Primary Principals' (PPCBU) Collective Agreement

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Primary Principals' (PPCBU) Collective Agreement [PDF, 885 KB]

Schedule 2: Professional Standards for Primary Principals

Primary Principals' (PPCBU) Collective Agreement
Effective: 1 December 2022 to 1 May 2025

  • Professional Standards for Primary Principals

    • The Professional Standards set out in this schedule provide clarity about the professional expectations for principals. Development of a performance agreement is no longer a requirement, however the Professional Standards can form part of the principal's job description and the school's strategic plans. These standards may inform a principal's annual Professional Growth Cycle and assist with identifying future opportunities for professional development. If the employing Board has concerns about the competence of a principal, the provisions in Part 8 of this Agreement will apply.

      Areas of Practice Professional Standards
      Culture
      Provide professional leadership that focuses the school culture on enhancing learning and teaching.
      • In conjunction with the Board, develop and implement a school vision and shared goals focused on enhanced engagement and achievement for all students.
      • Promote a culture whereby staff members take on appropriate leadership roles and work collaboratively to improve teaching and learning.
      • Model respect for others in interactions with adults and students
      • Promote the bicultural nature of New Zealand by ensuring that it is evident in the school culture.
      • Maintain a safe, learning-focused environment.
      • Promote an inclusive environment in which the diversity and prior experiences of students are acknowledged and respected.
      • Manage conflict and other challenging situations effectively and actively work to achieve solutions.
      • Demonstrate leadership through participating in professional learning.
      Pedagogy
      Create a learning environment in which there is an expectation that all students will experience success in learning.
      • Promote, participate in and support ongoing professional learning linked to student progress.
      • Demonstrate leadership through engaging with staff and sharing knowledge about effective teaching and learning in the context of the New Zealand curriculum documents.
      • Ensure staff members engage in professional learning to establish and sustain effective teacher / learner relationships with all students, with a particular focus on Māori students.
      • Ensure that the review and design of school programmes are informed by school-based evidence other evidence.
      • Maintain a professional learning community within which staff members are provided with feedback and support on their professional practice.
      • Analyse and act upon school-wide evidence on student learning to maximise learning for all students with a particular focus on Māori and Pasifika students.
      Systems
      Develop and use management systems to support and enhance student learning.
      • Exhibit leadership that results in the effective day-to-day operation of the school.
      • Operate within board policy and in accordance with legislative requirements.
      • Provide the Board with timely and accurate information and advice on student learning and school operation.
      • Effectively manage and administer finance, property and health and safety systems.
      • Effectively manage personnel with a focus on maximising the effectiveness of all staff members.
      • Use school / external evidence to inform planning for future action, monitor progress and manage change.
      • Prioritise resource allocation on the basis of the school’s annual and strategic objectives.
      Partnerships and Networks
      Strengthen communication and relationships to enhance student learning.
      • Work with the Board to facilitate strategic decision making.
      • Actively foster relationships with the school’s community and local iwi.
      • Actively foster professional relationships with, and between colleagues, and with government agencies and others with expertise in the wider education community.
      • Interact regularly with parents and the school community on student progress and other school-related matters.
      • Actively foster relationships with other schools and participate in appropriate school networks.

      Note: Principals with teaching responsibilities will also need to meet the requirements of current standards and/or criteria for teachers.