PMS 4 - July1997

Teacher Registration

Performance Management Systems

A Series of Guidelines on

Performance Management Systems

Published July 1997

This is the fourth in a series of guidelines on performance management. This issue explains what a "satisfactory" teacher is and how, under the new system, the renewal process for practising certificates will operate from 1 January 1998. This set of guidelines explains only key elements of the policy. It has been prepared by the Teacher Registration Board (TRB) in consultation with sector groups. For fuller information on all aspects of teacher registration policy, please refer to the publications listed on page 7. This issue builds on, and should be read in conjunction with, information in PMS 1 (February 1997), PMS 2 (March 1997), and PMS 3 (May 1997).

The Education Act 1989 requires teachers to be "satisfactory" practitioners and, when renewing their practising certificate every third year, to satisfy the Teacher Registration Board that they remain so. This requirement needs to be incorporated into the performance management systems operating in schools and other institutions.

1. Introduction

Compulsory registration

The Education Amendment Act 1996 makes registration compulsory for teachers in schools and kindergartens. This has made very little difference to most teachers, as they are already registered. Of significance is the fact that the amendment increases the responsibilities of the Teacher Registration Board to ensure that teachers continue to meet "satisfactory teacher" standards throughout their career.

Performance Management Systems and the legal requirements for teacher registration

These requirements need to be incorporated into any performance management system operating in a school. The recently gazetted mandatory requirements for the assessment of teacher performance require each board to identify both performance expectations and development objectives based on key performance areas and/or key performance responsibilities.

This policy is consistent with the existing requirements of the Teacher Registration Board, particularly the organisation of an induction and support (advice and guidance) programme to be offered to teachers who are registered provisionally or subject to confirmation.

An effective performance management system in a school now needs to include a method for ensuring that an accurate picture is maintained of how teachers continue to meet the dimensions that make up the criteria by which the Teacher Registration Board deems a teacher "satisfactory".

The "satisfactory teacher" criteria and the process for the renewal of a practising certificate outlined in this update have been developed by the Teacher Registration Board after wide consultation with major education groups over the last three months. There was a broad consensus of agreement on the proposals.

2. Teacher registration requirements, which should be contained within an effective Performance Management System

• The support/advice/guidance for teachers registered "provisionally" and "subject to confirmation" and
• the "satisfactory teacher" dimensions for all teachers, affirmed when the practising certificate is renewed and
• the professional development available for all teachers, affirmed when the practising certificate is renewed.

"Satisfactory teacher" dimensions shown on the following pages should be integrated into the performance management system of an institution and should not be seen as standing apart.

3. Defining a "satisfactory teacher"

The Teacher Registration Board policy lists a number of "dimensions" of teaching. Satisfactory performance in these dimensions (a minimum level of acceptability) is what the TRB requires for its purposes under the Education Act 1989. However, learning centres (NOTE 1) may use these dimensions in a variety of ways to help them reflect their special character and the standards they desire from teachers.

Introductory statement

Every teacher must show that acceptable learning occurs for all students under their responsibility, within an environment that affirms the bicultural and multicultural nature of New Zealand. This is most likely to happen if the teacher:

• demonstrates knowledge of teaching and learning (including Mäori and tauiwi values), based on teacher education programmes and ongoing study, research, reflection, and practice;
• promotes the learning of students through good professional practice;
• works by maintaining relationships of trust in, co-operation with, and respect for, students, whänau, parents, and colleagues; and
• demonstrates educational leadership relevant to the level of experience or responsibility being carried as a teacher or professional leader.

Dimensions

The dimensions derived from the above are generic so that they can be applied to teachers in a variety of teaching settings, ranging from kura kaupapa Mäori and schools with immersion classes to independent church schools and community learning centres. The dimensions can also be applied at levels in the general education system, ranging from early childhood centres to universities and wananga.

Standards

It is the responsibility of individual, self-managing learning centres, schools, or institutions to specify, as part of a teacher's performance expectations, the standard of performance required in each dimension that will support their own educational goals for any particular teaching position. The Teacher Registration Board expects a minimum (satisfactory) standard, but individual centres may require higher. (See the note on page five.)

Quality education for Mäori

Interwoven with the dimensions of teaching in New Zealand is a fundamental requirement for the profession to respond to the increasing drive for quality Mäori education.

This involves affirmation of te reo Mäori me öna tikanga within a holistic learning environment, which will empower Mäori to participate in the education of their whänau and provide all Mäori with access to quality learning.

NOTE 1: The term "learning centres" is used in this policy to refer to all institutions and formally recognised organisations in which registered teachers work.

4. The "dimensions" of being a teacher in New Zealand

Note: Normally a teacher must demonstrate a satisfactory standard of achievement in the dimensions, through the medium of an official language of New Zealand (Mäori or English). There will be some multicultural or language teaching situations where some of the dimensions will be demonstrated in other languages.

Professional knowledge

This is evident in the planning and preparation that goes into the teaching/learning programme and the willingness and commitment of the teacher to extend his or her knowledge of content and theory throughout a career to provide quality activities and programmes.

A satisfactory teacher demonstrates knowledge of:

• current curricula (NOTE 1), the subjects being taught, and current learning theory;
• the Treaty of Waitangi and te reo Mäori me òna tikanga;
• the characteristics and progress of their students;
• appropriate teaching objectives;
• appropriate technology and resources; and
• appropriate learning activities, programmes, and assessment.

Professional practice

This is demonstrated by the nature of the learning environment that has been established and maintained by the teacher, with the support of senior staff, and by the actual teaching processes used every day.

The Learning Environment

A satisfactory teacher in practice:

• creates an environment of respect and understanding;
• establishes high expectations that value and promote learning;
• manages student learning processes;
• manages student behaviour positively; and
• organises a safe physical environment.

Teaching

A satisfactory teacher in practice:

• communicates clearly and accurately in either, or both, of the official languages of New Zealand;
• uses a range of teaching approaches;
• engages students in learning;
• provides feedback to students and assesses learning; and
• demonstrates flexibility and responsiveness.

Professional relationships

These are demonstrated by the positive way in which the teacher sees his or her co-operative role in the learning centre, shares information with colleagues, families, whänau, and caregivers, and respects the position of trust and confidentiality he or she has.

A satisfactory teacher, in developing relationships:

• reflects on teaching with a view to improvement;
• maintains accurate records;
• communicates with families, whänau, and caregivers;
• contributes to the life of the learning centre;
• develops professionally; and
• maintains confidentiality, trust, and respect.

Professional leadership

All teachers display leadership in some aspects of their work. The context in which leadership is displayed will vary according to the position. A teacher with senior responsibilities will have developed all the dimensions of being a teacher to high standards and will be respected for his or her educational expertise.

A satisfactory teacher, in showing leadership:

• demonstrates flexibility and adaptability;
• focuses on teaching and learning;
• leads and supports other teachers;
• displays ethical behaviour (NOTE 2) and responsibility;
• recognises and supports diversity among groups and individuals;
• encourages others and participates in professional development; and
• manages resources safely and effectively

NOTE: To help learning centres in developing their own standards, there is also a separate Appendix published in the booklet, A Satisfactory Teacher and Renewing the Practising Certificate, which gives examples of the range of matters that may be considered under each of the broad dimensions. This is a supporting statement for the policy and is not meant to be a definitive "checklist". (This booklet will be supplied later in 1997.)

NOTE 1: In state and state integrated schools, the term "current curricula" refers to the requirements of The New Zealand Curriculum Framework; in early childhood centres, the term refers to Te Whäriki Early Childhood Curriculum and to the Statement of Desirable Objectives and Practices (DOPS).

NOTE 2 : The term "ethical behaviour" may be determined by a specific code covering teachers in the learning centre.

5. Applying the "satisfactory teacher dimensions"

The dimensions are the core activities of teaching

In the Teacher Registration Board's view, the "dimensions" represent a picture of the core of activities that constitute "teaching". They do not represent all the activities that teachers engage in. A satisfactory teacher ensures that students learn. A more than satisfactory teacher ensures that a number of other things happen as well.

Teaching as an activity is more than the sum of a number of dimensions. If, in the opinion of other professionals or an employer, learning is not occurring, then it is essential that the reason be identified so that remedial action can be taken. The dimensions can be used specifically to do this.

The dimensions must be applied sensibly

Common sense must be used in applying the dimensions to provisionally registered teachers. It is unlikely that teachers in their first two years of teaching will meet every dimension to a satisfactory standard, but it is likely that most of the dimensions will be on the way to being achieved.

The dimensions will assist in ensuring that proper advice and guidance are directed at those areas where most support is needed. Common sense must also be used in applying the dimensions to a wide range of teachers who are working in situations that require particular qualities (such as leadership or management) or in situations that involve teaching individuals or small groups of students.

What the Education Act requires

There are four occasions when the Teacher Registration Board is required by the Education Act 1989 to determine whether a teacher is "satisfactory" or not.

6. When an experienced teacher applies for full registration on first application for registration. In this case, the Teacher Registration Board will itself apply the "satisfactory teacher" dimensions to the information that is provided by the applicant. It is up to the applicant to adequately demonstrate to the Teacher Registration Board that he or she is "satisfactory".
7. When a teacher wishes to move from provisional, or subject to confirmation, registration to full registration. In this case, the learning centre supporting the teacher will provide evidence to the Teacher Registration Board that the "satisfactory teacher" dimensions have been used as a basis for performance. The application for full registration will require a report to the Teacher Registration Board on the four professional areas.
8. When, every three years, a teacher wishes to renew a practising certificate. In this case, the learning centre employing the teacher will affirm to the Teacher Registration Board that the teacher still meets the "satisfactory teacher" dimensions. This will be done by the principal's endorsement. If a centre believes the dimensions have not been met, then the matter will be rectified or a recommendation for deregistration will be made, once employment contract requirements have been satisfied.
9. When a principal or senior teacher recommends to the Teacher Registration Board that a teacher should be deregistered because they are not a "satisfactory teacher". In this case, the principal must supply the Teacher Registration Board with convincing evidence that the "satisfactory teacher" dimensions are not being met and that the teacher is no longer being employed in that institution.

A teacher who is not satisfactory

If an institution is not of the opinion that a teacher is satisfactory according to the Teacher Registration Board's dimensions, it must first address the matter through the staff performance requirements identified through the relevant contract of employment. Only then can the institution present the issue to the Teacher Registration Board.

6. How the practising certificate will be renewed

All practising certificates being renewed after 31 December 1997 will be processed in the following way.

1. Registered teachers working in, or in association with, a learning centre (a school, kohanga reo, early childhood centre, tertiary institution, institution recognised by the Teacher Registration Board, etc.) will need to provide:
• An affirmation signed by the principal (in the case of a school) (NOTE 1) or an experienced senior registered teacher (in the case of other institutions) (NOTE 1) affirming that the applicant is a satisfactory teacher according to the Teacher Registration Board's "satisfactory teacher" dimensions. (For a teacher still registered provisionally, or subject to confirmation, the endorsement will indicate that they are undertaking an advice and guidance programme.) Determination of whether the teacher meets the Teacher Registration Board's standard will have arisen as part of the performance management system operating in the learning centre. A special appraisal is not required.
• In addition, the affirmation will endorse the fact that the teacher is engaged in professional development.
2. Registered teachers who are in positions seen by the Teacher Registration Board as equivalent to a teacher, or registered teachers who are not presently teaching, will need to provide:
• An affirmation as above, or from a person (or persons) approved by the Teacher Registration Board (NOTE 5), that the teacher is still satisfactory according to the Board's "satisfactory teacher" dimensions, based on information and a process to be determined in the circumstances. (For example, a performance appraisal, a testimonial, an observation and interview, etc.)
• In addition, the affirmation will endorse (and if necessary provide evidence) that the teacher is engaged in professional development, such as: undertaking higher qualifications; writing for teachers or about education; attending courses; acting as a resource person; acting as a supervising teacher or mentor; acting as an educational leader; etc.
• The Teacher Registration Board will send to each teacher the necessary document to be completed when the practising certificate becomes due for renewal.

Sources of information on Teacher Registration Board policies and practices

Information about Teacher Registration in Aotearoa New Zealand: Handbook (1994). This contains general information for those wishing to become registered. It is being updated and will be available later in 1997.

Information for Employing Authorities (1996). This explains for employers the legal requirements for registration. An update will be available later in 1997.

Information for Newly Registered Teachers. This explains the processes necessary to progress to full registration, the dimensions, and the advice and guidance programmes. This booklet will be supplied later in 1997.

A Satisfactory Teacher and Renewing the Practising Certificate. This is a general information booklet to be supplied to all teachers from late 1997, explaining how the renewal of a practising certificate will occur.

NOTE 1: In the case of a principal, or the most experienced senior registered teacher in a learning centre, the affirmation will be made by the employer, who may consult other appropriate registered teachers.

NOTE 2: Explained in A Satisfactory Teacher and Renewing the Practising Certificate. (See the section above on Sources of Information on Teacher Registration Board Policies and Practices.)

Renewing a practising certificate