Area and secondary school principal performance agreement guide
Overview
This guide will assist boards and principals/tumuaki in using the principal performance agreement template. The template acts as a record of board and principal engagement with a manageable, valuable performance review/appraisal process over an annual cycle. It also meets the requirements for principals’ and tumuaki performance review/appraisal. The board would set this agreement up with the principal (and any external appraiser if there is one). Resource materials are available on the Education Council website and NZSTA website to support this process.
Setting up the agreement (pages 1–2)
It is the responsibility of the board or its delegate, in consultation with the principal, to ensure the performance agreement is in place as soon as possible as a record of the appraisal/performance review objectives and annual cycle. The board’s principal performance review/appraisal policy specifies the process that will be followed. For effective practice, the process should be collaborative, with evidence-based conversations and analysis of information (data both formal and informal).
Section 1: Objectives and record of progress
The objectives (up to two) should be linked to the strategic plan, annual goals, internal review process and the principal’s learning focus. An optional third objective focused on the principal’s wellbeing is included. In developing the objectives – refer to the required professional standards (PS) and standards for the teaching profession Matrix (Appendix 1) as well as the relevant career structure criteria (CSC) (Appendix 2). Tātaiako is a set of cultural competencies that provide a lens through which to interpret the standards. An example of recording progress towards objectives on the template is included (Appendix 3). If an inquiry approach to identifying, implementing and monitoring progress and outcomes towards the objectives is decided, the Council’s Webinar One Part B and Webinar Two Part B provide advice on this, while Appendix 4 provides another example for recording objectives with an inquiry focus.
§ Indicators/tasks: In this column, the actions/tasks anticipated will be recorded. Throughout the year, new entries will be date marked or colour coded so that, as the year progresses, a record of thinking, conversations and changed or additional actions are maintained.
§ Evidence: Once the actions/tasks are identified, it will be possible to identify the evidence that will be produced. This would be recorded in the next column. The evidence recorded should be considered for its significance in deciding next steps and progress towards objectives. The evidence should include documentation, data and information of students, notes from conversations and observations (at least two as purposeful, timely feedback that supports progress towards achieving the objectives). Useful evidence comes from a range of sources (places), presents a range of perspectives and is identified and analysed over the year. More information on evidence can be found on the NZSTA website and the Education Council website.
§ Outcomes: Expected outcomes including impacts on learners will be stated. Ongoing performance conversations focused on progress and actual outcomes will be recorded.
§ Relevant standards for the teaching profession/PS/CSC (backmapping/linking of criteria and standards to the objectives): In this section, any standards and criteria that will be evidenced through achieving the objective should be indicated. One objective will likely demonstrate different standards and criteria. Ask the question: “Through tasks/actions, conversations and decision making, which standards for the teaching profession/PS/CSC will have been demonstrated?”
Section 2: Summary report
The board is required, in consultation with the principal, to prepare a final report of the performance review/appraisal. An external consultant may be contracted to assist. This report should clearly indicate whether the objectives, standards and criteria have been met. The Council requires that this report states whether all standards for the teaching profession have been met and, if any have not been met, how they will be addressed along with a timeframe. The employer, in consultation with the principal, should document a plan and timeframe to achieve any requirements of the agreement not met. NZSTA can provide advice on this. It is feasible that an objective may not be reached in an appraisal cycle and may continue into the next cycle. Importantly, the conversation notes in outcomes will indicate the progress. The report should reflect the collaborative nature of the appraisal process.
Appendix 1: Alignment of the professional standards and standards for the teaching profession
Professional standardsRequirements of the area school/secondary principals’ collective agreements (ASPCA/SPCA) / Standards for the teaching profession
Requirements of the Education Council / Tātaiako
Lens through which to interpret the professional standards and standards for the teaching profession /
Culture: Provide professional leadership that focuses the school culture on enhancing learning and teaching
With the board, develop and then implement a school vision with shared goals and values focused on enhanced engagement and achievement for all students, seamlessly across all year groups (ASPCA).
With the board, develop and then implement a school vision withshared goals and values focused on enhanced engagement andachievement (academically, socially and culturally) for allstudents. (SPCA)
Promote a culture whereby staff members assume appropriate leadership roles and work collaboratively to improve teaching and learning.
Model respect for others in interactions with adults and students.
Promote the bicultural heritage of New Zealand by ensuring that it is evident in the school culture.
Maintain a safe, learning-focused environment.
Promote an inclusive environment in which the identity, language and culture of students are acknowledged and respected. (ASPCA). Promote an inclusive environment in which the diversity, multicultural nature and prior experiences of students are acknowledged and respected. (SPCA)
Manage conflict and other challenging situations effectively and actively work to achieve solutions.
Demonstrate leadership in professional practice, through applying critical inquiry and problem solving. / Te Tiriti o Waitangi partnership
Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand.
Professional learning
Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.
Professional relationships
Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.
Learning-focused culture
Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.
Teaching
Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace. / Whanaungatanga
Aactively engages in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori community
Manaakitanga
Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture
Tangata Whenuatanga
Affirms Māori learners as Māori, provides contexts for learning where the identity, language and culture (Cultural locatedness) of Māori learners and their whānau is affirmed
Ako
Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture
Wānanga
Participates with learners and communities in robust dialogue for the benefit of Māori learners’ achievement
Pedagogy: Create a learning environment in which there is an expectation that all students will experience success in learning
Promote, participate in and support ongoing professional learning linked to student progress.
Demonstrate leadership through engaging with staff and sharing knowledge about effective teaching and learning in the context of The New Zealand curriculum documents.
Ensure staff members engage in professional learning to develop and sustain effective teaching and learning relationships with all students. (ASPCA).
Ensure staff members engage in professional learning to establish and sustain effective teacher / learner relationships with all students. (SPCA)
Promote and support the gaining of worthwhile qualifications and successful transitions to tertiary education or employment for all students.
Ensure that the review and design of school programmes is informed by school-based and external evidence.
Foster a professional learning community within which staff members are encouraged to be reflective practitioners engaging with research, and feedback on their professional practice. (SPCA)
Promote and participate in a professional learning community within which staff members are encouraged to be reflective practitioners engaging with research, and feedback on their professional practice (ASPCA)
Ensure the use of best practices for assessment, and analyse and act upon evidence of student learning to maximise learning for all students.
Focus in particular on success in learning for Māori and Pasifika students, students with special education needs, and students at risk of not succeeding at school. / Te Tiriti o Waitangi partnership
Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand.
Professional learning
Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.
Professional relationships
Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.
Learning-focused culture
Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.
Design for learning
Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.
Teaching
Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace. / Whanaungatanga
Actively engages in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori community
Manaakitanga
Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture
Tangata Whenuatanga
Affirms Māori learners as Māori, provides contexts for learning where the identity, language and culture (Cultural locatedness) of Māori learners and their whānau is affirmed
Ako
Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture
Wānanga
Participates with learners and communities in robust dialogue for the benefit of Māori learners’ achievement
Systems: Develop and use management systems to support and enhance student learning
Exhibit leadership that results in the effective day to-day operation of the school.
Operate effective systems within board policy and in accordance with legislative requirements.
Provide the board with timely and accurate information and advice on student learning and school operation.
Effectively manage finance, property, health and safety systems.
Effectively manage personnel with a focus on maximising the effectiveness of all staff members.
Use school / external evidence to inform planning for future action, monitor progress and manage change.
Align resource allocation with the school’s annual and strategic objectives. / Professional learning
Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.
Professional relationships
Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.
Learning-focused culture
Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.
Design for learning
Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures. / Whanaungatanga
Actively engages in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori community
Manaakitanga
Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture
Tangata Whenuatanga
Affirms Māori learners as Māori, provides contexts for learning where the identity, language and culture (Cultural locatedness) of Māori learners and their whānau is affirmed
Ako
Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture
Wānanga
Participates with learners and communities in robust dialogue for the benefit of Māori learners’ achievement
Partnerships and Networks: Strengthen communication and relationships to enhance student learning
Work with the Board to facilitate strategic decision making.
Actively foster positive relationships with the school’s community and local iwi.
Actively foster professional relationships with, and between colleagues, and with government agencies and others with expertise in the wider education community.
Ensure regular interaction and consultation with parents and the school community (this includes hapū and iwi where applicable) on student progress and achievement and other school-related matters. (ASPCA).
Ensure regular interaction with parents and the school community on student progress and other school-related matters. (SPCA)
Actively foster positive relationships with other schools and participate in appropriate school networks. / Te Tiriti o Waitangi partnership
Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand.
Professional learning
Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.
Professional relationships
Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.
Learning-focused culture
Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety. / Whanaungatanga
Actively engages in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori community
Manaakitanga
Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture
Tangata Whenuatanga
Affirms Māori learners as Māori, provides contexts for learning where the identity, language and culture (Cultural locatedness) of Māori learners and their whānau is affirmed
Ako
Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture
Wānanga
Participates with learners and communities in robust dialogue for the benefit of Māori learners’ achievement
Appendix 2: Career structure criteria
Stage and service criteria / Professional criteriaInitial principalship: Minimum of 3 years’ continuous service as a principal in a New Zealand state or state integrated secondary school (SPCA)/area school (ASPCA). / · Meeting the requirements of the performance review/agreement (as in clause 4.1 and 4.2).
· Completion of the First Time Principals’ Programme (or similar).
· Participation in a professional learning and development plan. which may involve (but is not limited to) mentoring, professional supervision, study or a professional learning and development project aligned with school goals.
Experienced principal: Minimum of 6 years’ continuous service as a principal in a New Zealand state or state integrated secondary school (SPCA)/area school (ASPCA). / · Meeting the requirements of the performance review/agreement (as in clause 4.1 and 4.2).
· Participation in a professional learning and development plan that demonstrates professional growth, including pedagogical leadership. This could be through further tertiary study/qualifications, a sabbatical project or professional learning project in own school context.
Leading principal: Minimum of 9 years’ continuous service as a principal in a New Zealand state or state integrated secondary school (SPCA)/area school (ASPCA). / · Meeting the requirements of the experienced principal (as above).
· Contribution to or leadership of a learning or professional community that contributes to the wider education sector.
Appendix 3: Example objective recording format