Professional Review Process for Heads / Principals

1. Professional Review ProcessforHeads / Principals Independent Schools of New Zealand 21 June 2014

2. At a Glance .... • Background • Guiding Principles • The Process • Key Features

3. 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

4. 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

5. The Process

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

7. 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

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

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

10. 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

11. 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

12. 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

13. 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

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

15. Feedback • Range of stakeholders • Board members • Executive • Staff • Parents • Students • Range of forms • Interviews • Questionnaires / Surveys

16. Review Meetings • Initial Planning Meeting • Mid-cycle Progress Discussion • End of cycle Meeting

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

18. 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

19. Any Questions?

20. 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