4.2 Application of Salaries

(See also Start of Year clause 3.2A.)

4.2.1 Qualification Groups for Salary Purposes

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

4.2.2 Commencing Salary Starting Rates Apply as Follows:

    1. The starting salaries of teachers who have Teaching Council of Aotearoa New Zealand registration and who also have a qualification defined by a ‘G’ notation are noted alongside the salary scale.
        1. The starting salaries of teachers do not have Teaching Council of Aotearoa New Zealand registration but have a qualification defined by a ‘G’ notation are noted alongside the Base Scale – Untrained Teachers. 
        2. If such a teacher is subsequently granted Teaching Council of Aotearoa New Zealand registration s/he shall translate to the minimum step payable for the relevant qualification group on the Base Scale – Trained Teachers or, if such a teacher’s salary is already at or above the applicable minimum step payable on the trained teachers scale, that teacher will translate to the next highest step on the scale. This date shall become their new anniversary date for salary progression purposes.
          Note: For example a teacher who was on step 9 of the untrained teachers scale would translate to step 6 trained teachers scale.
    2. Teachers who do not have a subject/specialist qualification defined by a ‘G’ notation and who do not have Teaching Council of Aotearoa New Zealand registration commence on step one of the Base Scale – Untrained Teachers.
    3. The Secretary for Education, having regard to a teacher’s previous service and professional, technical, practical or other suitable experience, may approve a higher commencing step than set out in 4.2.2 (a) to (c) above, subject to the provisions of Appendix A. The Secretary for Education may, in exceptional circumstances, exercise discretion in the placement or progression of a teacher within the salary scale.
    4. Applications that are received under clause 4.2.2(b)(ii) from 1 June 2008, and where the NZ traind teacher has completed a course of teacher education (as recognised by the Teaching Council of Aotearoa New Zealand after 1 November 2007, can have relevant work experience already counted in the teacher’s first salary assessment included, where:
        1. adding that relevant work experience would improve the teacher’s salary step from the minimum step payable for the relevant qualification group; and 
        2. the teacher has commenced their first teaching position within the six months prior to being granted "Teaching Council of Aotearoa New Zealand registration” referred to in clause 4.2.2(b)(ii).

4.2.3 Pay Progression

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

4.2.4 Withholding Increments

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

4.2.5 Overtime Rates
Full-time teachers may be paid overtime rates based on 1/380 for each teaching half-day at the appropriate salary rate, excluding all additional salaries and allowances, on such terms as prescribed by the Secretary for Education.

4.2.6 Salary Payments
Salaries shall be paid fortnightly by direct credit to the employee’s nominated bank account except that individual employees may on religious or ethical grounds apply in writing to the Secretary for Education to be paid by cheque.

4.2.7 Payment for work on a Public Holiday
Where a teacher is required by their employer to work on a Public Holiday they shall be entitled to be paid in accordance with s.50 of the Holidays Act 2003.

4.2.8 Regional Health School Teachers
A teacher appointed to a permanent, full-time teaching position in an approved Regional Health School shall receive one unit per annum (as per clause 4.3.2. This does not restrict the ability of the employer to offer additional unit(s) for further specific assignments or tasks performed by the teacher.

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

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

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