an additional qualification before the service increment is payable is not a requirement for the following categories of teacher:

        1. Teachers confirmed in the former List B on 1 February 1971;
        2. Teachers serving at 1 February 1971, who translated from the former Qualification Group B1 to Group IIIb, and who were at that date classified in the former List A, are automatically exempted from the qualification criterion and are eligible for the granting of the service increment on satisfying the service criterion only;
        3. Trained teachers appointed to permanent positions on or after 1 February 1974, who were employed in the state secondary teaching service before 1 February 1971 and at that time satisfied the requirements for entry to the former List B (or the earlier Grade III) are required to serve five years on the maximum of the base scale before they may be paid the service increment but are not required to gain an additional qualification;
        4. Non-graduate teachers who satisfied the five years’ service requirement between 1 February 1976 and 1 February 1979 and who had enrolled for the papers leading to the Service Increment Certificate before or at the beginning of the 1979 academic year may be paid the service increment retrospectively to the date at which they completed the five-year service requirement; subject to the requirements for the issue of the Service Increment Certificate having been satisfied, and also the certificate having been completed within five years of the teacher’s commencing study for it. Non-graduate teachers outside the scope of this provision will be paid the service increment only when the service and qualification criteria have been met, i.e. the retrospective payment provision does not apply to non-graduate teachers who met the five year service criterion after 1 February 1979.