Interim Professional Standards
Professional standards describe the important knowledge, skills and attitudes that all principals, deputy/assistant principals and teachers are expected to demonstrate. Professional standards will form part of performance management systems in schools. 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. These documents provide information for schools on the Interim Professional Standards. The documents describe what professional standards are and how they will be used. They also outline the professional standards that will apply to these groups. This information is intended to help schools understand the requirements for integrating the Interim Professional Standards into their existing performance management systems. The Interim Professional Standards for Primary, Secondary and Area School Principals is a consultation document. Submissions on these interim standards closed on Friday 22 May 1998.
Interim Professional Standards for Primary School Principals
Circular Number 1998/31
10 July 1998
To: All Primary School Principals and Boards of Trustees
Ministry of Education Management Centres
Interim Professional Standards for Primary School Principals
- During April and May 1998 the Ministry of Education consulted with principals and boards of trustees on the Interim Professional Standards for Principals. Almost 1,000 people participated in meetings throughout New Zealand. This included 577 participants at meetings for principals and 405 participants at meetings for boards. In addition 369 written submissions were received representing the views of 860 principals, board members and teachers.
- The meetings and submissions provided a number of common themes on how the Interim Professional Standards for Principals could be improved. The suggested amendments included:
- clarifying the responsibilities of principals in relation to their boards;
- emphasising the importance of the community within which the school operates;
- placing a greater focus on approaches to teaching and learning rather than a detailed understanding of individual curriculum areas;
- acknowledging the constraints within which principals operate; and.
- introducing a new standard on creating a safe learning and teaching environment.
- The Terms of Settlement for the Primary Principals' Collective Employment Contract (CEC) require the Secretary for Education to gain the agreement of the New Zealand Educational Institute (NZEI) to any proposed variations to the Interim Professional Standards for Principals before any amendments can be made for primary principals covered by the contract. This requirement also applies to primary principals on individual employment contracts (IECs).
- The NZEI has advised the Ministry that it will not agree to the proposed amendments to the Interim Professional Standards for Principals until decisions are made on whether a professional body will be established, as suggested in the Review of Teacher Education Green Paper. Thus, the existing Interim Professional Standards for Principals will remain in place for all primary principals. The Professional Standards for area and secondary principals, however, have had the proposed amendments incorporated.
- A copy of the Interim Professional Standards for Primary School Principals is attached to this circular and is also available on the Ministry of Education Web site.
- Where principals are on fixed term IECs, the Interim Professional Standards for Primary School Principals must be incorporated into the principal's performance agreement by 15 August 1998 for the school to access the Supplementary Grant from 1 July 1998.
- Where principals are on fixed term IECs and the school has not applied for the Supplementary Grant or where principals are on the CEC, the Interim Professional Standards for Primary School Principals must be incorporated into the principal's performance agreement by 1 February 1999 for the principal to access the increase to base salary available from this date.
- For any principal to access the increase to base salary available from 1 February 1999 the school must also attest that the Interim Professional Standards for Deputy/Assistant Principals and Teachers have been incorporated into the performance expectations and development objectives of these groups by 1 February 1999.
- An attestation form will be sent to schools towards the end of 1998. Boards will need to complete this form to ensure that the 1 February 1999 rate can be received.
- Resource material to assist boards and principals to incorporate the Professional Standards for Principals into the principal's performance agreement will be available in early August 1998. This material will provide guidance on how to implement and interpret the Professional Standards and will include examples of how the Professional Standards are being applied in different types of schools.
Rowena Phair
Senior Manager
School Labour Market Development Unit
Interim Professional Standards for Primary School Principals
Professional leadership
- demonstrates a thorough understanding of current approaches to effective teaching and learning across the curriculum
- provides professional direction to the work of others by encouraging vision and innovation in classroom practice and school organisation
- analyses and makes effective, timely responses to school self-review, external audits, and outcomes of student learning
- understands, and applies where appropriate, current practices for effective management from both within and beyond education
- fulfils the role of chief executive to the board as outlined in the performance agreement
- reflects on own performance appraisal and demonstrates a commitment to own on-going learning in order to improve performance
Strategic management
- understands the implications of New Zealand's changing cultural, social and economic context and ensures that these changes are reflected in the school's strategic planning
actively works towards the development of a shared vision for the future of the school, which identifies priorities and targets for:
- addressing barriers to learning
- fostering high achievement of students
- employing teachers of the highest quality available
- focusing the school on continued improvement
Staff management
- staffs the school to support effective delivery of the curriculum, the implementation of the charter and improved learning outcomes for students
- establishes procedures and practices to maintain and improve staff effectiveness through appropriate recruitment, supervision, performance management, provision of professional development and encouragement of self-development
- motivates and supports staff to improve the quality of teaching and learning
Relationship management
- fosters relationships between the school and its community
- demonstrates an understanding of, and is responsive to, the diverse concerns and needs of students, parents, staff, board, community, government and non-government agencies
- communicates effectively both orally and in writing to a range of audiences manages conflict effectively and actively works to achieve solutions
- represents the school and acts to achieve its objectives
Financial and asset management
- effectively and efficiently uses available financial resources and assets to support improved student learning outcomes
- operates an effective budget planning system and works within available resources
- works effectively and efficiently with the Board of Trustees in controlling, monitoring and reporting on the use of finances and assets
Statutory and reporting requirements
- complies with all relevant statutes and regulations, and with monitoring and reporting requirements
Note: Principals with teaching responsibilities will also need to meet the requirements of the Professional Standards for Teachers.
- makes progress towards achieving the vision through the effective management of available resources