Category: Unions

Source: Post Primary Teachers Association (PPTA)

Ahead of the Subject Associations Forum in April, PPTA News spoke with three subject associaton leaders about what subject associations do and the benefits of belonging.

Francis Leslie-Ellis, secretary of the NZ Association of Mathematics Teachers, is a deputy principal at Inglewood High School and still teaches Mathematics. “I love the subject and love writing
assessments, I really enjoy presenting the support for NCEA Level 1- we were a pilot school last year so I’ve got all of that background knowledge.” The NZ Association of Mathematics Teachers (NZAMT), has about 5000 members from the primary, secondary and tertiary sectors.

Key activities each year include writing camps, involving around 35 teachers from all around the motu. In January they meet in Auckland and write internal assessments for all NCEA levels and in April teachers meet in Christchurch to
write external assessments.

Sharing expertise and knowledge

“We try to get teachers from all around the country so that expertise and knowledge of the standards can go back to the regions.”

Keeping in touch with the regions, particularly the more remote ones, is an ongoing challenge for subject association, says Francis. Recently, for instance, the Association ran a seminar on the new NCEA Level 1 standards in Gisborne. “That cost us about $30K once you pay for all the day relief for teachers and travel and accommodation for the presenters.” However the face to
face sessions are extremely valuable for sharing knowledge, developments and concerns. Such sessions keep Francis and
the Association’s executive in touch with what’s going on across the motu.

The Association is using its Networks of Expertise funding to run as many face to face meetings as possible this term around the new NCEA Level 1. Weekly online support workshops are also being run by NZAMT. “Our key mantra is to support mathematics teachers.”

Membership fees for NZAMT are based on the size of schools. Small kura or area schools pay a flat rate of $50 annually
and the largest schools pay around $280. “For that fee, every maths teacher at that school then becomes a member of
NZAMT. It’s good value as there are a range of resources that they can access and they get cheaper admission to our
conference. We have a conference every two years and members get a discounted registration for that.”

Relievers or other maths teachers who aren’t based at one school can join for $30 and for that they get the minutes
of each monthly NZAMT meeting and discounted registration rates for the conference. Full membership enables teachers to access resources that are behind a paywall. Francis says the material that is most valuable is kept secure so teachers can be
confident that whatever they put in front of students will not be available publicly.

TENZ: Who are we?

Hamish Johnston, a technology teacher at Kaiapoi High School, is the Heamana | Chair of Technology Education New
Zealand (TENZ). “TENZ is organised by teachers for teachers and our aim is to enhance the learning and teaching of technology by creating a well informed, well connected, supportive, and sustainable professional community that has a strong voice and provides effective advocacy for technology education.

“We understand the importance of fostering a vibrant community of likeminded individuals passionate about technology education. Every kaiako, no matter the subject, should belong to a subject association. There are many times when we must reach out for specialist support and our kura is not always able to provide it, whether it be resources, professional development, or just advice and support.”

Along this line, TENZ membership gives teachers access to a diverse collection of educational materials, lesson plans, and tools designed to engage ākonga and facilitate meaningful learning experiences. And there is school based membership where a school can add as many of their staff as possible as well as free membership for those wanting to find out more.

Professional support and development is important, says Hamish, particularly with changes across the educational landscape. “We continue to explore innovative approaches to teaching and learning, such as one of last year’s Professional Learning and Development (PLD) Day looking at Mātauranga Māori and its effective use in technology.

Diving deep

“Our free monthly PLD webinars are here to support teachers every step of the way. We dive deep into various topics
ranging from emerging technologies to pedagogical strategies for effective classroom integration. Led by industry experts and seasoned educators, our webinars provide a platform for continuous learning and professional growth. And the recordings all go on our YouTube for anyone to view for free.”

TENZ also supports educators outside of a school setting. “We are able to draw on the expertise of teachers and the wider community to produce resources on a variety of topics. We have not only collaborated in competitions run by STEM-focused organisations but also nature based charities such as Forest and Bird.”

A highlight for TENZ last year was their Conference last year in Ōtautahi Christchurch, so many passionate educators in one place sharing their practice. Our conferences provide the perfect platform for educators, professionals, and enthusiasts from across the motu to come together, exchange ideas, and collaborate on innovative projects. We had everyone from seasoned veterans to those just starting their journey in technology education, our conference offered invaluable networking opportunities and learning to propel us forward and keep us
up to date.

This year TENZ are looking forward to more exciting things, the TESAC Conference in April, resources, PLD, and joining to support Kohara2Shine where all Wellington schools are invited to join us.

Raising awareness

Helping the education sector and public understand the benefits of learning languages other than English, is a key goal for the NZ Association of Language Teachers, (NZALT) says President, Juliet Kennedy. “Learning languages builds solid literacy
skills – we are teachers of literacy; it is the fundamental bread and butter of what we do, and this is often completely overlooked or not understood by school leaders and people making policy. We would like to see a languages policy in Aotearoa.”

NZALT is run by language teachers and university lecturers. Its support for language teachers includes: a coordinator who is available all the time to answer queries from teachers; a website with resources, information and news; regional clusters where teachers can share resources, ideas, problems, and work on different pedagogies together. Juliet says the Association also provides awards that enable teachers to visit other teachers of their language to observe and
share ideas, and awards that contribute to post-graduate language teaching and related study.

International conference

NZALT, in conjunction with its Australian counterpart, holds an international conference every two years. It also runs competitions for students, and advocates on behalf of language teachers and language education, collaborating with stakeholders to support ‘big picture issues’ around language teaching. “Our executive are actively involved in the Curriculum refresh and in setting NCEA assessments and moderation. This year, with our Ministry and NZQA colleagues we are running moderation days around the country for the new NCEA Level 1 standards.” NZALT provides a strong support network of colleagues who teach languages. “Learning languages is not valued within our education system and having this support is essential – many language teachers are sole teachers and need colleagues from other schools to
support them.”

Juliet says the Networks of Expertise funding has been extremely helpful to NZALT, enabling language teachers to attend more PLD conferences and events. “This funding allows us to provide many more opportunities for teachers to feel good about what they are doing and advance their knowledge and skills. We would like to have the security of knowing the NEX funding will continue. “NZALT is a great, positive body of people to belong to – we have a lot of fun and love what we do.”

Source: Post Primary Teachers Association (PPTA)

“The NCEA Level 1 results are particularly concerning. However, the young people in these cohort made the transition to secondary school, which is a huge adjustment from primary and intermediate, during extremely disruptive years. Many of them have probably not settled fully into the routines, study habits and disciplines of life as a secondary school student. I really hope that the next stage of their secondary schooling is far more settled and smooth, and they can begin to reach their potential.”

Chris Abercrombie said the disruption caused by COVID lockdowns, and ongoing COVID-related sickness and absences of both teachers and students, continued to take its toll. “Last year’s Year 13 students, for instance, did practically all their secondary education in extremely disrupted times. While teachers worked hard to get these students through NCEA, the evidence is very clear. Students benefit significantly from regular classroom lessons. There is no substitute.

“It’s also clear, tragically, that the worsening shortage of subject specialist teachers is starting to bite. The latest PPTA Te Wehengarua staffing survey found that nearly 60 percent of secondary schools have teachers teaching subjects outside their specialist areas. I have no doubt that these teachers are working their hardest to fill the gaps. However, all students need – and deserve – to have teachers who know ther subject inside out and who can enable students to build a wide and deep knowledge of the subject.

“We urge the government to show its mettle and find effective and lasting solutions for the secondary teacher shortage. Every young person in Aotearoa New Zealand has a right to a specialist teacher in every subject. The future of Aotearoa New Zealand depends on it.”

Source: Post Primary Teachers Association (PPTA)

“This means that more and more young people risk missing out on the deep grounding in subjects that they should be getting”, says Chris Abercrombie, PPTA Te Wehengarua president.

The survey, carried out in March 2024, found that 56% of schools had teachers working in non-specialist areas because they could not find suitably qualified staff. This is the highest number on record since the survey began in 1996.

“Students need teachers who know their subject area inside out, are passionate about it and can stretch students’ knowledge and skills.

“It’s not fair on teachers either; they are specialists who have studied their particular subject to university graduate level – often beyond – and have an amazing knowledge of the subject. It’s far more rewarding teaching from a wealth of knowledge and experience, rather than simply trying to keep one step ahead of your students.”

Chris Abercrombie said it was clear from the survey results and accompanying principals’ comments, that the secondary teacher shortage is growing not just across a small number of subject areas but across all. The shortage is affecting schools in big cities just as much as in the traditionally harder to staff rural areas. The number of New Zealand-trained teachers applying for classroom teaching jobs has never been lower.

“Schools and teachers are working extremely hard to ensure the quality of education for young people is up to a great standard – but unless the issues are addressed urgently, we have serious fears for the education of the next generation of young New Zealanders.

“Fast tracking residency for overseas teachers is a bandage, not a solution. We need a constant and abundant supply of New Zealand trained and qualified secondary teachers. If Prime Minister Luxon wants an end to his apparently sleepless nights worrying about education, his government needs to solve this shortage by making secondary teaching a first choice career.

“Secondary teaching is amazing and hugely satisfying. It needs to be resourced properly with salaries and conditions that attract young people to become teachers, keep highly skilled and experienced teachers in the profession, and that encourage the thousands who have left teaching to return.”

The survey was responded to by 125 secondary and area school principals around Aotearoa New Zealand.

PPTA Te Wehengarua 2024 staffing survey

Source: Post Primary Teachers Association (PPTA)

“We are seeing increasing numbers of students with additional needs in our secondary schools. There is an urgent  need for more effective interventions to enable these ākonga to make the most of the educational opportunities available.
“We look forward to receiving more details of what the Minister has in mind.”

Kate Gainsford says principals also looked forward to learning more about the Government’s priorities for teacher training, including leadership development pathways. While this is promising for the future,
the ‘fundamental changes’ needed, include a workforce for the present.

“Secondary teaching needs to be a first choice career that rewards people well, is properly resourced and has clear and dynamic pathways, particularly around leadership development.

“Leading a school is an extremely satisfying role, it comes with an amazing amount of responsibility – for ensuring rangatahi achieve their full potential and that kaiako are supported and enabled to bring their best selves to the classroom every day.

“Clear pathways to nurture and develop school leaders are greatly needed – and we look forward to hearing more about this and having a constructive engagement with the Minister.”

Source: Post Primary Teachers Association (PPTA)

“We need, and look forward to receiving soon, details of the six education priorities announced by the Minister today. However, any secondary school principal will tell you that the glaring problem that needs to be resolved urgently  is ensuring there are enough specialist subject teachers. Without them, the whole secondary education system is in serious trouble.”

 A new staffing survey report, carried out by PPTA Te Wehengarua in March, found the numbers of secondary teachers teaching subjects outside their specialist areas is at record highs.

“This means that more and more young people risk missing out on the deep grounding in subjects that they should be getting,” says Chris Abercrombie.

The survey, carried out in March 2024, found that 56% of schools had teachers working in non-specialist areas because they could not find suitably qualified staff. This is the highest number on record since the survey began in 1996.

“Students need teachers who know their subject area inside out, are passionate about it and can stretch students’ knowledge and skills.

“We need to get these foundations right before focusing on other priorities.”

Chris Abercrombie said he was also concerned that the clinical nature of the priorities announced today risked losing sight of the heart of education: the ākonga (students). “You can have all the monitoring, assessments, science-based models and systems in the world but unless you have the ākonga at the centre of all you do, these ‘priorities’ will count for nothing.

“No student is the same, and no student learns the same – an education system that fails to acknowledge that will lose the students very quickly.”

Source: Post Primary Teachers Association (PPTA)

Moeke Paaka’s appointment as kaumātua of PPTA Te Wehengarua is a culmination of more than 30 years of service to the
union. Moeke served as a member and convenor of Te Huarahi Māori Motuhake – PPTA’s Māori executive – for more than
20 years and was at the forefront in facilitating Te Tiriti-based dialogue and bicultural relationships.

His professional skills as a counsellor has helped union members in many challenging situations. He has always tried to approach people and issues with an open mind and a view towards restoration – a practice he established not long after he started teaching at Motueka High School in the early 1990s.

Also at Motueka, Moeke set up what was probably one of the very first models of co-governance in Aotearoa – a Runanga Maatua or parent support body, which established a partnership with the Board of Trustees. These parents were a part of the decision making process for the education of their children.

“At the time this was profound and
exciting for Māori parents. I could see
their determination and confidence as
we talked.

“I helped them to set some specific
educational goals for their kids. We
talked and came up with one goal: Māori
academic achievement at school. The
first thing was to imagine kids staying at
school until Year 13 – that became our
first goal.

“Dealing with discipline matters was our
second goal and attendance was the
final goal.”

In the mid-1990s a television documentary showcased the schools for its achievements in Māori students’ academic outcomes, and attendance and retention rates. Moeke says his dream and his passion was always to continue to improve Māori academic success. “Success in education controls to a major extent our destiny. For me, education leads to a decent standard of living and pride. It’s as simple and as passionate as that.”

The Association’s kaumātua and whaea are chosen by Te Huarahi to assist and support Association matters and they
participate in all aspects of PPTA Te Wehengarua, from conferences and seminars through to regular executive
meetings. The kaumātua and whaea are responsible for establishing and maintaining PPTA Te Wehengarua kawa and tikanga.

Kawa is the protocol and etiquette associated with the process of formal gatherings. Kawa does not change and once the kawa is fixed, these processes must be followed to maintain status of the iwi/organisation and safety through awareness.
Tikanga means doing what is right. Tikanga is the process of how kawa is implemented and is adaptable. The adaptability of tikanga is associated with the need for change which is often aligned to internal and external influences and the necessity to uphold manaakitanga.

Source: Post Primary Teachers Association (PPTA)

Shontelle Helg, Tāmaki Makaurau Auckland southern ward 

Ensuring teaching and learning in South Auckland is seen in a
positive light and making sure teachers’ voices are heard during
the implementation of the new NCEA Level 1 are some of the key
issues for PPTA Te Wehengarua members in Tāmaki Makaurau
southern ward, says Shontelle.
After she gets to grips with what being an executive member
is all about, Shontelle wants to focus on making sure
intermediate and middle school teachers and learning coaches
have a voice. “I also want to make sure South Auckland’s voice
is represented and heard.
“Our schools are doing amazing things for our learners, we
have such a rich multicultural nature in South Auckland and it’s
important to celebrate it.”
Shontelle, who is a Learning Coach at Ormiston Junior College
(OJC), has been an active member of PPTA Te Wehengarua
throughout her 20 years of teaching. Highlights of her union
activism so far include being the youngest recipient of the Guy
Allan award for activism and seeing the OJC branch, of which
she was chairperson, grow from two to three members, when it
started, to more than 60 members when she stepped down.
The best things about PPTA Te Wehengarua are its solidarity
and inclusiveness, she says. “When we come together on union
matters, the unspoken, shared reason we are all here is for the
betterment of those that follow us.”

Shannon-Mae Read, Hutt Valley and Wairarapa

Working with more of the membership, not only activists,
is one of Shannon-Mae Read’s goals as an executive member.
“A lot of our members don’t have direct access to executive or
understand the structure and how the union works.”
Shannon-Mae, Head of Art at Upper Hutt
College, has been PPTA’s Hutt Valley Rainbow representative
for the last three years, and branch secretary for five years.
She is also a member of the Network of Establishing Teachers,
having begun teaching only eight years ago.
She says workload is a key issue for members. “The collective
agreement settlement was a step forward financially but in
terms of conditions, it didn’t make a significant dent in our
workload. I think it speaks to bigger issues in the profession as
well – it’s why we don’t have as many teachers coming through
and why many are leaving.”
For her, the best things about PPTA Te Wehengarua are
whakawhanaungatanga and community. “There is no better
network of humans who care. I could also add PLD (professional
learning and development) and everything I’ve learnt about the
profession and workers’ rights – but it is ultimately he tangata,
the people.”

Hemi Ferris-Bretherton, Te Huarahi Mana Motuhake

Hemi says his top priority as an executive member is to place
kaupapa Māori to the forefront and advocate for his kaiako Māori fraternity. “My first experience of an
executive meeting recently was certainly an eye opener. I had been warned that there are many different standing committees and many HXs (decision making papers) that come before you to speak on.”
Hemi, a teacher of Te Ao Haka at Te Kura o Hirangi, says he
is looking forward to working on the executive in ‘a post
settlement phase’ and meeting challenges posed by the new
coalition government.
“The issues for kaiako Māori are numerous and include a
shortage of resources, realigning the TRM (Te Reo Māori)
standards, and schools’ ability to find relievers for teachers
wanting to take part in meaningful PLD.”
Hemi says the lack of access to the MITA (Māori Immersion
Teachers’ Allowance) has long been a bug bear for many kaiako
in mainstream settings. The Community Liaison Allowance
trial, part of the new collective agreement, is an attempt to
address that. “This is being trialled currently in a number
of areas throughout the motu and I’m really hoping that it
becomes successful.”