ACET national prioritisation process and criteria

At any one time, only 800 ACET allowances can be allocated. A national prioritisation process will be required if more eligible expressions of interest are received than there are allowances available in any given year.

The national prioritisation process is an objective process using the information from the expression of interest forms. As one of the aims of ACET recognition is to encourage and recognise strong collaborative practices between teachers, it is crucial to the integrity of the ACET recognition process that the national prioritisation process is not competitive.

Teachers’ professional practice cannot be compared or ranked at any stage. Professional practice must be attested through preparing a portfolio of evidence that demonstrates how the teacher’s practice meets the ACET professional criteria.

Teachers who meet the eligibility criteria and who are able to meet the time commitment for the portfolio stage should send in an expression of interest, even if one or more of the national prioritisation criteria apply.

The five national prioritisation criteria are:

1. Classroom FTTE; giving priority to higher classroom FTTE over the 0.8 threshold for eligibility

To clarify, 0.8 FTTE means that 80% of a teacher’s time is spent teaching in the classroom. This is equivalent to an average of 20 contact hours per week.

The conversion table below gives equivalent FTTE:

Average contact hours out of the classroom per week

Equivalent FTTE in the classroom



1 hour


1.5 hours


2 hours


2.5 hours (half day)


3 hours


3.5 hours


4 hours


4.5 hours


5 hours (1 day)



Days out of the classroom per week

Equivalent FTTE in the classroom



Half day


One day



Average weeks away from classroom per term

Equivalent FTTE in the classroom



Half a week


Full week


1.5 weeks


The conversion tables help you calculate your FTTE using the hours, days or weeks you spend out of the classroom. Here are some examples:

  • you are out of the classroom 4 hours per week which is 0.84 FTTE
  • you are out of the classroom for half a day (2.5hours) which is 0.90 FTTE
  • you are away for two full weeks from the classroom during a term which is 0.80 FTTE.

2. Formalised leadership roles; giving priority to teachers with none to fewer formalised leadership roles

Examples of leadership roles are team and syndicate leaders, curriculum leaders, assistant and deputy principals or any other role where the teacher has been made responsible for teaching colleagues.

Teachers should only list those formalised leadership roles that do not have a fixed and/or permanent unit attached.

Examples of roles that should not be classed as formalised leadership roles include taking extracurricular teams, clubs or lessons for groups of students or a NZEI Te Riu Roa union position.

3. Permanent unit; giving priority to teachers with no permanent unit

A permanent unit is allocated to a teacher (usually for a leadership role) without a given end date.

4. Fixed-term units; giving priority to teachers with none to fewer fixed-term units

As opposed to a permanent unit, a fixed-term unit is allocated to a teacher for a set period of time.

5. Māori Immersion Teaching Allowance; giving priority to teachers who teach at Māori immersion Level 1

Teachers who receive the Māori Immersion Teaching Allowance for teaching do so because they teach in a classroom where te reo Māori is used at least 30% of the time and where the teacher can communicate in Māori from a basic to fluent level.



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