Primary, Area and Secondary School Principals: Consultation Document
Draft 30 April 1998
Interim Professional Standards for Primary,
Secondary and Area School Principals
Consultation Document
Ministry of Education
Wellington
April 1998
Introduction
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 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 identify the important knowledge, skills and attitudes that teachers and managers in schools need to do their job well. This will help ensure expectations are clear, provide a framework for performance monitoring and appraisal, and give a greater focus for identifying professional development priorities.
The Interim Professional Standards for Principals have been discussed with principals' representatives. These include the Joint Working Group (Post Primary Teachers' Association Principals' Council and Secondary Principals' Association of New Zealand) and the New Zealand Educational Institute (NZEI). In addition, the New Zealand School Trustees Association, the Teacher Registration Board and the Education Review Office have had the opportunity to comment on the interim standards. The Interim Professional Standards for Principals form part of the Terms of Settlement for the primary principals' contract. For primary principals, these standards cannot be amended without NZEI's agreement.
The Ministry now wishes to provide the opportunity for all primary, secondary and area school principals and their boards to comment on the Interim Professional Standards for Primary, Area and Secondary School Principals.
What are professional standards?
Professional standards describe the knowledge, skills and attitudes that all principals are expected to demonstrate. Professional standards will form part of the performance management system in each school.
As part of the performance management system, principals are required to have a performance agreement with their board of trustees. It is envisaged that the professional standards will expand performance management systems for principals so that they contain the following components:
- A job description - the tasks the principal is expected to carry out.
- Professional standards - the important knowledge, skills and attitudes all principals are expected to demonstrate.
- Performance objectives/expectations - what the principal will achieve and how these achievements will be measured.
- Development objectives - the professional development activities that the principal will undertake in order to improve his or her performance.
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 and from work undertaken in New Zealand.
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 for Principals will help ensure that schools are led and managed by high quality professionals. The principal's performance and ability to organise resources to deliver high quality education is a critical factor in the effectiveness of a school. Furthermore, research shows that teacher perception of principals as instructional leaders significantly influences their satisfaction with their professional role.
The principal also often determines the climate of the school, in creating a stimulating learning environment and a school community that brings out the best in students, teachers, parents and caregivers.
How will the professional standards be used?
The professional standards will form part of the performance management systems already operating in schools. As the employers of principals, boards are required to have a performance management system for the principal. Boards will be required to include the Professional Standards for Principals, and in the case of a teaching principal the appropriate level of Professional Standards for Teachers, in the principal's performance agreement. For most principals the appropriate level of teacher standards will be the Professional Standards for Experienced Teachers. In addition, each Board, in negotiation with the principal, can agree to the inclusion of additional standards or performance objectives to reflect the particular characteristics of the school.
Boards will continue to be required to undertake an annual appraisal of the principal's performance. From 1 February 1999, the appraisal will be required to be carried out against all of the Professional Standards for Principals, and in the case of a teaching principal the appropriate Professional Standards for Teachers (as well as objectives covered in the principal's performance agreement). The Ministry will provide general guidance to boards on using the professional standards for the purposes of principal performance management, including the development of assessment criteria.
The professional standards will also provide a focus for planning the professional development of principals. They will help existing principals and their boards, as well as aspiring principals, to identify the important knowledge, skills and attitudes that are required of an effective principal.
How will the professional standards relate to principals' remuneration?
a. Primary Principals
From 1 July 1998 boards with principals on the new fixed term Individual Employment Contracts (IEC), which can attest that all of the criteria in i-iv below have been met, will be able to access supplementary funding to use for school management purposes. As part of their performance appraisal of principals on the new Individual Employment Contracts, boards will be able to use the Professional Standards to inform their decisions about how the supplementary grant will be spent. Boards will be able to use this supplementary funding for any management purpose, including the provision of pay increases or bonuses to principals on IECs. The criteria that must be met in order for boards to access the supplementary grant are:
- all previous requirements relating to the establishment of performance management systems have been met;
- the principal has signed the new fixed term IEC;
- the professional standards for principals have been included in the principal's performance agreement by 14 August 1998;
- the board has established a pay policy relating to principal remuneration.
The base salary increase for both IEC and CEC primary principals due on 1 February 1999 will require the board to attest that the principal has incorporated the professional standards for teachers and assistant/deputy principals into the performance expectations and development objectives of these groups for assessment from 1 February 1999. The board will also be required to attest that that the professional standards for principals have been built into the principal's performance agreement.
b. Secondary and Area School Principals
As part of their performance appraisal of principals on the new fixed term Individual Employment Contracts, boards will be able to use the professional standards to inform their decisions about how the supplementary grant will be used. Boards will be able to continue to use this supplementary funding for any management purpose, including the provision of pay increases or bonuses to principals on individual employment contracts
The base salary increase for principals due on 1 February 1999 will be contingent on the board attesting that it has included the professional standards for principals into the principal's performance agreement. The board will also be required to attest that the principal has included the professional standards for teachers and deputy/assistant principals in the performance expectations and development objectives of these staff (if professional standards have been agreed to for secondary teachers and secondary deputy/assistant principals by this time).
What will happen next?
The Ministry is seeking feedback on the standards through two channels:
- a series of meetings for principals and boards of trustees - see page 8 for details
- written responses - response sheets are provided on pages 9-21 of this booklet and should be completed and posted or faxed to the Ministry by Friday 22 May, 1998 . See page 21 for details.
The Ministry will then consider the suggested changes and hold further discussions with representatives of principals. For primary principals, any changes will require the concurrence of the NZEI. Once finalised, the Secretary for Education will promulgate the professional standards. The Ministry will also develop resource materials and training programmes to assist boards to assess principal performance against the professional standards.
Interim Professional Standards for Primary, Secondary and Area School Principals
The Interim Professional Standards are grouped into six key areas or "dimensions". These are:
- Professional leadership
- Strategic management
- Staff management
- Relationship management
- Financial and asset management
- Statutory and reporting requirements.
Each dimension carries a set of standards for assessing performance. Please note that principals with teaching responsibilities will also need to meet the requirements of the appropriate level of Professional Standards for Teachers.
|
Dimension |
Standards |
|
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
|
|
|
- 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
- makes progress towards achieving the vision through the effective management of available resources
|
|
Dimension |
Standards |
|
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
|
|
|
- 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
|
|
|
|
Consultation Meetings
The Ministry of Education is holding consultation meetings for principals and boards of trustees on the Interim Professional Standards for Primary, Secondary and Area School Principals.
The following is a schedule of the venues and times of the consultation meetings. Please bring a copy of this booklet to the consultation meetings.
|
Location: |
Date: |
Venue: |
Time: |
|
Whangarei |
Mon May 4 1998 |
Whangarei Boys' High - Library. Kent Road, Regent. |
Principals: 4:00-5:30pm
Boards: 6:00-7:30pm |
|
Auckland |
Tues May 5 1998 |
Auckland Girls' Grammar- Study Hall. Howe Street, Newton. |
Principals: 4:00-5:30pm
Boards: 6:00-7:30pm |
|
Hamilton |
Wed May 6 1998 |
Waikato Polytechnic - Tristram Room. (Block G Gate 5). Tristram Street. |
Principals: 4:00-5:30pm
Boards: 6:00-7:30pm |
|
New Plymouth |
Thurs May 7 1998 |
New Plymouth Girls' High School - 6th Form Study Room. Northgate. |
Principals: 4:00-5:30pm
Boards: 6:00-7:30pm |
|
Nelson |
Mon May 11 1998 |
Nelson Polytechnic - Student Room. Hardy Street. |
Principals: 4:00-5:30pm
Boards: 6:00-7:30pm |
|
Christchurch |
Tues May 12 1998 |
Christchurch College of Education - Avon Room 205. Dovedale Avenue, Ilam. |
Principals: 4:00-5:30pm
Boards: 6:00-7:30pm |
|
Greymouth |
Wed May 13 1998 |
Tai Poutini Polytechnic - Room 12 (above carpark). Tainui Street. |
Principals: 4:00-5:30pm
Boards: 6:00-7:30pm |
|
Dunedin |
Thur May 14 1998 |
Dunedin College of Education - Room T 15 (Tower Block.). Union Street East, Dunedin North. |
Principals: 4:00-5:30pm
Boards: 6:00-7:30pm |
|
Gisborne |
Mon May 18 1998 |
Gisborne Boys' High - Staff-room. Stanley Road. |
Principals: 4:00-5:30pm
Boards: 6:00-7:30pm |
|
Wellington |
Tues May 19 1998 |
Wellington College of Education - Hall. Donald Street, Karori. |
Principals: 4:00-5:30pm
Boards: 6:00-7:30pm |
|
Palmerston North |
Wed May 20 1998 |
Massey College of Education - Awanui Rooms 116/119. Centennial Drive. |
Principals: 4:00-5:30pm
Boards: 6:00-7:30pm |
|
Hastings/Napier |
Thur May 21 1998 |
Taradale High School - Library. Murphy Road, Taradale. |
Principals: 4:00-5:30pm
Boards: 6:00-7:30pm |
Interim Professional Standards: Primary School Deputy/Assistant Principals and Primary School Teachers
- last updated 05/03/98
Response Sheets
Response Sheet: Interim Professional Standards for Primary,
Secondary and Area School Principals
This questionnaire focuses on the Interim Professional Standards for Primary, Secondary and Area School Principals.
If there is not enough space allowed for your comments please attach additional pages as required, remembering to clearly indicate what question the comments relate to.
A Background Information
The first section of the questionnaire relates to the Background Information contained in the consultation booklet.
After reading the Background Information section in the consultation booklet, how well informed do you consider you are on each of the following. Please circle one response on each line.
Very Poorly Informed
(i) what professional standards are?
a
b
c
d
e
(ii) how professional standards differ from a job description, a performance objective and a development objective?
a
b
c
d
e
(iii) the relationship between the performance management system and professional standards?
a
b
c
d
e
(iv) why professional standards have been introduced?
a
b
c
d
e
(v) how professional standards will be used?
a
b
c
d
e
(vi) how professional standards relate to principals' remuneration?
a
b
c
d
e
Do you have any questions relating to any of the material covered in the Background Information?
(circle one) Yes No
If yes, what are these questions?
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B Dimensions of the Interim Professional Standards for Primary, Secondary and Area School Principals
The second part of the questionnaire relates to the dimensions of the Interim Professional Standards for Primary, Secondary and Area School Principals. The dimensions of the professional standards indicate the key areas of knowledge, skills, and attitudes that principals are expected to demonstrate. The dimensions are not intended to be a job description or a list of tasks for the principal.
The Interim Professional Standards for Primary, Secondary and Area School Principals are grouped under six key areas or "dimensions". These are:
- Professional Leadership
- Strategic Management
- Staff Management
- Relationship Management
- Financial and Asset Management
- Statutory and Reporting Requirements
To what extent do you agree that the above dimensions represent the key areas of knowledge, skills and attitudes for an effective principal? (circle one)
agree
somewhat agree
neutral
somewhat disagree
mostly disagree
a
b
c
d
e
Are there further dimensions that should be included? (circle one) Yes No
If yes, please state what these are and provide reasons.
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Are any of the six dimensions not critical to being an effective principal? (circle one) Yes No
If yes, please state what these are and provide reasons.
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C Dimensions and Standards
For each of the dimensions listed below please answer the following questions.
To what extent do you agree that the dimension is essential for an effective principal?;
How well do the proposed standards cover the desired knowledge, skills and attitudes required to be an effective principal?
What changes, if any, are required to the standards so they better reflect the skills, knowledge and attitudes required to be an effective principal in this dimension?
Dimension To what extent do you agree that the dimension is essential to being an effective principal? How well do the proposed standards cover the desired knowledge, skills and attitudes required? Suggested changes to the standards
Professional Leadership
- Agree
- Somewhat Agree
- Neutral
- Somewhat Disagree
- Disagree
- Very Well
- Well
- Neutral
- Poorly
- Very Poorly
Dimension To what extent do you agree that the dimension is essential to being an effective principal? How well do the proposed standards cover the desired knowledge, skills and attitudes required? Suggested changes to the standards
Strategic Management
- Agree
- Somewhat Agree
- Neutral
- Somewhat Disagree
- Disagree
- Very Well
- Well
- Neutral
- Poorly
- Very Poorly
Staff Management
- Agree
- Somewhat Agree
- Neutral
- Somewhat Disagree
- Disagree
- Very Well
- Well
- Neutral
- Poorly
- Very Poorly
Dimension To what extent do you agree that the dimension is essential to being an effective principal? How well do the proposed standards cover the desired knowledge, skills and attitudes required? Suggested changes to the standards
Relationship Management
- Agree
- Somewhat Agree
- Neutral
- Somewhat Disagree
- Disagree
- Very Well
- Well
- Neutral
- Poorly
- Very Poorly
Financial and Asset Management
- Agree
- Somewhat Agree
- Neutral
- Somewhat Disagree
- Disagree
- Very Well
- Well
- Neutral
- Poorly
- Very Poorly
Dimension To what extent do you agree that the dimension is essential to being an effective principal? How well do the proposed standards cover the desired knowledge, skills and attitudes required? Suggested changes to the standards
Statutory and Reporting Requirements
- Agree
- Somewhat Agree
- Neutral
- Somewhat Disagree
- Disagree
- Very Well
- Well
- Neutral
- Poorly
- Very Poorly
D Information about the Respondents
This information is being collected so that suggestions and feedback can be analysed from different types of schools.
What is the name of your school?
--------------------------------------------------------------------------------
What type of school is this?
a full primary
d composite
g secondary Y7-15
j special school
b contributing primary
e correspondence school
h secondary Y9-15 with
attached intermediate
k kura kaupapa Maori
c intermediate
f restricted composite
i secondary Y9-15
Please indicate the number of each type of person that has contributed to your response to this questionnaire:
a Board Member(s)
d Teacher(s)
b Principal(s)
e Other(s) (please specify)
c Other school managers
eg Assistant/Deputy Principal(s)
If you are a board member or principal please please answer the following
questions. Otherwise go to question 14
Does your school currently operate a Performance Management System that includes a description of key knowledge, skills and attitudes (professional standards) for any of the following? (circle one)
Yes
No
Don't Know
the principal?
a
b
c
the assistant/deputy principal(s)?
a
b
c
the teachers?
a
b
c
If you answered "Yes" to any of the above, we would very much appreciate seeing a copy of any documentation relating to the system you operate. Please send this to the address at the end of this questionnaire.
How easy or difficult will it be for you to incorporate professional standards into your existing performance management system? (circle one)
Very Easy
Quite Easy
Neutral
Quite Difficult
Very Difficult
a
b
c
d
e
If you believe it will be either "quite difficult" or "very difficult" to incorporate professional standards into your existing performance management system, what difficulties do you envisage?
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It is envisaged that some schools may develop additional professional standards that reflect the special character of their school and further specify the professional standards.
How likely is your school to: (circle one response on each line)
Very Likely
Likely
Neutral
Unlikely
Very Unlikely
Don't Know
develop additional standards specific to your school?
a
b
c
d
e
f
further specify the professional standards?
a
b
c
d
e
f
If you are willing to be contacted by the Ministry for further information on your suggestions, please answer the following questions:
Contact name: Daytime telephone No: (0 ) ______________________
Suitable time to contact : ______________________
E Additional Comments
Here is some space for you to make any other comments relating to the issues raised in the Interim Professional Standards for Primary, Secondary and Area School Principals consultation document.
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Thank you for your response.
Please detach the completed questionnaire and send to: School Labour Market Development or Fax to (04) 471-6054
Ministry of Education
PO Box 1666
Wellington
Responses must be received by Friday 22 May 1998.