Common use of Professional Standards for Primary Principals Clause in Contracts

Professional Standards for Primary Principals. The Professional Standards set out in this schedule provide a baseline for assessing satisfactory performance within each area of practice. They form part of the principal’s performance agreement, which will reflect the school / Board goals, the principal’s job description and more specific objectives. Included in the development of the performance agreement will be the identification and development of appropriate indicators. The performance agreement must also include the Teaching Council criteria for certification as a teacher. Part 4 of this Agreement describes the responsibility of the employing Board to develop the principal’s performance agreement. CULTURE Provide professional leadership that focuses the school culture on enhancing learning and teaching. • In conjunction with the Board, develop and implement a school vision and shared goals focused on enhanced engagement and achievement for all students. • Promote a culture whereby staff members take on appropriate leadership roles and work collaboratively to improve teaching and learning. • Model respect for others in interactions with adults and students • Promote the bicultural nature of New Zealand by ensuring that it is evident in the school culture. • Maintain a safe, learning-focused environment. • Promote an inclusive environment in which the diversity and prior experiences of students are acknowledged and respected. • Manage conflict and other challenging situations effectively and actively work to achieve solutions. • Demonstrate leadership through participating in professional learning. PEDAGOGY Create a learning environment in which there is an expectation that all students will experience success in learning. • Promote, participate in and support ongoing professional learning linked to student progress. • Demonstrate leadership through engaging with staff and sharing knowledge about effective teaching and learning in the context of the New Zealand curriculum documents. • Ensure staff members engage in professional learning to establish and sustain effective teacher / learner relationships with all students, with a particular focus on Māori students. • Ensure that the review and design of school programmes are informed by school-based evidence, and other evidence. • Maintain a professional learning community within which staff members are provided with feedback and support on their professional practice. • Analyse and act upon school-wide evidence on student learning to maximise learning for all students with a particular focus on Māori and Pasifika students. SYSTEMS Develop and use management systems to support and enhance student learning. • Exhibit leadership that results in the effective day-to-day operation of the school. • Operate within Board policy and in accordance with legislative requirements. • Provide the Board with timely and accurate information and advice on student learning and school operation. • Effectively manage and administer finance, property and health and safety systems. • Effectively manage personnel with a focus on maximising the effectiveness of all staff members. • Use school / external evidence to inform planning for future action, monitor progress and manage change. • Prioritise resource allocation on the basis of the school’s annual and strategic objectives. PARTNERSHIPS and NETWORKS Strengthen communication and relationships to enhance student learning. • Work with the Board to facilitate strategic decision making. • Actively xxxxxx relationships with the school’s community and local iwi. • Actively xxxxxx professional relationships with, and between colleagues, and with government agencies and others with expertise in the wider education community. • Interact regularly with parents and the school community on student progress and other school-related matters. • Actively xxxxxx relationships with other schools and participate in appropriate school networks.

Professional Standards for Primary Principals. The Professional Standards set out in this schedule provide a baseline for assessing satisfactory performance within each area of practice. They form part of the principal’s performance agreement, which will reflect the school / Board goals, the principal’s job description and more specific objectives. Included in the development of the performance agreement will be the identification and development of appropriate indicators. The performance agreement must also include the Teaching Council criteria for certification registration as a teacher. Part 4 of this Agreement describes the responsibility of the employing Board to develop the principal’s performance agreement. CULTURE Culture Provide professional leadership that focuses the school culture on enhancing learning and teaching. • In conjunction with the Board, develop and implement a school vision and shared goals focused on enhanced engagement and achievement for all students. • Promote a culture whereby staff members take on appropriate leadership roles and work collaboratively to improve teaching and learning. • Model respect for others in interactions with adults and students • Promote the bicultural nature of New Zealand by ensuring that it is evident in the school culture. • Maintain a safe, learning-focused environment. • Promote an inclusive environment in which the diversity and prior experiences of students are acknowledged and respected. • Manage conflict and other challenging situations effectively and actively work to achieve solutions. • Demonstrate leadership through participating in professional learning. PEDAGOGY Pedagogy Create a learning environment in which there is an expectation that all students will experience success in learning. • Promote, participate in and support ongoing professional learning linked to student progress. • Demonstrate leadership through engaging with staff and sharing knowledge about effective teaching and learning in the context of the New Zealand curriculum documents. • Ensure staff members engage in professional learning to establish and sustain effective teacher / learner relationships with all students, with a particular focus on Māori students. • Ensure that the review and design of school programmes are is informed by school-based evidence, and other evidence. • Maintain a professional learning community within which staff members are provided with feedback and support on their professional practice. • Analyse and act upon school-wide evidence on student learning to maximise learning for all students with a particular focus on Māori and Pasifika students. SYSTEMS Systems Develop and use management systems to support and enhance student learning. • Exhibit leadership that results in the effective day-to-day operation of the school. • Operate within Board board policy and in accordance with legislative requirements. • Provide the Board with timely and accurate information and advice on student learning and school operation. • Effectively manage and administer finance, property and health and safety systems. • Effectively manage personnel with a focus on maximising the effectiveness of all staff members. • Use school / external evidence to inform planning for future action, monitor progress and manage change. • Prioritise resource allocation on the basis of the school’s annual and strategic objectives. PARTNERSHIPS Partnerships and NETWORKS Networks Strengthen communication and relationships to enhance student learning. • Work with the Board to facilitate strategic decision making. • Actively xxxxxx relationships with the school’s community and local iwi. • Actively xxxxxx professional relationships with, and between colleagues, and with government agencies and others with expertise in the wider education community. • Interact regularly with parents and the school community on student progress and other school-related matters. • Actively xxxxxx relationships with other schools and participate in appropriate school networks.

Professional Standards for Primary Principals. The Professional Standards set out in this schedule provide a baseline for assessing satisfactory performance within each area of practice. They form part of the principal’s performance agreement, which will reflect the school / Board goals, the principal’s job description and more specific objectives. Included in the development of the performance agreement will be the identification and development of appropriate indicators. The performance agreement must also include the Teaching New Zealand Teachers Council criteria for certification registration as a teacher. Part 4 of this the Primary Principals’ Collective Agreement describes the responsibility of the employing Board to develop the principal’s performance agreement. CULTURE Provide professional leadership that focuses the school culture on enhancing learning and teaching. • In conjunction with the Board, develop and implement a school vision and shared goals focused on enhanced engagement and achievement for all students. • Promote a culture whereby staff members take on appropriate leadership roles and work collaboratively to improve teaching and learning. • Model respect for others in interactions with adults and students • Promote the bicultural nature of New Zealand by ensuring that it is evident in the school culture. • Maintain a safe, learning-focused environment. • Promote an inclusive environment in which the diversity and prior experiences of students are acknowledged and respected. • Manage conflict and other challenging situations effectively and actively work to achieve solutions. • Demonstrate leadership through participating in professional learning. PEDAGOGY Create a learning environment in which there is an expectation that all students will experience success in learning. • Promote, participate in and support ongoing professional learning linked to student progress. • Demonstrate leadership through engaging with staff and sharing knowledge about effective teaching and learning in the context of the New Zealand curriculum documents. • Ensure staff members engage in professional learning to establish and sustain effective teacher / learner relationships with all students, with a particular focus on Māori students. • Ensure that the review and design of school programmes are is informed by school-based evidence, and other evidence. • Maintain a professional learning community within which staff members are provided with feedback and support on their professional practice. • Analyse and act upon school-wide evidence on student learning to maximise learning for all students with a particular focus on Māori and Pasifika students. SYSTEMS Develop and use management systems to support and enhance student learning. • Exhibit leadership that results in the effective day-to-day operation of the school. • Operate within Board policy and in accordance with legislative requirements. • Provide the Board with timely and accurate information and advice on student learning and school operation. • Effectively manage and administer finance, property and health and safety systems. • Effectively manage personnel with a focus on maximising the effectiveness of all staff members. • Use school / external evidence to inform planning for future action, monitor progress and manage change. • Prioritise resource allocation on the basis of the school’s annual and strategic objectives. PARTNERSHIPS and NETWORKS Strengthen communication and relationships to enhance student learning. • Work with the Board to facilitate strategic decision making. • Actively xxxxxx relationships with the school’s community and local iwi. • Actively xxxxxx professional relationships with, and between colleagues, and with government agencies and others with expertise in the wider education community. • Interact regularly with parents and the school community on student progress and other school-related matters. • Actively xxxxxx relationships with other schools and participate in appropriate school networks. Note: Principals with teaching responsibilities will also need to meet the requirements of current (of the time) standards and/or criteria for teachers.

Professional Standards for Primary Principals. It is no longer a requirement to have a performance agreement. If the board has any concerns regarding the competence of a principal, the provisions in Part 8 of this Agreement will apply. The Professional Standards set out in this schedule standards below provide a baseline clarity about professional expectations for assessing satisfactory performance within each area of practiceprincipals. They can form part of the principal’s performance agreement, which will reflect the school / Board goals, the principal’s job description and, alongside the school’s strategic plans, contribute to a framework which assists in assessing and more specific objectives. Included reviewing current fulfilment of expectations and in the development of the performance agreement will be the identification and development of appropriate indicators. The performance agreement must also include the Teaching Council criteria for certification as a teacher. Part 4 of this Agreement describes the responsibility of the employing Board to develop the principal’s performance agreementidentifying future professional development. CULTURE Provide professional leadership that focuses the school culture on enhancing learning and teaching. • In conjunction with the Board, develop and implement a school vision and shared goals focused on enhanced engagement and achievement for all students. • Promote a culture whereby staff members take on appropriate leadership roles and work collaboratively to improve teaching and learning. • Model respect for others in interactions with adults and students • Promote the bicultural nature of New Zealand by ensuring that it is evident in the school culture. • Maintain a safe, learning-focused environment. • Promote an inclusive environment in which the diversity and prior experiences of students are acknowledged and respected. • Manage conflict and other challenging situations effectively and actively work to achieve solutions. • Demonstrate leadership through participating in professional learning. PEDAGOGY Create a learning environment in which there is an expectation that all students will experience success in learning. • Promote, participate in and support ongoing professional learning linked to student progress. • Demonstrate leadership through engaging with staff and sharing knowledge about effective teaching and learning in the context of the New Zealand curriculum documents. • Ensure staff members engage in professional learning to establish and sustain effective teacher / learner relationships with all students, with a particular focus on Māori students. • Ensure that the review and design of school programmes are informed by school-based evidence, and other evidence. • Maintain a professional learning community within which staff members are provided with feedback and support on their professional practice. • Analyse and act upon school-wide evidence on student learning to maximise learning for all students with a particular focus on Māori and Pasifika students. SYSTEMS Develop and use management systems to support and enhance student learning. • Exhibit leadership that results in the effective day-to-day operation of the school. • Operate within Board policy and in accordance with legislative requirements. • Provide the Board with timely and accurate information and advice on student learning and school operation. • Effectively manage and administer finance, property and health and safety systems. • Effectively manage personnel with a focus on maximising the effectiveness of all staff members. • Use school / external evidence to inform planning for future action, monitor progress and manage change. • Prioritise resource allocation on the basis of the school’s annual and strategic objectives. PARTNERSHIPS and NETWORKS Strengthen communication and relationships to enhance student learning. • Work with the Board to facilitate strategic decision making. • Actively xxxxxx relationships with the school’s community and local iwi. • Actively xxxxxx professional relationships with, and between colleagues, and with government agencies and others with expertise in the wider education community. • Interact regularly with parents and the school community on student progress and other school-related matters. • Actively xxxxxx relationships with other schools and participate in appropriate school networks.

Professional Standards for Primary Principals. It is no longer a requirement to have a performance agreement. If the board has any concerns regarding the competence of a principal, the provisions in Part 8 of this Agreement will apply. The Professional Standards set out in this schedule standards below provide a baseline clarity about professional expectations for assessing satisfactory performance within each area of practiceprincipals. They can form part of the principal’s performance agreement, which will reflect the school / Board goals, the principal’s job description and, alongside the school’s strategic plans, contribute to a framework which assists in assessing and more specific objectives. Included reviewing current fulfilment of expectations and in the development of the performance agreement will be the identification and development of appropriate indicators. The performance agreement must also include the Teaching Council criteria for certification as a teacher. Part 4 of this Agreement describes the responsibility of the employing Board to develop the principal’s performance agreementidentifying future professional development. CULTURE Provide professional leadership that focuses the school culture on enhancing learning and teaching. • In conjunction with the Board, develop and implement a school vision and shared goals focused on enhanced engagement and achievement for all students. • Promote a culture whereby staff members take on appropriate leadership roles and work collaboratively to improve teaching and learning. • Model respect for others in interactions with adults and students • Promote the bicultural nature of New Zealand by ensuring that it is evident in the school culture. • Maintain a safe, learning-focused environment. • Promote an inclusive environment in which the diversity and prior experiences of students are acknowledged and respected. • Manage conflict and other challenging situations effectively and actively work to achieve solutions. • Demonstrate leadership through participating in professional learning. PEDAGOGY Create a learning environment in which there is an expectation that all students will experience success in learning. • Promote, participate in and support ongoing professional learning linked to student progress. • Demonstrate leadership through engaging with staff and sharing knowledge about effective teaching and learning in the context of the New Zealand curriculum documents. • Ensure staff members engage in professional learning to establish and sustain effective teacher / learner relationships with all students, with a particular focus on Māori students. • Ensure that the review and design of school programmes are informed by school-based evidence, and other evidence. • Maintain a professional learning community within which staff members are provided with feedback and support on their professional practice. • Analyse and act upon school-wide evidence on student learning to maximise learning for all students with a particular focus on Māori and Pasifika students. SYSTEMS Develop and use management systems to support and enhance student learning. • Exhibit leadership that results in the effective day-to-day operation of the school. • Operate within Board policy and in accordance with legislative requirements. • Provide the Board with timely and accurate information and advice on student learning and school operation. • Effectively manage and administer finance, property and health and safety systems. • Effectively manage personnel with a focus on maximising the effectiveness of all staff members. • Use school / external evidence to inform planning for future action, monitor progress and manage change. • Prioritise resource allocation on the basis of the school’s annual and strategic objectives. PARTNERSHIPS and NETWORKS Strengthen communication and relationships to enhance student learning. • Work with the Board to facilitate strategic decision making. • Actively xxxxxx relationships with the school’s community and local iwi. • Actively xxxxxx professional relationships with, and between colleagues, and with government agencies and others with expertise in the wider education community. • Interact regularly with parents and the school community on student progress and other school-related matters. • Actively xxxxxx relationships with other schools and participate in appropriate school networks.. The isolation allowance rates for employees whose full-time residence is in a locality which has a population of less than 300 are: Category 1 60-100km from a population centre of greater than 1,500 persons. $616 Category 2 101-150km from a population centre of greater than 1,500 persons. $1,034 Category 3 151-200km from a population centre of greater than 1,500 persons. $1,547 Category 4 200km from a population centre of greater than 1,500 persons. A B $3,032 $2,173 Category 5 Employees whose full-time residence is located on an off-shore island. A B C D $2,058 $1,547 $1,034 $616 Category 6 Employees whose full-time residence is a locality on the category 6 list held by the Ministry | Te Tāhuhu o te Mātauranga and NZEI shall receive the appropriate allowance on that list. Aranga $378 Ongarue $358 Arohena $471 Papanui Junction $378 Glenorchy $513 Peria $503 Hauturu $481 Piri Piri $441 Hawea Flat $616 Puketitiri $533 Horeke $376 Rere $481 Kawhia $616 Ruakituri $543 Makahu $452 Taharoa $616 Ohuka $461 Xx Xxxx $441 Omarama $616 Waikaretu $573 A Great Barrier Island

Professional Standards for Primary Principals. The Professional Standards set out in this schedule provide a baseline for assessing satisfactory performance within each area of practice. They form part of the principal’s performance agreement, which will reflect the school / Board goals, the principal’s job description and more specific objectives. Included in the development of the performance agreement will be the identification and development of appropriate indicators. The performance agreement must also include the Teaching New Zealand Teachers Council criteria for certification registration as a teacher. Part 4 of this the Primary Principals’ Collective Agreement describes the responsibility of the employing Board board to develop the principal’s performance agreement. CULTURE Provide professional leadership that focuses the school culture on enhancing learning and teaching. •  In conjunction with the Board, develop and implement a school vision and shared goals focused on enhanced engagement and achievement for all students. •  Promote a culture whereby staff members take on appropriate leadership roles and work collaboratively to improve teaching and learning. •  Model respect for others in interactions with adults and students •  Promote the bicultural nature of New Zealand by ensuring that it is evident in the school culture. •  Maintain a safe, learning-focused environment. •  Promote an inclusive environment in which the diversity and prior experiences of students are acknowledged and respected. •  Manage conflict and other challenging situations effectively and actively work to achieve solutions. •  Demonstrate leadership through participating in professional learning. PEDAGOGY Create a learning environment in which there is an expectation that all students will experience success in learning. •  Promote, participate in and support ongoing professional learning linked to student progress. •  Demonstrate leadership through engaging with staff and sharing knowledge about effective teaching and learning in the context of the New Zealand curriculum documents. •  Ensure staff members engage in professional learning to establish and sustain effective teacher / learner relationships with all students, with a particular focus on Māori students. •  Ensure that the review and design of school programmes are is informed by school-based evidence, and other evidence. •  Maintain a professional learning community within which staff members are provided with feedback and support on their professional practice. •  Analyse and act upon school-wide evidence on student learning to maximise learning for all students with a particular focus on Māori and Pasifika students. SYSTEMS Develop and use management systems to support and enhance student learning. •  Exhibit leadership that results in the effective day-to-day operation of the school. •  Operate within Board board policy and in accordance with legislative requirements. •  Provide the Board with timely and accurate information and advice on student learning and school operation. •  Effectively manage and administer finance, property and health and safety systems. •  Effectively manage personnel with a focus on maximising the effectiveness of all staff members. •  Use school / external evidence to inform planning for future action, monitor progress and manage change. •  Prioritise resource allocation on the basis of the school’s annual and strategic objectives. PARTNERSHIPS Develop and NETWORKS Strengthen communication use management systems to support and relationships to enhance student learning. • PARTNERSHIPS and NETWORKS  Work with the Board to facilitate strategic decision making. •  Actively xxxxxx relationships with the school’s community and local iwi. •  Actively xxxxxx professional relationships with, and between colleagues, and with government agencies and others with expertise in the wider education community. •  Interact regularly with parents and the school community on student progress and other school-related matters. •  Actively xxxxxx relationships with other schools and participate in appropriate school networks. Strengthen communication and relationships to enhance student learning. Note: Principals with teaching responsibilities will also need to meet the requirements of current (of the time) standards and/or criteria for teachers.