Common use of Professional Standards for Secondary Principals Clause in Contracts

Professional Standards for Secondary Principals. The Professional Standards have been drawn from the Kiwi Leadership for Principals document and educational leadership best evidence. The Standards form a component part of the principal’s performance agreement alongside other components such as the school’s strategic and annual plans, the principal’s job description, and the New Zealand Teachers’ Council criteria for registration as a teacher. These Standards contribute to a framework which assists in assessing and reviewing current practice and in identifying future professional development. Part 4 of the Secondary Principals’ Collective Agreement describes the responsibility of the employing board to develop the principal’s performance agreement. Areas of practice Professional Standards CULTURE Provide professional leadership that focuses the school culture on enhancing learning and teaching. • With the Board, develop and then implement a school vision with shared goals and values focused on enhanced engagement and achievement (academically, socially and culturally) for all students. • Promote a culture whereby staff members assume appropriate leadership roles and work collaboratively to improve teaching and learning. • Model respect for others in interactions with adults and students • Promote the bicultural heritage 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, multicultural nature and prior experiences of students are acknowledged and respected. • Manage conflict and other challenging situations effectively and actively work to achieve solutions. • Demonstrate leadership in professional practice, through applying critical inquiry and problem solving. Areas of practice Professional Standards 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. • Promote and support the gaining of worthwhile qualifications and successful transitions to tertiary education or employment for all students. • Ensure that the review and design of school programmes is informed by school-based and external evidence. • Xxxxxx a professional learning community within which staff members are encouraged to be reflective practitioners engaging with research, and feedback on their professional practice. • Ensure the use of best practices for assessment, and analyse and act upon evidence on student learning to maximise learning for all students. • Focus in particular on success in learning for Māori and Pasifika students, students with special education needs, and students at risk of not succeeding at school. 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 effective systems 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 finance, property, 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. • Align resource allocation with the school’s annual and strategic objectives.

Professional Standards for Secondary Principals. The Professional Standards have been drawn from the Kiwi Leadership for Principals document and educational leadership best evidence. The Standards form a component part of the principal’s performance agreement alongside other components such as the school’s strategic and annual plans, the principal’s job description, and the New Zealand Teachers’ Council criteria for registration as a teacher. These Standards contribute to a framework which assists in assessing and reviewing current practice and in identifying future professional development. Part 4 of the Secondary Principals’ Collective Agreement describes the responsibility of the employing board to develop the principal’s performance agreement. Areas of practice Professional Standards CULTURE AREAS OF PRACTICE PROFESSIONAL STANDARDS Culture Provide professional leadership that focuses the school culture on enhancing learning and teaching. • With ith the Board, develop and then implement i ple ent a school vision with ith shared goals and values focused on enhanced engagement engage ent and achievement achieve ent (academicallyacade ically, socially and culturally) for all students. • Promote Pro ote a culture whereby hereby staff members assume e bers assu e appropriate leadership roles and work xxx collaboratively to improve i prove teaching and learning. • Model respect for others in interactions with ith adults and students • Promote Pro ote the bicultural heritage of New Ne Zealand by ensuring that it is evident in the school culture. • Maintain a safe, learning-focused environmentenviron ent. • Promote Pro ote an inclusive environment environ ent in which hich the diversity, multicultural ulticultural nature and prior experiences of students are acknowledged ackno ledged and respected. • Manage conflict and other challenging situations effectively and actively work ork to achieve solutions. • Demonstrate De onstrate leadership in professional practice, through applying critical inquiry and problem proble solving. Areas of practice Professional Standards PEDAGOGY Pedagogy Create a learning environment environ ent in which hich there is an expectation that all students will ill experience success in learning. • PromotePro ote, participate in and support ongoing professional learning linked to student progress. • Demonstrate De onstrate leadership through engaging with ith staff and sharing knowledge kno ledge about effective teaching and learning in the context • of the New Ne Zealand curriculum documentscurriculu docu ents. • Ensure staff members e bers engage in professional learning to establish and sustain effective teacher / learner relationships • with ith all students. • Promote Pro ote and support the gaining of worthwhile xxxx xxxx qualifications and successful transitions to tertiary education or employment e ploy ent for all students. • Ensure that the review revie and design of school programmes progra es is informed infor ed by school-based and external evidence. • Xxxxxx a professional learning community within which co unity ithin hich staff members e bers are encouraged to be reflective practitioners engaging with ith research, and feedback on their professional practice. • Ensure the use of best practices for assessmentassess ent, and analyse and act upon evidence on student learning to maximise axi ise learning for all students. • Focus in particular on success in learning for Māori and Pasifika students, students with ith special education needs, and students at risk of not succeeding at school. SYSTEMS Systems Develop and use management systems anage ent syste s to support and enhance student learning. • Exhibit leadership that results in the effective day-to-day operation of the school. • Operate effective systems within syste s ithin board policy and in accordance with ith legislative requirementsrequire ents. • Provide the Board with timely ith ti xxx and accurate information infor ation and advice on student learning and school operation. • Effectively manage anage finance, property, health and safety systems. • syste s. Effectively manage anage personnel with ith a focus on maximising axi ising the effectiveness of all staff memberse bers. • Use school / external evidence to inform infor planning for future action, monitor onitor progress and manage anage change. • Align resource allocation with ith the school’s annual and strategic objectives. Partnerships and Net orks Strengthen co unication and relationships to enhance student learning. ork ith the Board to facilitate strategic decision aking. Actively xxxxxx positive relationships ith the school’s co unity and local i i. Actively xxxxxx professional relationships ith, and bet een colleagues, and ith govern ent agencies and others ith expertise in the ider education co unity. Ensure regular interaction ith parents and the school co unity on student progress and other school- related atters. Actively xxxxxx positive relationships ith other schools and participate in appropriate school net orks. Signatories Secondary Principals' Collective Agreement Effective: 1 September 2019 to 1 September 2022 We are making improvements to our Download to Print functionality, so if you want a printed copy of this agreement please download the PDF version of the Secondary Principals' Collective Agreement.