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.
Revised Professional Standards for Secondary and Area School Principals
Circular Number 1998/32
10 July 1998
To: All Secondary and Area School Principals and Boards of Trustees
Ministry of Education Management Centres
Revised Professional Standards for Secondary and Area 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 proposed amendments have been discussed with representatives of area and secondary principals and boards and, following their general support, incorporated into the Professional Standards. NZEI, however, has not agreed to the proposed amendments and for this reason the existing Interim Professional Standards for Principals will remain in place for all primary principals.
- A copy of the Revised Professional Standards for Secondary and Area School Principals is attached and is also available on the Ministry of Education Web site
- The Revised Professional Standards for Secondary and Area School Principals are to be incorporated into the performance agreements of all secondary and area school principals by 1 February 1999 for principals to access the increase to base salary effective from this date. This increase is only available to those principals who have also signed the fixed term Individual Employment Contract promulgated in May 1998
- 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. From this point, the Revised Professional Standards for Secondary and Area School Principals will be used as part of the principal's appraisal, along with any objectives or other performance criteria agreed between the board and the principal.
- Resource material to assist boards and principals to incorporate the Professional Standards for Principals into 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 for Principals 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
Revised Professional Standards for Secondary and Area School Principals
Professional leadership
- demonstrates a thorough understanding of current approaches to effective teaching and learning
- 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 of trustees 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 the changing cultural, social and economic context of the school's community and ensures that these changes are reflected in the school's strategic planning
actively works with the board of trustees 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
- manages the staff of the school, within available resources, 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
- creates a teaching and learning environment that is perceived as safe and supportive by students, teachers, parents, board of trustees and the community
- demonstrates an understanding of, and is responsive to the diverse concerns and needs of students, parents, staff, board of trustees and the community, and the policies of Government
- communicates effectively both orally and in writing to a range of audiences
- manages conflict effectively and 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
- manages an effective budget planning system, in association with the board of trustees, 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
- works with the board to ensure compliance with all relevant statutes and regulations, and with monitoring and reporting requirements
Note: Principals with teaching responsibilities would also need to meet the requirements of the Draft Interim Framework of Professional Standards for Teachers.
- makes progress towards achieving the vision through the effective management of available resources