Interim Professional Standards: Primary School Deputy/Assistant Principals and Primary School Teachers
April 1998
Extra copies of this booklet are available from:
School Labour Market Development
Ministry of Education
PO Box 1666
WELLINGTON
Fax: (04) 471 6054
ISBN 0-477-05081-6
Introduction
The purpose of this booklet is to provide information to primary school principals, boards, deputy/assistant principals and teachers on the Interim Professional Standards for Primary School Deputy/Assistant Principals and the Interim Professional Standards for Primary School Teachers. The booklet provides information to schools on what professional standards are and how they will be used. It also outlines the professional standards that will apply to primary school deputy/assistant principals and teachers. This information is intended to help schools understand the requirements for integrating the Interim Professional Standards into their existing performance management systems.
Performance management systems in New Zealand schools
Performance management systems have been mandatory in all New Zealand schools since 1 January 1997. The Ministry of Education has provided resource materials and training programmes for boards of trustees, principals and teachers to enable them to develop skills in performance management and to integrate these systems with professional development strategies.
Many schools report that their performance management system is making a positive contribution to the quality of teaching in their school, which in turn enhances learning outcomes for students. Now that these systems are in place, it is timely to consider how they can be enhanced.
One way to do this is to consider ways in which the dimensions of a teacher's performance, that must be considered as part of performance management systems, can be more clearly specified. The specification of the important knowledge, skills and attitudes that teachers, deputy/assistant principals and teachers in schools need to do their jobs well, helps to ensure school expectations are clear, provides a framework for performance monitoring and appraisal, and gives a greater focus for identifying professional development priorities.
What are professional standards?
Professional standards describe the important knowledge, skills and attitudes that all teachers and deputy/assistant principals are expected to demonstrate. Professional standards will form part of the performance management system in each school.
It is envisaged that the professional standards will expand performance management systems so that they contain the following components:
- professional standards - the important knowledge, skills and attitudes that all teachers and deputy/assistant principals are expected to demonstrate
- performance objectives/expectations - what the teacher or deputy/assistant principal will achieve and how schools will measure these achievements
- development objectives - the professional development activities that the teacher or deputy/assistant principal will undertake in order to improve performance.
In addition, some teachers and deputy/assistant principals may have a job description which outlines the tasks that he or she is expected to carry out.
Professional standards are a feature of education systems in a number of countries, including Britain and Australia. The interim standards presented in this document draw on standards from these countries as well as from work undertaken in New Zealand, including the "Satisfactory Teacher" criteria developed by the Teacher Registration Board.
Why have professional standards been introduced?
The introduction of professional standards is part of the Government's strategy for developing and maintaining the quality of teaching and leadership, and improving learning outcomes for students. The professional standards reflect Government's interest in ensuring that students have opportunities to learn from high quality professional teachers and that schools are led and managed by high quality professionals.
The Interim Professional Standards for Primary School Deputy/Assistant Principals and Primary School Teachers form part of the Primary Teachers' Collective Employment Contract settlement. These standards, which relate to pay progression, cannot be amended during the term of the contract without the agreement of the New Zealand Educational Institute.
How will the professional standards be used?
The professional standards will form part of the performance management systems already operating in schools. The Primary Teachers' Collective Employment Contract settlement requires the appropriate level of professional standards to be included in each teacher's and deputy/assistant principal's performance expectations and development objectives from 1 July 1998.
Principals will continue to be required to ensure that an annual appraisal of each teacher's and deputy/assistant principal's performance is carried out. From the beginning of the 1999 year, this appraisal will be required to be undertaken against all of the professional standards at the appropriate level (together with any other objectives covered in the school's performance management system for teachers and deputy/assistant principals). The Ministry will provide general guidance to schools on integrating professional standards for the purposes of performance management, including ways in which schools might approach the development of assessment criteria.
The professional standards will inform planning for professional development. The standards will help teachers, deputy/assistant principals, principals and their boards identify the important knowledge, skills and attitudes that are required of effective teachers and managers.
How will the professional standards relate to primary school teachers' remuneration?
The Primary Teachers' Collective Employment Contract settlement requires that from the beginning of the 1999 school year, progression from one step to the next for a base scale teacher (including a Unit Holder) will be based on the teacher meeting the appropriate professional standards.
As part of each school's performance management system, professional standards at the relevant level will be required to be confirmed between the teacher and the principal and included in the performance management systems for each teacher. Each teacher will be assessed annually through the performance management system against the relevant professional standards and will need to demonstrate that he or she meets the professional standards at the appropriate level in order to progress to the next step on the salary scale.
Other standards or performance objectives that reflect the special character of the school may be negotiated between the principal and the teacher or deputy/assistant principal. Note that any additional standards or objectives included in the performance management system cannot be used as the basis for determining salary progression.
a Beginning Teachers
Beginning Teachers will have at least two successful annual assessments against the professional standards for the Beginning Teacher before moving to the Fully Registered Teacher level. The only exception to this will be where the teacher and the employer agree that assessment against the Beginning Teacher Professional Standards for more than one assessment is not appropriate because of the teacher's previous relevant experience. In such cases teachers may be assessed against the Professional Standards for Fully Registered Teachers after one assessment against those for the Beginning Teacher.
b Fully Registered Teachers
Fully Registered Teachers will have at least three successful annual assessments against the Professional Standards for Fully Registered Teachers before moving to the Experienced Teacher level, regardless of whether or not they have reached their qualification maximum.
c Experienced Teachers
Experienced Teachers are teachers who have had at least three successful annual assessments against the Fully Registered Teacher Professional Standards and who then meet the Experienced Teacher Professional Standards. Experienced Teachers will continue to be assessed annually against the Experienced Teacher Professional Standards even when they reach the top of the pay scale.
d Deferred Progression
The Primary Teachers' Collective Employment Contract provides for deferred progression. Principals will be able to defer progression for teachers who have not met the professional standards at the appropriate level throughout the assessment period. If progression is deferred, a timeframe for meeting the professional standards must be determined by the principal, in consultation with the teacher. If after a second assessment it is agreed that the teacher is meeting the appropriate professional standards, the teacher will progress to the next step from the date of the second assessment. The teacher's anniversary date for the purposes of progression will then move to the date on which the teacher's performance was deemed to have met the required standards.
Where a Beginning Teacher or Fully Registered Teacher is unable to meet the standards within the specified time period, the teacher will be required to undergo competency procedures as set out in the Primary Teachers' Collective Employment Contract. Where an Experienced Teacher is unable to meet the professional standards at this level they will return to being assessed against the Professional Standards for Fully Registered Teachers. If they do not meet the professional standards at this level they will be required to undergo competency procedures. If they satisfy the criteria at the Fully Registered Teacher level, they can have the Professional Standards for Experienced Teachers incorporated in their performance expectations and development objectives and be assessed against these at the next performance appraisal.
The Contract also sets out a review process which can be used when a teacher disagrees with the deferral of their salary increment.
How will the professional standards relate to primary school deputy/assistant principals' remuneration?
As with primary school teachers, the Primary Teachers' Collective Employment Contract settlement requires the Interim Professional Standards for Deputy/Assistant Principals to be integrated into the performance management system for these groups. There is no link between the Interim Professional Standards for Deputy Principals and Assistant Principals and the salary scale of these groups since deputy/assistant principals do not have progression built into their salary scale in the same way that teachers do.
Deputy principals and assistant principals who fail to meet the appropriate professional standards will be subject to the competency procedures outlined in the current Primary Teachers' Collective Employment Contract.
What will happen next?
Quality Teachers for Quality Learning: A Review of Teacher Education proposed the establishment of a professional body for teachers. The review noted that this body could develop professional standards. Decisions on whether this body will be established and what its functions might be have yet to be made. The Professional Standards for Primary School Deputy and Assistant Principals, and the Professional Standards for Primary School Teachers will remain "interim" until such time as decisions are made on this issue.
Interim Professional Standards Transitional Arrangements
From 1 July 1998, teachers and deputy/assistant principals should have appropriate interim professional standards incorporated into their performance expectations and development objectives for assessment purposes from the beginning of the 1999 school year.
Teachers designated as deputy principals or assistant principals should be assessed against the Interim Professional Standards for Primary School Deputy Principals and Assistant Principals for these responsibilities, as well as against the appropriate level of Interim Professional Standards for Primary School Teachers if they have teaching responsibilities
As set out in the contract, the appropriate standards should be confirmed by the teacher and the principal. As a guide at translation the following level of standards will apply:
|
Step on new scale
Q1 (at time increment is due) |
Standard for assessment |
Number of assessments before
requirement to meet
next level
(incl. 1st assessment) |
|
03 |
Beginning |
2 |
|
04 |
Beginning |
1 |
|
05 |
Registered |
3 |
|
06 |
Registered |
2 |
|
07 |
Registered |
1 |
|
08 |
Experienced |
Annually |
|
09 |
Experienced |
Annually |
|
Step on new scale
Q2 (at time increment is due) |
Standard for assessment |
Number of assessments before
requirement to meet
next level
(incl. 1st assessment) |
|
04 |
Beginning |
2 |
|
05 |
Beginning |
1 |
|
06 |
Registered |
3 |
|
07 |
Registered |
2 |
|
08 |
Registered |
1 |
|
09 |
Experienced |
Annually |
|
10 |
Experienced |
Annually |
|
Step on new scale
Q3 (at time increment is due) |
Standard for assessment |
Number of assessments before
requirement to meet
next level
(incl. 1st assessment) |
|
05 |
Beginning |
2 |
|
06 |
Beginning |
1 |
|
07 |
Registered |
3 |
|
08 |
Registered |
2 |
|
09 |
Registered |
1 |
|
10 |
Experienced |
Annually |
|
11 |
Experienced |
Annually |
Interim Professional Standards for Primary School Deputy Principals and Assistant Principals
Professional leadership
- demonstrates a thorough understanding of current approaches to effective teaching and learning
- provides professional leadership to staff within the delegated areas of responsibility
- makes constructive contributions to the work of the senior management team in a manner which supports effective school organisation and improved learning outcomes for students
- understands, and applies where appropriate, current practices for effective management from both within and beyond education
- supports the principal in the leadership and management of the school and deputises when required
- identifies and acts on opportunities for improving teaching and learning
- reflects on own performance assessment and demonstrates a commitment to own on-going learning in order to improve performance
Policy and programme management
- initiates, plans and manages in association with the principal and other staff, policies and programmes which meet national requirements, are consistent with the school's charter and strategic planning, and which reflect the school's commitment to effective teaching and learning
- understands the implications of New Zealand's changing cultural, social and economic context and ensures that these changes are reflected in the policies and programmes within the delegated areas of responsibility
Staff management
- participates in the school's performance management systems and makes recommendations to the principal on appropriate professional development opportunities for staff
- motivates and encourages staff to improve the quality of teaching and learning
- devolves responsibilities and delegates tasks when appropriate
Relationship management
- fosters relationships between the school and the community
- communicates effectively both orally and in writing to a range of audiences
- provides information to the principal on areas of delegated responsibility in order to assist with effective day to day management and strategic planning in the school
- understands and operates within the limits of the delegated authorities and adopts a consultative approach with the principal and other staff on issues relating to school policy
- establishes and maintains good communication processes with staff, and between staff and members of the senior management team
Financial and asset management
- effectively and efficiently uses available financial resources and assets, within delegated areas of authority, to support improved learning outcomes for students
Note: Deputy Principals and Assistant Principals with teaching responsibilities will also need to meet the requirements of the Interim Professional Standards for Primary School Teachers.
Interim Professional Standards for Primary School Teachers
|
Dimension |
Beginning
Teacher |
Fully Registered Teacher |
Experienced
Teachers |
|
|
Beginning teachers meet the Teacher Registration Board criteria for provisional registration
as a teacher. Beginning Teachers work under the guidance of others. They undertake "advice and guidance" programmes to assist in the development of the competencies required for full registration. |
Fully Registered Teachers have taught
for at least two years and have met the Teacher Registration Board criteria for full registration. Fully Registered Teachers are competent in the performance of their day-to-day teaching responsibilities. |
Experienced Teachers
are highly skilled practitioners and
classroom managers. Their teaching methods are well developed and they employ an advanced range of strategies for motivating students and engaging them in learning. In environments where it is possible, they support and provide assistance to colleagues. |
|
|
|
As well as demonstrating the standards for Beginning Teachers, Fully Registered Teachers: |
As well as demonstrating
the standards for Fully Registered Teachers, Experienced Teachers: |
|
Professional
knowledge:
curriculum
Treaty of Waitangi
learning and assessment theory |
have a sound knowledge of curriculum, learning and assessment theory
understand the implications of the Treaty of Waitangi and te reo me ona tikanga |
are competent in the content of relevant curriculum
keep informed of developments in curriculum and learning theory
demonstrate knowledge of the Treaty of Waitangi and te reo me ona tikanga |
demonstrate a high level
of knowledge of relevant curriculum, and of current learning and assessment theory
demonstrate a
commitment to their own
on-going learning |
|
Teaching
techniques:
planning and preparation
teaching and learning strategies
assessment/reporting
use of resources and technology |
plan programmes and develop learning and assessment strategies that are consistent with sound teaching and learning practice |
use appropriate teaching objectives, programmes, learning activities, and assessment
demonstrate a range of effective teaching techniques
demonstrate flexibility and responsiveness
impart subject content effectively
use appropriate technology and resources
reflect on teaching with a view to improvement |
demonstrate a broad range of highly effective teaching techniques
continually evaluate and reflect on their teaching and act on areas where
it can be improved |
|
Motivation of
students:
student engagement in learning
expectations that value and promote learning |
demonstrate effective techniques for motivating students
demonstrate expectations that value and promote learning |
recognise and support diversity amongst individuals and groups
engage students in learning
establish high expectations that value and promote learning |
demonstrate a wide range
of techniques that provide strong motivation for a diversity of students |
|
Classroom
management:
student behaviour
physical environment
respect and understanding |
apply understandings of positive behaviour management
create and maintain a safe environment that is conducive to learning
model interactions in ways that are known to be associated with developing respect and understanding |
manage student behaviour positively
establish good relationships with students and respect their individual needs and cultural backgrounds
organise a safe physical environment
create an environment of respect and understanding
provide and maintain a purposeful working atmosphere |
demonstrate a high level
of commitment to student welfare and learning
effectively manage challenging learning environments |
|
Communication:
students
colleagues
families/whanau |
demonstrate skills of effective communication |
communicate clearly and accurately in either, or both, of the official languages of New Zealand
provide feedback to students
communicate with families, whanau and caregivers
share information with colleagues |
demonstrate highly effective communication skills when interacting
with students, colleagues and families/whanau |
|
Support for and
co-operation with
colleagues |
co-operate with and seek support from colleagues |
establish and maintain effective working relationships with colleagues
encourage others and participate in professional development |
support and provide effective assistance to colleagues in improving teaching and learning |
|
Contribution to wider
school activities |
participate in the life of the school |
contribute to the life of the school |
successfully organise aspects of programmes within the school to
promote teaching and learning |
Note: Te Reo Maori Proficiency Standards, when developed, could form part of the professional standards for Maori medium teachers.
Interim Professional Standards: Primary School Deputy/Assistant Principals and Primary School Teachers
last updated 05/03/98