Technical Advice – CRT Eligibility Threshold and Curriculum Refresh Workload Modelling
SPENCER JONES made this Official Information request to Ministry of Education
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From: SPENCER JONES
To: Ministry of Education
Subject: Technical Advice – CRT Eligibility Threshold and Curriculum Refresh Workload Modelling
Dear Ministry of Education,
I write under the Official Information Act 1982 to request the following information. This request is limited to existing documents.
Timeframe: 1 January 2022 to present.
⸻
1. CRT Eligibility Threshold (≥0.8 FTTE)
Please provide:
1. All policy papers, internal advice, aide-memoires, reports, and briefing documents discussing the ≥0.8 FTTE classroom release time (CRT) eligibility threshold under clause 3.28 of the Primary Teachers’ Collective Agreement.
2. Any analysis, modelling, or advice assessing:
• The operational impact of the ≥0.8 FTTE threshold;
• The effect of that threshold on teachers employed below 0.8 FTTE;
• Equity implications associated with differential CRT eligibility.
3. Any advice or modelling estimating the fiscal impact of extending CRT eligibility below 0.8 FTTE during the curriculum refresh implementation period.
⸻
2. Curriculum Refresh Workload Assessment
Please provide:
1. Any formal workload impact assessments prepared prior to or during implementation of the refreshed English and Mathematics curriculum.
2. Any internal modelling estimating:
• Additional planning or programme redesign hours per teacher;
• Additional assessment redesign hours;
• Implementation workload associated with structured literacy or structured mathematics requirements.
3. Any internal risk assessments concerning:
• Workforce retention risks;
• Wellbeing impacts;
• Industrial relations implications arising from curriculum implementation timelines.
⸻
3. Implementation Mitigation Measures
Please provide:
1. Any documentation assessing whether existing CRT allocations were considered sufficient to support curriculum redesign workload.
2. Any advice comparing:
• Direct remuneration approaches (e.g., principal change allowances);
• Non-remunerative supports (e.g., PLD, resources, guidance materials);
• Additional staffing or release-time funding options.
⸻
Administrative Clarification
This request is for existing documents only.
If any part of this request may be refused under section 18(f), please contact me so that scope refinement can be considered.
If information is withheld, please identify the precise statutory grounds relied upon and the public interest considerations applied.
Kind regards,
Spencer Jones
From: Enquiries National
Ministry of Education
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SPENCER JONES left an annotation ()
This Official Information Act request seeks technical advice held by the Ministry of Education relating to two intersecting issues:
1. The ≥0.8 FTTE classroom release time (CRT) eligibility threshold under the Primary Teachers’ Collective Agreement; and
2. The workload implications of implementing the refreshed curriculum (including structured literacy and mathematics changes).
Recent settlements have publicly recognised the leadership workload of principals through targeted implementation allowances. At the same time, classroom teachers are responsible for day-to-day programme redesign, assessment alignment, and instructional delivery under the refreshed curriculum framework.
The public interest questions are:
• Was formal workload modelling undertaken prior to rollout?
• Was the CRT eligibility threshold analysed in light of curriculum redesign demands?
• Was the impact on part-time teachers (below 0.8 FTTE) assessed?
• Were fiscal options for additional release-time support considered?
• Were workforce retention or wellbeing risks formally evaluated?
The purpose of this request is not adversarial. It is to clarify whether technical modelling and equity analysis underpin implementation decisions affecting thousands of classroom teachers.
The refreshed curriculum represents a significant system-wide change. Transparent disclosure of workload modelling and equity assessment contributes to:
• Informed public understanding;
• Workforce sustainability discussions;
• Evidence-based education policy debate;
• Accountability in public expenditure decisions.
The request is confined to existing documentation and does not seek creation of new analysis.
Given the scale of curriculum reform and its implications for teaching practice, there is a clear and ongoing public interest in understanding the evidentiary basis for implementation settings.
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