Primary Teachers' Collective Agreement

This document provides the terms and conditions of employment for teachers in state and state integrated primary schools in New Zealand. 

The term of this collective agreement is 9 June 2016 to 8 June 2018.

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Licensing Criteria Cover

Part 3: Remuneration

Primary Teachers' Collective Agreement
Effective: 9 June 2016 to 8 June 2018

We are making improvements to our Download to Print functionality, so if you want a printed copy of this agreement please download the PDF version of the Primary Teachers' Collective Agreement.

  • 3.1 Approaches to Remuneration Comparability
    • 3.1.1 The parties:

        1. Acknowledge that different approaches to remuneration have been agreed in collective agreements for teachers in state and state-integrated schools.
        2. Have a shared interest in broad comparability in overall remuneration for teachers in state and state-integrated schools.
        3. Commit to discussing what broad comparability in overall remuneration means as part of each set of negotiations to renew this Agreement.

      Mechanism

      3.1.2 The Secretary shall, within one month of ratification of any collective agreement (or variation thereof) applicable to other teachers in the state and state-integrated school sector:

        1. Notify the NZEI Te Riu Roa National Secretary of any new or changed unit values and payments across the board (but excluding changes to base scale payments, and payments made to individual teachers who meet specific criteria, such as allowances) in other collective agreements.
        2. Consult the National Secretary of NZEI Te Riu Roa regarding the applicable terms and conditions that the Secretary should include in the offer referred to in (c) below.
        3. Offer by way of a variation to this Agreement:
            1. Any new or changed unit values that are in excess of rates/values in this agreement;
            2. Any payments across the board (but excluding changes to base scale payments, and payments made to individual teachers who meet specific criteria, such as allowances);
            3. Any other terms and conditions that the Secretary considers necessary to give effect to clause 3.1.1 above.

      3.1.3 The National Secretary of NZEI Te Riu Roa shall, within one month of receipt of the offer described in clause 3.1.2, advise the Secretary whether NZEI Te Riu Roa wishes to accept such offer. The parties agree that upon receipt of NZEI Te Riu Roa's acceptance of the offer the PTCA shall be deemed to be varied pursuant to clause 1.5 in the terms outlined in the offer as advised by the Secretary.

      3.1.4 The employees and the Boards of Trustees will be notified of any changes in the PTCA made pursuant to clause 3.1.2.

      3.1.5 Clause 3.1 shall apply from the beginning of the term of this Agreement until the expiry of the term of this Agreement. Thereafter this clause will cease to apply and shall have no effect.

      3.1.6 For clarity, reference to teacher in this clause shall bear its ordinary meaning and not as defined in Part 1 of this Agreement.

      3.1.7 Base Scale

      Step

      Current

      Rate effective 2 May 2016Rate effective 2 May 2017Base Scale NotationResource and Regional Health School Teacher (L1) NotationsResource Teacher: Literacy (L2) NotationsResource Teacher: Maori (S4) NotationsSpeech Language Therapist Notations
      1 $35,267 $35,972 $36,692 Q1 entry Q1 entry      
      2 $37,979 $38,739 $39,513 Q2 entry Q2 entry      
      3 $42,046 $42,887 $43,745          
      4 $46,117 $47,039 $47,980 Q3 entry Q3 entry     Entry
      5 $47,662 $48,615 $49,588 Q3+ entry Q3+ entry      
      6 $49,508 $50,498 $51,508 Q4 entry Q4 entry      
      7 $52,220 $53,264 $54,330 Q5 entry Q5 entry Q1 entry    
      8 $57,306 $58,452 $59,621 Q1 max Q1 max Q2 entry    
      9 $61,447 $62,676 $63,929 Q2 max Q2 max Q3 entry Q1 entry + 1 unit  
      10 $65,788 $67,104 $68,446     Q3+ entry    
      11 $69,099 $70,481 $71,891 Q3 max Q3 max Q3 max Q1 max + 1 unit Q1, Q2, Q3 penultimate step
      Q2 entry + 1 unit
      Q2 max + 2 units  
      Q3 entry + 1 unit Q1, Q2, Q3 + 1 unit
      Q3 max + 2 units
      12 $73,000 $74,460 $75,949 Q3+ max Q3+ max Q3+ max Q3+, Q4, Q5 entry + 1 unit Q3+, Q4, Q5 max step
      Q3+, Q4, Q5 max + 2 units Q3+, Q4, Q5 max + 1 unit
        Rate
      Unit $4,000

      3.1.8 Resource and Regional Health School Teachers

      Resource and Regional Health School Teacher notations refer only to:

        • L1 applies to
          • Resource Teacher Learning and Behaviour (RTLB),
          • Resource Teachers Deaf (RTD),
          • Resource Teachers Intellectually Impaired (RTII),
          • Resource Teacher Vision (RTV), and
          • Regional Health School Teachers (RHST).
        • L2 applies to Resource Teachers of Literacy (RT:Lit).
        • S4 applies to Resource Teachers of Māori (RTM).

      Resource Teachers, Regional Health School Teachers and Speech Language Therapists who meet the criteria for Q3+ (step 12) as defined in 3.3 shall be entitled to progress to step 12.

      3.1.9 Retirement Savings

        1. Teachers are eligible to join a KiwiSaver scheme in accordance with the terms of those schemes.
        2. Employer or government contributions to retirement or superannuation schemes which are closed to new members (and include the Teachers’ Retirement Savings Scheme and the Government Superannuation Fund), shall continue in accordance with the terms of those schemes.
        3. Where government or employer contributions are made to another retirement or superannuation scheme of which a teacher is a member, then that teacher is only eligible to receive employer or government contributions to a KiwiSaver scheme to the extent that those combined contributions equal the minimum KiwiSaver employer or government contributions. If the government or employer contributions made to another retirement or superannuation scheme of which that teacher is a member equal or exceed the full minimum KiwiSaver employer or government contributions, then that teacher is not eligible to receive employer or government contributions to a KiwiSaver scheme.

      Note: Get information on this and other retirement savings schemes to go www.education.govt.nz

      3.1.10 Non-service Salary Increment for Q3+, Q4 and Q5 Teachers

        1. Subject to (iii) below, all full and part-time permanent teachers and full and part-time teachers in fixed term positions appointed for two or more school terms, who are employed as at 5 February 2003 and who, on that date, hold a bachelor degree together with a recognised teaching qualification (e.g. Diploma of Teaching), or are trained teachers who hold a four-year honours degree or a five-year masters degree or Ph.D. and subject to having met the appropriate level of professional standards at their last assessment (provided that this assessment occurred within the previous 12 months), shall, where they are not already at their qualification group maximum, receive a salary increment of one step on that date. For clarity, teachers who hold a three-year teaching degree that incorporates a recognised teaching qualification are not eligible to receive the increment outlined above.
        2. This increment shall have no effect on a teacher’s anniversary of service for pay progression purposes, and a teacher shall be entitled to progress to the next step in the salary scale on their anniversary of service subject to the provisions of this Agreement (see 3.4). For clarity, teachers whose anniversary of service for pay progression purposes is 5 February 2003 shall receive the increment provided above in addition to their ordinary increment falling due.
          Eligible teachers who are on approved leave under Part 4 of this Agreement at 5 February 2003 shall be entitled to the increment.
        3. Teachers who have entered the service in 2003 and who have been placed on the new entry steps for teachers holding a bachelor degree together with a recognised teaching qualification (e.g. Diploma of Teaching), or are trained teachers who hold a four-year honours degree or a five-year masters degree or Ph.D. are not eligible to receive the non-service based increment provided for under this clause.
  • 3.2 Additional Units – Attached Teachers
        1. Senior Teachers Special Duties (Normal Schools), Heads of Department (attached Intermediate Departments) and attached teachers, and all other teachers holding ‘G scale’ positions:
          Grade of PositionBase Salary
          G1 Step 11 + 1 unit
          G2 Step 11 + 2 units
          G3 Step 11 + 3 units
          *Teachers in 3.2(a) above who meet the criteria for Q3+, Q4 or Q5 (Step 12) as defined in 3.3 shall move to step 12.
        2. Senior Teachers in Model Schools - Base Scale Salary + 1 unit.
        3. Senior Teachers in Attached Classes or units - Base Scale Salary + 1 unit.
  • 3.3 Salary on Appointment
    • 3.3.1 Qualification Entry Points

        1. The basic qualification for a primary school teacher is the Diploma of Teaching or a three-year bachelor degree of teaching (e.g. Bachelor of Education, Bachelor of Teaching).
        2. Step 1 Q1E - Entry point for teachers with a Diploma of Teaching.
          Step 2 Q2E - Entry point for teachers with a Higher Diploma of Teaching, or 2/3 degree (except a three year pre-service degree).
          Step 4 Q3 - Entry for teachers with the three year bachelor degree of teaching, or Advanced Diploma of Teaching.
          Step 5 Q3+ - Entry for Teachers who hold a bachelor degree together with a recognised teaching qualification (e.g. Diploma of Teaching), or a degree conjointly completed with a bachelor degree of teaching, or an honours degree of teaching, or a Diploma of Teaching together with an Advanced Diploma of Teaching together with a level 7, 120 credit relevant specialist diploma, or a bachelor degree of teaching together with a level 7, 120 credit relevant specialist diploma. Please refer to Appendix Three for further clarification of this clause.
          Step 6 Q4 - Entry for trained teachers with a four year postgraduate honours degree or two bachelor degrees, or a masters degree of teaching or overseas equivalent qualifications recognised by the New Zealand Qualifications Authority (NZQA) at that level.
          Step 7 Q5 - Entry for trained teachers with a five year masters degree or doctorate or overseas equivalent qualifications recognised by the NZQA at that level.
        3. Teachers with previous teaching and/or other recognised service and/or relevant work experience other than teaching, shall be paid at the appropriate step of the relevant qualification group, subject to the provisions of Appendix 6

      3.3.2 Untrained Employees

      Untrained employees shall be placed on the entry rate of:

        • $31,196 (Current); or
        • $31,820 (2 May 2016); or 
        • $32,456 (2 May 2017).

      The maximum rate for untrained employees shall be:

        • $32,553 (Current); or
        • $33,204 (2 May 2016); or
        • $33,868 (2 May 2017).

      3.3.3 Speech Language Therapists (SLT) - Salary on Appointment

        1. Salary on appointment for all SLTs shall be in accordance with the notations in 3.1.7 and shall have regard to previous service and qualifications.
        2. SLTs shall receive one year of salary credit (i.e. one step on the base scale) for every year of continuous service as an SLT, up to their qualifications maximum.
        3. Previous SLT service shall include all service as a trained and registered SLT (including in the employment of a New Zealand state or state-integrated school).
        4. Clause 3.4 shall apply in regards to any previous work experience (other than SLT service) the SLT has.

      3.3.4 Resource Teachers and Regional Health School Teachers - Salary on Appointment

        1. All teachers shall be placed on the base salary scale according to previous experience and qualifications;
        2. All teachers notated in 3.1.8 will be allocated at least one permanent salary unit upon appointment;
        3. RT:Lits will be allocated one permanent salary unit upon appointment subject to 3.3.A5 below.
        4. RTLB will be allocated one permanent salary unit upon appointment subject to 3.3.5B below.
        5. Resource Teachers Deaf (RTD) and Resource Teachers Vision (RTV) will be allocated one permanent salary unit upon appointment subject to clause 3.3.5C below.

      3.3.5A Resource Teachers Literacy (RT:Lit)

        1. Teachers appointed to RT: Lit positions will be required to complete the RT: Lit training programme, unless they have
            1. Previously been employed as a resource teacher reading (RTR); or
            2. Been given an exemption by the Secretary; or
            3. Already completed the programme.
        2. Teachers required to complete the training programme will be eligible for the unit from the date they commence the programme.
        3. Any such teacher who withdraws from the training programme or does not complete the programme within 48 months of appointment to the role will cease to be eligible for the unit.
        4. All teachers employed as RT:Lits will be automatically eligible for the unit if the training ceases to be provided.

      3.3.5B Resource Teachers (RTLB)

        1. Teachers appointed to RTLB positions will be required to complete the RTLB training programme, unless they have
            1. Been given an exemption by the Secretary; or
            2. Already completed the programme.
        2. Teachers required to complete the training programme will be eligible for the unit from the date they commence the role.
        3. Any such teacher who withdraws from the traiing programme or does not complete the programme within 48 months of appointment to the role will cease to be eligible for the unit.
        4. All teachers employed as RTLB will be automatically eligible for the unit if the training ceases to be provided.

      Note: The permanent unit allocated in 3.3.4(c) and 3.3.4(d) is not incorporated into the salary unit entitlement of a school.

      3.3.5C Resource Teachers Deaf (RTD) and Resource Teachers Vision (RTV)

        1. Teachers appointed to RTD and RTV positions will be required to complete a graduate qualification in Special Education (Hearing Impaired) or (Visually Impaired) or any other equivalent qualification specifically focused on teaching of the hearing or visually impaired, unless they:
            1. have been given an exemption by the Secretary; or
            2. already hold an applicable graduate qualification as per (a) above.
        2. Teachers required to complete a graduate qualification as per (a) above, will be eligible for the unit under clause 3.3.4(e) from the date they commence the RTD or RTV role.
        3. A teacher who does not complete the qualification within 48 months of appointment to the RTD or RTV role will cease to be eligible for the unit under clause 3.3.4(e).
        4. All teachers employed as RTD or RTV will be automatically eligible for the unit under clause 3.3.4(e) if no graduate programme as per (a) above, is available.
  • 3.4 Progression
    • 3.4.1 Progression for Base Scale Teachers including Unit Holders

        1. Annual Assessment against Professional Standards
          For the purposes of determining annual progression from one step to the next, each teacher’s performance will be assessed annually against the relevant professional standards as set out in Schedule 2 or 3 as appropriate;
        2. When setting performance expectations and development objectives with individual teachers for the coming year, the professional standards at the relevant level against which the teacher is to be assessed should be confirmed between the teacher and the employer;
        3. For each teacher to progress annually to their next step they will need to demonstrate that they meet the professional standards at the appropriate level;
        4. Beginning Teachers will have at least two annual assessments against the professional standards for the beginning teacher level before moving to the fully certificated 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 fully certificated teacher standards after one assessment against the beginning teacher standards;
        5. Fully Certificated Teachers will have at least three annual assessments against the professional standards for fully certificated teachers before moving to the experienced teacher level regardless of whether or not they have reached their qualifications maximum;
        6. Experienced Teachers are teachers who have had at least three successful annual assessments against the Fully Certificated Teacher professional standards and who then meet the Experienced Teacher professional standards. Experienced Teachers will continue to be assessed annually against the experienced teacher professional standards.

      3.4.1 A Progression for Relievers

      Relievers shall progress from one step to the next upon completion of each 190 days relieving service, subject to satisfactory performance as attested by the Principal of the school where the teacher has recently been employed as a relief teacher.

      3.4.1 B Progression for Untrained Employees

      Untrained employees shall progress from the entry salary rate to the maximum salary rate upon completion of twelve months service, subject to satisfactory performance as assessed by the principal.

      3.4.2 Deferred Progression

        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 beginning or fully certificated teacher is unable to attain the standards within the specified time period, the teacher will be required to undergo competency procedures as set out in Part 10.

      3.4.3 Local Review Process

        1. Where a teacher disagrees with the deferral of their salary increment the teacher may, within 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 Board of Trustees 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 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 Board within 30 days of receiving the employee’s application for review;
        6. The Board shall make a final decision within 14 days of receiving the recommendations;
        7. Where requested, the employee shall have access to the information about him/herself provided to the Board by the reviewer;
        8. Nothing in this clause prevents the employee from taking a personal grievance in accordance with Part 10 of this Agreement.

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

  • 3.5 Progression for Resource Teachers
        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 12 month period, the teacher may progress to the top step in terms of subclause (a) above (i.e. competent performance).
  • 3.6 Progression for Speech Language Therapists (SLTs)
        1. Progression through the salary steps for SLTs up to the top step for the relevant qualification maximum for that SLT shall be on an annual basis from the date of appointment, dependent on competent performance as attested by the principal;
        2. Notwithstanding subclause 3.6(a), non-graduate SLTs shall, after two years on step 11 and subject to competent performance as attested annually by the principal, receive one permanent unit. An SLT in possession of a unit at the time that they attain Q3+ status shall retain the salary unit, as they have already complied with the intention of this clause.
  • 3.7 Salary Maxima
    • Except as provided for in clause 3.10.8, the maximum salary available to an employee shall be the relevant maximum for the employee’s qualification group.

  • 3.8 Recognised Qualifications
    • 3.8.1

        1. The qualifications chart sets out recognised qualifications for the purposes of determining entry points into the salary scale. The full qualifications chart is available on the Ministry of Education website.
        2. The basic qualification for primary teaching is the NZ Diploma of Teaching or a three year pre-service teaching degree.
        3. Teachers are assessed on the highest qualification held.
        4. Qualifications obtained overseas are assessed in relation to the nearest equivalent NZ qualifications.
        5. Trained teachers who have completed two or more qualifications rated Q3 e.g. BA and BSc from different subject areas requiring a minimum of four years full-time study are placed in salary group Q4 and enter the scale on Step 6.

      3.8.2 The qualifications chart will be reviewed and any additional qualifications added as required (no more than annually) by the Secretary following consultation with the NZEI Te Riu Roa as follows:

        1. The Secretary will advise the NZEI Te Riu Roa at least one month prior to the annual review of the qualifications chart of the new qualification(s) to be considered for inclusion in the chart and the qualification group proposed for each new qualification under consideration;
        2. The NZEI Te Riu Roa will within one month of receiving this information advise the Secretary of any qualification(s) they wish to see included and the qualification group proposed;
        3. The parties will then meet to discuss the proposals and endeavour to reach an agreement on the proposals;
        4. In the event that agreement is not reached, the Secretary may amend the qualifications chart, as he/she deems appropriate, having regard to the consultation process;
        5. Any changes to the qualifications chart will be notified in the Education Gazette;
        6. The Secretary shall not delete any qualifications from the qualifications chart without the agreement of the NZEI Te Riu Roa.
  • 3.9 Recognition of Improved Qualifications
        1. Upon obtaining the appropriate qualifications for Q2, Q3, Q3+, Q4 or Q5, a teacher shall be entitled to progress annually to the appropriate qualifications maximum, providing the teacher meets the requirements for progression.
        2. 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). The effective date for the improvement of qualification(s) to a higher group in this situation is:
            1. Where qualifications are improved at the end of the academic year - the commencing date of the following school year, that is 28 January; or
            2. Where qualifications are improved during an academic year - the date of the official notification from the relevant tertiary provider of achievement of the qualification(s).
        3. Teachers who, in accordance with (a) 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. The effective date for the improvement of qualification(s) to a higher salary group is the date of official notification from the relevant tertiary provider of achievement of the qualification(s).
  • 3.10 Units
    • 3.10.1 Boards will be entitled, in any one school year, to a number of units for the purposes of management, responsibility, recruitment, retention and/or reward, generated by formula in the Education (School Staffing) Order for the time being in force. The employer shall consult with teachers in developing a policy to determine the use of units.

        1. Boards with an entitlement of four or more units may allocate up to 40% of the units on a fixed term basis.
        2. Boards with an entitlement of three or fewer units:
            1. can make fixed term units divisible by two.
            2. must allocate at least one unit permanently.

      3.10.2 Permanent units are paid at the rate of $4,000 and are additional salary regardless of the level of aggregation. They are paid at the substantive rate (i.e. not divisible) to both full-time and part-time teachers. The only circumstance in which permanent units may be proportioned is in an approved full-time job share position.

      3.10.3 Fixed term units are paid at the rate of $4,000 and are additional salary regardless of the level of aggregation. They are paid to both full-time and part-time teachers at the substantive rate and are not divisible unless clause 3.10.1(b) applies.

      3.10.4 Any extra units allocated on the basis of increased staffing provisions resulting from an increase in the school’s roll during the year shall be allocated as fixed term units. Any such units will have the end of the school year as their end date.

      3.10.5 An appropriate number of permanent additional units shall be allocated to teachers holding positions, outside entitlement, described as at 1 February 1998 as follows:

        1. Senior teachers special duties (in normal schools);
        2. Senior teachers in country model schools;
        3. Attached teachers holding “Q scale” positions;
        4. Senior teachers in attached classes or units; and
        5. Resource and Regional Health School teachers pursuant to clause 3.1.7 and 3.1.8.

      3.10.6 In schools where the total of entitlement and attached staffing is 21 FTTEs or less, Boards may designate no more than two teachers, holding permanent units, “deputy principal” or “assistant principal”. Where the total of entitlement and attached staffing exceeds 21 FTTEs, Boards may designate no more than three teachers, holding permanent units, “deputy principal” or “assistant principal”.

      3.10.7 Subject to clause 3.10.6, teachers who have been designated by the Board “deputy principal” or “assistant principal” shall be paid at Q3 maximum on the base scale plus any units, of whatever type, allocated to them. Other teachers who have been allocated units shall be paid at their current step on the base scale plus any units, of whatever type, allocated to them. Teachers designated by the Board “deputy principal” or “assistant principal” and who meet the criteria for Q3+, Q4 or Q5 (as defined in 3.3) shall be paid at Q3+ maximum plus any units, of whatever type, allocated to them.

      3.10.8 Except as provided for in clause 3.10.7 above, teachers holding permanent units and who meet the criteria for Q3+, Q4 or Q5 (as defined in 3.3) shall be entitled to progress pursuant to clauses 3.4.1, 3.4.2, 3.4.3, 3.5 and 3.6 to the Q3+ maximum of the base scale.

      Except as provided for in clause 3.10.7 above, teachers holding permanent units (including permanent additional units) shall be entitled to progress pursuant to clauses 3.4.1, 3.4.2, 3.4.3, 3.5 and 3.6, beyond their qualifications maxima, to Q3 maximum of the base scale provided that:

        1. Where such teachers have gone beyond their qualification maximum they shall revert to that qualification maximum if their permanent units are lost through voluntary relinquishment or acceptance of a position without permanent units;
        2. Where such teachers subsequently regain permanent unit(s) they shall also gain an immediate base scale increment (if not already at Q3 maximum of the scale) and will become eligible for any further increment(s) due from the anniversary of that date.

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

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

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

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

      3.10.13 Teachers allocated only fixed-term units shall be entitled to progress pursuant to clauses 3.4.1, 3.4.2, 3.4.3, 3.5 and 3.6 to their qualification maximum on the base scale.

  • 3.12 Grandparented Service Increment
        1. A permanent employee on 1 July 1992 who received a service increment shall maintain that entitlement at a rate of $1,641 per annum while the employee remains in a position covered by this Agreement.
        2. Teachers from area or secondary schools who were in receipt of a service increment under their appropriate Contract as at 10 September 1992 who then transfer to the primary service shall receive the primary service increment of $1,641 per annum.
        3. A short break in service (being less than six months) for any teacher in receipt of the service increment will not affect eligibility for the service increment.
        4. Approved paid leave and unpaid leave, parental leave, and leave for childcare purposes of less than five years will not affect eligibility for the service increment.
        5. Teachers who move from employment with one Board to another Board will continue their entitlement to the service increment unless there is a break in service of six months or more (other than a period of leave described in (d) above).
  • 3.13 Higher Duties Allowance – Acting in a Higher Position Other Than Principal
      1. A higher duties allowance shall be paid to an employee who acts up for more than eight consecutive working days in a position with a higher salary.
      2. The amount of the higher duties allowance shall be:
        1. An additional 5% on the employee’s existing salary (excluding allowances) for periods where the employee acts up for up to one term;
        2. The difference between the employee’s existing salary (excluding allowances) and the rate for the position the employee is acting in but not more than the rate which is equivalent to up to a maximum of three units above the employee’s existing salary (excluding allowances) where the employee acts up for one full school term or more.
      3. The allowance shall be paid from the first day of acting up, including the first eight days.
      4. An employer may agree that the duties of the higher position may be shared between two employees for the duration of the period of acting in a higher position. Where this occurs the employer will advise the hours assigned to each employee and they will be paid on a pro rata basis according to (f) below
      5. This allowance shall be included in the employee’s salary in order to calculate appropriate holiday pay for that employee.
      6. The ‘rate for the position’ is the salary the employee acting up would receive should they be permanently appointed to the position but not less than the rate for their current position.
      7. When as a consequence of an appointment to the Community of Learning leadership role the employer reallocates duties of a teacher(s) acting in a higher position to a teacher or teachers then:
        1. 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 employer shall identify either the hours assigned to each teacher (as per 3.13 (d) above) or the total hours transferred each term where the duties are not performed on a continuous basis
        4. the rate of the higher duties allowance will be calculated in accordance with 3.13 (b) and 3.13 (f) above.
  • 3.14 Relieving Principal
      1. Where a teacher relieves in the position of principal for a period of more than two weeks, payment for the period concerned shall be an allowance representing the difference between his/her salary (if any) and the base salary rate that would be payable if the teacher was appointed to the position of principal but shall not be less than the rate of salary in the teacher’s own position.
      2. The allowance shall be paid from the first day of acting up including the first two weeks.
      3. This allowance shall be included in the teacher’s salary in order to calculate appropriate holiday pay for the teacher.
      4. When a permanent teacher 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 leadership role the teacher shall receive an allowance as per 3.14 (a) to 3.14 (c) above.
      5. Where the teacher is not undertaking the whole of the principal’s role, the allowance will be pro-rated based on the proportion of the role undertaken by the teacher. Where more than one teacher is undertaking the principal’s role, the allowance shall be pro-rated provided that the total allowance paid in combination, does not exceed the amount payable if a single teacher was acting in the role.
  • 3.15 Isolation Allowance
    • 3.15.1 An employee whose work requires that they reside permanently at a locality designated as isolated will receive an isolation allowance at the prescribed rate.

      3.15.2 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 consecutive days;
        3. Periods where an employee goes to another locality and is paid a school camp allowance.

      3.15.3 Part-time teachers will be paid the isolation allowance on a pro rata basis.

      3.15.4 Where an employee:

        1. Immediately prior to the introduction of the isolation allowance was being paid a “remote allowance”; or
        2. Before 2 April 1982 was appointed to a locality in which, but for the provisions of this Agreement would have received a “remote allowance” and where residence in that same locality does not now qualify for an isolation allowance: that employee shall nevertheless be paid an allowance, at the rate to which they would have been entitled, as a “remote allowance” until such time as either:
            1. S/he moves; or
            2. Residence at that locality ceases to qualify for a “remote allowance”; or
            3. Residence at that locality entitles the employee to an isolation allowance payment. The rate for this “remote allowance” for employees will be fixed at $109.01.

      3.15.5 The isolation allowance rates for employees whose full-time residence is in a locality which has a population of less than 300 are listed in Appendix 1.

  • 3.16 Hard to Staff Allowances
    • 3.16.1 Staffing Incentive Allowance

      Additional salary at the rate of $1,000 per annum shall be paid to teachers who are not in receipt of the Priority Teacher Supply Allowance and who meet one of the following criteria;

        1. All full-time teachers appointed to advertised positions in schools designated as having serious staffing difficulties;
        2. All full-time teachers in schools approved because of location;
        3. All full-time long-term and other relieving teachers who serve in an approved school or schools for a minimum period of two consecutive school terms.

      3.16.2 Priority Teacher Supply Allowance

        1. The Priority Teacher Supply Allowance (PTSA) provisions below shall apply only to teachers employed in decile one or decile two Priority Staffing Status schools.
        2. Full-time fully-certificated teachers employed on a permanent or long term relieving basis of two consecutive terms or more and who have been attested as having met the professional standards (i.e. the fully-certificated teacher, experienced teacher or deputy principal and assistant principal standards as appropriate) shall be entitled, from the date of appointment, to receive the PTSA of $1,500 per annum.
        3. Full-time provisionally certificated teachers or teachers certificated subject to confirmation who are employed on a permanent or long term relieving basis of two consecutive terms or more will receive, from the date of appointment, the allowance at the rate of $1,000 per annum until such time as they are fully-certificated and attested as having met the fully-certificated teacher professional standards.
        4. Priority Staffing Status schools are those schools in the regions set out in the Ministry of Education’s Resourcing Handbook (Chapter Four: Payments to Individuals) and may be changed by the Ministry of Education as priority needs shift.
        5. The Priority Teacher Supply Allowance is not payable to any teacher in a position approved for Priority Staffing Status on the basis of severe difficulty in recruiting to that position.
        6. Teachers moving to a position in which they will be eligible to receive the Priority Teacher Supply Allowance are entitled to either the National Relocation Grant (as set out in the Ministry of Education guidelines on Teacher Supply Initiatives) or to the transfer and removal provisions of this Agreement. On completion of a minimum of three years' continuous service in one or more decile one or two Priority Staffinf Status 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 state-integrated school.
        7. In the event that a region is removed from the Priority Staffing Status coverage, or when as a result of a reassessment a school is no longer rated as decile one or two, teachers who were in receipt of the Priority Teacher Supply Allowance prior to that change or reassessment, 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.
  • 3.17 Māori Immersion Teaching Allowance (MITA)
    • 3.17.1

        1. All teachers, as defined in clause 1.6.14, required to teach in te Reo Māori immersion classes at levels one, two or three as defined in Schedule 1 to this Agreement shall receive an allowance of $4,000 per annum. This allowance shall be pro-rated for part time teachers (based on the teacher’s total hours).
        2. From the start of the 2017 school year, all teachers, as defined in clause 1.6.14, required to teach in te Reo Māori immersion classes at level one who have more than three continuous years’ service teaching in level one Māori immersion classes shall receive an additional allowance of $2,000 per annum. This is in addition to the allowance described in clause 3.17(a). This allowance shall be pro-rated for part time teachers (based on the teacher’s total hours).
        3. From the start of the 2017 school year, for all teachers, as defined in clause 1.6.14, required to teach in te Reo Māori immersion classes at level one who have more than six continuous years’ service teaching in level one Māori immersion classes the additional allowance described in clause 3.17(b) shall increase to $4,000 per annum. This is in addition to the allowance described in clause 3.17(a). This allowance shall be pro-rated for part time teachers (based on the teacher’s total hours).
        4. The employer shall attest to the eligibility of teachers for these allowances according to the levels of te Reo Māori immersion outlined in Schedule 1 of this agreement.
        5. For clarity continuous service for the payment of the allowance in (b) and (c) above shall be interrupted but not broken by any periods of unpaid leave and/or breaks in teaching service and/or teaching service in classes other than Māori immersion level one.
  • 3.18 Special Duties Increment Allowance
    • An employee appointed to a permanent or relieving position (minimum appointment period of one term) in approved types of special classes or schools, hospital classes in approved schools with special teaching problems and employees appointed to Resource Teacher: Learning and Behaviour positions, shall be paid a special duties allowance of one additional salary step or, if the employee is on or beyond the maximum step of their qualification group, additional salary of $995 per annum.

  • 3.19 Bus Controller’s Allowance
    • An employee appointed bus controller for a school district who undertakes the full duties of bus control as determined from time to time by the employer shall be paid additional salary at the rate of $3.72 per day for the first route and $1.30 per day for each additional route thereafter.

  • 3.20 Normal/Model School Allowance
        1. A full-time permanent or relieving teacher (employed for at least one year) in a normal or a model school is to receive additional salary of $2000 per annum.
        2. The provisions of this subclause shall not apply to an employee in a special class or a hospital class attached to a normal school, or to a provisionally certificated teacher except with the approval of the College of Education which shall only be given where those teachers are actually participating in the school’s programme for the training of trainees.
  • 3.21 Associate Teacher Allowance
    • 3.21.1 An associate teacher allowance of $51.60 per trainee week shall be paid under the following provisions:

        1. The following definitions shall apply:
            1. ‘Trainee’ means a teacher trainee, or teacher on a course of retraining, at a college of education or teacher training provider approved and accredited under the provisions of the Education Act 1989 or a teacher undertaking a full-time course of specialised training;
            2. ‘Associate teacher’ means a teacher employed by a Board of Trustees, approved by a college of education or other teacher training provider approved and accredited under the provisions of the Education Act 1989, to assist in the practical training of trainees under conditions defined by the provider.
        2. For each trainee week, namely each week each trainee is posted to an associate teacher’s classroom for at least four teaching days, the teacher shall be paid at the rate specified above;
        3. Employees who are not associate teachers but are required to have trainees in the classroom for up to eight student weeks in any one year shall, except when the time spent in the one classroom by one or more trainees is less than four teaching days a week, be entitled to payment in accordance with the rate specified above;
        4. Where the approved teacher training provider approves the posting of trainees for a period of less than four teaching days a week, then payment shall be made in accordance with the rate specified above on the basis of the aggregation of those periods;
        5. The associate teacher allowance is payable to teachers who are not necessarily involved in classroom related duties but who otherwise satisfy the provisions of this clause;
        6. The associate teacher allowance shall be payable at a daily rate for a trainee once four days have been completed with that trainee pro rated on the rate specified above. The first four days will also qualify for payment;
        7. The associate teacher allowance shall not be payable to an employee receiving the normal school allowance.
  • 3.22 Compassionate Grant
    • 3.22.1

        1. A compassionate grant shall be paid by employers to a partner, or if there is no partner, to the next of kin of an employee who dies while employed in the state teaching service. Compassionate grants are calculated as a proportion of the annual rate of salary (including any permanent salary allowances) payable to the employee at the time of death as follows:
          Length of Service
          (in New Zealand State Schools)
          Proportion of
          Annual Salary Rate
          20 years or more One-eighth
          10 years but less than 20 years One-twelfth
          Under 10 years No grant payable

          For the purposes of this clause, “service” means service in New Zealand state schools.
        2. Service must be continuous except that intervals of up to one year may be bridged and service aggregated, but the intervals do not count as service. If an interval exceeds one year, the qualifying service commences afresh after the interval.
  • 3.23 Payment of Salaries
    • 3.23.1 Payment of Salaries – Permanent Employees

      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).

      3.23.2 Payment of Salaries - Long Term Relievers

        1. Long-term relievers employed in excess of three weeks shall be paid a salary at the appropriate rate specified in this Agreement.
        2. If due, the following allowance(s) shall be paid in addition: boarding allowance; isolation allowance; special duties increment allowance; staffing incentive 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 period of at least one year shall be regarded as a permanent appointment in terms of the provisions of this Agreement except for the staff surplus provisions in Appendix 4.

      Note: For clarity, the responsibilities and range of duties of a long-term reliever shall be the same as a permanent employee.

      3.23.3 Payment of Salaries - Short Term Relievers

        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 weeks shall not exceed 1/190 of step 8 on the base scale.
        2. A reliever shall, wherever possible, be entitled to be paid within the current or immediately following pay period.
        3. If employed on an hourly basis, this proportion shall be 1/950 of the applicable annual rate to a maximum of step 8 on the base scale (inclusive of holiday pay); provided no reliever so employed shall be paid for less than two 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.

      3.23.4 Method of Payment

      Salaries shall be paid fortnightly by direct credit to the employee’s nominated bank account. However individual employees may on religious or ethical grounds apply in writing to the Secretary to be paid by cheque.

  • 3.24 Holiday Pay (Permanent and Long Term Relieving Employees)
    • Holiday pay is based on the school year and is not payable beyond 27 January. For holiday pay purposes, an employee’s service in a school year comprises all paid service including weekends and statutory holidays, but not school vacations. Calculation of holiday pay during the year is made to the nearest day and when a half-day is involved the calculation is made to the benefit of the employee. In calculating holiday pay the following rules apply:

        1. Holiday Pay = 30% of the number of days of service in a school year defined above.
        2. If a permanent employee has had leave without pay for a period exceeding five consecutive days, the holiday pay to be deducted is based on the total number of days without pay.
        3. When an employee resigns, any half-day resulting from calculation of holiday pay is to the benefit of the employees.
        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.

      The number of days holiday pay is counted from the beginning of the vacation. Deductions of holiday pay are made from the end of the vacation.

      This provision shall also apply to long term relieving employees appointed to relieving positions for a term of one year or less.

  • 3.25 Part-time Employees
    • 3.25.1 The salary of a part-time employee shall be a proportion of the rate in the base scale applicable if employed full-time, excluding any additional allowances.

      3.25.2 Temporary Change in Hours

      Where a part-time employee increases the number of weekly class contact hours (but less than full-time) for a period of up to four weeks, the additional hours shall be paid on the basis of 1/l,000 of the employee’s annual rate (this rate is inclusive of holiday pay).

      3.25.3 Long-term Change in Hours

      Where a part-time employee increases weekly class contact hours (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, as per clause 3.24. Where there has been a long term change in hours during the term, holiday pay is to be paid according to the average hours worked during the term.

      3.25.4 Part-time Employees who Temporarily Work Full-time

      Where a part-time employee 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 employee worked full-time and the balance of vacations should be paid at the normal prorated rate.

      3.25.5 Increments

        1. Part-time employees shall receive increments, where applicable, under the same conditions as full-time employees.
        2. Salary credit is for class contact hours only. If employment is less than 20 hours per week, each complete 1,000 hours is equivalent to one year’s full-time teaching.

      3.25.6 Credit as Full-time Service

      For incremental purposes, 20 hours a week or more are credited as full-time salary service. This service is counted as for full-time employees. 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.

  • 3.26 Payments for Recruitment, Retention and Responsibility
    • 3.26.1 Boards may make payments to teachers from operational funding for reasons of recruitment, retention or responsibility with the objective of enhancing educational outcomes.

      3.26.2 The allocation of the payments is made after consultation with the teaching staff and where there is agreement between the employer and the teacher being offered the payment.

      3.26.3 The payments are valued at $2,750 per annum, are divisible by two, and paid fortnightly with base salary. The payments do not allow a teacher to progress past their salary qualification maximum nor do they attract surplus staffing protection provisions.

      3.26.4 The payments may be allocated on a permanent or a fixed term basis, including for the duration of a special assignment or project. Where the duration of payment is for a fixed term, this shall be specified at the time of allocating the payment and the entitlement shall cease at the expiry of the specified period, or on completion of the special assignment or project.

      3.26.5 A permanent recruitment, retention and responsibility payment may be withdrawn on two term’s notice by the Board.

  • 3.27 Tutor Teacher Allowance
    • 3.27.1 A tutor teacher is a teacher who has met the fully certificated or experienced teacher 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 certification requirements.

      3.27.2 A tutor teacher allowance of $4,000 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 provided that the total combined hours worked by the provisionally certificated teacher(s) are at least 0.8 FTTE, provided that the tutor teacher is not receiving at the same time an allowance payable under the provision of 3.27.3.

      3.27.3 A tutor teacher allowance of $1,000 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 the provision of 3.27.2.

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

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

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

      3.27.7 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.

  • 3.28 Classroom Release Time (CRT)
    • 3.28.1 Every full-time permanent teacher, or long term reliever employed for at least a term, shall receive ten hours classroom release time per term.

      3.28.2 Every part-time teacher employed for at least 0.8 FTTE per week who is either permanently employed or a long term reliever employed for at least a term, shall receive a prorated amount of ten hours classroom release time per term.

      3.28.3 Every employer shall, in consultation with teachers, develop and maintain a policy for the allocation of classroom release time.

      3.28.4 Classroom release time will be allocated according to policy developed as described in 3.28.3 above, except where it is not possible for genuine reasons arising at short notice.

      Note: Guidelines for the appropriate use of classroom release time are available on both the NZEI Te Riu Roa and the Ministry of Education websites.

  • 3.29 Braille or NZ Sign Language Allowance
    • Full-time teachers as defined in clause 1.6.14 of this Agreement employed at van Asch Deaf Education Centre, Kelston Deaf Education Centre, or the Blind and Low Vision Education Network New Zealand (BLENNZ) shall be entitled to this allowance at the rate equivalent to a unit, provided that the teacher:

        1. is not a resource teacher of the deaf or visually impaired; and
        2. does not receive a unit allocated to Resource Teachers Deaf or Resource Teachers Vision; and
        3. is required to hold a graduate qualification in Special Education (Hearing Impaired) or a graduate qualification in Special Education (Visually Impaired) or any other equivalent qualification specifically focused on teaching of the hearing or visually impaired; and
        4. is employed in a teaching position for which the ability to teach in NZ sign language or Braille is a prerequisite.

      Only one allowance can be allocated per individual.

  • 3.30 Leadership Payments
    • 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.

  • 3.31 Cluster Manager Remuneration
    • The remuneration of a permanent full-time cluster manager appointed to a Ministry of Education approved RTLB cluster shall comprise of:

        • A base salary as per clause 3.1.7.
        • A Special Duties Increment Allowance as per clause 3.18.
        • One unit per annum (as per the unit table in clause 3.1.7).
        • Any leadership payments allocated under clause 3.30 above.
  • 3.32 Advanced Classroom Expertise Teacher Allowance
    • The Advanced Classroom Expertise Teacher (ACET) is a classroom teacher whose practice has been formally recognised as being demonstrably higher than the Experienced Teacher Professional Standards.

      3.32.0 Preamble

        1. The following provisions have been agreed in response to an NZEI Te Riu Roa claim about career pathways for teachers.
        2. The parties acknowledge that aspects of teacher remuneration are in need of review and that recognition of ACET by way of an allowance may provide a step towards a more coherent remuneration framework.
        3. The parties will monitor and discuss the operation of the ACET allowance as part of ongoing consideration of teacher remuneration provisions.

      3.32.1 Primary teachers who meet the eligibility requirements set out in 3.32.2 below, with the endorsement of their principal will be entitled to undertake the process for recognition as ACET, subject to any national prioritisation process.

        1. Consideration for recognition as an ACET is available only to classroom-based teachers.
        2. A maximum of 800 ACET allowances will be available from 28 January 2015 via an allocation process beginning in 2014.
        3. No more than 800 ACET allowances will be allocated at any one time.  In the event that not all allowances can be allocated or are relinquished, there will be a process to allocate these from time to time to maintain this total of 800 allowances.

      3.32.2 Eligibility requirements for an ACET include:

        1. Being a fully certificated, permanent teacher with a classroom teaching load of at least 0.8 FTTE; and
        2. Holding no more than one permanent unit; and
        3. Having at least six years classroom teaching experience in a New Zealand state or state-integrated school; and
        4. Being at the maximum step of their qualification group for three consecutive years in a New Zealand state/state-integrated school prior to application (with successful attestation against the Experienced Teacher Standards (Schedule 3 of this Agreement) in each of those years).

      3.32.3 A teacher recognised as an ACET under 3.32 shall be paid an allowance of $5,000 per annum, provided the eligibility criteria in 3.32.2 and attestation of practice by the principal against the ACET professional criteria, is maintained as part of the school’s annual appraisal process.

      3.32.4 The ACET allowance shall cease to be paid under the following circumstances:

        1. reducing below an 0.8FTTE classroom teaching load for a period longer than one term; or
        2. as a result of adverse outcome of competency or disciplinary processes; or
        3. an unsatisfactory performance review; or
        4. an unsatisfactory three-yearly assessment to maintain certification to practice.

      3.32.5 The ACET allowance may be relinquished voluntarily.

      Note 1: The parties and the New Zealand School Trustees Association (NZSTA) will produce agreed guidelines to assist in the ACET recognition process. The guidelines may be amended by the parties and NZSTA from time to time to assist in these processes.

      Note 2: The parties and NZSTA will consider the findings of an initial evaluation of the ACET allowance during 2015. This will inform subsequent discussions on the ACET Allowance.

      3.32.6 From 28 January 2015 a teacher allocated an ACET allowance, who hold Q1 or Q2 qualifications, shall be entitled to progress, from the date of allocation, pursuant to clause 3.4, beyond their qualification maxima to Q3 maxima of the base scale provided that teachers who have gone beyond their qualification maxima revert to their qualification maxima if the ACET allowance is lost through voluntary relinquishment or the teacher is no longer eligible for the allowance in terms of clause 3.32.2 effective from the date eligibility is lost.

      3.32.7 A teacher who ceases to be eligible for the ACET allowance because s/he is allocated more than one permanent unit shall retain any salary progression pursuant to clause 3.32.6 as at the date eligibility is lost. Any further progression shall be pursuant to clause 3.10.8.

  • 3.33 Allowances for Community of Learning Teacher (between-schools) role
    • 3.33.1 Boards within each Community of Learning will be entitled to a number of Teacher (between-schools) roles, generated by formula in the relevant Staffing Order, to facilitate engagement of all staff in the Community of Learning.

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

      3.33.3 A Community of Learning Teacher (between-schools) role will be appointed to promote best teaching practice across a Community of Learning, in line with the challenges in the Community of Learning’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.

      3.33.4 A teacher, who through an agreed selection process, has met the national criteria or professional standards (and is affirmed by the National Panel as having met the criteria or standards as applicable) and demonstrated how they will help meet the agreed purpose/focus for the role within the Community of Learning and is appointed to the role will be entitled to receive an allowance of $16,000 per annum.

      3.33.5 The period of appointment to the role will be up to two years, the exact tenure will be determined by the Community of Learning based on needs identified through the planning process, with the agreement of the Community of Learning, teacher and employing board, subject to (3.33.6), (3.33.10) and (3.33.11) below.

      3.33.6 The initial period of appointment may be extended for one further period of up to two years depending on the needs of the Community and the progress of planning and inquiry, with the agreement of the Community of Learning, teacher and employing board.

      3.33.7 Where a Community of Learning cannot select a teacher to one of the Teacher (between-schools) roles it generates from within the Community of Learning, 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 (3.33.4) above and for the provision of the time allowance outlined in (3.33.9) below or for the period of the appointment to the role outlined in (3.33.5) or (3.33.6) above.

      3.33.8 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 must maintain at minimum a 0.5 FTTE classroom teaching load.

      3.33.9 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.

      3.33.10 The allowance may be suspended by the employing board where the teacher is undergoing competency processes as outlined in clause 10.7.2.

      3.33.11 The allowance will 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 role; or
        4. where the teacher ceases to hold the role; or
        5. when the fixed period of the appointment ends, regardless of whether the teacher remains at that school; or
        6. where the employing board become ineligible to make the allowance available. In such circumstances the teacher will be provided notice of a period that is the lesser of the remainder of the term of the appointment or one year, provided the teacher continues to hold a similar status in that school.
  • 3.34 Allowances for Community of Learning Teacher (within school) role
    • 3.34.1 Boards within each Community of Learning will be entitled to a number of within school teacher roles, generated by formula in the relevant Staffing Order to promote best teaching practice within a school and strengthen the use of an inquiry approach to teaching and learning.

      3.34.2 The responsibilities and/or activities of each role will be defined in substance and time by the Community of Learning’s shared achievement plan.

      3.34.3 A Community of Learning Teacher (within school) role will be appointed to promote best teaching practice, in line with the challenges in the Community of Learning’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.

      3.34.4 A teacher appointed to the 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 Community of Learning.

      3.34.5 The period of appointment to the role will be determined by the employing board based on the needs identified through the Community of Learning’s shared achievement plan. The role can be appointed permanently.

      3.34.6 Where the role is appointed on a fixed term basis, the period of appointment may be for up to one year, taking account of the needs of the Community of Learning and the progress of planning and inquiry.

      3.34.7 Where a role is transferred from another board, it may only be allocated for a fixed period of up to one school year.

      3.34.8 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 must maintain at minimum a 0.8 FTTE classroom teaching load.

      3.34.9 The employing board will receive additional 0.08 FTTE staffing for the period of the appointment to enable the functions of the role to be fulfilled.

      3.34.10 The allowance may be suspended by the employing board where the teacher is undergoing competency processes as outlined in clause 10.7.2.

      3.34.11 The allowance will 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 role; or
        4. where the teacher ceases to hold the role; or
        5. where the appointment is for a fixed period, when that fixed period ends, regardless of whether the teacher remains at that school; or
        6. where the teacher loses the roles because the number of allowances available to the employing board is reduced, the salary protection provisions of clause 9A.5 will apply. If the teacher returns to, or is subsequently appointed to a position of equal or higher remuneration than they received while in the Community of Learning teacher within school role, the salary protection will no longer apply.