SPPA has confirmed that Annual Benefit Statements for all members will be issued by the end of the September. We are aware that many members will have received earlier this month.
The exceptions are: Members who have elements of complexity in their contribution history. One common example of complexity is someone who has transferred in some service from another scheme. Deferred members (those who are no longer contributing but have not yet applied to receive their benefits). Deferred members can expect their Benefit Statement by the end of October.
However, the SPPA has confirmed all members should have their Benefit Statement by the end of the year.For further information on the SPPA pension scheme https://pensions.gov.scot/teachers
Wesleyan Webinars
The Wesleyan webinars have seen a high member interest but there is still time to reserve a place.
Tuesday 15th September @ 5.00pm Rethinking Retirement – Scottish Secondary Teachers Association Join our free webinar to explore how changing life stages, personal circumstances and evolving priorities can shape your retirement and what that means for your financial planning Further information Register here for a place at the Rethinking Retirement webinar —– Thursday 24th September @ 5.00pm Understanding Your Scottish Teachers’ Pension Scheme – Scottish Secondary Teachers’ Association Whether retirement is just around the corner or farther in your future, taking time to plan now can help you achieve the future you envision. For further information Register here for a place at the Understanding Your Scottish Teachers’ Pension Scheme webinar —-
On Wednesday 9 September, we sent all SSTA members an email about our new campaign: It’s Not Workload. It’s Stress.
Support our charter by joining our WhatsApp channel.—Today, we launch our new campaign, and it starts with what you told us.Our survey showed that tracking, monitoring, QS assignments and coursework are driving work-related stress. And the biggest thing you said would make a difference? Time.
This isn’t about asking teachers to work harder or cope better with an unsustainable job.
Today, we launch our new campaign, and it starts with what you told us.
Our survey showed that tracking, monitoring, QS assignments and coursework are driving work-related stress. And the biggest thing you said would make a difference? Time.
This isn’t about asking teachers to work harder or cope better with an unsustainable job.
As part of the Curriculum Improvement Cycle (CIC) co-design process, Education Scotland has shared early draft samples from the new curriculum. These materials are intended to give teachers an opportunity to understand how the curriculum improvement work is progressing and to contribute to the ongoing co-design process.
The materials are being developed for distribution to schools at the start of the 2026–27 academic year. A full draft technical Curriculum Framework is expected to be issued in early autumn. In addition, Building Scotland’s Curriculum: A draft resource for discussion and further co-design has now been published. The implementation date for the new curriculum in S1 in secondary schools is August 2028.
The SSTA has made clear that this major overhaul of the curriculum cannot be undertaken within normal working-time arrangements. The SSTA has consistently called for additional time to be made available for secondary teachers to participate in the development and preparation of the new curriculum during this year and in the years leading up to implementation in August 2028.
The Scottish Government is in the process of allocating two additional in-service days during the current school year and 2027. The first is to take place during this term, with the second taking place in 2027. These two additional in-service days will be organised by Education Scotland and devoted solely to the Curriculum Improvement Cycle.
SSTA advice to members: Members are advised to wait until the planned additional in-service days have been completed before determining future curriculum content and/or teaching materials. All materials and documents currently available remain drafts and are subject to further development and change.
Members should ensure that they manage and control their workload this year and should not be tempted to pre-empt the curriculum development process by undertaking work prematurely.
Materials for S1, for implementation in autumn 2028, should be produced during the 2027–28 school year, provided that sufficient additional time is allocated for this work.
Salary Increase – August 2026
The final part of the two-year SNCT pay agreement will be added to teachers’ salaries in August 2026. All SNCT grades will receive a 3.25% increase, effective from 1 August 2026.
Claiming Back Pay The pay changes will be applied automatically to most members who have remained employed by the same local authority.
However, the SSTA wishes to advise members who have retired, left the profession or moved to another local authority during the period covered by the pay settlement that they may need to submit a claim for back pay to their previous employing authority.
The SSTA is pleased to announce a referral relationship with Wesleyan, a company specialising in financial advice for professionals, with extensive expertise in the education sector.
Through this partnership, SSTA members will have access to tailored, high-quality financial guidance designed to support them at every stage of their career.
Members can access advice across a full range of financial services, including:
Mortgage and home-buying advice
Protection, including income protection, life cover and critical illness cover
Savings and investment planning
Pension and retirement planning
Tax-efficient financial planning
Further information, including details of introductory webinars, will be issued shortly.
Tax Refunds
TAXrefundCo has helped many SSTA members over a number of years to ensure they have the correct income tax code and to claim refunds where tax has been overpaid.
However, the SSTA’s long-standing association with the company has now come to an end. The SSTA is currently seeking a new provider for this service.
Members will be updated once a new provider has been approved by the SSTA Finance and General Purposes Committee.
Don’t Say Yes, Say How – Managing Teacher Workload (WTA)
As a new term begins, rather than simply agreeing to every new initiative, idea or proposal that appears beneficial, teachers should ask one crucial question:
How will this be achieved within the agreed working time?
The start of a new school year often brings new initiatives and additional demands. Members should ensure that any new work is properly considered within the context of their Working Time Agreement (WTA) and that additional workload is not simply added without appropriate time being made available. For more information on Working Time Agreements, including an explanatory video, please visit the SSTA website.
SSTA STANDING UP FOR ALL TEACHERS IN SECONDARY EDUCATION
The Scottish Secondary Teachers’ Association (SSTA) is the only Scottish-based teaching union exclusively representing teachers in secondary education. With around 6,000 members, the Association is committed to supporting teachers, influencing education policy, and promoting excellence in Scottish education.
Following the retirement of the current postholder, the Association seeks to appoint a new General Secretary. This is an exciting opportunity to lead the organisation and help shape the future of education in Scotland.
The Role
Based in Edinburgh, the General Secretary will provide strategic leadership for the Association and be responsible for:
Leading the development and implementation of the Association’s strategic objectives.
Supporting the development of education policy and representing the interests of secondary teachers.
Managing and leading the Association’s staff and resources.
Building strong relationships with members, elected representatives, employers, government bodies, and other stakeholders.
Leading negotiations and representing members’ interests at national and local levels.
Supporting recruitment, retention, training, and engagement of members.
Promoting effective communication, campaigning, and public advocacy on education issues.
Driving organisational development and continuous improvement.
The Person
Candidates should be able to demonstrate:
Strong leadership and management skills.
Strategic thinking and the ability to lead organisational change.
Excellent communication, negotiation, and interpersonal skills.
An understanding of education and the challenges facing the profession.
Experience of policy development, stakeholder engagement, and public representation.
The ability to manage complex issues and make sound decisions.
A genuine commitment to education and the welfare of education professionals.
A background in teaching, educational leadership, or trade union work would be advantageous but is not essential.
Salary and Conditions
Salary: £106,224 (SNCT Head Teacher Point 15)
Car allowance: £3,500
The appointment is subject to the provisions of the Trade Union and Labour Relations (Consolidation) Act 1992, which may require a ballot of members. The post is also subject to re-election by members every five years.
Application Process
Applications close at 12 noon on 27 August 2026.
Interviews will be held in Edinburgh on 9 September 2026.
An application pack, including the application form, job description and person specification, can be downloaded from the SSTA website or requested from the Association’s office. Candidates may also contact the current General Secretary for an informal discussion about the role.
The SSTA Congress motion was submitted to this week’s SNCT Teachers’ Side meeting. The motion called for a 7% pay uplift for all secondary school teachers until the Scottish Government fulfilled its commitment to deliver a 90-minute reduction in class contact time.
The Teachers’ Side considered the claim to be potentially counterproductive, arguing that it could provide the Scottish Government and COSLA with an opportunity to reopen negotiations on the SNCT agreement. With a new Scottish Government and a new Cabinet Secretary in place, there were concerns that such a move could be strategically risky and create an opportunity for COSLA to seek changes that might undermine the existing agreement.
The motion was subsequently rejected, with the Teachers’ Side reaffirming its commitment to prioritising the implementation of the SNCT agreement on the reduction in class contact time.
At the meeting it was unanimously agreed that all unions work collectively to deliver the SNCT agreement. The Teachers’ Side has proposed working groups that will include an Implementation Group, Workforce Planning Group and amendments to the SNCT Handbook. Please see the statement issued today. SNCT Teachers’ Panel: Work on delivery of class contact agreement must proceed without delay
Don’t Say Yes, Say How – Managing Teacher Workload (WTA)
Rather than simply agreeing to every new initiative, idea or proposal that appears beneficial, teachers should ask a crucial question: How will this be achieved within the agreed working time? For more information on WTA and an explanatory video can be found on the SSTA website.
PVG membership will now last for five years from the date of joining or application.
All new applicants will automatically enter the five-year membership scheme.
Members will need to renew their PVG membership every five years to remain registered.
Renewals will be completed through an individual online account, with an offline option available for those unable to use digital services.
The renewal process is separate from applying for a disclosure.
Existing PVG members
Current PVG members do not need to take any action at this stage.
Existing lifetime memberships will move to the new five-year system in phases.
Disclosure Scotland will contact affected individuals directly when action is required.
It is envisaged that removing interest in individuals who no longer require PVG membership will help reduce unnecessary administration and ensure organisations only receive relevant updates. See FAQs on the PVG Scheme on the SSTA website
SSTA STANDING UP FOR ALL TEACHERS IN SECONDARY EDUCATION
The Scottish Secondary Teachers’ Association (SSTA) has warned that growing shortages of specialist secondary teachers are the result of years of inadequate workforce planning, weak retention strategies, and increasingly challenging working conditions.
Responding to reports that secondary schools are reducing subject choice due to difficulties recruiting specialist teachers. Scotland is now experiencing the consequences of a long-term failure to plan effectively for the staffing needs of secondary education.
SSTA President, Monique Dreon-Goold, said:
“The shortages we are seeing today did not happen overnight. The profession has warned for years that workforce planning in secondary education was failing to keep pace with future demand. The result is that schools are struggling to recruit specialist teachers in key subjects, with direct consequences for young people’s educational opportunities.”
The SSTA highlighted persistent shortages in Mathematics, Physics, Chemistry, Computing Science, Business Education, Technical Education, and other specialist subject areas. The Association believes one of the principal barriers to recruitment is that teaching is becoming a less attractive career option for graduates in these disciplines.
“Graduates with degrees in Mathematics, Science, Computing, and Business-related subjects have a wide range of career opportunities available to them. Starting salaries in teaching are often not sufficiently competitive when compared with opportunities in industry, technology, finance, and the private sector. If Scotland wants to attract highly qualified graduates into teaching, the profession must remain competitive.”
The SSTA also highlighted the continued use of temporary and short-term contracts, particularly affecting newly qualified teachers.
“Many young teachers complete their training only to face uncertainty about where they will work and whether they will secure permanent employment. This lack of job security discourages talented graduates from entering and remaining in the profession.”
While recruitment challenges remain particularly acute in rural and remote areas, shortages are increasingly being felt across Scotland, including in urban schools where vacancies are often difficult to fill.
The Association also expressed concern that secondary education is losing some of the advantages traditionally associated with subject specialism. The growth of large faculty structures has reduced opportunities for teachers to develop leadership roles within their specialist subject areas, making career progression less attractive for many experienced practitioners.
However, the SSTA stressed that recruitment cannot be considered separately from retention.
“The biggest challenge facing the profession is not simply recruiting teachers; it is retaining them. Too many skilled and experienced teachers are questioning whether they can remain in the profession until retirement.”
Members continue to report excessive workloads, increasing administrative demands, and growing expectations around assessment, tracking, and reporting. Many teachers regularly undertake significant amounts of work beyond their contracted hours.
Alongside workload pressures, the SSTA identified worsening pupil behaviour as a major factor affecting teacher retention.
“Teachers are increasingly reporting verbal abuse, threats, aggression, and, in some cases, physical violence. Behaviour that would once have been considered unacceptable is becoming normalised in too many schools. No profession can expect to recruit and retain staff if employees do not feel safe and supported in their workplace.”
The SSTA is calling for a comprehensive national strategy to address secondary teacher shortages, including:
Improved long-term workforce planning.
More permanent contracts for newly qualified teachers.
Action to make teaching a more attractive career option for graduates in shortage subjects.
Targeted support for hard-to-recruit schools and locations.
Measures to reduce excessive workload.
Stronger national action to tackle violence and aggressive behaviour towards school staff.
Greater recognition, support, and promotion of subject specialism and subject leadership.
Concluding, SSTA President Monique Dreon-Goold said:
“Every pupil deserves access to qualified specialist teachers. Scotland’s teacher shortage is not inevitable; it is the result of policy choices and priorities. Unless action is taken to improve recruitment, retention, workload, and workplace safety, schools will continue to struggle to provide the breadth and quality of education that young people deserve.”
Managing Teacher Workload (WTA) – Don’t Say Yes, Say How
Working Time Agreements (WTAs) for the next school year are currently being negotiated in many schools. These agreements should determine how teachers’ 35-hour working week is organised and allocated.
Remember that the maximum class contact time is 22.5 hours per week, with 7.5 hours allocated for planning, preparation and correction, and 5 hours for collegiate activities. Teachers who undertake management responsibilities should also have appropriate time allocated within their class contact hours (See “PART 2: SECTION 2 – MAIN DUTIES” of the SNCT handbook)
The real challenge for many schools is ensuring that all expectations placed on teachers can be accommodated within the 5 hours allocated for collegiate activities. It is therefore essential that any WTA clearly identifies the activities to be undertaken and allocates realistic time for completing them. A well-constructed WTA should provide clear answers to that question and help ensure that workload remains manageable and sustainable.
Rather than simply agreeing to every new initiative, idea or proposal that appears beneficial, teachers should ask a crucial question: How will this be achieved within the agreed working time?
For more information on WTA and an explanatory video can be found on the SSTA website.
A list of FAQs answering the following questions can also be found on the SSTA website.
Why can working patterns affect the number of days I work?
What happens if I work more or fewer days than my entitlement?
Do part-time teachers have to attend collegiate activities on non-working days?
How is collegiate time calculated for part-time teachers?
Do part-time teachers attend all In-Service Days?
What should I do before moving to part-time hours?
Who should I speak to if I have concerns about my working time allocation?
SSTA Subscriptions – Tax Allowable Expense
We should like to remind you that your SSTA subscriptions are a tax allowable expense. Two-thirds of the annual subscription payable to the Association is allowable for income tax relief. Section 343, Part 5, Chapter 2 of the Income tax (Earning and Pensions) Act 2003.
Further information on how to make a claim can be found on the HMRC website
SSTA STANDING UP FOR ALL TEACHERS IN SECONDARY EDUCATION
The last step of the 2025-2027 pay settlement will see a pay increase of 3.25% on all SNCT grades from 1 August 2026. The Consumer Price Index (CPI) for the year 1 April 2025 – 31 March 2026 was 3.4% and had not gone beyond the 3.75% threshold. Therefore, the agreed re-opener clause has not been triggered. See the confirmed SNCT pay scales
Guide to Changes to Job Sizing
Members’ attention is drawn to an important update contained in JS-25-84 SNCT Agreement on Changes to the Job Sizing toolkit on recent developments relating to job sizing arrangements, training, and guidance/pastoral support roles. This circular is intended to clarify what has been agreed nationally and to address any questions members may have. Please note that there have been some agreed amendments to deadlines, notably the implementation date of August 2027 which has been put back 12 months to 2028 (see Section 3 below).
1. Use of Revised Questionnaire and Guidance
Changes to the job sizing questionnaire and associated guidance SNCT Handbook Appendix 2.2, Annex A are not intended to trigger a re-sizing of posts. Members should be reassured that existing posts will not be automatically reviewed as a result of these updates alone.
However, Job Sizing Co-ordinators are expected to apply the revised arrangements to any posts requiring review going forward.
2. Training for Job Sizing Co-ordinators
Local Negotiating Committees for Teachers (LNCTs) will be responsible for maintaining a record of:
who their Job Sizing Co-ordinators are; and
when they last undertook training.
It has been agreed that refresher training should take place every three years. As this will take time to implement fully, LNCTs have been asked to prioritise:
newly appointed Job Sizing Co-ordinators; and
those who have not undertaken training for the longest period.
Training dates will be arranged nationally and shared well in advance to support planning and attendance.
3. Guidance / Pastoral Support Roles
Recognising that local authorities will require additional time to implement changes relating to Principal Teacher (PT) Guidance caseloads, an extended implementation period has been agreed.
LNCTs will monitor progress in reviewing guidance departments. Where a post (or group of posts) has not been reviewed by 1 June 2028, LNCTs will ensure that a job sizing review is undertaken before the end of that school session, with implementation from 1 August 2028.
In addition, work is ongoing to insert specific wording on guidance/pastoral support roles into the SNCT Handbook (Section 2, Part 2 – Main Duties). A further national circular will be issued once this has been finalised.
4. Budget Responsibility Bandings
Members should be aware that the current budget responsibility bandings within the job sizing toolkit date from the early 2000s and no longer reflect the significant real-terms growth in school budgets.
New bandings have been agreed at the SNCT (insert attachment) and the guidance and toolkit will be updated accordingly.
5. National Job Sizing Co-ordinators and Support Arrangements
To strengthen consistency and support across authorities, a National Job Sizing Co-ordinator User Group is being established.
Where Job Sizing Co-ordinators require advice or clarification, queries should be submitted jointly to the National Job Sizing Co-ordinators, setting out:
the issue;
relevant background; and
specific questions requiring a response.
In such circumstances, please contact SSTA Head Office info@ssta.org.uk for advice.
6. FAQs
Will my post be re-sized because of the new questionnaire? No. The revised materials will only be used where a post is already due for review.
Who decides when a post is reviewed? Reviews continue to be determined locally through established processes, not automatically by these changes.
Will guidance roles definitely be reviewed? Yes, all guidance roles should be reviewed, with a national backstop date of June 2028 where this has not already happened.
Will training be mandatory? Training is expected for all Job Sizing Co-ordinators on a three-year cycle, with prioritisation based on need.
Are further changes expected? Potentially, particularly regarding budget bandings and handbook wording. Any agreed changes will be communicated in due course.
If you have any questions or concerns about how these changes may affect you, please do not hesitate to get in touch: info@ssta.org.uk
SSTA STANDING UP FOR ALL TEACHERS IN SECONDARY EDUCATION
[Opening Remarks] Good afternoon, President, distinguished guests, and esteemed delegates of Congress.
It is with profound gratitude—and a deep sense of duty—that I stand before you today, having once again been entrusted with the role of General Secretary.
Over the past ten years, I’ve had the privilege of serving this organisation through a time of significant change.
And as we look ahead, it is clear: even greater change lies before us.
Trust and Professionalism
Teachers must be trusted.
Trusted to think. Trusted to speak. Trusted to teach.
Because education is not just about knowledge—it is about shaping the values of the next generation.
But let’s be clear: teachers cannot do this alone.
They need the support of parents, communities, and government. Because when teachers are supported, pupils succeed.
Our Identity
The SSTA has always been clear in its purpose: Secondary teachers. Secondary education.
We are principled—but also pragmatic.
We don’t just point out problems. We work to solve them.
Pay and Value
Let me turn to pay.
Our claim is 6%. The offer so far is 3%—and it has been rejected.
This is not just about numbers. It is about value.
Teachers’ salaries must be restored—not eroded year after year.
Delays send a clear message: that teachers are undervalued.
And that must change.
Workload and the Staffing Crisis
Workload remains unsustainable.
The promised reduction in contact time has not been delivered. And yet we are told to do more—with less.
At the same time, we face a recruitment and retention crisis:
Too many temporary contracts
Over half of new teachers unable to secure permanent posts
Schools carrying vacancies
This means fewer teachers in classrooms, less support for pupils, and more pressure on those who remain.
This is not sustainable. And it is not acceptable.
The Way Forward
We need:
Real negotiations
Respect for the profession
Action on recruitment and retention
A genuine commitment to reducing workload
And we need education funding to be protected.
Money allocated to education must be spent on education.
Teacher numbers must increase. And teachers must be given time—to plan, to develop, and to teach well.
Reform—Done Properly
Change is coming. But it must be the right change.
Not change for its own sake.
The curriculum must allow young people to learn—not just pass exams.
The qualifications system must trust teachers, not drown them in evidence.
And inspection must support schools, not punish them.
Because right now, fear of inspection is stifling innovation.
Let me be clear:
If we are going to inspect—then inspect those who hold the power.
Those who control funding. Those who set the direction.
Not just the schools carrying the burden.
Education is the Priority
We stand at a defining moment.
Education has been held back by political stalemate for too long.
It is time to listen—to teachers.
Because education must be the priority.
Not in words—but in action.
That means proper funding. Proper staffing. And proper respect.
Because education is not a cost. It is an investment in our future.
When we fail to support teachers, we fail our students.
And we are already seeing the consequences— a growing crisis in recruitment and retention.
Every teacher lost is a loss to the next generation.
Our Responsibility
We must build a system where every young person— regardless of background— has the opportunity to succeed.
That requires long-term thinking. And genuine partnership between government and the profession.
Because education is not just another priority— it is the priority.
[Change Must Support Teachers] Reform must support teachers—not hinder them.
As reform takes shape, the SSTA is clear:
Teachers must be at the centre.
[Education is the Priority]
We stand today at a defining moment— one that calls not for division, but for direction; not for delay, but for decisive action.
For too long, education has been entangled in political stalemates, its progress slowed by disagreement rather than guided by those who understand it best.
It is time to change course. It is time to listen—truly listen—to the voices of our teachers and education staff, the individuals who dedicate their lives to shaping the minds and futures of our young people.
Let us be clear:
Education must be the priority.
Not in words alone. Not as a distant aspiration. But as a lived reality—reflected in our policies, our funding, and our values.
Education must be properly resourced. It must be supported by fully qualified professionals who are respected, fairly compensated, and empowered to deliver the life-changing learning every child deserves.
Because education is more than a system— it is the foundation of our future.
It is not a privilege reserved for a few. It is a fundamental right—guaranteed to all, without discrimination.
It uplifts individuals. It strengthens communities. It drives the social and economic development upon which nations depend.
It is a force for equality. A pathway to opportunity. A cornerstone of sustainable progress.
And yet—we face a widening divide.
A gap between those who have and those who have not. Between those who can access opportunity—and those left behind.
This is not inevitable. It is the result of choices. And it can be changed—by choices.
We must choose to invest.
We must commit to increasing funding for education— and ensuring that it reaches the classrooms where it is needed most.
Because when budgets are cut, it is not systems that suffer—it is students.
It is the child in the crowded classroom. The young person without the support they need. The teacher stretched beyond their limits.
Schools cannot continue under these conditions. They should not have to.
We must also invest in the people who make education possible:
Teachers. Classroom assistants. Support staff.
Their workload must be fair. Their time must be respected. Their wellbeing must matter.
Behind every lesson taught lies hours of unseen dedication— late nights planning, weekends marking, holidays interrupted.
Teaching is demanding. But it should not come at the cost of personal wellbeing or family life.
Because when we fail to support our teachers— we fail our students.
We are already seeing the consequences:
A growing recruitment and retention crisis. Talented educators leaving the profession. Others looking elsewhere.
This is not just a workforce issue. It is a future issue.
Because every teacher lost is a loss to the next generation.
And we cannot ignore those who need support the most.
Young people with additional support needs deserve more than good intentions. They deserve action.
They deserve trained professionals. Specialist staff. The resources required to ensure they are not left behind.
Without this, the burden falls unfairly on classroom teachers— and we risk failing an entire generation.
We must not accept that.
We must instead build a system where every young person— regardless of circumstance— has the opportunity to succeed, to grow, and to reach their full potential.
This requires collaboration. It requires long-term thinking. It requires a government willing to work with educators— not around them.
Because education is not just another priority— it is the priority.
It shapes the society we become. It defines the opportunities we create. It determines the legacy we leave behind.
So let us move forward— not divided, but united in purpose.
Let us stand up for education. For teachers. For every young person whose future depends on the choices we make today.
The time for action is now.
[Conclusion] We will continue to fight for:
Fair pay
Respect for our profession
Better working conditions
Real reform that supports—not burdens—our schools
This isn’t about politics. It’s about classrooms. About pupils. About learning. About the future of Scottish education.
Let us speak with one voice. Let us be the change that teachers—and Scotland’s young people—deserve.
Thank you.
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