The lead school/kura board ensures a robust performance appraisal model is in place for the cluster by:
- having a performance management policy
- making appropriate delegations
- monitoring policy implementation and procedures
- ensuring confidentiality
- specifying resolution processes.
The cluster manager is responsible for the appraisal of RTLB and may delegate this responsibility to a practice leader. The cluster manager, in consultation with RTLB, establishes the timeframe for the annual appraisal cycle.
The principal is responsible for the appraisal of the cluster manager.
RTLB appraisal and development is a dynamic and continuous process.
Performance appraisals occur every year as part of performance management. The performance appraisal process provides a balance between accountability and development. It provides an opportunity for the appraiser to provide constructive feedback and support on performance and development.
RTLB are appraised against the Standards for the Teaching Profession. This replaces the Practising Teacher Criteria from 1 January 2018.
- take place within a structured, monitored and continuous process and in a supportive environment
- are evidence-based
- are linked to, and ensure, relevant professional learning aligned to the cluster’s strategic plan and linked to each RTLB development plan
- include a record of the issues raised and the decisions reached
- include self-appraisal as an integral part of the process
- use the Standards for the Teaching Profession and the Professional Standards where there is a collective agreement in place.
- are aligned with the cultural competencies for teachers of Māori learners in Tātaiako
- promote cultural competencies for teachers of Pacific learners as outlined in Tapasā.
- identify resources needed to support agreed goals
- support both individual and cluster performance
- align individual goals and objectives with the cluster’s vision
- address individual RTLB and cluster development.
Through the performance appraisal process RTLB:
- highlight their own strengths
- provide evidence of their new learning
- identify areas for growth and ongoing professional learning
- build capability aligned to cluster strategic plans
- engage and consider the practice principles of He Pikorua.
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 practitioner’s performance requirements identified in the relevant employment agreement. Support from the NZSTA industrial relations service should be sought.
The employer should become familiar with the conduct and competence reporting requirements of the Teaching Council if further action is required.
The Teaching Council plan to revise Tātaiako to reflect the Standards for the Teaching Profession, however it is still a valuable resource in its current form. It is a lens through which to view and inform practice across all of the Standards. The Standards, like the Tātaiako cultural competencies, are holistic and the elaborations provide more information about practices that reflect them. As you consider what the Standards look like in your setting, Tātaiako continues to provide examples of practice and outcomes.
The Tapasā framework will help teachers to contextualise quality teaching and learning by providing a Pacific lens to the Standards for the Teaching Profession. Teachers interpret and refine their own understandings of what each of the Standards look like in their setting. For many teachers in Aotearoa New Zealand, Tapasā will be a key resource for thinking about teachers’ practice and quality learning for Pacific teachers.
Evidence of effectiveness
RTLB work supports teachers/kaiako to more effectively manage and teach learners in their classrooms. RTLB case records contain evidence of improved outcomes. Evaluative feedback can provide supporting data.