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
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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
TEACHER PERFORMANCE MANAGEMENT
• 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
TEACHER PERFORMANCE MANAGEMENT
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
TEACHER PERFORMANCE MANAGEMENT
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
TEACHER PERFORMANCE MANAGEMENT
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
TEACHER PERFORMANCE MANAGEMENT
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
TEACHER PERFORMANCE MANAGEMENT
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
TEACHER PERFORMANCE MANAGEMENT
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
TEACHER PERFORMANCE MANAGEMENT
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
TEACHER PERFORMANCE MANAGEMENT
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.
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TEACHER PERFORMANCE MANAGEMENT
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.
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TEACHER PERFORMANCE MANAGEMENT
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.
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TEACHER PERFORMANCE MANAGEMENT
• 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
TEACHER PERFORMANCE MANAGEMENT
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
Dim
ensi
onB
egin
ning
Tea
cher
Fully
Reg
iste
red
Teac
her
Exp
erie
nced
Tea
cher
Beg
inni
ng te
ache
rs m
eet t
he T
each
erFu
lly R
egis
tere
d Te
ache
rs h
ave
taug
htE
xper
ienc
ed T
each
ers
are
high
ly s
kille
d
Reg
istr
atio
n B
oard
cri
teri
a fo
r pr
ovis
iona
lfo
r at
leas
t tw
o ye
ars
and
have
met
the
prac
titio
ners
and
cla
ssro
om m
anag
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.
Ful
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
ing
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
he s
tand
ards
As
wel
l as
dem
onst
rati
ng t
he s
tand
ards
for
for
Beg
inni
ng T
each
ers,
Ful
ly R
egis
tere
dFu
lly R
egis
tere
d Te
ache
rs, E
xper
ienc
ed
Teac
hers
:Te
ache
rs:
Prof
essi
onal
kno
wle
dge
•cu
rric
ulum
•ha
ve a
sou
nd k
now
ledg
e of
cur
ricu
lum
,•
are
com
pete
nt in
the
cont
ent o
f rel
evan
t•
dem
onst
rate
a h
igh
leve
l of k
now
ledg
e of
•Tr
eaty
of W
aita
ngi
lear
ning
and
ass
essm
ent t
heor
ycu
rric
ulum
rele
vant
cur
ricu
lum
, and
of c
urre
nt
•le
arni
ng a
nd a
sses
smen
t the
ory
•un
ders
tand
the
impl
icat
ions
of t
he T
reat
y•
keep
info
rmed
of d
evel
opm
ents
inle
arni
ng a
nd a
sses
smen
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
itmen
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
Tea
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
•de
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
•ef
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
•cr
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:
•Id
entif
ies
own
prof
essi
onal
•Id
entif
ies
own
prof
essi
onal
•Id
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
er w
hen
com
mun
icat
es to
app
rais
er w
hen
com
mun
icat
es to
app
rais
er w
hen
esta
blis
hing
per
form
ance
esta
blis
hing
per
form
ance
esta
blis
hing
per
form
ance
.
expe
ctat
ions
.ex
pect
atio
nsex
pect
atio
ns
•In
itiat
es a
nd o
rgan
ises
ow
n
prof
essi
onal
dev
elop
men
t sol
utio
ns.
•A
tten
ds te
ache
r de
velo
pmen
t•
Att
ends
teac
her
deve
lopm
ent
•A
tten
ds te
ache
r de
velo
pmen
t
prog
ram
mes
.pr
ogra
mm
es.
prog
ram
mes
.
•Pa
rtic
ipat
es in
who
le s
choo
l and
•Pa
rtic
ipat
es in
who
le s
choo
l and
•Pa
rtic
ipat
es in
who
le s
choo
l and
othe
r pr
ofes
sion
al d
evel
opm
ent
othe
r pr
ofes
sion
al d
evel
opm
ent
othe
r pr
ofes
sion
al d
evel
opm
ent
activ
ities
incl
udin
g th
ose
held
activ
ities
incl
udin
g th
ose
held
activ
ities
incl
udin
g th
ose
held
outs
ide
of th
e sc
hool
day
.ou
tsid
e of
the
scho
ol d
ay.
outs
ide
of th
e sc
hool
day
.
•Po
sses
ses
a co
py, a
nd c
ompl
ies
•Po
sses
ses
a co
py, a
nd c
ompl
ies
•Po
sses
ses
a co
py, a
nd c
ompl
ies
with
the
cont
ents
of,
the
scho
ol's
with
the
cont
ents
of,
the
scho
ol's
with
the
cont
ents
of,
the
scho
ol's
adm
inis
trat
ion
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
dge
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
polic
ies
cons
iste
ntly
follo
ws
the
polic
ies
scho
ol.
and
proc
edur
es o
f the
sch
ool.
and
proc
edur
es o
f the
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
ledg
e.
•cu
rric
ulum
•U
nder
stan
ds th
e sc
hool
's•
Fully
und
erst
ands
the
scho
ol's
•Fu
lly u
nder
stan
ds a
nd a
rtic
ulat
es
ratio
nale
for
som
e of
its
ratio
nale
for
mos
t of i
tsth
e sc
hool
's r
atio
nale
for
all o
f its
curr
icul
um p
ract
ice.
curr
icul
um p
ract
ice.
curr
icul
um p
ract
ice.
•Co
ntri
bute
s to
the
tran
slat
ion
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
ulum
sta
tem
ents
into
stat
emen
ts in
to c
urri
culu
m
into
cur
ricu
lum
gui
delin
es fo
r th
ecu
rric
ulum
gui
delin
es fo
r th
egu
idel
ines
for
the
scho
ol a
nd
scho
ol.
scho
ol.
prep
ares
impl
emen
tatio
n pl
an.
27
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
•R
efle
cts
curr
ent c
urri
culu
m•
Ref
lect
s cu
rren
t cur
ricu
lum
•R
efle
cts
curr
ent c
urri
culu
m th
eory
theo
ry in
con
trib
utio
ns to
theo
ry in
par
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
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
•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
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
•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
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
•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
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
•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
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
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
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
•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
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
•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
APPENDIX 3: INTEGRATING PROFESSIONAL STANDARDS - SCHOOL CASE STUDIES
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."
APPENDIX 3: INTEGRATING PROFESSIONAL STANDARDS - SCHOOL CASE STUDIES
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
09 Experienced Annually
Step on scale – Q2 Standard for assessment Number of assessments before
(at time increment is due) requirement to meet next level
(including 1st assessment)
04 Beginning 2
05 Beginning 1
06 Registered 3
07 Registered 2
08 Registered 1
09 Experienced Annually
10 Experienced Annually
Step on scale – Q3 Standard for assessment Number of assessments before
(at time increment is due) requirement to meet next level
(including 1st assessment)
05 Beginning 2
06 Beginning 1
07 Registered 3
08 Registered 2
09 Registered 1
10 Experienced Annually
11 Experienced Annually
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