TeacherPerformanceManagement

1

Foreword ................................................................................................................................................................. 2

1. Introduction ...................................................................................................................................................... 3

2. Performance Management ................................................................................................................................ 3

Additional Requirements .................................................................................................................................4

3. What are Professional Standards? .................................................................................................................... 7

Professional Standards: .................................................................................................................................... 7

Staff Selection ................................................................................................................................................... 7

Performance Expectations ................................................................................................................................ 7

Performance Appraisal .....................................................................................................................................7

Professional Development .................................................................................................................................8

Competency Procedures .................................................................................................................................... 8

4. Teachers’ Pay Progression and Career Advancement ...................................................................................... 8

Deferred Salary Progression ............................................................................................................................. 9

5. Performance Indicators .................................................................................................................................. 11

Developing Performance Indicators ................................................................................................................ 11

6. Performance Appraisal Process ...................................................................................................................... 13

Key Steps of the Process ................................................................................................................................. 13

7. Assessment Methods ....................................................................................................................................... 14

8. Additional Sources of Information .................................................................................................................. 16

Appendices ............................................................................................................................................................ 17

Appendix 1: Interim Professional Standards for Deputy/Assistant Principals ................................................ 18

Interim Professional Standards for Primary School Teachers ................................................................ 19

Appendix 2: Sample Performance Indicators for Deputy/Assistant Principals and Teachers ......................... 22

Sample Performance Indicators For Deputy/Assistant Principals ......................................................... 24

Sample Performance Indicators For Teachers ....................................................................................... 26

Appendix 3: Integrating Professional Standards - School Case Studies .......................................................... 36

Case Study 1 ........................................................................................................................................... 36

Case Study 2 ........................................................................................................................................... 37

Appendix 4: Teachers’ Salary Scale Translation Guide .................................................................................. 39

Glossary ................................................................................................................................................................ 40

CONTENTS

2

FOREWORD

Teachers make a huge difference to the lives and interests of many children. Good performance management practices

in schools can support the efforts of these teachers in many ways. Such practices provide the basis for dialogue about

further professional development and growth. They provide the basis for high quality feedback and recognition of the

contribution that a teacher makes to the education of children and the life of a school.

With the incorporation of the Interim Professional Standards into primary school performance management systems,

all teachers can look forward to working in an environment where school expectations are clearly stated and where

professional development objectives and priorities are effectively identified.

The Interim Professional Standards build on systems and criteria already operating in schools. Through introducing

a wider range of dimensions of teaching and specifying standards for three levels of accomplishment, the Professional

Standards enable recognition of the higher level of skills and contribution of teachers as they progress in their careers.

They also enable identification and management of areas for development in a positive and supportive environment. In

terms of career progression, the standards enable schools to focus more on skills and ability rather than factors such as

tenure or gender. This will ultimately benefit all teachers and, consequently, their students.

It is encouraging to know that many schools are already well advanced in developing effective performance management

systems, including indicators to measure performance against the Professional Standards. A number of principals and

teachers from some of these schools have generously shared their ideas and the benefits of their experience in the

development of this resource. This has enabled the Ministry to ensure that the examples in the booklet are practical and

effective. It has also enabled us to include examples from a range of schools to highlight the scope for different approaches

that schools might take to incorporating the Standards within the prescribed framework. The examples in the booklet will

both reinforce the direction of those schools whose systems are either underway or established and provide direction for

those who are still coming to grips with integrating the Professional Standards into their systems.

The introduction of the Interim Professional Standards will enhance existing performance management systems and

will encourage schools to focus on the development of their most important resource, their teachers.

Howard Fancy

Secretary for Education

3

TEACHER PERFORMANCE MANAGEMENT

1. Introduction

Interim Professional Standards for Primary School

Deputy/Assistant Principals and Primary School Teachers

were released in April 1998 for schools to incorporate

into existing performance management systems (PMS).

Since 1997, all boards of trustees have been required to

ensure their school has a PMS for their principal and

teachers. From the beginning of 1999, boards and

principals will be required to ensure their PMS includes

the Interim Professional Standards.

This booklet has been put together in response to

those schools who requested a single publication which

provides a practical reference to integrate the Interim

Professional Standards into their current PMS. It builds

on previous publications such as the PMS series, the

Interim Professional Standards booklet distributed in April

1998 and related features published in the Education

Gazette.

Key features of the Interim Professional Standards

are described along with examples of performance

indicators for assessing achievement, and performance

expectations. Case studies of the processes some schools

have used to interpret and incorporate the standards into

their performance management systems are also included.

The Interim Professional Standards will remain

"interim" until decisions are taken on whether or not to

establish a professional body for teachers, as proposed in

Quality Teachers for Quality Learning: A Review of

Teacher Education.1

2. Performance Management

The objective of performance management in schools

is to:

• improve learning outcomes for students by improving

the quality of teaching and leadership

• integrate policies, practices, standards and

procedures that link the goals and objectives of the

school and its staff

• set agreed performance expectations and the

processes for measuring performance against those

expectations

• focus on the professional development of every

teacher.

Boards of trustees are currently required to have a

performance appraisal process that specifies the:

• person(s) responsible for implementing the appraisal

policy

• process to be followed to appraise teacher

performance

• process for dealing with disputes

• policy on confidentiality.

Similarly, boards of trustees must also ensure the appraisal

process includes:

• identification of each teacher’s appraiser, in

consultation with the teacher concerned

• a written statement of performance expectations, in

consultation with each teacher

1 Ministry of Education green paper, Quality Teachers For Quality Learning: A Review of Teacher Education, October 1997

4


• identification of development objective(s) in the

performance expectations, as well as the

assistance or support to be provided

• observation of teaching (for those with teaching

responsibilities)

• teacher self-appraisal

• an annual appraisal with a written report, in

consultation with the teacher.

Additional Requirements

The Primary Teachers’ Collective Employment

Contract (CEC)2 means that a school’s performance

management system must now include:

• the relevant Interim Professional Standards as part

of the performance expectations for each teacher and

deputy/assistant principal

• annual assessments against all relevant Interim

Professional Standards

• progression for teachers who meet all the relevant

Interim Professional Standards to the next step in the

salary scale.

The intention of performance management in schools

is to deploy staff skills, knowledge, training and talent in

a way that maximises the learning outcomes for students.

Performance management enables boards of trustees to

have confidence that all staff are meeting the educational

needs of their students and the goals of the school.

Principals are now required to more systematically define,

support and assess staff performance, and to link staff

efforts to the overall direction of the school. Individual

staff will know what is expected of them, the support

available to them to meet those expectations, how their

performance will be monitored and assessed, and how

they can further develop their skills.

Effective performance management occurs in

supportive working environments where there is a high

level of communication and trust. It is not about setting

people up to fail by setting unrealistic goals, surprising

staff at the end of a performance period with tasks and

responsibilities they should have completed but were not

aware of, or unreasonably justifying why a remuneration

increment should be withheld.

Diagram 1 shows how performance management

components are related and how they apply throughout a

staff member’s term of employment. It gives examples of

likely activities in each of these components, and

acknowledges the context and environment that will make

each school’s performance management system unique.

Most staff will only experience those processes

related to the annual performance management cycle -

setting expectations, appraisal, reward (pay progression

and career advancement), and professional development.

This will not change. The Professional Standards will

however, influence many aspects of performance

management because they outline the expected standards

of performance, are linked to teachers’ pay progression,

and help identify areas for professional development.

2 Primary Teachers’ (Including Deputy and Assistant Principals and other unit holders) Collective Employment Contract 1998-2000

5


Terminate EmploymentResign/Retire/Dismiss

Employment Ceases

Commence Employment/Selection• prerequisite experience• qualifications• expertise/specialism

Dur

ing

empl

oym

ent

Pre/

Post

em

ploy

men

t

Schoolculture

School missionand objectives

Context/Environment

Professional Development• formal study• seminar/conference• teaching time with peer• in service training

Performance Appraisal• observation• self appraisal• interview

Reward• recognition• registration• career advancement• pay progression

Diagram 1 - Performance Management in Schools

Disciplinary/CompetencyProcedures

School Policies

Performance Expectations• professional standards• performance indicators• development objective(s)• other standards and objectives• job description (optional)

6


Diagram 2 shows where the Professional Standards

are likely to impact on schools’ performance management

systems. These implications are explained more fully in

the sections that follow.

Terminate EmploymentResign/Retire/Dismiss

Employment Ceases

School Policies

Commence Employment/Selection

Professional Standards assist theselection process by defining what

is expected from staff.

Performance ExpectationsProfessional Standardswill define the expected

standard of performance

Performance appraisalProfessional Standardswill be the basis against

which staff performance willbe assessed

RewardProfessional Standards arelinked to pay progressionand career advancement

Professional DevelopmentProfessional Standards willhelp to identify and prioritiseareas for an individual’sprofessional development

Disciplinary/CompetencyProcedures

Professional Standards arelinked to competency

procedures

Context/Environment

Schoolculture

School missionand objectives

Diagram 2 - Integrating Professional Standards intoPerformance Management in Schools

Dur

ing

empl

oym

ent

Pre/

Post

em

ploy

men

t

ProfessionalStandards

7


3. What are Professional Standards?

Professional Standards for primary school teachers

and deputy/assistant principals build on existing

performance management systems in schools. They have

also been designed to establish a national consistency in

performance management while being sufficiently flexible

to enable individual schools to adapt them to their

particular school climate, culture and community.

Professional Standards:

• describe the important knowledge, skills and attitudes

that all teachers and deputy/assistant principals are

expected to demonstrate in carrying out their role

• expand the existing three key performance areas –

teaching, school-wide and management

responsibilities

• formalise the Government’s expectations of

professional performance.

The Primary Teachers’ Collective Employment

Contract specifies that the Interim Professional Standards

are to be used in assessing an individual’s entitlement to

salary progression. The Professional Standards may only

be varied during the term of the current contract by

agreement between the Secretary for Education and NZEI

Te Riu Roa. The relationship between the standards and

pay progression is explained further in section 4. The

Interim Professional Standards for deputy/assistant

principals and teachers appear in Appendix 1.

The Professional Standards relate to aspects of the

performance management process as follows:

Staff Selection

The Professional Standards, along with any

performance indicators schools may have developed to

describe the tasks and behaviours that are expected, can

provide a guide on what to look for in a prospective

candidate. They also give applicants a full and realistic

picture of the position they are applying for and

responsibilities involved.

Performance Expectations

The Interim Professional Standards describe the

expected standard of performance for deputy/assistant

principals and three levels of teaching - beginning, fully

registered and experienced teachers. These levels have

been designed to build on each other to recognise the

development of skills as teachers progress through their

careers. This also enables teachers and their managers

to identify goals for professional and personal

development. The Professional Standards are therefore a

fundamental part of the performance expectations

between the appraiser and the staff member. They clarify

what performance and/or behaviours the school is

particularly looking for.

Performance Appraisal

The introduction of Professional Standards means

the appraisal will focus on a staff member’s performance

against each dimension (see Appendix 2). For teachers,

this means the seven dimensions of the Professional

Standards will form the basis of the performance

appraisal. The Professional Standards incorporate the

three key performance areas (teaching, school-wide and

8


management responsibilities) that currently exist. A

written appraisal report is required for discussion and

consultation with the teacher.

Professional Development

Professional development objective(s) can now be

targeted for each staff member based on their

performance as assessed against the Professional

Standards. This will also assist in prioritising individual

professional development needs alongside school

priorities.

Competency Procedures

The introduction of Professional Standards clarifies

the expected standard of performance and therefore what

constitutes unacceptable performance before competency

procedures are commenced.

4. Teachers’ Pay Progression and CareerAdvancement

Rewarding performance and achievements is an

integral part of performance management systems.

Professional Standards impact on this process by allowing

appraisers to identify clearly those staff who have achieved

the expected levels of performance.

Professional Standards:

• are linked to teachers’ pay progression and career

advancement

• continue to apply even after a teacher has reached

the top of the pay scale

• are not linked to pay progression for deputy/assistant

principals.

Annual assessment against the Interim Professional

Standards is required. Teachers need to demonstrate

performance against all of the Professional Standards at

their current level before achieving progression to the next

level on the salary scale. Other standards or performance

objectives can be negotiated between the appraiser and

staff member but they cannot be used as the basis for

determining pay progression.

Beginning Teachers - Beginning teachers require a

minimum of two successful annual assessments against

the Professional Standards to move to the fully registered

level. The only exception is where the teacher and the

employer agree that more than one assessment against

the beginning standards is not appropriate because of the

teacher’s previous relevant experience. In such cases, the

teacher may be assessed against the fully registered

teacher standards after one assessment against those for

the beginning teacher.

9


Please Note: This is for the purposes of assessment

and pay progression only. Teachers cannot gain

registration through this process. The Teacher

Registration Board requires all teachers to complete two

years of satisfactory teaching before being considered for

full registration.

It is possible for a beginning teacher to move to the

registered teacher level of the salary scale prior to full

registration. For example, a beginning teacher with Q3

qualifications might enter at Level 06 and progress to Level

07 after one annual assessment (refer to Appendix 4 Salary

Scale Translation Guide).

Fully Registered Teachers - Fully registered

teachers must complete a minimum of three successful

annual assessments against the Professional Standards

at this level before moving to the experienced teacher

category.

Experienced Teachers - Annual assessment against

the Experienced Teacher Professional Standards will be

ongoing for experienced teachers, even when they have

reached the top of the pay scale.

Please note: Resource teachers and speech language

therapists are not subject to the Professional Standards,

but are required to be attested as per the previous system

to progress through the pay scale.

Deferred Salary Progression

The CEC provides for deferred salary 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, the teacher will be required to undergo

competency procedures as set out in the CEC. 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 fully registered

teacher level, they can have the Professional Standards

for experienced teachers incorporated into their

performance expectations and development objectives and

be assessed against these at the next performance

appraisal.

The CEC also sets out a review process which can

be used when a teacher disagrees with the deferral of

their salary increment.

The process following a decision to defer is shown

in Diagram 3.

10


Moves to newsalary step

(unless at topof scale).

Moves back toProfessional

Standards for“fully registered”

teacher.

Does theteacher meet

the ProfessionalStandards for

“fully registered”teacher?

Competencyprodedures asper the CEC

apply

Is the teacher“fully registered”or “beginning”?

Professionalstandards for“experienced”teachers areincorporated

into performanceexpectations.

Moves to newlevel of

ProfessionalStandards and

new salary step.

Is achange in

ProfessionalStandards levelappropriate?

Does theteacher meet the

appropriate ProfessionalStandards at the2nd assessment

Appraiser setsdate for secondassessment.

Moves to newsalary step(unless at topof scale).

Does theteacher meet

the appropriateProfessionalStandards?

Is achange in

ProfessionalStandards levelappropriate?

Moves to nextlevel ofProfessionalStandards andnew salary step.

Yes Yes

Yes

YesIs the

teacher“experienced”?

No

No

Yes

Yes

Yes

No No

No

No

Diagram 3 - Interim Professional Standards and Pay Progression

11


Integration of the Professional Standards into the

performance management system for deputy/assistant

principals is a contractual obligation of the CEC. There is

no link between the Professional Standards and the

remuneration levels for deputy/assistant principals

specified in the CEC. However, the competency procedures

outlined in the CEC apply.

5. Performance Indicators

Performance indicators provide a way to assess the

extent to which the Professional Standards have been met.

Assessment can take a variety of forms but is typically

about gathering evidence that a level of performance has

been achieved.

Generic sample indicators have been developed for

deputy/assistant principals and teachers in consultation

with schools and these appear in Appendix 2. The sample

indicators demonstrate how Professional Standards can

be translated into measures of performance that are

meaningful to schools without reducing roles to a series

of mechanistic tasks.

Performance indicators will:

• give certainty to staff about what they have to do to

demonstrate their performance against the

Professional Standards

• help appraisers systematically observe and gather

evidence of performance so that decisions about staff

achievements are made as fairly and objectively as

possible

• enable Professional Standards to be implemented in

a robust and consistent way within the school

• allow each school to apply the Professional Standards

in a way that is consistent with the school’s culture

and climate.

The use of indicators is not a requirement, but they

are strongly recommended to ensure all parties are clear

about when a staff member’s performance meets the

relevant Professional Standards.

Developing Performance Indicators

Many schools have already developed or are

currently developing indicators for assessing the

Professional Standards. Some are also sharing the results

of their work with other schools, who are in turn

customising the indicators to meet their particular needs.

Performance indicators are developed by examining

the objectives, inputs, activities and outcomes of the

school’s strategic plan and programmes. Developing

indicators requires the school to:

• identify key aspects of performance (that can be

verified)

• determine what information is needed to assess

performance against each of the Professional

Standards

• decide how performance is to be assessed (the

assessment method)

• design methods for collecting the performance

information.

At least two or three indicators should be used to

assess each dimension of the Professional Standards. Most

dimensions are broken into three or four sub categories,

and it would be reasonable to expect an indicator for each

12


of the sub categories. The final number of indicators,

however, must be feasible in terms of ease of

implementation, time and cost of data collection.

Principals, deputy/assistant principals and teachers

will already possess the knowledge required to generate

the indicators. However, staff involvement in some or all

stages of the development process is strongly

recommended. This will ensure the indicators are

accurate, understood and accepted by all staff. Some ways

to approach this are:

• staff and senior management meet and agree on a

process for developing performance indicators, which

is then followed.

• staff are asked to each contribute a short list of things

they feel most demonstrate that a teacher is doing

their job well. These are pooled and categorised under

the Professional Standards dimensions. This list is

then divided up by dimension and allocated to small

groups of staff who refine their portion of it. Each

group’s work is collated and distributed, and a final

meeting is held to comment and agree on the

indicators.

• senior management prepares a draft list of indicators,

which is then presented to staff for comment. The

indicators are debated and modifications are made,

based on the feedback. The final indicators are agreed

by all staff.

• teachers are asked to join groups based on their level

of experience ie, whether they are beginning, fully

registered or experienced teachers. Each group

names one person as their representative. The group

draft indicators appropriate to their level of teaching,

and the representatives meet to discuss, collate and

refine the results into a final draft. This draft is

provided to all staff for comment and agreement.

• the principal and a small group of teachers collaborate

with other local principals and teachers to share

resources and ideas to develop indicators.

• sample performance indicators in this booklet form

the basis of a staff discussion where the most

appropriate indicators are selected and customised

to suit the particular characteristics of the school.

Indicators should also be reviewed from time to time

to ensure they are assessing what is wanted.

Appendix 3 contains case studies demonstrating how

two schools developed indicators and incorporated the

Professional Standards into their performance

management system.

13


6. Performance Appraisal Process

Once performance indicators have been developed,

they need to be documented and incorporated into the

performance management system. The logical place to

capture performance indicators is in the written statement

of performance expectations, which is required for each

teacher. These statements may be referred to as

performance agreements or performance plans. They are

often developed for deputy/assistant principals as well.

The format and style will vary across schools in terms

of how these performance expectations are documented,

however the introduction of Professional Standards has

altered the requirements of these written statements of

performance expectations. They should now include the

following elements for each staff member:

• the Professional Standards

• a professional development objective(s).

Other elements that can be included are:

• a list of the performance indicators appropriate to

the staff member for demonstrating achievement of

the Standards

• additional objectives or standards based on individual

need, school priorities, and/or performance concerns.

A written statement of performance expectations

must be prepared or completed by the appraiser and staff

member each calendar school year. A job description may

also be attached.

Key Steps of the Process

The following process is usual, although each school

has the discretion to adapt this process as required.

1. Preparation of Statement of Expectations - Usually

in January/February. The appraiser and staff member

discuss and agree on professional development

objectives, any additional objectives, incorporate the

relevant Professional Standards, and set the

agreement in motion.

2. Interim Appraisal - Usually towards the end of the

second term as an optional step in the performance

management requirements. Its purpose is to monitor

the staff member’s progress against the Professional

Standards and any additional objectives to highlight

successes and address any concerns. This review may

involve observation of teaching, an interview and

preparation of an interim report by the appraiser.

3. Final Appraisal - Usually towards the end of the fourth

term, although some schools would relate this

appraisal to the staff member’s anniversary date. It

is the meeting where the appraiser and staff member

discuss the teacher’s performance over the year. The

staff member needs to have completed a self-

appraisal. The discussion should focus on the

performance expectations, ie, each dimension of the

Professional Standards (including indicators),

development objectives and other objectives or

standards. Evidence of performance and information

that demonstrates achievement is also produced at

this meeting. This will include observation of teaching.

Discussion will also occur on what needs to be

addressed in the following year in terms of further

professional development.

14


Please note: The process described highlights the

formal aspects of Performance Management Systems. In

reality, there should be ongoing opportunities for

discussion, observation and feedback between staff and

their appraiser during the regular activities of the school.

7. Assessment Methods

There are a variety of methods that can be developed

for assessing or measuring a staff member’s performance.

Those that are required for teachers’ assessment are

observation of teaching (for those staff with teaching

responsibilities), self-appraisal, and an appraisal interview

where the teacher has the opportunity to discuss their

achievement of performance expectations and

development objectives.

Other methods of assessing performance include:

• peer appraisal, where colleagues are asked to provide

feedback on an individual’s performance

• parent feedback, either formal or informal

• student feedback, either formal or informal

• students’ performance results

• documentary evidence, for example unit or lesson

plans, assessment records, resources.

Assessing performance accurately and fairly requires:

• Having rigour in the assessment process. This does

not mean assessment needs to be complicated or time

consuming, but an element of planning is required.

Essentially rigour means having a clear idea about

what you are assessing. As an example, asking a staff

member to assess their own performance without

providing a framework for that assessment would be

less valuable than asking them to comment on their

performance against the goals they agreed to in their

performance expectations.

15


• Matching the method of assessment with what is

being measured. Some aspects of performance

clearly lend themselves to certain methods of

assessment. For example, assessing ability in teaching

and learning strategies would most obviously be done

through observation. Achieving a good fit between

what is being measured and the method of assessment

will improve the chances of efficiently collecting valid

performance information.

• Using a variety of assessment methods. The

requirements for teachers already stipulate that three

methods of assessment are used in assessing

performance - observation of teaching, self-appraisal

and appraisal interview. Depending on the way in

which your school has decided to assess

performance against the Professional Standards,

other methods of assessment may also be appropriate

to ensure a complete picture of an individual’s

performance.

• Agreeing the methods of assessment in advance of

the appraisal. As suggested earlier, it is useful for

the staff member and appraiser to agree on the

methods that will be used for assessing the staff

member’s performance, when performance

expectations are discussed at the beginning of the

year.

Practical decisions will need to be made when

selecting and developing the method of assessing

performance, to balance the accuracy of the performance

information with the time and effort it takes to collect the

information.

16


8. Additional Sources of Information

The following sources of information may be helpful:

Ministry of Education booklets:

Performance Management Systems: Performance

Appraisal, PMS 1, February 1997

Performance Management Systems: Performance

Management: Issues for Rural Schools and Small Schools

with Teaching Principals, PMS 2, March 1997

Performance Management Systems: Teacher Registration,

PMS 4, July 1997

Performance Management Systems: Appraisal of Teachers

in Specialist Positions, PMS 5, November 1997

"Performance Management in Schools," New Zealand

Education Gazette, 12 December 1996

"Introduction of Interim Professional Standards for

Primary School Teachers and Primary School Deputy and

Assistant Principals," New Zealand Education Gazette, 5

October 1998

Interim Professional Standards: Primary School Deputy/

Assistant Principals, Primary School Teachers, Ministry

of Education, April 1998

Primary Teachers’ (including Deputy and Assistant

Principals’ and other unit holders) Collective Employment

Contract 1998-2000

Handbook: The Registration of Teachers in Aotearoa New

Zealand, Teacher Registration Board, 1997

The Capable Teacher, Education Evaluation Report,

Number 2, Summer 1998, Education Review Office.

17

APPENDICES

17

The appendices that follow contain sample performance indicators that have

been developed in consultation with a range of principals and teachers from selected

schools. These indicators are guidelines only. Schools may wish to use or adapt

these examples when considering how to develop indicators or modify existing

performance measures. The number of indicators needed, if any, is a school-

based decision.

18

APPENDIX 1: INTERIM PROFESSIONAL STANDARDS FOR DEPUTY/ASSISTANT PRINCIPALS

Dimension Standards

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 • initiates, plans and manages in association with the principal and other staff, policies and

management programmes which meet national requirements, management 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 • effectively and efficiently uses available financial resources and assets, within delegated

management 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 InterimProfessional Standards for Primary School Teachers.

19

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ers.

regi

stra

tion

as a

teac

her.

Beg

inni

ngTe

ache

r R

egis

trat

ion

Boa

rd c

rite

ria

for

The

ir te

achi

ng m

etho

ds a

re w

ell

Teac

hers

wor

k un

der

the

guid

ance

of

full

regi

stra

tion.

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ly R

egis

tere

dde

velo

ped

and

they

em

ploy

an

adva

nced

othe

rs. T

hey

unde

rtak

e "a

dvic

e an

dTe

ache

rs a

re c

ompe

tent

in th

era

nge

of s

trat

egie

s fo

r m

otiv

atin

g

guid

ance

" pr

ogra

mm

es to

ass

ist i

n th

epe

rfor

man

ce o

f the

ir d

ay-t

o-da

yst

uden

ts a

nd e

ngag

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them

in le

arni

ng.

deve

lopm

ent o

f the

com

pete

ncie

ste

achi

ng r

espo

nsib

ilitie

s.In

env

iron

men

ts w

here

it is

pos

sibl

e, th

ey

requ

ired

for

full

regi

stra

tion.

supp

ort a

nd p

rovi

de a

ssis

tanc

e to

colle

ague

s.

As

wel

l as

dem

onst

rati

ng t

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ards

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dem

onst

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ng t

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ards

for

for

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inni

ng T

each

ers,

Ful

ly R

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tere

dFu

lly R

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tere

d Te

ache

rs, E

xper

ienc

ed

Teac

hers

:Te

ache

rs:

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essi

onal

kno

wle

dge

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ve a

sou

nd k

now

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cur

ricu

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,•

are

com

pete

nt in

the

cont

ent o

f rel

evan

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dem

onst

rate

a h

igh

leve

l of k

now

ledg

e of

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eaty

of W

aita

ngi

lear

ning

and

ass

essm

ent t

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ulum

rele

vant

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, and

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nt

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arni

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smen

t the

ory

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impl

icat

ions

of t

he T

reat

y•

keep

info

rmed

of d

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ents

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ng a

nd a

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t the

ory

of W

aita

ngi a

nd te

reo

me

ona

tikan

gacu

rric

ulum

and

lear

ning

theo

ry•

dem

onst

rate

a c

omm

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t to

thei

r ow

n

•de

mon

stra

te k

now

ledg

e of

the

Trea

ty o

fon

-goi

ng le

arni

ng

Wai

tang

i and

te r

eo m

e on

a tik

anga

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chin

g te

chni

ques

•pl

anni

ng a

nd p

repa

ratio

n•

plan

pro

gram

mes

and

dev

elop

lear

ning

•us

e ap

prop

riat

e te

achi

ng o

bjec

tives

,•

dem

onst

rate

a b

road

ran

ge o

f hig

hly

•te

achi

ng a

nd le

arni

ng s

trat

egie

san

d as

sess

men

t str

ateg

ies

that

are

prog

ram

mes

, lea

rnin

g ac

tiviti

es, a

ndef

fect

ive

teac

hing

tech

niqu

es

•as

sess

men

t/re

port

ing

cons

iste

nt w

ith s

ound

teac

hing

and

asse

ssm

ent

•co

ntin

ually

eva

luat

e an

d re

flect

on

thei

r

•us

e of

res

ourc

es a

nd te

chno

logy

lear

ning

pra

ctic

e•

dem

onst

rate

a r

ange

of e

ffect

ive

teac

hing

and

act

on

area

s w

here

it c

an

teac

hing

tech

niqu

esbe

impr

oved

APPENDIX 1: INTERIM PROFESSIONAL STANDARDS FOR PRIMARY SCHOOL TEACHERS

20

APPENDIX 1: INTERIM PROFESSIONAL STANDARDS FOR PRIMARY SCHOOL TEACHERSD

imen

sion

Beg

inni

ng T

each

erFu

lly R

egis

tere

d Te

ache

rE

xper

ienc

ed T

each

er

•de

mon

stra

te fl

exib

ility

& r

espo

nsiv

enes

s

•im

part

sub

ject

con

tent

effe

ctiv

ely

•us

e ap

prop

riat

e te

chno

logy

and

res

ourc

es

•re

flect

on

teac

hing

with

a v

iew

to

impr

ovem

ent

Mot

ivat

ion

of s

tude

nts

•st

uden

t eng

agem

ent i

n le

arni

ng•

dem

onst

rate

effe

ctiv

e te

chni

ques

for

•re

cogn

ise

and

supp

ort d

iver

sity

am

ongs

t•

dem

onst

rate

a w

ide

rang

e of

tech

niqu

es

•ex

pect

atio

ns th

at v

alue

and

pro

mot

em

otiv

atin

g st

uden

tsin

divi

dual

s an

d gr

oups

that

pro

vide

str

ong

mot

ivat

ion

for

a

lear

ning

•de

mon

stra

te e

xpec

tatio

ns th

at v

alue

and

•en

gage

stu

dent

s in

lear

ning

dive

rsity

of s

tude

nts

prom

ote

lear

ning

•es

tabl

ish

high

exp

ecta

tions

that

val

ue a

nd

prom

ote

lear

ning

Clas

sroo

m m

anag

emen

t

•st

uden

t beh

avio

ur•

appl

y un

ders

tand

ings

of p

ositi

ve b

ehav

iour

•m

anag

e st

uden

t beh

avio

ur p

ositi

vely

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mon

stra

te a

hig

h le

vel o

f com

mitm

ent t

o

•ph

ysic

al e

nvir

onm

ent

man

agem

ent

•es

tabl

ish

good

rel

atio

nshi

ps w

ith s

tude

nts

to s

tude

nt w

elfa

re a

nd le

arni

ng

•re

spec

t and

und

erst

andi

ng•

crea

te a

nd m

aint

ain

a sa

fe e

nvir

onm

ent

and

resp

ect t

heir

indi

vidu

al n

eeds

and

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fect

ivel

y m

anag

e ch

alle

ngin

g le

arni

ng

that

is c

ondu

cive

to le

arni

ngcu

ltura

l bac

kgro

unds

envi

ronm

ents

•m

odel

inte

ract

ions

in w

ays

that

are

kno

wn

•or

gani

se a

saf

e ph

ysic

al e

nvir

onm

ent

to b

e as

soci

ated

with

dev

elop

ing

resp

ect

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eate

an

envi

ronm

ent o

f res

pect

and

and

unde

rsta

ndin

gun

ders

tand

ing

•pr

ovid

e an

d m

aint

ain

a pu

rpos

eful

wor

king

atm

osph

ere

21

APPENDIX 1: INTERIM PROFESSIONAL STANDARDS FOR PRIMARY SCHOOL TEACHERSD

imen

sion

Beg

inni

ng T

each

erFu

lly R

egis

tere

d Te

ache

rE

xper

ienc

ed T

each

er

Com

mun

icat

ion

•st

uden

ts•

dem

onst

rate

ski

lls o

f effe

ctiv

e•

com

mun

icat

e cl

earl

y an

d ac

cura

tely

in•

dem

onst

rate

hig

hly

effe

ctiv

e

•co

lleag

ues

com

mun

icat

ion

eith

er, o

r bo

th, o

f the

offi

cial

lang

uage

sco

mm

unic

atio

n sk

ills

whe

n in

tera

ctin

g

•fa

mili

es/w

hana

uof

New

Zea

land

with

stu

dent

s, c

olle

ague

s an

d fa

mili

es/

•pr

ovid

e fe

edba

ck to

stu

dent

sw

hana

u

•co

mm

unic

ate

with

fam

ilies

, wha

nau

and

care

give

rs

•sh

are

info

rmat

ion

with

col

leag

ues

Supp

ort f

or &

co-

oper

atio

n w

ith•

co-o

pera

te w

ith a

nd s

eek

supp

ort f

rom

•es

tabl

ish

and

mai

ntai

n ef

fect

ive

wor

king

•su

ppor

t and

pro

vide

effe

ctiv

e as

sist

ance

colle

ague

sco

lleag

ues

rela

tions

hips

with

col

leag

ues

to c

olle

ague

s in

impr

ovin

g te

achi

ng a

nd

•en

cour

age

othe

rs a

nd p

artic

ipat

e in

lear

ning

prof

essi

onal

dev

elop

men

t

Cont

ribu

tion

to w

ider

sch

ool a

ctiv

ities

•pa

rtic

ipat

e in

the

life

of th

e sc

hool

•co

ntri

bute

to th

e lif

e of

the

scho

ol•

succ

essf

ully

org

anis

e as

pect

s of

prog

ram

mes

with

in th

e sc

hool

to p

rom

ote

teac

hing

and

lear

ning

Not

e: T

e R

eo M

aori

Pro

fici

ency

Sta

nda

rds,

wh

en d

evel

oped

, cou

ld f

orm

par

t of

th

e pr

ofes

sion

al s

tan

dard

s fo

r M

aori

med

ium

tea

cher

s.

22

APPENDIX 2: SAMPLE PERFORMANCE INDICATORS FOR DEPUTY/ASSISTANT PRINCIPALS AND TEACHERS

The sample performance indicators demonstrate

how the Professional Standards can be described in terms

of behaviours, and therefore assessed. Below are sample

performance indicators that have been developed in

consultation with selected schools. They should be seen

as a menu from which a school can select as many or as

few indicators as it needs. It is important to take into

account the culture and special features of a school when

selecting performance indicators as they may influence

which performance indicators are appropriate for your

school. For example, an integrated school may choose to

add indicators such as the following:

• teaches and takes part in Religious Instruction and

the Special Character dimension of the school

through reading and professional development

courses

• models appropriate Special Character traits in

dealings with all students.

It is also important to consider specific performance

expectations when selecting indicators for individual staff

members. For example, some of the sample indicators

under the dimension "Staff Management" for deputy/

assistant principals would only be appropriate for staff

where those responsibilities are delegated.

Indicators need to reflect activities that teachers

already routinely carry out. The sample indicators

provided in this booklet are generic and therefore it is

recommended that they are adapted to relate better to

specific programmes and systems operating in your school.

This will ensure that the language of the performance

indicators is consistent with other expectations and

documents relevant to deputy/assistant principals and

teachers, such as job descriptions.

Warning signs have been included because, in some

cases, explaining what is desirable is helped by explaining

what is not. Please note they are for illustrative purposes

only ie, not a mandatory requirement for implementing

the Professional Standards although some schools may

find them helpful.

Performance indicators for all dimensions of the

Professional Standards have been developed concurrently,

so there is virtually no overlap in indicators between the

dimensions. In practice, a performance indicator may be

applied to more than one dimension, and your school may

choose to use performance indicators in this way. To give

an example, an expected behaviour of all teachers such

as "listens attentively" could be used as an indicator of

respect and understanding (within the classroom

management dimension), communication, and support for

and co-operation with colleagues.

23

In developing the performance indicators for

teachers, a common theme has been used to differentiate

between the three teacher levels:

1. The performance indicators for beginning teachers

reflect the need for teachers at this level to focus

their time on developing skills as a sound teacher,

and requiring support from more experienced

colleagues to achieve this.

2. The performance indicators for fully registered

teachers reflect a teacher who is fully skilled to

perform all aspects of a teaching role with minimal

assistance from senior colleagues.

3. The performance indicators for experienced

teachers reflect a teacher who is highly skilled and

able to take on a leadership role by sharing their

experiences and skills with less experienced

colleagues, as well as perform some additional tasks

that contribute to the wider school.

There are, however, a number of performance

indicators common to all levels of teaching. This is because

under normal circumstances a school would require all

teachers, regardless of their level, to demonstrate these

behaviours or perform these tasks. These common

indicators either reinforce school policy or procedures,

for example “keeping up to date and accurate records of

student assessment”, or exist where making a distinction

between teachers on the basis of experience is

meaningless, for example, “praising students’

achievements”.

Finally, your school may wish to add performance

indicators for either deputy/assistant principals or teacher

positions, which are not based on the Professional

Standards. These may relate to the specific nature of your

school and its goals, but cannot be used as a basis for

determining pay progression for teachers.

APPENDIX 2: SAMPLE PERFORMANCE INDICATORS FOR DEPUTY/ASSISTANT PRINCIPALS AND TEACHERS

24

APPENDIX 2: SAMPLE PERFORMANCE INDICATORS FOR DEPUTY/ASSISTANT PRINCIPALS

Performance Dimension Performance indicator

Professional leadership • Leads and assists staff to improve their skills in teaching and learning approaches.

• Acts as a role model for staff on professional teaching practice through classroom modelling.

• Brings ideas from literature and practice to staff for discussion.

• Acknowledges and deals with others directly on issues of professional standards.

• Keeps up to date with current management and professional practice processes through reading

and training.

• Contributes to professional debates both within and beyond the school.

• Participates as an effective member of the senior management team.

• Actively supports decisions taken by the principal or board of trustees.

Policy and programme • Works with the principal and board of trustees to develop school policy and programmes.

management • Facilitates staff involvement in developing school policy and programmes.

• Ensures policies and programmes reflect the special character of the school, in conjunction with

the principal and board of trustees.

• Recommends changes to policies and programmes to take account of changing circumstances.

• Keeps up to date with issues that could impact on the work of the school.

• Considers and recommends ways the school’s programmes need to be modified in response to

cultural, social, demographic and economic changes.

• Recommends appropriate policy and programmes which meet the needs and aspirations of Maori,

Pacific Islands and other groups and

families/whanau.

• Produces accurate and timely reports on the school’s performance and coordinates teacher input

into the reports.

Staff management • A current performance management plan is in place for all his / her staff.

• Goals, objectives and performance indicators appropriate to each of his/her staff have been

discussed and agreed.

• Ensures all his / her staff have access to and seek professional development opportunities.

• Encourages and provides opportunities for his/her staff to reflect on and discuss with each

other effective teaching and learning practice.

• Actively seeks the views of others; listens and doesn’t interrupt.

• Staff accept new responsibilities willingly.

25

Performance Dimension Performance indicator

Relationship management • Helps ensure families/whanau have opportunities to be involved in their children’s learning.

• Promotes the school to the community.

• Provides opportunities for community involvement in the life of the school.

• Keeps people informed; maintains a positive relationship with staff and school community.

• Speaks and writes clearly and concisely.

• Maintains composure, objectivity and strategies in difficult and emotionally charged situations.

• Proactively manages potential conflict situations so that they do not escalate into major issues.

Financial and asset • Manages financial resources in areas of responsibility to reflect the school’s priorities.

management

APPENDIX 2: SAMPLE PERFORMANCE INDICATORS FOR DEPUTY/ASSISTANT PRINCIPALS

26

APPENDIX 2: SAMPLE PERFORMANCE INDICATORS FOR TEACHERSP

erfo

rman

ce D

imen

sion

Beg

inni

ng T

each

erFu

lly R

egis

tere

d Te

ache

rE

xper

ienc

ed T

each

erW

arni

ng S

igns

Prof

essi

onal

kno

wle

dge:

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entif

ies

own

prof

essi

onal

•Id

entif

ies

own

prof

essi

onal

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entif

ies

own

prof

essi

onal

•R

esis

ts id

eas

and

sugg

estio

ns

deve

lopm

ent o

ppor

tuni

ties

and

deve

lopm

ent o

ppor

tuni

ties

and

deve

lopm

ent o

ppor

tuni

ties

and

for

prof

essi

onal

dev

elop

men

t.

com

mun

icat

es to

app

rais

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hen

com

mun

icat

es to

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mun

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per

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.

expe

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.ex

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•In

itiat

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ow

n

prof

essi

onal

dev

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t sol

utio

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•A

tten

ds te

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r de

velo

pmen

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who

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who

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r pr

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r pr

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r pr

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incl

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ose

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incl

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ose

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incl

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ose

held

outs

ide

of th

e sc

hool

day

.ou

tsid

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the

scho

ol d

ay.

outs

ide

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hool

day

.

•Po

sses

ses

a co

py, a

nd c

ompl

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sses

ses

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py, a

nd c

ompl

ies

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sses

ses

a co

py, a

nd c

ompl

ies

with

the

cont

ents

of,

the

scho

ol's

with

the

cont

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of,

the

scho

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with

the

cont

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of,

the

scho

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adm

inis

trat

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hand

book

.ad

min

istr

atio

n ha

ndbo

ok.

adm

inis

trat

ion

hand

book

.

•Is

fam

iliar

with

and

follo

ws

the

•H

as s

ound

kno

wle

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of a

nd•

Has

sou

nd k

now

ledg

e of

and

polic

ies

and

proc

edur

es o

f the

cons

iste

ntly

follo

ws

the

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ies

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ws

the

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ol.

and

proc

edur

es o

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sch

ool.

and

proc

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es o

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sch

ool.

•A

dvis

es a

nd m

ento

rs le

ss

expe

rien

ced

teac

hers

on

mat

ters

of p

rofe

ssio

nal k

now

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e.

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ulum

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nder

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ds th

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hool

's•

Fully

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ands

the

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ol's

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lly u

nder

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ratio

nale

for

som

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ratio

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mos

t of i

tsth

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hool

's r

atio

nale

for

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curr

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ract

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curr

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curr

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bute

s to

the

tran

slat

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of•

Tran

slat

es th

e na

tiona

l•

Tran

slat

es n

atio

nal c

urri

culu

m

natio

nal c

urri

culu

m s

tate

men

tscu

rric

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sta

tem

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ts in

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culu

m

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gui

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r th

ecu

rric

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r th

egu

idel

ines

for

the

scho

ol a

nd

scho

ol.

scho

ol.

prep

ares

impl

emen

tatio

n pl

an.

27


erfo

rman

ce D

imen

sion

Beg

inni

ng T

each

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lly R

egis

tere

d Te

ache

rE

xper

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each

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igns

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efle

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lect

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t cur

ricu

lum

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efle

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m th

eory

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ry in

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theo

ry in

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ticip

atio

n in

in p

artic

ipat

ion

and

lead

ersh

ip

curr

icul

um d

evel

opm

ents

.cu

rric

ulum

dev

elop

men

tsin

cur

ricu

lum

dev

elop

men

ts.

•Tr

eaty

of W

aita

ngi

•In

corp

orat

es e

lem

ents

of t

e re

o•

Inco

rpor

ates

ele

men

ts o

f te

reo

&•

Inco

rpor

ates

, & c

ontin

ually

see

ks•

Doe

s no

t inc

orpo

rate

ele

men

ts

and

tikan

ga M

aori

into

less

ons

tikan

ga M

aori

into

less

ons

and

furt

her

way

s to

inco

rpor

ate,

of te

reo

and

tika

nga

Mao

ri in

to

& c

lass

room

with

som

e gu

idan

ce.

clas

sroo

m.

elem

ents

of t

e re

o an

d tik

anga

less

ons

and

clas

sroo

m.

Mao

ri in

to le

sson

s &

cla

ssro

om.

•D

evel

ops

reso

urce

s w

hich

•D

evel

ops

reso

urce

s w

hich

•In

itiat

es a

nd d

evel

ops

reso

urce

s•

Doe

s no

t inc

orpo

rate

ele

men

ts

inco

rpor

ate

elem

ents

of t

e re

o &

inco

rpor

ate

elem

ents

of t

e re

o &

whi

ch in

corp

orat

e el

emen

ts o

fof

te r

eo &

tika

nga

Mao

ri

Mao

ri w

ith s

ome

guid

ance

. ti

kang

a M

aori

.te

reo

and

tika

nga

Mao

ri.

into

res

ourc

es.

•A

ckno

wle

dges

the

part

icul

ar•

Ack

now

ledg

es th

e pa

rtic

ular

•A

ckno

wle

dges

the

part

icul

ar

know

ledg

e an

d ex

peri

ence

s of

know

ledg

e an

d ex

peri

ence

s of

know

ledg

e &

exp

erie

nces

of

Mao

ri s

tude

nts

and

inco

rpor

ates

Mao

ri s

tude

nts

& in

corp

orat

esM

aori

stu

dent

s &

act

ivel

y se

eks

into

less

ons.

into

less

ons

.to

inco

rpor

ate

into

less

ons.

•le

arni

ng a

nd a

sses

smen

t the

ory

•Co

ntri

bute

s to

the

deve

lopm

ent &

•Pa

rtic

ipat

es in

the

deve

lopm

ent &

•Le

ads

and

part

icip

ates

in th

e

revi

ew o

f ass

essm

ent s

yste

ms

&re

view

of a

sses

smen

t sys

tem

s &

deve

lopm

ent a

nd r

evie

w o

f

met

hods

.m

etho

ds.

asse

ssm

ent s

yste

ms

& m

etho

ds.

•U

nder

stan

ds th

e cy

cle

of te

achi

ng,

•U

nder

stan

ds th

e cy

cle

of te

achi

ng,

•Fu

lly u

nder

stan

ds th

e cy

cle

of

lear

ning

& a

sses

smen

t.le

arni

ng a

nd a

sses

smen

t & th

ete

achi

ng, l

earn

ing

& a

sses

smen

t

rela

tions

hip

betw

een

the

& th

e re

latio

nshi

p be

twee

n th

e

com

pone

nts.

com

pone

nts.

Teac

hing

tech

niqu

es:

•pl

anni

ng a

nd p

repa

ratio

n•

Prep

ares

less

on p

lans

in a

dvan

ce•

Prep

ares

less

on p

lans

in a

dvan

ce•

Prep

ares

less

on p

lans

in a

dvan

ce•

Doe

s no

t com

plet

e le

sson

pla

ns

of c

lass

es &

in a

ccor

danc

e w

ithof

cla

sses

& in

acc

orda

nce

with

of c

lass

es &

in a

ccor

danc

e w

ithsu

ffici

ently

in a

dvan

ce o

f cla

ss.

scho

ol's

sta

ndar

ds.

scho

ol's

sta

ndar

ds.

scho

ol's

sta

ndar

ds.

•Ta

kes

acco

unt o

f gro

up n

eeds

•Ta

kes

acco

unt o

f ind

ivid

ual n

eeds

whe

n pl

anni

ng a

nd p

repa

ring

.w

hen

plan

ning

and

pre

pari

ng

28


erfo

rman

ce D

imen

sion

Beg

inni

ng T

each

erFu

lly R

egis

tere

d Te

ache

rE

xper

ienc

ed T

each

erW

arni

ng S

igns

•D

emon

stra

tes

abili

ty to

pro

vide

a•

Freq

uent

ly d

emon

stra

tes

a•

Cons

iste

ntly

dem

onst

rate

s a

•Sp

ends

a d

ispr

opor

tiona

te

bala

nced

cov

erag

e of

the

7ba

lanc

ed c

over

age

of th

e 7

bala

nced

cov

erag

e of

the

7am

ount

of t

ime

on c

erta

in

esse

ntia

l lea

rnin

g ar

eas

ines

sent

ial l

earn

ing

area

s in

esse

ntia

l le

arni

ng a

reas

inle

arni

ng a

reas

.

less

on p

lans

. le

sson

pla

ns.

less

on p

lans

.

•U

nder

stan

ds th

e re

latio

nshi

ps•

Und

erst

ands

and

take

s in

to•

Und

erst

ands

and

mak

es u

se o

f•

Sepa

rate

s to

pics

and

con

cept

s in

amon

g to

pics

& c

once

pts

&co

nsid

erat

ion

the

rela

tions

hips

the

rela

tions

hips

am

ong

topi

cs &

less

on p

lans

that

logi

cally

bel

ong

dem

onst

rate

s th

is w

hen

amon

g to

pics

and

con

cept

s an

dco

ncep

ts a

nd d

emon

stra

tes

this

toge

ther

.

plan

ning

less

ons.

dem

onst

rate

s th

is w

hen

whe

n pl

anni

ng le

sson

s.

plan

ning

less

ons.

•In

volv

es s

tude

nts

in a

spec

ts o

f•

Freq

uent

ly in

volv

es s

tude

nts

in•

Cons

iste

ntly

invo

lves

stu

dent

s in

plan

ning

and

goa

l set

ting

for

the

aspe

cts

of p

lann

ing

and

goal

aspe

cts

of p

lann

ing

and

goal

less

ons.

sett

ing

for

the

less

ons.

sett

ing

for

the

less

ons.

•O

rgan

ises

req

uire

d re

sour

ces

&•

Org

anis

es a

nd d

ispl

ays

requ

ired

•O

rgan

ises

and

dis

play

s to

effe

ct•

Doe

s no

t arr

ange

or

set u

p

tech

nolo

gy a

head

of c

lass

es.

reso

urce

s an

d te

chno

logy

ahe

adre

quir

ed r

esou

rces

& te

chno

logy

reso

urce

s in

adv

ance

of c

lass

.

of c

lass

es.

ahea

d of

cla

sses

.

•te

achi

ng a

nd le

arni

ng s

trat

egie

s•

Dem

onst

rate

s ab

ility

to id

entif

y•

Freq

uent

ly id

entif

ies

each

•Co

nsis

tent

ly d

entif

ies

each

•D

eliv

ers

less

ons

that

do

not t

ake

each

stu

dent

's a

bilit

ies

& le

arni

ngst

uden

t's a

bilit

ies

and

lear

ning

stud

ent's

abi

litie

s an

d le

arni

ngin

to a

ccou

nt d

iffer

ence

s in

need

s &

see

ks a

dvic

e on

need

s &

str

uctu

res

less

ons

that

need

s an

d st

ruct

ures

less

ons

that

indi

vidu

al s

tude

nts’

abi

litie

s an

d

stru

ctur

ing

less

ons

that

targ

etta

rget

thos

e ab

ilitie

s an

d ne

eds.

targ

et th

ose

abili

ties

and

need

s.ne

eds.

thos

e ab

ilitie

s an

d ne

eds.

•D

evel

ops

own

teac

hing

•A

dapt

s ow

n te

achi

ng a

ppro

ache

s•

Rea

dily

ada

pts

own

teac

hing

•D

oes

not a

dapt

teac

hing

appr

oach

es &

tech

niqu

es to

and

tech

niqu

es to

max

imis

eap

proa

ches

and

tech

niqu

es to

appr

oach

to s

tude

nts'

lear

ning

max

imis

e st

uden

ts' l

earn

ing

stud

ents

' lea

rnin

g op

port

uniti

esm

axim

ise

stud

ents

' lea

rnin

gne

eds.

oppo

rtun

ities

and

ach

ieve

men

ts.

and

achi

evem

ents

.op

port

uniti

es a

nd a

chie

vem

ents

.

•D

emon

stra

tes

abili

ty to

•Fr

eque

ntly

inco

rpor

ates

all

8 •

Alw

ays

inco

rpor

ates

all

8•

Focu

s on

som

e of

the

skill

s

inco

rpor

ate

all 8

ess

entia

l ski

llses

sent

ial s

kills

into

the

deliv

ery

ofes

sent

ial s

kills

into

the

deliv

ery

ofdu

ring

less

ons

is in

suffi

cien

t.

into

the

deliv

ery

of le

sson

s.le

sson

s.le

sson

s.

29


erfo

rman

ce D

imen

sion

Beg

inni

ng T

each

erFu

lly R

egis

tere

d Te

ache

rE

xper

ienc

ed T

each

erW

arni

ng S

igns

•D

emon

stra

tes

abili

ty to

cat

er to

•Fr

eque

ntly

cat

ers

to d

iffer

ent

•A

lway

s ca

ters

to d

iffer

ent l

earn

ing

•R

epea

tedl

y de

liver

s le

sson

s th

at

diffe

rent

lear

ning

sty

les

byle

arni

ng s

tyle

s by

pre

sent

ing

styl

es b

y pr

esen

ting

less

ons

that

favo

ur th

e sa

me

lear

ning

sty

le.

pres

entin

g le

sson

s th

at s

timul

ate

less

ons

that

stim

ulat

e a

vari

ety

ofst

imul

ate

a va

riet

y of

sen

ses.

a va

riet

y of

sen

ses.

sens

es.

•A

ckno

wle

dges

the

part

icul

ar•

Ack

now

ledg

es th

e pa

rtic

ular

•A

ckno

wle

dges

the

part

icul

ar•

Doe

s no

t inc

orpo

rate

cul

tura

l

know

ledg

e an

d ex

peri

ence

s of

know

ledg

e an

d ex

peri

ence

s of

know

ledg

e an

d ex

peri

ence

s of

dive

rsity

into

the

clas

sroo

m.

stud

ents

from

diff

eren

t cul

ture

s &

stud

ents

from

diff

eren

t cul

ture

s &

stud

ents

from

diff

eren

t cul

ture

s &

ofte

n in

corp

orat

es in

to le

sson

s.fr

eque

ntly

inco

rpor

ates

into

alw

ays

inco

rpor

ate

into

less

ons.

less

ons.

•R

efle

cts

on o

wn

teac

hing

•R

efle

cts

on o

wn

teac

hing

•Co

nsis

tent

ly r

efle

cts

on o

wn

•D

oes

not t

ake

the

time

to le

arn

appr

oach

es &

tech

niqu

es &

see

ksap

proa

ches

& te

chni

ques

& ta

kes

teac

hing

app

roac

hes

& te

chni

ques

from

exp

erie

nces

.

advi

ce to

impr

ove.

actio

n to

impr

ove.

& ta

kes

actio

n to

impr

ove.

•Co

nsta

ntly

see

ks o

ut n

ew w

ays

to•

Cons

tant

ly s

eeks

out

new

way

s to

•Co

nsta

ntly

see

ks o

ut n

ew w

ays

to

faci

litat

e le

arni

ng o

utco

mes

.fa

cilit

ate

lear

ning

out

com

es.

faci

litat

e le

arni

ng o

utco

mes

.

•Pr

ovid

es a

dvic

e an

d su

ppor

t to

colle

ague

s on

teac

hing

and

lear

ning

str

ateg

ies.

•as

sess

men

t/re

port

ing

•G

ives

full,

con

stru

ctiv

e an

d•

Giv

es fu

ll, c

onst

ruct

ive

and

•G

ives

full,

con

stru

ctiv

e an

d•

Feed

back

to s

tude

nts

abou

t the

ir

timel

y fe

edba

ck to

stu

dent

stim

ely

feed

back

to s

tude

nts

timel

y fe

edba

ck to

stu

dent

sw

ork

is in

adeq

uate

or

abou

t the

ir w

ork.

abou

t the

ir w

ork.

abou

t the

ir w

ork.

unne

cess

arily

cri

tical

.

•U

ses

seve

ral a

sses

smen

t met

hods

•U

ses

a va

riet

y of

ass

essm

ent

•U

ses

a co

mpl

ete

rang

e of

•Fo

rms

opin

ions

abo

ut s

tude

nts'

to fo

rm a

n ov

eral

l pic

ture

of

met

hods

to fo

rm a

n ov

eral

las

sess

men

t met

hods

to fo

rm a

nac

hiev

emen

ts o

n in

adeq

uate

stud

ents

’ ach

ieve

men

ts.

pict

ure

of s

tude

nts'

ach

ieve

men

ts.

over

all p

ictu

re o

f stu

dent

s'in

form

atio

n.

achi

evem

ents

.

•G

athe

rs a

sses

smen

t inf

orm

atio

n•

Gat

hers

ass

essm

ent i

nfor

mat

ion

•G

athe

rs a

sses

smen

t inf

orm

atio

n•

Gat

hers

info

rmat

ion

that

doe

s no

t

that

is a

val

id in

dica

tor

of s

tude

nts'

that

is a

val

id in

dica

tor

ofth

at is

a v

alid

indi

cato

r of

stu

dent

s'm

easu

re w

hat i

s be

ing

asse

ssed

.

abili

ties,

with

som

e gu

idan

ce.

stud

ents

' abi

litie

s.ab

ilitie

s, &

ass

ists

less

exp

erie

nced

colle

ague

s in

this

task

.

30


erfo

rman

ce D

imen

sion

Beg

inni

ng T

each

erFu

lly R

egis

tere

d Te

ache

rE

xper

ienc

ed T

each

erW

arni

ng S

igns

•Co

llect

s in

form

atio

n fo

r•

Colle

cts

info

rmat

ion

for

•Co

llect

s in

form

atio

n fo

r•

Colle

cts

asse

ssm

ent i

nfor

mat

ion

asse

ssm

ent p

urpo

ses

whi

ch is

asse

ssm

ent p

urpo

ses

whi

ch is

asse

ssm

ent i

npur

pose

s w

hich

issp

ecia

l exe

rcis

es th

at d

o no

t

ofte

n co

nsis

tent

with

reg

ular

freq

uent

ly c

onsi

sten

t with

reg

ular

alw

ays

cons

iste

nt w

ith r

egul

arre

flect

eve

ryda

y cl

assr

oom

clas

sroo

m a

ctiv

ities

.cl

assr

oom

act

iviti

escl

assr

oom

act

iviti

es.

rout

ines

.

•B

ases

ass

essm

ent o

f stu

dent

s on

•B

ases

ass

essm

ent o

f stu

dent

s on

•B

ases

ass

essm

ent o

f stu

dent

s on

•Fo

rms

opin

ions

abo

ut s

tude

nts'

evid

ence

of t

heir

ach

ieve

men

ts.

evid

ence

of t

heir

ach

ieve

men

ts.

evid

ence

of t

heir

ach

ieve

men

ts.

achi

evem

ents

on

inad

equa

te

info

rmat

ion.

•K

eeps

up

to d

ate

and

accu

rate

•K

eeps

up

to d

ate

and

accu

rate

•K

eeps

up

to d

ate

and

accu

rate

•A

sses

smen

t rec

ords

not

kep

t up

reco

rds

of s

tude

nt a

sses

smen

ts,

reco

rds

of s

tude

nt a

sses

smen

ts,

reco

rds

of s

tude

nt a

sses

smen

ts,

to d

ate.

both

form

ativ

e an

d su

mm

ativ

e.bo

th fo

rmat

ive

and

sum

mat

ive.

both

form

ativ

e an

d su

mm

ativ

e.

•M

arks

stu

dent

s' w

ork

acco

rdin

g to

•M

arks

stu

dent

s' w

ork

acco

rdin

g to

•M

arks

stu

dent

s' w

ork

acco

rdin

g to

asse

ssm

ent c

rite

ria.

asse

ssm

ent c

rite

ria.

asse

ssm

ent c

rite

ria.

•Pa

rtic

ipat

es in

mod

erat

ion

•A

ctiv

ely

part

icip

ates

in•

Des

igns

and

par

ticip

ates

in

exer

cise

s.m

oder

atio

n ex

erci

ses.

mod

erat

ion

exer

cise

s.

•Co

mpi

les

sum

mat

ive

repo

rts

on•

Com

pile

s su

mm

ativ

e re

port

s on

•Co

mpi

les

sum

mat

ive

repo

rts

on

time

and

in a

ccor

danc

e w

ith th

etim

e an

d in

acc

orda

nce

with

the

time

and

in a

ccor

danc

e w

ith th

e

scho

ol's

ass

essm

ent a

ppro

ach,

scho

ol's

ass

essm

ent a

ppro

ach,

scho

ol's

ass

essm

ent a

ppro

ach,

eg p

ortf

olio

rep

orts

.eg

por

tfol

io r

epor

ts.

eg p

ortf

olio

rep

orts

.

•Fe

edba

ck to

fam

ily/w

hana

u is

full,

•Fe

edba

ck to

fam

ily/w

hana

u is

full,

•Fe

edba

ck to

fam

ily/w

hana

u is

full,

fran

k &

con

stru

ctiv

e, &

incl

udes

fran

k &

con

stru

ctiv

e, &

incl

udes

fran

k &

con

stru

ctiv

e, &

incl

udes

info

rmat

ion

on s

trat

egie

s th

at w

illin

form

atio

n on

str

ateg

ies

that

will

info

rmat

ion

on s

trat

egie

s th

at w

ill

help

impr

ove

stud

ent l

earn

ing.

help

impr

ove

stud

ent l

earn

ing.

help

impr

ove

stud

ent l

earn

ing.

•U

ses

asse

ssm

ent r

esul

ts to

see

k•

Use

s as

sess

men

t res

ults

to•

Alw

ays

uses

ass

essm

ent r

esul

ts to

advi

ce o

n im

prov

ing

the

teac

hing

,im

prov

e th

e te

achi

ng, l

earn

ing

and

impr

ove

the

teac

hing

, lea

rnin

g

lear

ning

and

ass

essm

ent c

ycle

.as

sess

men

t cyc

le.

and

asse

ssm

ent c

ycle

.

31


erfo

rman

ce D

imen

sion

Beg

inni

ng T

each

erFu

lly R

egis

tere

d Te

ache

rE

xper

ienc

ed T

each

erW

arni

ng S

igns

•us

e of

res

ourc

es a

nd te

chno

logy

•U

ses

a va

riet

y of

res

ourc

es a

nd•

Use

s a

vari

ety

of r

esou

rces

and

•U

ses

a va

riet

y of

res

ourc

es a

nd

tech

nolo

gies

in te

achi

ng.

tech

nolo

gies

in te

achi

ng.

tech

nolo

gies

in te

achi

ng.

•U

ses

reso

urce

s an

d te

chno

logi

es•

Use

s re

sour

ces

and

tech

nolo

gies

•U

ses

reso

urce

s an

d te

chno

logi

es•

Use

s re

sour

ces

or te

chno

logi

es

that

are

app

ropr

iate

to th

eth

at a

re a

ppro

pria

te to

the

that

are

app

ropr

iate

to th

eth

at d

o no

t rei

nfor

ce th

e

lear

ning

obj

ectiv

es fo

r th

e le

sson

.le

arni

ng o

bjec

tives

for

the

less

on,

lear

ning

obj

ectiv

es fo

r th

e le

sson

,ob

ject

ives

of t

he le

sson

.

and

in s

uch

a w

ay th

at m

otiv

ates

and

in s

uch

a w

ay th

at e

nthu

ses

stud

ents

.st

uden

ts fo

r fu

rthe

r in

depe

nden

t

stud

y.

Mot

ivat

ion

of s

tude

nts:

•st

uden

t eng

agem

ent i

n le

arni

ng•

Stud

ents

are

act

ive

part

icip

ants

•St

uden

ts a

re a

ctiv

e an

d fo

cuse

d•

Stud

ents

are

act

ive

and

focu

sed

•Si

gnifi

cant

num

bers

of s

tude

nts

in th

e le

arni

ng p

roce

ss.

part

icip

ants

in th

e le

arni

ngpa

rtic

ipan

ts in

the

lear

ning

are

off t

ask.

proc

ess.

proc

ess.

•St

uden

ts d

emon

stra

te e

nthu

sias

m•

Stud

ents

dem

onst

rate

ent

husi

asm

•St

uden

ts d

emon

stra

te e

nthu

sias

m

and

enjo

ymen

t in

clas

ses.

and

enjo

ymen

t in

clas

ses.

and

enjo

ymen

t in

clas

ses.

•Le

sson

s ar

e fr

eque

ntly

var

ied

and

•Le

sson

s ar

e co

nsis

tent

ly v

arie

d•

Less

ons

are

alw

ays

vari

ed a

nd

chal

leng

ing.

and

chal

leng

ing.

chal

leng

ing.

•Pr

aise

s st

uden

ts' a

chie

vem

ents

.•

Prai

ses

stud

ents

' ach

ieve

men

ts.

•Pr

aise

s st

uden

ts' a

chie

vem

ents

.

•ex

pect

atio

ns th

at v

alue

and

•St

uden

ts a

re fr

eque

ntly

aw

are

of•

Stud

ents

are

con

sist

ently

aw

are

of•

Stud

ents

are

alw

ays

awar

e of

prom

ote

lear

ning

wha

t the

y ca

n ac

hiev

e.w

hat t

hey

can

achi

eve.

wha

t the

y ca

n ac

hiev

e.

•E

ncou

rage

s st

uden

ts to

take

•E

ncou

rage

s st

uden

ts to

take

•E

ncou

rage

s st

uden

ts to

take

resp

onsi

bilit

y fo

r th

eir

own

resp

onsi

bilit

y fo

r th

eir

own

resp

onsi

bilit

y fo

r th

eir

own

lear

ning

.le

arni

ng.

lear

ning

.

•E

ncou

rage

s st

uden

ts to

invo

lve

•E

ncou

rage

s st

uden

ts to

invo

lve

•E

ncou

rage

s st

uden

ts to

invo

lve

fam

ilies

/wha

nau

in th

eir

lear

ning

.fa

mili

es/w

hana

u in

thei

r le

arni

ng.

fam

ilies

/wha

nau

in th

eir

lear

ning

.

•Cr

eate

s a

posi

tive

envi

ronm

ent

•Cr

eate

s a

posi

tive

envi

ronm

ent

•St

uden

ts a

re s

care

d of

"ge

ttin

g

whe

re s

tude

nts

have

the

whe

re s

tude

nts

have

the

it w

rong

".

conf

iden

ce to

take

ris

ks w

ith th

eir

conf

iden

ce to

take

ris

ks w

ith th

eir

lear

ning

.le

arni

ng.

32


erfo

rman

ce D

imen

sion

Beg

inni

ng T

each

erFu

lly R

egis

tere

d Te

ache

rE

xper

ienc

ed T

each

erW

arni

ng S

igns

Clas

sroo

m m

anag

emen

t:

•st

uden

t beh

avio

ur•

Und

erst

ands

and

cle

arly

•A

pplie

s an

d cl

earl

y co

mm

unic

ates

•A

lway

s ap

plie

s an

d cl

earl

y•

Doe

s no

t con

trol

cla

ss w

ell.

com

mun

icat

es s

choo

l's b

ehav

iour

scho

ol's

beh

avio

ur m

anag

emen

tco

mm

unic

ates

sch

ool's

beh

avio

ur

man

agem

ent m

odel

to s

tude

nts

mod

el to

stu

dent

s (e

xpec

ted

man

agem

ent m

odel

to s

tude

nts

•E

scal

ates

dis

cipl

ine

issu

es to

o

(exp

ecte

d be

havi

ours

and

beha

viou

rs a

nd c

onse

quen

ces

for

(exp

ecte

d be

havi

ours

and

soon

.

cons

eque

nces

for

unac

cept

able

unac

cept

able

beh

avio

ur).

cons

eque

nces

for

unac

cept

able

beha

viou

r).

beha

viou

r).

•In

volv

es s

tude

nts

in e

stab

lishi

ng•

Invo

lves

and

gai

ns s

uppo

rt fr

om•

Invo

lves

and

gai

ns a

ccep

tanc

e

the

rule

s fo

r th

e cl

assr

oom

.st

uden

ts in

est

ablis

hing

the

rule

sfr

om s

tude

nts

in e

stab

lishi

ng th

e

for

the

clas

sroo

m.

rule

s fo

r th

e cl

assr

oom

.

•E

stab

lishe

s cl

ear

clas

sroo

m•

Est

ablis

hes

clea

r an

d ef

fect

ive

•E

stab

lishe

s cl

ear

and

effe

ctiv

e•

Doe

s no

t est

ablis

h cl

ear

rout

ines

.cl

assr

oom

rou

tines

.cl

assr

oom

rou

tines

.cl

assr

oom

rou

tines

.

•A

pplie

s a

vari

ety

of p

roce

sses

in•

App

lies

a va

riet

y of

pro

cess

es in

•A

pplie

s a

vari

ety

of p

roce

sses

in•

Take

s di

scip

linar

y ac

tion

whe

n an

orga

nisi

ng a

nd m

otiv

atin

gor

gani

sing

and

mot

ivat

ing

orga

nisi

ng a

nd m

otiv

atin

g a

ltern

ativ

e w

as a

vaila

ble.

stud

ents

.st

uden

ts.

stud

ents

.

•ph

ysic

al e

nvir

onm

ent

•A

sses

ses

risk

s to

stu

dent

s'•

Alw

ays

asse

sses

ris

ks to

stu

dent

s'•

Alw

ays

asse

sses

and

pla

ns to

•D

oes

not i

dent

ify a

nd c

orre

ct

phys

ical

saf

ety

and

take

sph

ysic

al s

afet

y an

d ta

kes

min

imis

e ri

sks

to s

tude

nts'

haza

rds

to s

tude

nt s

afet

y.

appr

opri

ate

actio

n w

here

pos

sibl

e.ap

prop

riat

e ac

tion.

phys

ical

saf

ety

& ta

kes

appr

opri

ate

actio

n.

•Pr

omot

es s

tude

nt e

ngag

emen

t in

•Pr

omot

es s

tude

nt e

ngag

emen

t in

•Pr

omot

es s

tude

nt e

ngag

emen

t in

•D

oes

not u

se th

e cl

assr

oom

lear

ning

thro

ugh

clas

sroo

m la

yout

.le

arni

ng th

roug

h cl

assr

oom

layo

ut.

lear

ning

thro

ugh

clas

sroo

m la

yout

.sp

ace

effe

ctiv

ely.

•So

met

imes

alte

rs th

e cl

assr

oom

•Fr

eque

ntly

alte

rs th

e cl

assr

oom

•O

ften

alte

rs th

e cl

assr

oom

layo

ut

layo

ut to

enh

ance

lear

ning

layo

ut to

enh

ance

lear

ning

to e

nhan

ce le

arni

ng o

ppor

tuni

ties

oppo

rtun

ities

whi

le m

aint

aini

ngop

port

uniti

es w

hile

mai

ntai

ning

whi

le m

aint

aini

ng e

ffect

ive

effe

ctiv

e cl

assr

oom

rou

tines

.ef

fect

ive

clas

sroo

m r

outin

es.

clas

sroo

m r

outin

es.

•R

einf

orce

s st

uden

ts' a

chie

vem

ents

•R

einf

orce

s st

uden

ts' a

chie

vem

ents

•R

einf

orce

s st

uden

ts' a

chie

vem

ents

•D

oes

not r

einf

orce

stu

dent

s'

thro

ugh

clas

sroo

m d

ispl

ays.

thro

ugh

clas

sroo

m d

ispl

ays.

thro

ugh

clas

sroo

m d

ispl

ays.

achi

evem

ents

with

dis

play

s.

33


erfo

rman

ce D

imen

sion

Beg

inni

ng T

each

erFu

lly R

egis

tere

d Te

ache

rE

xper

ienc

ed T

each

erW

arni

ng S

igns

•re

spec

t and

und

erst

andi

ng•

Res

pect

s th

e ri

ght o

f stu

dent

s,•

Res

pect

s th

e ri

ght o

f stu

dent

s,•

Res

pect

s th

e ri

ght o

f stu

dent

s,

colle

ague

s an

d fa

mily

/wha

nau

toco

lleag

ues

and

fam

ily/w

hana

u to

colle

ague

s an

d fa

mily

/wha

nau

to

have

thei

r ow

n be

liefs

and

val

ues.

have

thei

r ow

n be

liefs

& v

alue

s.ha

ve th

eir

own

belie

fs a

nd v

alue

s.

•E

xpre

sses

a p

ositi

ve a

ttitu

de•

Exp

ress

es a

pos

itive

att

itude

•E

xpre

sses

a p

ositi

ve a

ttitu

de

tow

ards

peo

ple.

tow

ards

peo

ple.

tow

ards

peo

ple.

•E

ncou

rage

s st

uden

ts to

val

ue a

nd•

Enc

oura

ges

stud

ents

to v

alue

•E

ncou

rage

s st

uden

ts to

val

ue a

nd•

Stud

ents

exh

ibit

inap

prop

riat

e

appr

ecia

te e

ach

othe

r.an

d ap

prec

iate

eac

h ot

her.

appr

ecia

te e

ach

othe

r.be

havi

our

tow

ards

eac

h ot

her.

•R

efle

cts

stud

ents

' con

cern

s an

d is

•R

efle

cts

stud

ents

' con

cern

s an

d•

Ref

lect

s st

uden

ts' c

once

rns

and

•Is

judg

emen

tal o

r ne

gativ

e w

hen

easy

to ta

lk to

.is

eas

y to

talk

to.

is e

asy

to ta

lk to

.in

tera

ctin

g w

ith s

tude

nts.

•Li

sten

s w

hen

appr

oach

ed b

y•

List

ens

whe

n ap

proa

ched

by

•Li

sten

s w

hen

appr

oach

ed b

y

othe

rs a

nd a

sks

ques

tions

.ot

hers

and

ask

s qu

estio

ns.

othe

rs a

nd a

sks

ques

tions

.

Com

mun

icat

ion:

•M

odifi

es a

ppro

ach

(lang

uage

and

•M

odifi

es a

ppro

ach

(lang

uage

•M

odifi

es a

ppro

ach

(lang

uage

and

•Ta

kes

an in

appr

opri

ate

tone

or

effe

ct) t

o ga

in r

appo

rt w

ithan

d ef

fect

) to

gain

rap

port

with

effe

ct) t

o ga

in r

appo

rt w

ithus

es in

appr

opri

ate

lang

uage

stud

ents

, col

leag

ues

and

stud

ents

, col

leag

ues

and

stud

ents

, col

leag

ues

and

in in

tera

ctio

ns w

ith s

tude

nts,

fam

ily/w

hana

u.fa

mily

/wha

nau.

fam

ily/w

hana

u.co

lleag

ues

or fa

mily

/wha

nau.

•M

aint

ains

con

fiden

tialit

y &

trus

t.•

Mai

ntai

ns c

onfid

entia

lity

& tr

ust.

•M

aint

ains

con

fiden

tialit

y &

trus

t.

•Li

sten

s at

tent

ivel

y an

d as

ks•

List

ens

atte

ntiv

ely

and

asks

•Li

sten

s at

tent

ivel

y an

d as

ks

ques

tions

.qu

estio

ns.

ques

tions

.

•st

uden

ts•

Use

s po

sitiv

e re

info

rcem

ent t

o•

Use

s po

sitiv

e re

info

rcem

ent t

o•

Use

s po

sitiv

e re

info

rcem

ent t

o

enco

urag

e de

sire

d be

havi

ours

enco

urag

e de

sire

d be

havi

ours

enco

urag

e de

sire

d be

havi

ours

.

•co

lleag

ues

•Se

eks

assi

stan

ce fr

om c

olle

ague

s•

Seek

s as

sist

ance

from

col

leag

ues

•Se

eks

assi

stan

ce fr

om c

olle

ague

s

whe

n un

sure

or

mis

unde

rsta

nds

whe

n un

sure

or

mis

unde

rsta

nds

whe

n un

sure

or

mis

unde

rsta

nds

situ

atio

n.si

tuat

ion.

situ

atio

n.

34


erfo

rman

ce D

imen

sion

Beg

inni

ng T

each

erFu

lly R

egis

tere

d Te

ache

rE

xper

ienc

ed T

each

erW

arni

ng S

igns

•fa

mili

es/w

hana

u•

Rec

ogni

ses

and

valu

es th

e in

put o

f•

Rec

ogni

ses

and

valu

es th

e in

put o

f•

Rec

ogni

ses

and

valu

es th

e in

put o

f

fam

ilies

/wha

nau

to th

e sc

hool

.fa

mili

es/w

hana

u to

the

scho

ol.

fam

ilies

/wha

nau

to th

e sc

hool

.

•H

elps

ens

ure

fam

ilies

/wha

nau

•H

elps

ens

ure

fam

ilies

/wha

nau

•H

elps

ens

ure

fam

ilies

/wha

nau

have

opp

ortu

nitie

s to

be

invo

lved

have

opp

ortu

nitie

s to

be

invo

lved

have

opp

ortu

nitie

s to

be

invo

lved

in s

tude

nt's

lear

ning

.in

stu

dent

's le

arni

ng.

in s

tude

nt's

lear

ning

.

•E

ffect

ivel

y ha

ndle

s di

fficu

lt•

Effe

ctiv

ely

hand

les

diffi

cult

•E

ffect

ivel

y ha

ndle

s di

fficu

lt

inqu

irie

s fr

om fa

mily

/wha

nau

inin

quir

ies

from

fam

ily/w

hana

u,in

quir

ies

from

fam

ily/w

hana

u.

conj

unct

ion

with

sen

ior

colle

ague

occa

sion

ally

req

uiri

ng a

ssis

tanc

e

or p

rinc

ipal

.fr

om a

sen

ior

colle

ague

.

•Su

ppor

ts le

ss e

xper

ienc

ed

colle

ague

s to

effe

ctiv

ely

hand

le

diffi

cult

inqu

irie

s fr

om

fam

ily/w

hana

u.

•A

ddre

sses

gro

ups

of

fam

ily/w

hana

u as

the

scho

ol's

rep

rese

ntat

ive.

Supp

ort f

or a

nd c

o-op

erat

ion

•Is

aw

are

of th

e co

ntri

butio

n of

•Is

aw

are

of th

e co

ntri

butio

n of

•Is

aw

are

of th

e co

ntri

butio

n of

•D

uplic

ates

wor

k th

roug

h a

lack

of

with

col

leag

ues:

othe

r st

aff t

o th

e sc

hool

.ot

her

staf

f to

the

scho

ol.

othe

r st

aff t

o th

e sc

hool

.aw

aren

ess

of o

ther

teac

hers

'

activ

ities

or

cont

ribu

tions

.

•Co

-ope

rate

s w

ith c

olle

ague

s on

•Co

-ope

rate

s w

ith c

olle

ague

s on

•Co

-ope

rate

s w

ith c

olle

ague

s on

•D

oes

not w

ork

as a

n ef

fect

ive

task

s th

at r

equi

re w

orki

ng in

task

s th

at r

equi

re w

orki

ng in

task

s th

at r

equi

re w

orki

ng in

team

mem

ber.

colla

bora

tion.

colla

bora

tion.

colla

bora

tion.

•A

ctiv

ely

supp

orts

dec

isio

ns ta

ken

•A

ctiv

ely

supp

orts

dec

isio

ns ta

ken

•A

ctiv

ely

supp

orts

dec

isio

ns ta

ken

•U

nder

min

es d

ecis

ions

thro

ugh

by s

yndi

cate

or

scho

ol.

by s

yndi

cate

or

scho

ol.

by s

yndi

cate

or

scho

ol.

apat

hy o

r di

rect

act

ions

.

•W

illin

gly

mee

ts w

ith o

ther

•W

illin

gly

mee

ts w

ith o

ther

•W

illin

gly

mee

ts w

ith o

ther

•D

oes

not a

tten

d or

par

ticip

ate

in

teac

hers

on

a re

gula

r ba

sis

tote

ache

rs o

n a

regu

lar

basi

s to

teac

hers

on

a re

gula

r ba

sis

tom

eetin

gs o

f col

leag

ues.

exch

ange

info

rmat

ion

and

idea

s.ex

chan

ge in

form

atio

n an

d id

eas.

exch

ange

info

rmat

ion

and

idea

s.

35

Per

form

ance

Dim

ensi

onB

egin

ning

Tea

cher

Fully

Reg

iste

red

Teac

her

Exp

erie

nced

Tea

cher

War

ning

Sig

ns

•Sh

ares

kno

wle

dge

of c

urri

culu

m &

•Sh

ares

kno

wle

dge

of c

urri

culu

m•

Take

s a

lead

ing

role

in s

hari

ng

teac

hing

tech

niqu

es to

impr

ove

& te

achi

ng te

chni

ques

to im

prov

ekn

owle

dge

of c

urri

culu

m a

nd

perf

orm

ance

or

help

oth

ers.

perf

orm

ance

or

help

oth

ers.

teac

hing

tech

niqu

es to

impr

ove

perf

orm

ance

or

help

oth

ers.

•Pa

rtic

ipat

es in

the

deve

lopm

ent o

f•

Initi

ates

and

par

ticip

ates

in th

e•

Initi

ates

and

par

ticip

ates

in th

e

teac

hing

res

ourc

es, s

trat

egie

s an

dde

velo

pmen

t of t

each

ing

deve

lopm

ent o

f tea

chin

g

tech

niqu

es.

reso

urce

s, s

trat

egie

s &

tech

niqu

es.

reso

urce

s, s

trat

egie

s &

tech

niqu

es.

•Is

con

side

rate

tow

ards

col

leag

ues

•Is

con

side

rate

tow

ards

col

leag

ues

•Is

con

side

rate

tow

ards

col

leag

ues

•Is

pos

sess

ive

of o

wn

reso

urce

s.

in s

hari

ng r

esou

rces

& te

chno

logy

.in

sha

ring

res

ourc

es &

tech

nolo

gy.

in s

hari

ng r

esou

rces

& te

chno

logy

.

Cont

ribu

tion

to w

ider

sch

ool

•W

illin

gly

part

icip

ates

in s

tude

nts'

•W

illin

gly

part

icip

ates

in s

tude

nts'

•W

illin

gly

part

icip

ates

in s

tude

nts'

activ

ities

extr

a cu

rric

ulum

act

iviti

es.

extr

a cu

rric

ulum

act

iviti

es.

extr

a cu

rric

ulum

act

iviti

es.

•W

illin

gly

part

icip

ates

in a

ctiv

ities

•W

illin

gly

part

icip

ates

in a

ctiv

ities

•W

illin

gly

part

icip

ates

in a

ctiv

ities

whi

ch b

enef

it co

lleag

ues

or th

ew

hich

ben

efit

colle

ague

s or

the

whi

ch b

enef

it co

lleag

ues

or th

e

scho

ol a

s a

who

le.

scho

ol a

s a

who

le.

scho

ol a

s a

who

le.

•Co

mm

ents

on

prop

osed

•A

dvis

es o

n pr

opos

ed•

Part

icip

ates

in th

e de

velo

pmen

t of

mod

ifica

tions

to a

nd d

evel

opm

ent

mod

ifica

tions

to a

nd d

evel

opm

ent

prop

osed

mod

ifica

tions

to a

nd

of th

e sc

hool

's p

olic

ies

and

of th

e sc

hool

's p

olic

ies

and

deve

lopm

ent o

f the

sch

ool's

prog

ram

mes

.pr

ogra

mm

es.

polic

ies

and

prog

ram

mes

.

•Pa

rtic

ipat

es in

sch

ool w

ide

revi

ews

by c

olla

ting

and

anal

ysin

g

info

rmat

ion

on th

e sc

hool

's

perf

orm

ance

.

•Le

ads

a st

aff g

roup

or

synd

icat

e.

APPENDIX 2: SAMPLE PERFORMANCE INDICATORS FOR TEACHERS

36

APPENDIX 3: INTEGRATING PROFESSIONAL STANDARDS - SCHOOL CASE STUDIES

Case Study 1

The principal of a primary school that has nearly

completed incorporating Professional Standards into its

performance management system describes the steps

taken to date, and the plans for finalising the changes.

The school has over 700 students.

"When the Professional Standards were released we

made sure everyone was aware of them by reminding staff

at more than one staff meeting. We asked that they

familiarise themselves with the Professional Standards

because of the importance to individuals, but also because

we wanted to involve all teaching staff in implementing

the Standards. We felt staff had to be involved, because

they are the ones being affected by these changes. It was

also consistent with the approach our school takes to most

of its planning and organising activities.

Our PMS was already well documented. We had a

generic job description for all staff, and each year we

reviewed it as a group and agreed any changes that were

needed. The job description is based around eight key

performance areas and our expectations of staff are set

out by describing the key tasks, the expected outcomes as

well as the performance indicators. As an example, all

staff had been given the task "learning environment is

safe for all pupils", which we classified under the key

performance area of "teaching strategies". The expected

outcome for this task was "children feel confident to

express themselves in the classroom". Our ways of

assessing this were "observation of pupils’ interactions",

and "feedback from pupils and parents".

As well as the generic job description, each staff

member also had a performance agreement for appraisal

purposes. This was based on their teaching

responsibilities, school-wide responsibilities and

management responsibilities, as well as their development

objective. Appraisal interviews were carried out by senior

staff, and there was also an opportunity for an interview

with the principal.

All in all we felt in a good position to incorporate the

Professional Standards relatively easily, because of the

effort we had put into our existing PMS. Nothing in the

introduction of the Professional Standards meant our

process of appraising staff had to change so we saw it as

an exercise to match the eight existing key performance

areas and associated indicators to the seven dimensions

of the Professional Standards. We set aside two staff

meetings to tackle this.

The structure of the first staff meeting was quite tight,

starting with a quiz about the Professional Standards just

to reinforce the implications for each staff member. The

rationale of the school’s existing PMS was briefly covered,

and then staff were given some sample material showing

the Professional Standards integrated into a PMS which

had been obtained through a Multiserve Leading and

Managing workshop. Three schools had participated in

developing the sample material, and the format taken was

to have separate job descriptions for each of the levels of

teachers’ Professional Standards that included

performance indicators and expected outcomes. Staff

were broken into groups based on their respective

Professional Standard level and given the task of

evaluating and comparing our generic job description with

the sample to decide on the best performance indicators.

37


We are in the process of typing up the work done in

the first meeting and intend to spend the second meeting

discussing the results of all three groups and agreeing on

the performance indicators appropriate to our school. We

aim to have a single document containing the generic job

description as well as the performance and development

objectives for each staff member by the end of this process,

which will be a change from our current system of having

the job description and performance agreement separate.

Our process for assessing performance will stay the

same with observation being the main method to assess

staff performance against the job description, and one to

one interviews being used to assess performance against

specific objectives. The only difference we can see at this

point is that we need to keep a specific record of when

each performance indicator has been evidenced."

Case Study 2

The principal of a school that has already

incorporated the Professional Standards into its

performance management system describes the process

their school went through. The school is an intermediate

with over 500 students.

"The Professional Standards were made a priority

when they were released because of their significant

impact on staff. I put together a project team quickly,

consisting of my two deputy principals and me, to set about

incorporating the Professional Standards into our existing

systems. The Professional Standards were drawn to the

attention of staff in a regular staff meeting to reiterate

their importance, and staff were told about the project

and the process that we would go through.

We have a history of being open and up front with

our staff about what is expected of them. It’s the same

philosophy we teach our students by. All staff have a job

description and copies of various other documents that

explain the school’s systems and processes. Staff trusted

the project’s process that they would be consulted about

the changes to the performance management system, so

basically we just got on with it.

The first step was to compare our existing system

with the new standards to see how ours could be adapted.

After consulting a textbook on human resource

management we were clear in our minds that we wanted

to incorporate the Professional Standards by describing

observable behaviours that were indicative of the

standards. This meant that we could continue to use the

performance management process we were already using,

and some of our documentation such as the job

38

descriptions, but the move to behavioural indicators did

require us to clearly describe observable tasks and

behaviours so that performance against the Professional

Standards could be assessed.

We had a couple of brainstorming sessions where

we worked through each dimension in the Professional

Standards separately, coming up with all the observable

behaviours or outcomes we could think of. These were

then synthesised and refined by my deputies until a draft

document was ready to present to staff.

A staff meeting was held and the performance

indicators were shown to staff. They had a chance to

look over them and made comments about what needed

changing. They suggested where changes should be made

and the new performance indicators were agreed to by

everyone.

The result is a document which sits behind our

generic job descriptions. It’s quite detailed but it effectively

gives all our teachers and deputies a checklist of what

our school requires them to do as a minimum. The first

step in our appraisal process is now to get the staff member

to discuss with their appraiser to what degree they believe

they meet the observable performance indicators.

The advantage of describing success in the

Professional Standards in behavioural terms is that

gathering information on performance of teachers is

largely done through classroom observation. This takes

about an hour and a half and is done by the appraiser.

We follow the observation up with another discussion to

talk about the observation, and any discrepancies between

the self-appraisal and the observation are pointed out.

A second observation is then conducted and this is

usually subject related. Another interview takes place to

discuss the latest observation as well as a first draft of the

performance appraisal report.

The appraisal report is structured around the

dimensions in the Professional Standards. This means

the appraiser can point out fairly quickly and specifically

what the person is doing well, as well as anything that

needs to be done to bring their performance into line with

the Professional Standards.

The final appraisal report is agreed to and signed by

both the appraiser and the staff member. The objectives

for the following performance period reflect any

behaviours which are "missing" and we can tell each

person quite clearly what improvements need to be made

and what an improvement would look like in observable

terms."


39

Step on scale – Q1 Standard for assessment Number of assessments before

(at time increment is due) requirement to meet next level

(including 1st assessment)

03 Beginning 2

04 Beginning 1

05 Registered 3

06 Registered 2

07 Registered 1

08 Experienced Annually





04 Beginning 2

05 Beginning 1

06 Registered 3

07 Registered 2

08 Registered 1






05 Beginning 2

06 Beginning 1

07 Registered 3

08 Registered 2

09 Registered 1



APPENDIX 4 - TEACHERS’ SALARY SCALE TRANSLATION GUIDE

40

Annual assessment: See performance appraisal.

Appraiser: The person (either the principal or person

delegated) responsible for appraising or assessing the

performance of staff.

Dimensions: Clusters of Professional Standards related

to a generic aspect of performance, for example

communication.

Improvement objectives: See professional development

objective.

Key performance areas: Teaching responsibilities, school-

wide responsibilities and management responsibilities

required as part of the introduction of performance

management systems.

Performance appraisal: Annual assessment of an

individual’s performance against the Professional

Standards and the tasks and objectives set or agreed at

the beginning of the cycle in the written statement of

performance expectations.

Performance agreement: An undertaking between two

parties about the tasks to be performed and the results

expected, including aspects such as development

objectives, performance criteria, appraisal and review

dates (not mandatory for teachers).

Performance expectations: An undertaking between two

parties about the Professional Standards, the tasks and

objectives to be performed, and the objectives to be

achieved (required for all teachers).

Performance indicator: Measures of performance that can

be identified and assessed.

Performance management: The process of identifying,

evaluating and developing the work performance of school

staff, so that the goals and objectives of the school are

more effectively achieved, while at the same time

benefiting staff in terms of recognition, receiving feedback,

catering for work needs and offering career guidance.

Performance objectives: Statement of intended results that

are usually expressed in measurable terms and are time

bound.

Performance plan: See performance expectations.

Professional development: Activities that are designed to

develop further understanding or expertise.

Professional development objective: Intended

improvements in professional understanding or expertise.

Professional Standards: Descriptions of knowledge, skills

and attitudes expected of a particular role.

GLOSSARY

Documents

TeacherPerformanceManagement