Secondary Teachers' Collective Agreement

4.1 Salary Scales

This collective agreement provides a base scale for trained teachers and for untrained teachers.

4.1.1 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.

Unified Base Salary Scale for Trained Teachers:

Note: where a teacher has been on their maximum step for three years, they may be entitled to the Service/Qualification Increment under clause 4.9.

4.1.2 Salary Qualification Groups

The ‘G’ 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.

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 are defined below:

G3 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 qualifications recognised by the NZQA.
Note: also includes teachers previously placed in G1 or G2 qualification groups.

G3+ 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.
• Where the highest trade or vocational qualification is below Level 7 on the NQF, a trade or vocations qualification listed in clause 10 of Appendix A (or its equivalent at 5 or 6 on the National Qualifications Framework) shall be recognised for G3+ if the teacher has at least 6000 hours of applicable trade or vocational work experience.

G4 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
• initial teacher education qualification at level 9 on the NZQA; or
• equivalent overseas qualifications recognised by the NZQA.

G5 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 - masters or doctorate
• equivalent overseas qualifications recognised by the NZQA.

4.1.3 Base Scale – Untrained Teachers

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

4.1.4 Untrained teachers who lack a subject/specialist qualification will commence on step one on the untrained scale and can progress after completing one year on step one to step two.

4.1.5 For untrained teachers who hold a subject/specialist qualification, the Qualification Group Notations entry points (E) and base scale maximum points (M) listed on the base salary scale for untrained teachers for each qualification group listed below, will apply:

1. G1 for teachers who hold a level 5 qualification on the NZQF or equivalent overseas qualifications recognised by the NZQA
2. G2 for teachers who hold a level 6 qualification on the NZQF or equivalent overseas qualifications recognised by the NZQA
3. G3 for teachers who hold a level 7 qualification on the NZQF or equivalent overseas qualifications recognised by the NZQA
4. G4 for teachers who hold a level 8 qualification or two level 7 qualifications on the NZQF or equivalent overseas qualifications recognised by the NZQA
5. G5 for teachers who hold a level 9 or higher qualification on the NZQF or equivalent overseas qualifications recognised by the NZQA

Note 1: The Qualifications Chart (Ministry Circular 1999/11) and subsequent lists that were compiled through the qualifications verification process undertaken by the PPTA and the Ministry of Education | Te Tāhuhu 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 New Zealand Qualifications Authority registers New Zealand qualifications at levels on the New Zealand Qualifications Framework and assesses overseas qualifications against the Framework.
• The Teaching Council of Aotearoa New Zealand approves and monitors teacher education courses that lead to teacher registration.
• 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 of Aotearoa New Zealand Graduating Standards: Aotearoa New Zealand.
• Ministry of Education | Te Tāhuhu o te Mātauranga verifies the level(s) of qualification(s) for pay purposes using information from the New Zealand Qualifications Authority, the Education Council of Aotearoa New Zealand and teacher education providers.

Note 3: Issues Committee
A committee, called the Issues Committee, made up of representatives of the New Zealand Qualifications Authority, the Teaching Council of Aotearoa New Zealand, the Ministry of Education | Te Tāhuhu o te Mātauranga , the New Zealand School Trustees Association and the Post Primary Teachers Association 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 of Aotearoa New Zealand or the New Zealand Qualifications Authority 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.

(See also Start of Year clause 3.2A.)

4.2.1 Qualification Groups for Salary Purposes

1. 1. A teacher’s qualification group will be determined by reference to the New Zealand Qualifications Framework. It is noted that the G3+ salary group requires both Teaching Council of Aotearoa New Zealand registration and the Level 7 subject/specialist qualification.
   2. Except where otherwise provided in this agreement, a teacher shall be held at the maximum point of the salary scale for their qualification group.
   3. 1. 1. Trained teachers who improve their qualification(s) shall, on the effective date of improving the qualification(s), receive at least the minimum commencing step for the new qualification(s).
         2. Those teachers who, in accordance with (b) above, have been held at the maximum point of the salary scale for their qualification group for one or more years of service for salary purposes and who subsequently improve their qualification(s) shall be entitled to progress one salary step towards the maximum step of their new qualification group from the effective date of improving their qualification(s). This date shall become their new anniversary date for salary progression purposes.
         3. The effective date for the improvement of qualification(s) to a higher group is the date of official notification. In the absence of an official notification of completion of the qualification, the effective date will be the date the qualification was awarded, following confirmation of this by the provider.

4.2.2 Commencing Salary Starting Rates Apply as Follows:

1. 1. The starting salaries of teachers who have Teaching Council of Aotearoa New Zealand registration and who also have a qualification defined by a ‘G’ notation are noted alongside the salary scale.
   2. 1. 1. The starting salaries of teachers do not have Teaching Council of Aotearoa New Zealand registration but have a qualification defined by a ‘G’ notation are noted alongside the Base Scale – Untrained Teachers. 
         2. If such a teacher is subsequently granted Teaching Council of Aotearoa New Zealand registration s/he shall translate to the minimum step payable for the relevant qualification group on the Base Scale – Trained Teachers or, if such a teacher’s salary is already at or above the applicable minimum step payable on the trained teachers scale, that teacher will translate to the next highest step on the scale. This date shall become their new anniversary date for salary progression purposes.
            Note: For example a teacher who was on step U6 of the untrained teachers scale would translate to step 4 trained teachers scale (as the step on the trained scale with the net highest salary rate).
   3. Teachers who do not have a subject/specialist qualification defined by a ‘G’ notation and who do not have Teaching Council of Aotearoa New Zealand registration commence on step one of the Base Scale – Untrained Teachers.
   4. The Secretary for Education, having regard to a teacher’s previous service and professional, technical, practical or other suitable experience, may approve a higher commencing step than set out in 4.2.2 (a) to (c) above, subject to the provisions of Appendix A. The Secretary for Education may, in exceptional circumstances, exercise discretion in the placement or progression of a teacher within the salary scale.
   5. Applications that are received under clause 4.2.2(b)(ii) from 1 June 2008, and where the NZ trained teacher has completed a course of teacher education (as recognised by the Teaching Council of Aotearoa New Zealand after 1 November 2007, can have relevant work experience already counted in the teacher’s first salary assessment included, where:
      1. 1. adding that relevant work experience would improve the teacher’s salary step from the minimum step payable for the relevant qualification group; and 
         2. the teacher has commenced their first teaching position within the six months prior to being granted "Teaching Council of Aotearoa New Zealand registration” referred to in clause 4.2.2(b)(ii).

4.2.3 Pay Progression

1. 1. Teachers shall progress to the appropriate base scale maximum shown on the scale subject to the employer attesting that the teacher has met the appropriate level of the Professional Standards for Secondary Teachers – Criteria for Quality Teaching appended as Supplement 1 to this agreement.
   2. Assessment against Professional Standards
      1. 1. A beginning teacher may have up to two assessments against the beginning teacher standards or three if registration is delayed, before assessment against the classroom teacher standards. However, beginning teachers may be assessed against the classroom teacher standards from an earlier date if progress warrants it and the teacher and appraiser agree.
         2. Teachers will be assessed against the classroom teacher criteria once fully registered or after two years in the case of teachers holding Limited Authority to Teach (LAT) status.
         3. Classroom teachers may have three assessments against the classroom teacher standards but all teachers (including LATs) will be assessed against the experienced teacher standards once they have reached their appropriate base scale maxima. The only exception is teachers who have reached their base scale maxima before having up to two assessments against the beginning teacher standards (or three if registration is delayed) and up to three assessments against the classroom teacher standards. These teachers may have up to three beginning teacher standards assessments and up to three classroom teacher standards assessments before being assessed against the experienced teacher standards.
         4. Teachers who hold units and who have assumed a specified leadership, pastoral, administrative or task-specific responsibility in respect of their unit or units will be assessed against the relevant criteria for teachers holding units together with the standards applicable to their level of experience in respect of their classroom teaching duties.
   3. When setting performance expectations and development objectives with individual teachers for the coming year, appraisers and the individual teachers shall have regard for:
      1. 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.
   4. Subject to 4.2.3 (a), (b) and (c) above, pay progression applies in the following ways:
      1. 1. All full-time and permanent part-time teachers whose salary commencement is described by 4.2.2 (a) or (b) above shall, after completing one year on each step, progress to the appropriate qualifications maximum shown on the scale;
         2. Teachers who do not have a subject/specialist qualification defined by a ‘G’ notation and who have not completed a recognised course of teacher education shall progress after completing one year on each step, to step 4 of the Base Scale – Untrained Teachers;
         3. Non-permanent part-time teachers employed for fewer than 20 hours a week shall advance to the next step on completion of each 1000 hours. Credit towards each increment shall be based on class contact hours only and shall not include the 11% loading which applies in calculating salary. Salary credits will be calculated to the nearest month.
         4. Short-term relievers shall progress from one step to the next upon completion of each 190 days or 950 hours’ relieving service, subject to satisfactory performance as attested by the principal of a school where the teacher has recently been employed as a relief teacher.

4.2.4 Withholding Increments

1. 1. Where a teacher has not met the standards at the appropriate level the employer may defer salary progression. A programme of support and development will be put in place to assist the teacher in meeting the standards within a timeframe agreed between the employer and the teacher.
   2. At the end of the review period:
      1. 1. Where the teacher has met the appropriate standards, s/he will progress to the next salary step from this date. This will become the teacher’s new anniversary date for pay progression purposes.
         2. Where the teacher has not met the appropriate standards the employer will determine whether there are significant areas of concern to warrant initiating competence procedures or whether the programme of further support and development should continue.

4.2.5 Regional Health School Teachers

1. All permanent Regional Health School teachers shall receive one permanent unit (as per clause 4.3.1) upon appointment.
2. If the teacher is employed in more than one position that would entitle them to a unit under (a) they will be entitled to a maximum of one permanent unit.

Note: This does not restrict the ability of the employer to offer additional unit(s) for further specific assignments or tasks performed by the teacher.

4.2.6 Resource Teachers

A permanent full time teacher appointed to a Ministry of Education | Te Tāhuhu o te Mātauranga approved resource teacher role shall receive one unit per annum (as per clause 4.3.2. This does not restrict the ability of the employer to offer additional unit(s) for further specific assignments or tasks performed by the teacher.

Note: This entitlement replaces, but is not to be in addition to, any unit allocated out of Ministry of Education unit allocations to resource teachers.

4.3.1 Boards will be entitled, in any one school year, to a number of units generated by formula in the 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.

4.3.2 The rate of each permanent or fixed term unit is $5,000 per annum.

4.3.3 Units are not divisible and must be paid at the substantive rate to both full-time and part-time teachers. The only circumstance in which the units may be apportioned is in an approved full-time job share position.

4.3.4 Fixed-term units will be paid in addition to the teacher’s rate of pay, including any permanent units. At the time of allocating a fixed-term unit(s) the employer will specify either the period of time the teacher is entitled to the fixed-term unit or units, or the particular assignment or task to be undertaken which the fixed-term unit(s) has been allocated.

4.3.5 The entitlement to that fixed-term unit(s) will cease at the expiry of the specified period or on completion of the specified assignment or task.

4.3.6 The employer may reallocate to the same teacher a fixed-term unit(s) for a further period of time or for a further particular assignment or task.

4.3.7 Where a teacher ceases to hold a position allocated permanent unit(s), they may be entitled to the Service/Qualification Increment under clause 4.9.

4.3.8 Voluntary relinquishment of units

If a teacher who holds units offers to relinquish voluntarily a unit(s) and that offer is accepted by the employer, the teacher will cease to be paid for that unit(s).

4.3A.1 An employer will be entitled, in each school year, to a number of Middle Management Allowances generated by formula in the 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.

4.3A.2 The Middle Management Allowances are restricted to:

1. 1. teachers with four or fewer units (including none) who have a designated curriculum or pastoral management responsibility; and
   2. teachers with five units who have significant designated curriculum-related management responsibilities; and
   3. teachers who have responsibilities (as defined in 4.3A.5 below) for at least five ORRS funded students.

4.3A.3 Up to 20% of a school’s Middle Management Allowances may be allocated to teachers without units who have designated curriculum or pastoral management responsibilities.

4.3A.4 An individual teacher with fewer than five units, may be allocated up to two Middle Management Allowances. An individual teacher with five units may be allocated no more than one Middle Management Allowance. Teachers with more than five units shall not be eligible to receive Middle Management Allowances.

4.3A.5

1. 1. Subject to 4.3A.4, employers will allocate one Middle Management Allowance to each teacher who has responsibility for at least five High and/or Very High ORRS students if the teacher has the following special duties and responsibilities for those students.
      1. 1. The direct responsibility for the development of the educational programmes of those students (including the significant adaptation of curriculum content); and 
         2. The designated responsibility for the implementation of those programmes including providing special assistance to the students in face to face communication and social interaction in order for the students to be engaged, be understood, to respond and to learn.
   2. This entitlement does not restrict a board from allocating more than one Middle Management Allowance to such teacher(s) if they are eligible under 4.3A.2 (a), or (b).

4.3A.6 Each Middle Management Allowance shall generate an additional annual salary payment of $2,000 per annum.

4.3A.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.

4.3A.8 These allowances do not count in the determination of eligibility for removal expenses under 8.1.1(a) (Appointment on promotion).

4.3A.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 then 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.

4.3B.1 An employer will be entitled, in each school year, to a number of Senior Management Allowances generated by formula in the Staffing Order. The employer, following consultation with its senior management team, shall determine the allocation of these allowances. Up to 50% of the allowances may be allocated on a fixed term basis.

4.3B.2 A teacher who holds a position of either Assistant Principal or Deputy Principal shall be eligible to receive a Senior Management Allowance if they formally deputise from time to time for one or more of the Principal’s responsibilities. (See Note 1)

4.3B.3 An individual teacher may hold both Middle and Senior Management Allowances if they separately meet the criteria for the allocation of each, except that they may hold no more than a total of two such allowances in any combination.

4.3B.4 The rate of each Senior Management Allowance shall generate an additional annual salary payment at the rate of $2,000 per annum.

4.3B.5 Senior Management Allowances are not divisible.

4.3B.6 These allowances do not count in the determination of eligibility for removal expenses under 8.1.1(a) (Appointment on promotion).

4.3B.7 Where a teacher appointed to a position to which Senior 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 then 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.

For clarity when a senior manager, in writing, voluntarily relinquishes a Senior Management Allowance, other than provided in 4.3B.7 above, the salary protection period shall not apply.

Note 1: The terms ‘Assistant Principal’ and ‘Deputy Principal’ are defined by role not necessarily title. They are used in this context to indicate the role of the senior teachers who have school-wide leadership, management and/or administrative responsibilities and formally deputise from time to time for one or more of the Principal’s responsibilities.

4.4.1 Teachers (other than Short-Term Relievers)

A teacher’s fortnightly remuneration (compromising all salary, units and allowances whether temporary or permanent), subject to clause 4.4.5, compensates the teacher for all the hours they work in that fortnight and shall be paid by direct credit to the employee’s nominated bank account.A teacher’s fortnightly remuneration (compromising all salary, units and allowances whether temporary or permanent), subject to clause 4.4.5, compensates the teacher for all the hours they work in that fortnight and shall be paid by direct credit to the employee’s nominated bank account.

4.4.2 Part-Time Teachers (Permanent, Long-Term Reliever and Fixed Term)

1. Until 28 January 2025 the fortnightly salary of a part-time teacher, i.e. a teacher employed less than 0.9 FTTE, will be based on the step in the applicable base salary scale that the teacher would receive if employed full-time as follows:
   1. The number of hours for which payment is made is the sum of the number of class contact hours plus any timetabled non-contact time. This sum shall be increased by 11 percent which is equal to an additional payment of one hour for each nine timetabled hours.
   2. In return for the additional payment, part-time teachers on a pro-rata basis are expected to share, at least to this extent, in the activities of the school which are outside classroom teaching as and when they are required by the principal.
 
2. From 28 January 2025 the fortnightly salary of a part-time teacher, i.e. a teacher employed less than 1.0 FTTE, will be based on the step in the applicable base salary scale that the teacher would receive if employed full-time.  The proportion of salary payable will be based on the teacher’s FTTE.

Examples:
A 0.6 FTTE teacher works an average of 24 hours per week (see clause 5.3.4B), 15 of which are timetabled (made up of 12 hours class-contact and 3 hours non-contact time).  If they are on new step 1 ($103,086 from 2 Dec 2024) they will be paid about $2,372 gross per fortnight.
A 0.2 FTTE teacher works an average of 8 hours per week (see clause 5.3.4B), 5 of which are timetabled (made up of 4 hours class-contact and 1 hour non-contact time). If they are on new step 1 ($103,086 from 2 Dec 2024) at the start of 2025 school year they will be paid about $790.80 gross per fortnight.

4.4.3 Payment for teachers, other than short-term relievers, during term breaks:

1. Except as provided in clause 4.8, teachers (other than short-term relievers) will be paid during term breaks that occur during the period of their employment, except where they fall in a continuous period of leave without pay.

4.4.4 Short-Term Relievers

1. From 9 August 2023, short-term relievers employed on a daily basis for a continuous period of no more than three weeks, will be paid at the rate of 1/190th of the annual salary specified in clause 4.1.1 or clause 4.1.3 of this Agreement (this is inclusive of annual holiday pay) for each day worked; provided that the maximum salary is step 5 of the base scale – trained teachers or step 7 of the base scale – untrained teachers as applicable. From 28 January 2024, the rate payable shall not exceed 1/190th of step 6 of the Base Scale – Trained Teachers or step 8 of the Base scale – Untrained Teachers.
2. From 9 August 2023, short-term relievers employed on an hourly basis for a continuous period of no more than three weeks , will be paid at the rate of 1/950th of the annual salary specified in clause 4.1.1 or clause 4.1.3 of this Agreement (this is inclusive of annual holiday pay) for each hour worked; provided that the maximum salary is step 5 of the base scale – trained teachers or step 7 of the base scale – untrained teachers as applicable. From 28 January 2024, the hourly rate shall be 1/950th of the applicable annual rate to a maximum of either step 6 of the Base Scale – Trained Teachers or step 8 of the Base scale – Untrained Teachers.
3. No short-term reliever will be paid for less than two hours per day of relief. If the teacher is also employed to work part-time on that day, only the actual hours worked will be paid.
4. If there is a break in duties of one and a half (1.5) hours or more, an allowance equivalent to one (1) hour of pay will be paid. 
5. Short-term relievers will, wherever possible, be entitled to be paid within the current or immediately following pay period.

 4.4.5 Overtime

1. Overtime will be paid for any timetabled class-contact hours in excess of two half days on any one day, or in excess of 10 half days in any one week, and shall include any timetabled class-contact hours scheduled on a Saturday or a Sunday except where the timetabled class-contact hours is correspondingly reduced, and any timetabled class-contact hours scheduled for any public or other full holiday specified in this agreement or during any term break fixed in accordance with legislation.
2. Where overtime is payable, the rate will be based on 1/380th of the teacher’s base salary rate for each teaching half day, or on such terms as prescribed by the Secretary for Education.

4.5.1 Payment for Public Holidays

1. 1. Teachers may be asked to work on a public holiday, but they do not have to agree. Teachers agree not to work on any public holiday unless asked to do so.
   2. If a teacher does not work on a public holiday, they will get a paid day off if the public holiday falls on a day that would otherwise be a working day for them.
   3. If a teacher works on a public holiday they will be paid in accordance with s 50 of the Holidays Act 2003.  If it was a day that would otherwise be a working day for them, they will also get a paid day off on a day when the school is open for instruction.

4.6.1 The effective dates of salary increases on promotion are as follows:

1. 1. When promotion occurs at the beginning of the school year. The increased salary is payable from 28 January.
   2. Appointment after advertisement. The date of commencement of salary for the new position is the date of formal appointment or the date on which the appointment is taken up, whichever is the later.
   3. Appointment during period of leave with pay. A teacher who is appointed to a higher position while on leave with pay is not paid salary for the new position until the date of actually taking up the new duties.

4.7.1 During any period of salary protection the teacher is entitled to any salary increases or increments due.  Upon expiry of the protection period the teacher’s salary is reduced to the maximum salary payable according to the new grade of the position.  When a teacher whose salary has been reduced subsequently obtains a new position salary is assessed as if no reduction had taken place.

4.8.1 General Provisions

1. Holiday pay is the salary payable to teachers on cessation of duty or for periods during which schools are closed for term breaks excluding annual holidays in clause 6.1.
2. A teacher, other than a short-term reliever, is paid for all term breaks which occur during the period of engagement, subject to 4.8.6 to 4.8.10 below.

4.8.2 Short-Term Relieving Teachers Short-term relieving teachers receive holiday pay at the same time as their pay. This is known as pay-as-you-go leave and will be paid at a rate of [30%]. on top of the gross pay as outlined in clause 4.4.4.  This rate is inclusive of, not in addition to, their entitlements under the Holidays Act 2003.

4.8.3 Holiday Pay on Allowances A teacher who is receiving additional salary as the holder of units and/or an allowance(s) provided under this Agreement at the end of the term, will receive holiday pay calculated on the higher salary for the period so employed or until the end of the term break, whichever is the shorter. 4.8.4 Holiday pay due on cessation of duty A teacher, other than a short-term reliever, who ceases duty during a school year is paid any balance of holiday pay due after taking into account: 

1. Total teaching service for the year 
2. Annual Holidays and Holiday pay already paid in that year
3. Any leave without pay taken during that year.

4.8.5 Method of Calculation Holiday pay is based on the school year. It is not normally payable beyond 27 January except where the employment of a teacher who has a later employment anniversary date ends.  For holiday pay purposes, teaching service comprises all paid service including weekends and public holidays, but not term breaks. 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. In schools open for 195 or more days in a school year, HP = ¼ x number of days. In schools open for fewer than 195 days in a school year, HP = 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 term break commences on the Monday following, the intervening weekend is school time and not part of the term break.
5. The number of days holiday pay is counted from the beginning of the term break. Deductions from holiday pay are made from the end of the term break.
6. The resulting calculation of holiday pay will be reduced by any payment due or paid for annual holidays, in accordance with the Holidays Act 2003.

4.8.6 Holiday Pay After Sick Leave Without Pay

No deduction is to be made from holiday pay for periods of sick leave without pay or accident leave without pay 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, i.e. teachers with current entitlements to sick leave are not covered by the non-reduction in holiday pay provisions outlined above if they elect to receive sick leave without pay instead of using their entitlement.

4.8.7 Holiday Pay After Leave Without Pay

If a teacher has been granted leave without pay (other than sick leave in terms of subclause 4.8.6) 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 (e.g. periods of approved sports leave without pay).

4.8.8 Study Leave Without Pay

No deduction is made from the holiday pay of teachers for study leave without pay for periods not exceeding three months in any one year. If the period exceeds three months, the holiday pay deduction is based on the whole period of leave. The leave must be for study for qualifications recognised by the Ministry as of value to teaching.

4.8.9 Military Training

No deduction from holiday pay is made for leave without pay for voluntary military training or subsequent part-time military training or overseas military training.

4.8.10 Holiday Pay for Part-Time Teachers Who Temporarily Work Full-Time

If the period of full-time work is one week or more, then payment is to be made on a full-time basis. Holiday pay is to be paid at the full rate of salary for a period equal to 1/4 or 3/10 of any period or periods that the teacher worked full-time and the balance of term breaks should be paid for at the normal pro-rata rate. This is subject to any holiday pay adjustment needed on account of the teacher not having worked the full year (where applicable).

4.9.1 A teacher is eligible for the Service/Qualification Increment (Increment) if the teacher:

1. 1. is permanently appointed to a teaching position; and
   2. has been attested by the principal as having met the requirements of Supplement 1; 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 a permanent unit(s) in terms of clause 4.3.

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

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

4.9.4 A teacher eligible for the Increment under clause 4.9.1 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.

4.9.5 Eligibility for the Increment once approved, remains (subject to 4.9.6 and 4.9.7 below) if the teacher moves to a new teaching position in the secondary sector, whether permanent or not, regardless of breaks in service.

4.9.6 Payment of the Increment will cease should a teacher be appointed to a position which has allocated permanent unit(s), or upon the allocation of permanent unit(s) to the teacher in their existing position. Payment of the Increment will resume should the teacher cease to hold a position allocated permanent unit(s).

4.9.7 Payment of the Increment will cease should a teacher improve their qualification group. Once the teacher has met the eligibility requirements outlined in clause 4.9.1(b) to (e) for the new qualification group payment of the Increment shall resume.

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

1. 1. were in receipt of the Service Increment will receive payment of the Increment as per clause 4.9.3 (subject to clause 4.9.6 and 4.9.7) from the date of appointment to the new position; or
   2. have accumulated service towards eligibility for the Increment in terms of clause 4.9.1(c) shall be able to count the accumulated service towards the service requirement in clause 4.9.1(c).

4.9.9 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 Supplement 2 of this agreement

4.10.1 A teacher appointed as careers adviser shall be paid an allowance at the rate of $2,250 per annum.  This allowance is paid at the substantive rate for both full time and part time teachers, regardless of the number of units they hold. The only circumstance in which the allowance may be apportioned is in an approved full-time job share position. 

4.11.1 A teacher who has been assigned by the principal to assist in the practical training of teacher trainees, or of teachers on retraining courses, is eligible to be paid a minimum allowance of $3.19 for each timetabled hour of teacher trainee contact subject to the following provisions:

1. 1. The allowance is paid to an assigned associate teacher provided that they accumulates one hour or more of timetabled teacher trainee contact per week. For each additional hour per week a further allowance is paid. The allowance is paid for multiples of one hour minimum only and not for fractions of an hour.
   2. When more than one teacher trainee is placed with an associate teacher for a timetabled period or periods the aggregate is not affected.
   3. The time spent with the associate teacher does not all need to be class contact time but can include formally timetabled periods spent in such activities as discussion with teacher trainees, assisting the teacher trainees in preparing lessons, critical appraisals of teacher trainees’ teaching, or other professional guidance related to the work of the teacher trainees placed with that teacher.
   4. In the event of team teaching, the number of hours or parts thereof claimed by associate teachers cannot exceed the number of teacher trainees present and can be claimed only by those teachers with whom those teacher trainees have been timetabled.
   5. The allowance is paid at the end of each term.
   6. Where a rate above the minimum rate of $3.19 is to be paid to a teacher, the rate shall be consistent with any arrangements made between the provider and the Board.

4.12.1 Subject to the conditions set out below full-time permanent teachers appointed to advertised positions up to and including positions attracting four permanent units in schools designated by the Secretary for Education, after consultation with the Association, as qualifying for the staffing incentive package and teachers appointed to long-term relieving positions up to and including positions attracting four permanent units who have served for two complete terms or more in a school or schools so designated, shall be paid a staffing incentive allowance of $1,000 per annum.

4.12.2 Itinerant music teachers in Southland are entitled to be paid the staffing incentive allowance, provided that the majority of schools serviced by the individual teacher are designated as qualifying for the staffing incentive package.

4.12.3 Teachers receiving the staffing incentive allowance (except for long-term relievers) are entitled to receive the allowance for a minimum of three years in any individual school approved for payment of the allowance. Therefore when a school is removed from the approved list, eligible teachers who have not received the allowance for the three year minimum period at the time the school ceases to qualify shall continue to receive the allowance until the period of three years is completed providing continuous service in the same school is maintained during this time and providing the teacher remains in a position eligible for the allowance. Payment of the allowance will, however, cease immediately for those teachers who have already received the allowance for a period of three years or more at the time the school ceases to qualify. If the teacher moves to a school not approved for payment of the allowance, payment ceases immediately. If the teacher moves to a school which does attract the allowance, a new minimum period of three years is applicable from the date the teacher commences in the new school.

4.12.4 Long-term relievers are to receive payment of the allowance retrospectively after they have completed the minimum period of two terms of continuous service (excluding holidays) in a school or schools which qualify for the allowance. They may then be paid the allowance fortnightly as long as they maintain continuous service in a school or schools which qualify. For the purpose of this clause service as a long-term reliever means continuous service in a school or schools which qualify for a minimum period of two terms equivalent.

4.13.1 The High Priority Teacher Supply Allowance (HPTSA) provisions below shall apply to teachers employed in those schools identified by the Secretary for Education as requiring additional support for recruitment and retention. The schools identified by the Secretary are those set out in separate advice and may be changed by the Secretary as needs change, no more than annually, after consultation with the PPTA.

1. Full-time and part-time (0.5FTTE 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 allowance of $2,500 per annum, pro-rated for part-time teachers.
2. Teachers in receipt of HPTSA are not entitled to receive the SIA at the same time.
3. Where a school loses HPTSA status, the school may apply for SIA status where there is a serious staffing difficulty.
4. Teachers moving into a HPTSA school are entitled to elect to take either the transfer and removals provisions of this agreement, or any alternative transfer and removals provisions or grants which may from time to time be offered by the Ministry of Education | Te Tāhuhu o te Mātauranga and for which they would be eligible, but not to both. On completion of a minimum of three years’ continuous service in one or more HPTSA 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.
5. In the event that a school is removed from the HPTSA coverage, teachers who were in receipt of the HPTSA 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.

4.14.1 A teacher appointed as bus controller for a school district who undertakes, in full, the bus controlling duties and responsibilities shall be paid the additional salary of $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 nor where a bus makes a second trip over substantially the same route.

4.15.1 When a permanent teacher relieves in the position of principal in the same school for a period of more than two weeks, payment for the period concerned shall be an allowance representing the difference between their 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.

4.15.2 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 Kāhui Ako Leadership role they shall be paid an allowance from the date they began the additional functions, provided that;

1. 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 Kāhui Ako Leadership role.

4.16.1 A permanent teacher who acts up into a position other than principal, shall be paid for the period concerned a higher duties allowance representing the difference between the employee's salary and the salary for the position the teacher is acting, up to a maximum of an amount equivalent to the value of three units and subject to the conditions in clauses 14.6.2 and 14.6.3 below to such conditions as the Secretary for Education may approve.

Note: salary for the purposes of 4.16.1 includes fixed term and permanent units, senior management allowances and middle management allowances.

4.16.2 Payment of the 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 21 working days, comprising:
      1. 1. One continuous period;
         2. Any combination of periods of five working days or more totalling 21 working days in any period of 12 months.
   2. Although not counting as part of the qualifying period, school vacations 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 the higher duties allowance on the last day of a school term shall be paid the allowance for the ensuing vacation for a period equal to one-fourth or three-tenths, as the case may be, of the period of employment in the position or until the end of the vacation, whichever is the shorter period.
   4. Payment for vacations being made on the basis of three-tenths of service.
   5. 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.
   6. Once a teacher has qualified for a higher duties allowance and is being paid that allowance before a period of sick or special leave on pay the teacher continues to receive the allowance for up to one month of the period of leave providing the teacher returns to a higher duties position immediately after the leave.

4.16.3 When as a consequence of an appointment of a teacher to a 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 4.16.2(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 clause 4.16.1 and clauses 4.16.2(c), (d) and (f).

4.16.4 Where a teacher is relieving in the Kāhui Ako Teacher (across community) role due to the absence of the teacher appointed to the role, the relieving teacher shall be entitled to the additional salary and time allowances for the role provided in clause 4.23 as long as:

1. 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.

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

1. dies while employed in the state teaching service; or
2. dies within 12 months of the date of approved medical retirement under 3.12. 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:

4.17.2 The following conditions apply to the payment of the grant:

1. No grant is payable if, as a result of death, payments under the Accident Compensation Act 2001 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. Allowable 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 (including units) paid under the provisions of this agreement, or any temporary allowance (including units) payable for a period of 12 months or more. Temporary allowances payable for a period less than 12 months are excluded from the calculation of the grant.
6. The grant is calculated to the nearest dollar. Any salary or holiday pay due is also payable to the estate.

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.
2. A teacher is eligible for an allowance described in 4.18(c) 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. All teachers who teach te reo Māori immersion classes, for at least six timetabled hours per week at Level 1, 2 or 3 (or for part time teachers, the equivalent of 30% of their timetabled 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.
   

   	Teaching time curriculum taught in Te Reo Maori
   	Level 1 (81% to 100%)		Level 2 (51% to 80%)		Level 3 (31% to 50%)
   Years of Service	To 16 July 2023	From 17 July 2023	To 16 July 2023	From 17 July 2023	To 16 July 2023	From 17 July 2023
   Up to 3 years' service	$4,000	$6,000	$4,000	$5,000	$4,000	$4,000
   After 3 years' service	$6,000	$10,000	$4,000	$7,000	$4,000	$4,000
   After 6 years' service	$8.000	$12,000	$4,000	$8,000	$4,000	$4,000

4. Each allowance provided for in clause 4.18(c) will be pro-rated for part time teachers (based on the teacher’s total timetabled hours).
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.
6. Service for the payment of the Level 2 allowance shall include any periods of teaching service in Māori immersion Level 1 or Level 2. Service for the payment at Level 1 shall include any teaching service at Level 1 Māori immersion only.

4.19.1 A teacher appointed as a Resource Teacher Learning and Behaviour (RTLB) or appointed to a permanent or relieving position of at least one term in approved types of special schools, health camps, and hospital classes in approved schools with special teaching problems shall be paid a special duties allowance of one additional salary step or, if the teacher is on the maximum step of their qualification group, additional salary of $995 per annum.

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.

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

• • A base salary as per clause 4.1.1.
  • An allowance equivalent to the Special Duties Increment Allowance paid to all RTLB (4.19) 
  • One unit per annum (as per clause 4.3.2). 
  • Any leadership payments allocated under clause 4.20 above.

4.22.1 Where the Secretary for Education approves the appointment of a teacher, who is not a principal, to the Kāhui Ako Leadership role, then for those duties associated with that role, clause 3.7(3) of the Secondary Principals’ Collective Agreement shall apply to the teacher, in addition to the relevant provisions of this agreement.

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

4.23.2 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 Classroom Teacher role and the Kāhui Ako Teacher (across community) role. 
3. current employment as a teacher within the 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

4.23.3 A teacher who has met the selection criteria, and has been appointed to the role shall be entitled to receive an allowance of $16,000 per annum. The period of the appointment shall be for a fixed period of up to two years, subject to (4) and (8) below.

4.23.4 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.

4.23.5 A teacher appointed to the role shall maintain at minimum an average of eight (8) timetabled class-contact hours per week.

4.23.6 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.

4.23.7 Each teacher in a 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 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.

4.23.8 A teacher appointed to the role shall be assessed annually during their fixed-term of appointment by their employing board against the Kāhui Ako Teacher (across community) professional standards.

4.23.9 Teachers who relieve, for teachers in a Kāhui Ako Teacher (across community) role who are on approved leave, will receive both the allowance and the time allowance for the period they are undertaking the Kāhui Ako Teacher (across community) role duties, subject to clause 4.16.4.

4.23.10 The allowance will cease to become payable in the following circumstances:

1. where the teacher ceases to be employed as a teacher at that school; or
2. where a teacher in the role decides to voluntarily relinquish the role, and that offer of relinquishment is accepted by the employer subject to any conditions that it may consider necessary, from the date that the relinquishment takes effect; or
3. when the fixed period of the appointment ends, regardless of whether the teacher remains at that school; or
4. where a teacher loses the role as a consequence of the withdrawal of the employing school from the Kāhui Ako, subject to 4.23.12; or
5. where a teacher loses the role as a consequence of the disestablishment of the Kāhui Ako, subject to 4.23.11 (e); or
6. 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 4.23.12.

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

1. Schools within the Kāhui Ako will review the current needs of the 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 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 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. 

4.23.12 The salary protection provisions of subsection 4.3.9(a) will apply to teachers whose 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 Kāhui Ako Teacher (across community) role, the salary protection no longer applies.

Note 1: Kāhui Ako Teacher (across community) professional standards are to be developed in 2015. Until the professional standards are developed the annual assessment for this role will be based on the National Criteria for Selection developed by the Professional Standards Writing Group. 

Note 2: Attention is drawn to clause 3.8D in relation to induction and networking for the role.

4.24.1 Boards within each Kāhui Ako will be entitled to a number Within School Teacher roles, generated by formula in the relevant Staffing Order.

1. No less than 50% of these roles, whose allowances are provided n sub clauses 4.24.3 and 4.24.10, must be allocated to teachers appointed to the role of Kāhui Ako Teacher (within school); and
2. From 28 January 2024, up to 50% of these roles may be released to provide Kāhui Ako Responsibility allowances for the purposes of:
   1. promoting effective teaching practice within the school, and
   2. strengthening the use of effective approaches to teaching and learning to achieve shared Kāhui Ako objectives
   3. recognising Kāhui Ako related responsibilities undertaken by teachers (other than principals) who are not Kāhui Ako Teachers (within school).
3. Each Kāhui Ako Teacher (within school) role that is released will provide:
   1. Two Kāhui Ako Responsibility time allowances of 0.04 FTTE; and
   2. Four Kāhui Ako Responsibility salary allowances of $2,000.

4.24.2 Appointment criteria to the role of Kāhui Ako Teacher (within school) shall include:

1. 1. a teacher appointed to the role may hold no more than two permanent units, while holding the role
   2. a teacher cannot concurrently hold both the Specialist Classroom Teacher role and the Kāhui Ako Teacher (within school) role. 
   3. have current employment as a teacher within the Kāhui Ako
   4. hold a current practising certificate
   5. have recent educational leadership experience relevant to the role
   6. have met professional standards relevant to their current position

4.24.3 A teacher who has met the selection criteria, and is appointed by the employing board to the role of Kāhui Ako Teacher (within school) is entitled to receive an allowance of $8,000 per annum, subject to sub clauses 4.24.5 to 4.24.14 below.

4.24.4 A teacher who is selected to hold a Kāhui Ako Responsibility allowance(s) can be allocated either a salary allowance(s) or a time allowance(s) as set out in 4.24.1(c), or a combination of both.

4.24.5 The Kāhui Ako Teacher (within school) and teachers allocated Kāhui Ako Responsibility allowances are paid at the substantive rate for both full-time and part-time teachers. Part-time teachers are expected to be observed and to work with other teachers for the same amount of time as a full-time teacher in the roles or allocated the Kāhui Ako Responsibility allowances.

4.24.6 The Kāhui Ako Teacher (within school) role and teachers allocated Kāhui Ako Responsibility allowance will be available to teachers employed in secondary schools that join an approved Kāhui Ako.

Appointments to these roles will be made in accordance with the following:

1. 1. Where a board has three or more entitlement-generated Kāhui Ako Teacher (within school) roles to allocate, each appointment to the role may be either permanent, or for a fixed-term in accordance with clause 3.2.3 of this agreement, provided that, fixed-term appointments will never make up more than 40% of a board’s entitlement-generated Kāhui Ako Teacher (within school) roles. 
   2. Where a board has fewer than three entitlement-generated Kāhui Ako Teacher (within school) roles to allocate, the number which are to be fixed-term is to be determined by the employing board subject to clause 3.2.3 of this agreement.
   3. Where any appointments are made to roles created by transferred entitlements from another or other school(s) within the Kāhui Ako these shall be fixed-term not exceeding one year and shall not be counted towards the 40% limit on a school’s entitlement-generated roles referred to in sub clause 6(a) above. Transferred roles will not be counted towards the 50% of roles that may be released to provide Kāhui Ako Responsibility allowances.

4.24.7 Where an appointment is made for a fixed-term under sub clause 4.24.6 (a) or sub clause 4.25.6(b) above, the appointment shall be for agreed purposes, including:

• appointed to perform specific short term objectives decided by the Kāhui Ako; or
• relieving for another teacher in a Kāhui Ako Teacher (within school) role who is on leave.

4.24.8 A full-time teacher appointed to the Kāhui Ako Teacher (within school) role shall maintain at minimum an average of sixteen (16) timetabled class-contact hours per week. There is no minimum required timetabled class-contact hours for teachers who hold the Kāhui Ako Responsibility allowance.

4.24.9 A part-time teacher appointed to the Kāhui Ako Teacher (within school) role shall maintain at minimum an average of twelve (12) timetabled class-contact hours per week. There is no minimum required timetabled class-contact hours for teachers who hold the Kāhui Ako Responsibility allowance.

4.24.10 The employing board shall receive 0.08 FTTE time allowance to enable the teacher to fulfil their function in the Kāhui Ako Teacher (within school) role.

4.24.11 Teachers appointed to the Kāhui Ako Teacher (within school) role will be allocated the equivalent of two hours per week on average to fulfil their function in the role. The employer has flexibility to decide how they allocate this time within or across weeks following consultation with the teacher. An allocation under this clause is in addition to any other time allowances to which the teacher is entitled under this agreement.

4.24.12 The Kāhui Ako Teacher (within school) and the Kāhui Ako responsibility allowance(s) will cease to become payable in the following circumstances:

1. 1. where a teacher in the role decides to voluntarily relinquish the role, and that offer of relinquishment is accepted by the employer subject to any conditions that it may consider necessary, from the date that the relinquishment takes effect; or
   2. where the teacher ceases to be employed as a teacher at that school; or
   3. where the appointment is for a fixed-term, when that fixed-term ends, regardless of whether the teacher remains at that school; or
   4. where a teacher loses the role or allowance as a consequence of a reduction in the number of roles available to the school, subject to 4.24.13 and 4.24.14 below.

4.24.13 Where the Staffing Order allocation results in a reduction to the number of roles then, provided at least 50% of the roles allocated remain Kāhui Ako Teacher (within school) roles:

1. 1. The employer 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 are of equal length from their end of term the employers will review the functions of each position against the current needs of the school in relation to the Kāhui Ako agreed objectives and determine which position is most needed.
      3. Where there are no fixed-term roles the employer shall review the functions of each permanent role/allowance holder against the current needs of the school and determine which roles are most needed.

      Note: The reduction may be in conjunction with the surplus staffing process but is not of itself sufficient to require in the school the processes outlined in clause 3.9.3 of this agreement.

4.24.14 The salary protection provisions of 3.9.5(b) or 4.3.9(a) will apply as appropriate to teachers whose Kāhui Ako Teacher (within school) 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 Kāhui Ako Teacher (within school) role, the salary protection no longer applies.

Note: Attention is drawn to clause 3.8D in relation to induction and networking for the Kāhui Ako Teacher (within school) role which would continue to apply if a Kāhui Ako Teacher (within school) role is released to provide Kāhui Ako Responsibility Allowances.

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.
2. A teacher is eligible for an allowance described in 4.25 (c) 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. From 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 of Education | Te Tāhuhu o te Mātauranga 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:
   

   	Teaching time that curriculum is taught in a Pacific language
   Years of service	Level 1 (81% to 100%)	Level 2 (51% to 80%)
   Up to 3 years' service	$4,000	$4,000
   After 3 years' service	$6,000	$5000
   After 6 years' service	$8,000	$6,000

4. Each allowance outlined in the table at 4.25 (c) shall be pro-rated for part time teachers (based on the teacher’s total hours).
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.
6. Service for the payment of the Level 2 allowance shall include any teaching service at Pacific or bilingual immersion Level 1 or Level 2. Service for the payment at Level 1 shall include any teaching service at Pacific or bilingual immersion Level 1 only.

4.26.1 From 28 January 2024 to 27 January 2026, 335 Community Liaison roles will be available in accordance with the terms of the Community Liaison trial agreement to be agreed between the parties.

4.26.2 Each holder of a Community Liaison role will be entitled to a time allowance of 0.04 FTTE and a salary payment of $1,000 per annum.

4.26.3 Allocation of the trial roles will be on a school-by-school basis within the agreed region(s), determined by a base component plus a number weighted by the Māori and Pasifika rolls of the school.

Unless specifically stated in this part, the terms and conditions of employment for learning support co-ordinators are the terms and conditions of this Agreement. 

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

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

4.27.3 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 duties.

4.27.4 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.

4.27.5 The functions of the role are set out in the Coordinator Role Description drafted by the Ministry of Education | Te Tāhuhu o te Mātauranga 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 | Te Tāhuhu o te Mātauranga must be mutually agreed between employer and employee.

4.27.6 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.

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

4.27.8 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.

4.27.9 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.