Appraisals
The cluster manager is responsible for the appraisal of RTLB. The manager may delegate this responsibility to a practice leader.
In consultation with the lead school principal, the cluster manager establishes the timeframe for the annual appraisal cycle.
The lead school principal is responsible for the appraisal of the cluster manager.
Boards should ensure that policies and procedures for the appraisal of RTLB are:
- appropriate to individual RTLB and the cluster
- developed in a consultative manner with RTLB
- open and transparent
- built on a professional development orientation that is timely and helpful to individual RTLB
- adhering to matters of confidentiality, including the provisions of the Privacy Act and the Official Information Act.
Our Code Our Standards
Code of professional responsibility and standards for the teaching. Downloadable PDF.
RTLB are appraised annually against the codes and standards
Where there is a collective agreement in place, the appraisal process should also address the Professional Standards.
The Teaching Council Aotearoa New Zealand requires an annual appraisal summary report to be completed for each teacher.
As part of the the Teaching Council's appraisal audit and moderation function , Education Review Office (ERO) reviewers look at the appraisal summary report for each RTLB who has had an application for practising certificate endorsed in the preceding twelve months.
ERO does this as part of when their regular review of the lead school.
Appraisals are evidence-based and linked to the cluster's strategic plan, including the RTLB development plan. Carry out appraisals in a structured, supportive environment.
This process should be on-going and monitored.
Include a record of the issues raised, the decisions reached, and self-appraisal.
Use the Standards for the Teaching Profession and the Professional Standards where there is a collective agreement in place.
Ensure your appraisals:
- identify resources needed to support agreed goals
- support both individual and cluster performance
- align individual goals and objectives with cluster vision
- align with the cultural competencies for teachers of Māori learners.
Tātaiako: cultural competencies for teachers of Māori learners
Resource to support teachers to develop cultural competence to successfully teach Māori learners
Downloadable as a PDF
If an RTLB is identified as not meeting the expected performance requirements, the lead school/kura board must first address the matter through its normal employment policies and the staff performance requirements identified in the relevant employment agreement.
In addition, seek support from the NZSTA industrial relations service.
Content last updated: March 2018