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This video reminds us of the incredible diversity of the Pacific nations. Tapasā is for all teachers and assists us to see how we can all support the learning and wellbeing of our Pacific students.

Conversation starters:
•	Leitu points out that Pacific teachers are not neccessarily experts on all Pacific nations. How could Tapasā help us to build the knowledge needed to connect with the diversity of Pacific learners?
•	What happens in your setting to support collective responsibility for Pacific learners’ wellbeing?

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Tapasa - a compass to navigate diversity

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Tapasa - a compass to navigate diversity

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Week 1: PCT/New Teachers - Troy EGL: Kaitohutohu role

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Week 1: PCT/New Teachers - Troy EGL: Kaitohutohu role

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Week 3: Code of Professional Responsibility

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Week 3: Code of Professional Responsibility

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Code of Professional Responsibility- Being a member of the Teaching Profession

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In Part One, Newtown School principal Mark Brown and his staff of dedicated and talented teachers talk about what the Code is all about and what it means to them.

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Week 9, PCT/New Teachers hui - Faumuina Eddie Lepou, The Rising Foundation

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Week 9, PCT/New Teachers hui - Faumuina Eddie Lepou, The Rising Foundation

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Week 7, PCT/NewTeachers hui - Nurse Sue, Wellness Centre'

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Week 7, PCT/NewTeachers hui - Nurse Sue, Wellness Centre'

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Every teacher comes into the profession ready to change the world one life at a time.  Every teacher also learns quickly that changing the world is exhausting.

10 years ago, my buddy gave me a ride home from work.  As I stumbled out of his car holding what looked like a metric ton of stuff, he asked, “What’s that?”

I replied, “I’ve got a little work tonight.”

He shook his head and reminded me that it was Friday, and ever since, I’ve been battling the pressure that pushes teachers to behave like workaholics, and feel exhausted.  Below are 5 tips, I’ve found helpful in giving me just a little more time, energy and patience for the loved ones I come home to each day.

#1- Maintaining Sanity While Grading

All teachers have had the frustration of grading a stack of papers, finding themselves writing the same comment over and over again.  Here’s your new rule: if you’ve written the same exact comment 3 times in 5 papers, stop.  Take a picture of the work.  Make a copy.  Type it into your PowerPoint, but whatever you do, do not write that comment again.  The time you take to prep and show this error to your classes is going to reduce your anxiety from writing the same comment 50 times and asking yourself, “What is wrong with these kids?!” Not to mention, it will save you time.

Furthermore, taking the time to bring it up to your whole class benefits everyone.  Students can ask a question. They can see specifically what you would have preferred.  You get to gauge their receptiveness to the correction and learn whether or not you have a more serious problem on your hands.

#2- Virtual Teaching Overload

Setting up those classroom social media accounts, online webinars, YouTube seminars...stop it all.  You are overworked, and your kids are busy too. Just like you can only tolerate so much PD, your students too must have time to decompress and absorb their learning.  It can’t be constant stimulation all the time.

Focus on maximizing the class time you have by using your time away from class to recharge.  Your responsibility is to be fully invested for the 40-90 minutes your students are in front of you each day.  When they are there, give them everything you can, but once the day is done, you have to breath, reflect, and relax.  You can’t do that if you are trying to be a virtual teacher too.

#3- Contacting Home Done With Urgency

It’s the end of class and Little Johnny has been a terror.  He refused to sit down, stop talking, take out a pencil, stop throwing paper airplanes everywhere, and he spilled his water bottle while also managing to poke half the class.

You’ve tried every tactic you can to get to the root of the problem.  What’s wrong? How was your day? Did something happen in art? How are things at home?  You’ve written positive notes, given him step-by-step instructions, conferenced with him before, during and after class, talked with mom via email and the phone.  But, nothing. So, now you are threatening to call home again.

Stop with the threats.  Just do it. Right there, with students walking out to their next class, pull the number up and call.  If you’ve got a free period afterwards, it’s great.  But, if not, do it anyways. First, it’s a great excuse to avoid hall duty.  Second, the kid gets to be privy to the conversation, so all parties know exactly the message being sent between home and school.  Third, you don’t have to add another task to your “to do” list. Fourth, you’ve got a bunch of legit excuses to cut the conversation short if it starts to drag: coverage, hall duty, teaching a class, meeting with the principal, etc.

I’ve taken to this tactic lately, and I make the kid talk to their parents about what has gone on.  They don’t like having to explain what they did in class, and their parents take it even more seriously hearing it from their kid.  I don’t have to tell parents how upset and frustrated I am; they know.

#4- A New Email Attitude

Have you ever had an emergency?  How many times have you sent an email to solve such a problem?  The correct answer is zero.

Email is meant as a convenience, not a lifeline.  Remember, if someone needs your immediate attention as a teacher, they can find you.  Your schedule is likely displayed on the wall of your administrator's office. If someone needs you, they can walk the 15 steps to your classroom door.  They send an email because it’s not urgent.

So, stop checking your email like it’s an emergency.  Take your email off your phone.

One morning I was walking into work with a colleague, and I asked if he’d seen the email I sent the night before.  He said, “No.” I explained the issue at hand, and he asked a follow up question, “Why didn’t you just tell me this morning?”  He was right because even if he had responded to my email the solution couldn’t have been implemented until we were at school anyhow.

Additionally, if Little Johnny is emailing you expecting an immediate response, well, email isn’t for emergencies.  Some lessons are best taught sooner as opposed to later.

#5- Bringing Back Faith in Humanity

Every day teachers see over 100 students.  Most of them are pretty good souls. But, when we walk out that door, it’s Little Johnny that we walk out remembering.  He’s exhausted our last ounce of patience and strength, and we bring him home with us too. Stop letting that happen.

Get a stack of index cards.

On your way out of school, take 2 minutes and think of one of those good souls.  The kid you never have to remind to sit down or stop talking or stop yelling at people.  The kid who just does what you ask, or at least doesn’t do the opposite. Write them a note.  Thank them for working hard. Tell them you appreciate having them in class. Wish them a great day.  Leave it on your desk and head for home with Little Johnny pushed a little further into the back of your mind.

Think of it like a tweet to end your day.  Everyone’s got time to send a tweet.

The next morning it will greet you too.  It’ll be a reminder about why you got into this job in the first place.

Now, I hope you found something to help take the edge off here, but some of you may be past the point of exhaustion.  You’re not tired because you’re desperate. You don’t see the light at the end of the tunnel. It’s only more responsibilities, more unreasonable expectations, less time, fewer resources intermingled with less support and more condescension.  Next week, I’ll offer up several tips for my colleagues battling desperation.

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Battling Teacher Exhaustion: 5 Do Now Tips! - The Educators Room

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Every teacher comes into the profession ready to change the world one life at a time. Every teacher also learns quickly that changing the world is exhausting. 10 years ago, my buddy gave me a ride home from work. As I stumbled out of his car holding what looked like a metric ton of stuff,...

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Week 5, PCT/BT hui - The Rising Foundation'

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Week 5, PCT/BT hui - The Rising Foundation'

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Whaea Linda DRO, topic: Neuro-Diversity.

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This a a depiction of what makes a good teacher a great teacher_

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Copy - Behaviour Management Manual - 2022

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Komiti Pasifika meet regularly, have a representative on the PPTA National Executive and are happy to hear from members and raise any issues or queries from members for discussion at meetings.
Area 1 representatives

Alvin Chand, James Cook High School

Angela Maisiri, Southern Cross Campus

Maiava Leitu Suran Clint Samasei'a, Ormiston Senior College

Teokotai Tarai, Tokoroa High School

Area 1 covers the following regions:

Bay of Plenty
Central Plateau
Counties-Manukau
East Coast
Hauraki Coromandel
Northland Upper, Central & Lower
Tamaki Makaurau Auckland
Taranaki
Waikato
Western Bay of Plenty
Area 2 representatives

Vernon Tile, Rongotai College

Robbie Timo, Linwood College

Area 2 covers the following regions:

Aoraki
Canterbury
Hawkes Bay
Hutt Valley
Manawatu-Whanganui
Marlborough
Nelson
Otago
Southland.
Wairarapa
Wellington
West Coast

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Komiti Pasifika meet regularly, have a representative on the PPTA National Executive and are happy to hear from members and raise any issues or queries from members for discussion at meetings.

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Māori Immersion Teachers Allowance (MITA)

July 24, 2019

Under the terms of the Secondary Teachers' Collective Agreement (STCA) and the Area School Teachers' Collective Agreement (ASTCA) the following applies:

STCA - 4.18 Māori Immersion Teacher Allowance

ASTCA - 3.14 Māori Immersion...
Read more

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July 24, 2019 Under the terms of the Secondary Teachers' Collective Agreement (STCA) and the Area School Teachers' Collective Agreement (ASTCA) the following applies: STCA - 4.18 Māori Immersion Teacher Allowance ASTCA - 3.14 Māori Immersion... Read more

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Non-contact time for all teachers has been improved significantly since 2002. This is especially the case for new teachers in their first two years' work as a secondary teacher.

New teachers can receive non-contact time for general preparation (as other teachers are) and for their advice and guidance programme as provisionally certificated teachers.

Sections 5.2.2 and 5.2.3(a) of the Secondary Teachers' Collective Agreement (STCA) limit teaching and supervision of students in learning programmes to a maximum of 20 hours per week.

(Non-contact time for secondary teachers in area schools can be found in subsection 4.2 of the Area School Teachers' Collective Agreement (ASTCA).)

Clause 3.8 of the STCA (and 2.10 of the ASTCA) gives further hours of non-contact time for first and second year teachers for their advice and guidance programme.

No full-time first year teacher should be teaching or supervising students engaged in learning programmes for more than 15 hours per week (or an average of three hours per day).

No full-time second year teacher should be teaching or supervising students engaged in learning programmes for more than 17.5 hours per week (or an average of 3.5 hours per day).

Part-time first year teachers who are employed for 12.5 hours per week (an average of 2.5 hours per day) or more hours per week are entitled to an additional 2.5 hours paid non-contact time for their advice and guidance programme (an average of half an hour per day). This should be either part of their 12.5 hours, or an extra paid 2.5 hours non-teaching time. The advice and guidance time is in addition to any other non-contact time they receive as a part time teacher.

Part-time second year teachers do not receive a time allowance for advice and guidance as of right, though good employers will ensure they have time for their advice and guidance programme. (Note that if you are not employed for 12.5 hours per week or more, you cannot become fully certified.)

Different schools have different timetable systems. For instance, some schools have a six day, 30-hour timetable.

When applying STCA provisions, you need to use the average daily time to work out the maximum teaching time over the cycle.

Thus, in a six-day timetable:

a first year teacher should be teaching no more than 18 hours (6 x 3.0 hours)

a second year teacher would be teaching no more than 21 hours (6 x 3.5)

a first year part-time teacher employed for 15 hours (6 x 2.5) or more should be getting three hours non-contact (6 x 0.5) for advice and guidance either as part of their 15 hours, or in addition to any other non-contact time they receive

Duty, form time, and meetings are not considered contact time unless actual teaching or supervision of students engaged in a learning programme takes place.

Part three of the STCA details other time allowances that may be of interest to beginning teachers. For example, the one hour per week heads of department have for first and second year teacher in their department. Overseas teachers new to New Zealand schools receive an allowance of 0.1 FTTE (2.5 hours) per week for the school to use in consultation with them for a maximum of two terms.

Permanent management units (PMUs) attract an allowance of one hour per unit up to a maximum of three hours per week.

You can use the PPTA entitlement calculator to work out if you have your legal entitlement to non-contact time.

Last modified on Friday, 14 December 2018 11:55

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Non-contact time for all teachers has been improved significantly since 2002. This is especially the case for new teachers in their first two years' work as a secondary teacher. New teachers can receive non-contact time for general preparation (as other teachers are) and for their advice and guidance programme as provisionally certificated teachers.

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2022 Support for PCTs/OTTs - English Medium

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2022 Support for PCTs/OTTs - English Medium

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English Medium

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In COVID-alert RED level all workshops/hui will be conducted online

ESS is delivering the Ministry of Education funded PLD support for provisionally certificated teachers (PCTs in English medium, Pia in Māori medium), overseas trained teachers with provisional certification (OTTs) and mentor teachers (Pou Tautoko). Mentors include tutor teachers, PCT Coordinators, SCTs, HODs and school leaders. This professional development is available for teachers in English medium schools, years 1-13, and Māori medium settings, throughout Aotearoa/New Zealand.

Choose from our range of face-to-face and online delivery modes to best meet your needs within your induction and mentoring programme and build PCT capability implementing national education and learning priorities.

We remain adaptable to the COVID environment and should levels change, will modify our support accordingly.

Given the Covid environment, it is difficult to ascertain the number of OTTs requiring support with their induction and mentoring programme in 2022. If you are an OTT, or have OTTs at your school please register here.

Support available

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ESS is delivering the Ministry of Education funded PLD support for provisionally certificated teachers (PCTs in English medium, Pia in Māori medium), overseas trained teachers with provisional certification (OTTs) and mentor teachers (Pou Tautoko). Mentors include tutor teachers, PCT Coordinators, SCTs, HODs and school leaders.

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To access support and with any queries please contact Marama at marama.pohatu@otago.ac.nz

In 2022 we will offer PCTs (provisionally certificated teachers)/Pia, mentor teachers/Pou Tautoko, PCT coordinators, SCTs, HoDs and school leaders) teaching in all Māori medium settings Years 1-13 including Bilingual, Reo rua, Kura Kaupapa Māori and Wharekura, the following PLD opportunities:

Nationwide face to face hui/workshops details here
e PCT online self-chosen PLD modules details here

There are no enrolment charges for our PLD.

We remain adaptable to the COVID environment and should levels change, will modify support accordingly.

Nationwide Hui / Workshops

We use a range of iwi/hapū/whānau preferences and initiatives including whanaungatanga, kaumātua/kuia/whānau tautoko as well as workshop, hikoi and noho delivery options to tautoko all involved in supporting teachers with provisional (Tōmua) certification to full (Tūturu) certification.

Choose any, or all, from our Rohe based series of linked hui and/or noho:

Term 1 Hui 1

Learn about:

The latest information from the Teaching Council regarding the Policy for Certification

The components of the Induction and Mentoring ( I&M) programme

Using the Teacher Standards within the I&M programme

The requirements for moving from provisional to full certification

The evidence and documentation to keep and how to store it

Discuss and problem-solve any issues relevant to Pia/Pou Tautoko

Term 2 Hui 2

Network with other Pia and Pou Tautoko and share resources

Check you are on track with everything for full certification

Use your everyday practices to evidence Teacher Standards

Get the latest information from the Teaching Council

Add to your Pia/PCT documentation

Pursue an area of professional interest to you personally

Discuss and problem-solve any issues relevant to Pia/Pou Tautoko

Term 3 Hui 3

Critique and add to your Pia/PCT documentation

Network with other Pia and Pou Tautoko and share resources

Use Teaching as Inquiry to evidence Teacher Standards

Check you are on track with everything for full certification

Pursue an area of professional interest to you personally

Discuss and problem-solve any issues relevant to Pia/Pou Tautoko

Develop your mentoring skills (Pou Tautoko)

Share mentoring experiences, systems for documenting I&M programmes and evidence of meeting the Teacher Standards. (pou Tautoko)

We plan to be in your rohe on the following dates, so register your interest here and Marama will contact you with more information.

Term 4 by mutual agreement.

e PCT

e PCT is self-directed, self-paced PLD designed to specifically meet the needs of Pia/PCT/OTTs and pou tautoko/mentors.
Choose from the range of interactive online modules to meet your PLD needs as, and when, they arise. View details here.

Inquiries to our office essadmin@otago.ac.nz or
Lead facilitator Māori medium
Marama Pōhatu marama.pohatu@otago.ac.nz
Mob +64 21 833 560

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Māori Medium Support for Pia and Pou Tautoko

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To access support and with any queries please contact Marama at marama.pohatu@otago.ac.nz In 2022 we will offer PCTs (provisionally certificated teachers)/Pia, mentor teachers/Pou Tautoko, PCT coordinators, SCTs, HoDs and school leaders) teaching in all Māori medium settings Years 1-13 including Bilingual, Reo rua, Kura Kaupapa Māori and Wharekura, the following PLD opportunities: Nationwide face to face hui/workshops details here e PCT online self-chosen PLD modules details here There are no enrolment charges for our PLD.

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Topic: Student Wellbeing, Troy EGL

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Topic: Introduction to  Introduction to Mentoring & Induction Programme

Teaching Council information/resources, NZ Teaching Council Site/Review of Term 1

Taking part in induction and mentoring

MTM Teacher Site

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Topic: Intro. to Te Ao/Tikanga Maori, Matua Ian, Wharenui.

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Guidelines for Induction and Mentoring...

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Guidelines for Induction and Mentoring...