These are the terms of reference we agreed to as part of our previous round of collective agreement negotiations. It describes the aims of the project, who will be a part of the governance and working groups, and the principles that underpin the work.
PPCA/PTCA Career Framework Development Terms of Reference
The development of a coherent and aspirational framework that supports and builds quality leadership, teaching and learning across the system to advance every child’s education success throughout the learning pathway of the child.
The principles underpinning the career development models for primary teachers and principals are:
- A focus on educational success for every child throughout their learning pathway.
- The need for effective resourcing, including the ability to target relevant resources to areas and schools of higher need.
- A commitment to our national language te reo Māori and to the bicultural, treaty-based partnership in Aotearoa New Zealand.
- Consideration of the impact of changes to current models on individual principals and teachers to ensure no actual financial disadvantage in terms of diminishing their permanent remuneration at the time of transition to a new model, and assuming at least an equivalent role.
- Recognition of the uniqueness of local contexts and needs, and allowing the flexibility to respond to changing environments within a self-governing school environment.
- The support and promotion of the hau-ora of learners, teachers and leaders is essential to achieve positive outcomes.
In undertaking this work the parties recognise the importance of developing a career structure/system that:
- Promotes and recognises quality and innovative evidence-based practice.
- Is flexible and accessible with varied approaches to career development.
- Recognises the importance of appropriate professional development.
- Includes appropriate recognition for roles, responsibilities and expertise.
- Has a variety of robust, objective processes for appropriate recognition of career development.
- Has regard for system-level career development focussed on professional practice.
- Sets out clear opportunities and expectations for career development.
- Reflects our bi-cultural nation and multi-cultural society.
- Aligns with robust appraisal processes that are objective and based on relevant qualitative and quantitative evidence.
Our aims are to:
- develop and describe a coherent professional whole of career framework.
- identify what recognition best fits that framework.
- identify/describe how to scaffold roles/responsibilities onto that framework.
- build a framework which fits our self-governing school environment.
- build practical quality measures and clear expectations into such a framework.
- simplify, rather than complicate existing systems.
These aims are intended to lead to a career framework that sets out in stages the skills, knowledge and expertise required, within which a range of different roles/responsibilities could sit. Each stage would set out the pre-requisites/core competencies while allowing for optional components dependent on individual interest and skills and the needs of schools and communities.
These aims build on the work agreed as part of the variation following the Joint Initiative process.
4. Parties, Stakeholders and Working Relationships
The parties to this Terms of Reference are the Ministry of Education and the New Zealand Educational Institute Te Riu Roa. The New Zealand School Trustees Association (NZSTA) is invited to participate fully in this work to ensure the Ministry is able to meet its obligations to consult with the employer representative.
The parties and NZSTA will form a governance group and working parties to undertake this work. These groups will be responsible for developing a work plan to meet milestones agreed in this Terms of Reference. The work-plan will include clearly identified sector consultation and engagement timeframes
5. Governance Group
The governance group will be responsible for ensuring that work is progressing according to these Terms of Reference. It will provide guidance and direction to the working group(s). It is expected to do this with cognisance of the wider educational context within which this work sits. It will undertake stakeholder engagement as relevant. This may include the establishment of a sector reference group of other stakeholders. The governance group is committed to developing constructive, respectful working relationships.
6. Working Group
The working group(s) will be responsible for developing and implementing a work plan to undertake research and design work to meet the aims set out in this terms of reference. Sub-groups may be established to undertake particular pieces of work. This will include sector and stakeholder engagement and consultation as well as consideration of relevant research and information from national and international sources and other professional sectors. It will report regularly to the governance group and will act on guidance and direction received from the governance group.
The parties and NZSTA agree to work to maintain and further develop a constructive, respectful good faith working relationship.
The parties and NZSTA may choose to engage a facilitator or consult with ‘critical friends’ throughout the process.
The parties and NZSTA agree to commit the necessary resourcing to undertake this work.
The parties and NZSTA commit to beginning this work within 3 months of signing the new collective agreements for teachers and principals. The governance group and working group(s) will establish work plans to meet the following milestones:
- November 30 2016 work-plans including scope of work, sector engagement, research and development process signed off by governance group
- End of Term 1 2017 conceptual model(s) and key ideas described for career framework and remuneration structures for sector engagement and consultation
- Term 2 2017 sector engagement and consultation
- End of Term 4 2017, model(s) and key ideas updated from sector feedback described for further sector engagement
- Early Term 1 2018 final sector engagement and consultation
- End of Term 1 2018 design phase completed for:
- career framework, including scaffolding of different types of roles and responsibilities
- options for recognition identified
- fit of current arrangements considered.
It is acknowledged that there is further work to be undertaken by the parties and NZSTA to give/reach formal agreements to give effect to the development and then to implement it in the primary sector. This will be done through negotiations and other relevant processes as agreed by the parties and NZSTA.
8. Matters raised in bargaining
Other matters have been raised in negotiations by both or either party including resourcing for time, PLD access, remuneration structures, location-based allowances, the leadership challenges facing principals of Immersion schools in terms the additional workload and its impacts on retention of this group, hau ora and support for all teachers and principals. Both parties recognise the benefits of joint work on these topics to advancing the agenda or lifting every child’s educational success. Within the context of the work agreed in this document, the joint work could explore any issues, and where there is agreement, the best approaches to addressing those issues.
The parties have expressly agreed that matters related to the Advanced Classroom Expertise Teacher, teachers of the visually impaired and deaf at Van Asch, Kelston and BLENNZ, and recruitment and retention issues will be considered as part of this work.