CURRICULUM

MANAGEMENT

EQUITY

Teacher/student ratios

MACS

Specialist

ORS

Support time: general curriculum

Senior management time

Attached teacher time

Support time: middle management

Pre-service education liaison

Induction of beginning teachers

(1)

Te reo Mäori education

Pacific students education

Socio economic status

(2)

Reading recovery

Resource Teachers

CURRICULUM COMPONENT

EXISTING RESOU-RCING (MRG)

NZEI GOAL

RATIO-
NALE

Classroom teaching: general curriculum

Implementation of the curriculum in the breadth and depth now required by the National Education Guidelines.

To provide support for inclusive education.

Year levels
1-3
4-6
7-8

Ratio
1:23
1:29
1:29

Year levels
1-3
4-8

Ratio
1:20
1:25

Maximum Average
Class Size
(MACs)

To support small schools many of which are in rural areas. All classes in small schools cater for multiple year levels. The principal is currently responsible for a class and there are fewer teachers to assist with school-wide curriculum planning and assessment than in large schools.

28 in schools with years
1-8 and a
roll of < 160

MACs of 25 in schools with years 1-8 and a roll <160

Manual (technology)

Specialist

An extension of the existing `manual' (technology) component to provide a specialist capacity for all years 1 to 8. It is becoming increasingly difficult to provide quality learning opportunities for primary students without access to specialist input. The need is greater in years 7 and 8. Additional staffing is required at all levels to support, for example:

technology, arts, Mäori and other languages

ICT development

specific school needs; accelerated learning, teacher librarians

new government initiatives such as literacy and numeracy

counselling, pastoral care and care for transient students

special education needs of non-ORS students.

Provides a resource that could be shared /pooled across schools.

Year levels
7-8

Ratio
1:120

Year levels
1-6
7-8

Ratio
1:100
1:80

ORS/TRS

Exceptional needs
Very high needs
High needs

0.2 FTTE
0.1 FTTE
0.05 FTTE

An increase in the percentage of the school population that can be verified as eligible for this staffing and the categories renamed.

Very high
High

0.2 FTTE
0.1 FTTE

None

Support time

general curriculum FTTE x 0.1

A new element within the curriculum component to provide a non-teaching time allowance. This could allow teachers to be released for activities that cannot be managed effectively while they are fully engaged in class teaching. For example:

student assessment, recording and reporting;

planning and preparation;

professional development;

curriculum leadership;

provisionally registered teacher induction in the second year;

Individual Education Programmes (IEP).

MANAGEMENT COMPONENT

EXISTING RESOURCING (MRG)

NZEI GOAL

RATIONALE

Management Staffing

Weighted year level rolls
Years 1-3
Years 4-8
Years 7-8

Currently delivers 0.1 FTTE for the smallest schools rising to 1.0 FTTE at around 320 at the lowest point but nearer to 400 for other schools

Adjustments to the formula to deliver enhanced part-time staffing to schools with rolls of less than 160 with full-time positions occurring at multiples of 160

1.0 FTTE at roll of around 160
2.0 FTTE at roll of around 320
3.0 FTTE at roll of around 480
etc.

Prior to 1996 primary schools had full time release for the principal at a roll of 231 or at 8.0 FTTEs. Since 1996 management tasks have increased.
This component is to provide time for the principal in all schools, along with the deputy and assistant principals in some schools to:

Comply with the NEGs, NAGs and curriculum statements

To manage and implement requirements for:

- the curriculum
- assessment/data management and reporting
- performance management
- the charter
- community liaison and consultation
- school reviews
- services to the board (financial, property, personnel)

Carry out instructions from the board

Provide educational, professional leadership and staff support and guidance

Liaise with agencies outside the school such as Specialist Services, and Children, Young Persons and their Families.

Attached teachers
ORS FTTE x 0.05
RTM FTTE x 0.05
RTR FTTE x 0.05

ORS FTTE x 0.05
RTM FTTE x 0.05
RTR FTTE x 0.05
RTLB FTTE x 0.05

The intention is to include the support time allowance for all attached and additional staffing in the entitlement so that the staffing counts for the calculation of salary units.

Normal Schools
1.0 FTTE

Status quo

Retaining a full-time component in designated Normal Schools supports the concept, function and role of Normal schools, particularly in relation to the demands of liaison with providers of pre-service teacher education.

None

Principal development

A block allocation of time for first time principals and principals moving on promotion to a position of a higher grade.

MANAGEMENT COMPONENT continued

EXISTING RESOURCING (MRG)

NZEI GOAL

RATIONALE

Beginning Teacher Time Allowance
1st year 0.2 FTTE
Second year – none

1st year 0.2 FTTE
2nd year 0.1 FTTE

The induction time allowance extended to provide 0.1FTTE in the second year for ongoing support leading to registration. This is particularly important for teachers who have had only part-time employment in the first year.

None

Support time: (salary units)

Salary units x 0.1 FTTE

A new element calculated on the number of salary units allocated to the school.
It enhances the career structure by providing a training ground for unit holders and middle management to move through to principal positions.
The time allowance is for schools to make provision for basic scale teachers who are unit holders to carry out the extra responsibilities associated with the salary unit payment, for example:

Performance management and appraisal

Staff support and guidance

School-wide responsibilities in curriculum leadership

Behaviour management support

Implementing school assessment policy particularly in the early years

School curriculum reviews

School administration requirements such as attendance.

Pre entry liaison

EQUITY COMPONENT Schools

EXISTING RESOURCING (MRG)

NZEI GOAL

RATIONALE

None

Mäori

Kura Kaupapa Mäori
Years 1-15 1:15

Mäori Immersion and Bilingual classes in regular schools.

Years 1-15 1:15

Across the board ratios to support te reo Mäori both the teaching of the language and teaching in the language at levels 1 and 2.

None

Pacific students bilingual classes in
Regular schools
Years 1-15 1:15

To provide support for effective targeted teaching using Pacific languages at levels 1 and 2.

None

Low decile schools
Deciles 1-4
Curriculum FTTE plus a percentage weighting of the curriculum FTTEs.

20% for decile 1, reducing to

5% at decile 4

A new element to assist with the implementation of the curriculum in schools with a catchment area identified as contributing to educational difficulties.

This staffing targets government priorities for `closing the gap’ – Mäori, Pacific Island students and low decile schools.

EQUITY COMPONENT National allocations

EXISTING RESOURCING (MRG)

NZEI GOAL

RATIONALE

Reading Recovery

260 FTTEs

The number of FTTEs increased to reflect the total number of six year old students.

This component has been limited to 260 FTTEs since its introduction in 1984. The number has not been updated despite the increase in 6-year-olds.

The resource supports tutors, training provisions and the relievers required to replace teachers in training. A small number of FTTEs is held to implement the programme in schools but schools are required to also draw heavily from the 1:23 classroom curriculum resource.

Rural schools are particularly disadvantaged.
Students in Mäori immersion have no access to reading recovery in Mäori.

Resource Teachers
RTLB

Status quo

Note: RTLBs should have the knowledge, skills and experience to work with Mäori students.

Year levels
1-10

Ratio
1:750

RTM
RTR

National number linked to national roll and need

A similar entitlement allocation system as that used for RTLBs should apply to RTMs and RTRs .All resource teacher groups should have a rural weighting.