Professional Review Process for Heads Principals Independent

Professional Review Process for Heads / Principals Independent Schools of New Zealand 21 June 2014

At a Glance. . § Background § Guiding Principles § The Process § Key Features

Background § Context § Principal appraisal as a key governance responsibility § Developments within the sector and education generally § Concerns about existing practices § Development § Academic § HR Consultant § Governance / Education Consultant § Reference Group

Guiding Principles § Responsive to school context § Contribute to good governance § Add value § Process rather than event § Collaborative approach § Clarity of expectations § Formative § Reflect good practice § Reflect the responsibilities of Heads of independent schools

The Process

Key Features § Reference to School strategic goals and values § SMART goals § Capabilities § Self-Appraisal § Feedback § Focused Meetings § Development Plan

School Strategic Goals and Values § Goals and capabilities should be aligned to the strategic goals and values of the school § If no strategic plan, templates are provided to guide discussion and development

SMART Goals § Outcomes and deliverables § Expected to be achieved through the course of the year or review cycle § Common categories include: § § Human Resources § Key Stakeholders § Business Processes § § Financial Educational SMART § Specific § Measurable § Agreed § Realistic § Timeframe

Capabilities § Inputs and Behaviours § Leadership § Management § Teaching and Learning § Knowledge of Educational Research § Relationship with Board § Relationship with Community § School Values § Personal Characteristics / Values § Strategic Planning § Faith Formation § Boundary Management § Pastoral Care / Student Wellbeing

Teaching and Learning § Definition § Develops and implements teaching and learning policies, processes and programs to guide the development of staff and students towards reaching their full potential

Teaching and Learning § Actions and Behaviours § Demonstrates expert knowledge of the core businesses of teaching, learning, curriculum, assessment and reporting § Applies knowledge and understanding of pedagogy to inform, plan, implement, monitor and evaluate teachers, learning, assessment and reporting practices across the school § Demonstrates leadership of the school community to develop, articulate and commit to a shared vision of quality teaching and learning § Applies expert knowledge and understanding of student learning, development and behaviour § Demonstrates sound judgement and ability to design, implement and evaluate a range of legislative, curriculum and policy requirements including NAPLAN results

Management § Definition § Builds and maintains sound knowledge and understanding of the business environment and applies commercial expertise. § Develops and implements agreed resource structures to attract, retain, and motivate teachers and support staff to achieve school goals

Management § Actions and Behaviours § Displays a sound understanding of effective financial management principles within an educational setting § Leads the development of the school’s business and operational plans in accordance with agreed priorities and strategic objectives § Develops the school’s organisation structure and resourcing models within budgetary constraints § Aligns teams with organisation values and goals through effective people management strategies § Leads, encourages, inspires, and supports staff to develop confidence and capability helping them realise their full potential

Self Appraisal § Provides opportunity for focused self reflection consistent with the agreed appraisal framework § Reflects capabilities and items in stakeholder questionnaires to support comparisons

Feedback § Range of stakeholders § Board members § Executive § Staff § Parents § Students § Range of forms § Interviews § Questionnaires / Surveys

Review Meetings § Initial Planning Meeting § Mid-cycle Progress Discussion § End of cycle Meeting

Development Plan § Culmination of the process § What it’s really all about § Primary aim is to support improvement and growth

What has the AIS experience been? § The planning phase is critical § Who, what, where, why and how § Ratings need to be meaningful § Percentage versus text § Questionnaire needs to be easily completed § Process needs to be collaborative § Implementation is still key § As is purpose

Any Questions?

Contact Details Louise Bailey Director: HR Level 12, 99 York Street, Sydney NSW 2000 Phone (02) 9299 2845 Fax (02) 9290 2274 Web aisnsw. edu. au Email lbailey@aisnsw. edu. au ABN 96 003 509 073