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. 

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 to help you calculate your FTTE using the hours, days or weeks you spend out of the classroom.FTTE tableHere 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.

The table below give the scores, weightings and weightings rationales for the national prioritisation process.

Criterion Variables Score Weighting Weighting rationale
Classroom FTTE

0.80-0.83

0.84-0.87

0.88-0.91

0.92-0.95

0.96-1.00

1

2

3

4

5

30% Aligns with the first key ACET aim to keep exemplary teachers in front of children inside the classroom; given equal highest rating.
Formalised leadership roles

0

1

2

3

4

5

4

3

2

1

30% Aligns with the second key aim of ACET as an alternative career pathway for teachers wishing to focus on developing their expertise as classroom teachers, rather than a more formalised management pathway; given equal highest rating.
Māori immersion teaching

Level 1

Level 2

Level 3

5

3

1

15% Recognises teachers who are exemplary teachers in the Māori immersion context.
Permanent unit

0

1

2

3

12.5%  Aligns with dual aims of keeping exemplary classroom teachers in the classroom instead of a formalised leadership career pathway, typically recognised through permanent units.
Fixed-term units

0

1

2

3

4

5

5

4

3

2

1

 12.5%  Aligns with the ACET focus on exemplary classroom teaching.

 

2. Formalised leadership roles; giving priority to teachers with no or few formalised leadership roles

Examples of formalised 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.

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

A permanent unit is allocated without a given end date.

4. Fixed-term units; giving priority to teachers with no or few fixed-term units

A fixed-term unit is allocated for a set period of time.

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

Teachers receive the Māori Immersion Teaching Allowance 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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