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Partnerships with whanau; curriculum reflects the school community.

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Partnerships with whanau; curriculum reflects the school community.

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Processes need to include internal and external review.

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Processes need to include internal and external review.

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I agree but there needs to be an emphasis on the ability to collaborate.

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I agree but there needs to be an emphasis on the ability to collaborate.

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I would expect to demonstrate a high level of personal skills to build excellent relationships with colleagues. If this is missing, passing on curriculum knowledge is compromised. This is a key attribute alongside being open to learning, and receiving feedback in order to continue professional growth.

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I would expect to demonstrate a high level of personal skills to build excellent relationships with colleagues. If this is missing, passing on curriculum knowledge is compromised. This is a key attribute alongside being open to learning, and receiving feedback in order to continue professional growth.

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Definitely professional development, recognition of development, and implementation with a view to progression

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Definitely professional development, recognition of development, and implementation with a view to progression

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Specific curriculum expectations that are also communicated to family

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Specific curriculum expectations that are also communicated to family

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Staff who contribute to staff development by running staff meetings, and help outside of school hours, need to be recognized.

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Too many teachers claim management units for curriculum areas, but do nothing to contribute to colleagues learning and development in that area (i.e., staff meetings). No adult to adult collaboration = no management unit.

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Too many teachers claim management units for curriculum areas, but do nothing to contribute to colleagues learning and development in that area (i.e., staff meetings). No adult to adult collaboration = no management unit.

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The current management unit structure needs reviewing. Management units should be flexible depending on the levels within section 4. For example, lack of contribution to a) Adult to adult collaborative learning, should result in a withdrawal of those management units.

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The 'tiers' should be the three areas mentioned in section 4 - interwoven within the roles of principals, deputy/associate principals, team leaders/senior teachers, and scale A teachers.
So you could have the four main roles above, and the tiers layered within each role.

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a) Participation in staff meetings and conducting workshops to assist staff development.
Those staff who claim management units and 'do not' do these things should 'not' receive those units.
b) Staff should complete additional study / professional development.
c) Same as above. However, the qualification should be recognised by the NZQA. Renumeration should be paid for increased qualifications.

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Agree

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Management (Principals, DPs, APs) and leadership positions (team leaders/senior teachers) should undergo professional development to progress through the pay scale. The current 'top down' review process is unbalanced. Non managerial staff should be able to assess the role of their team leader/senior teacher. Likewise, those in leadership positions should be able to assess those in managerial positions. Independent assessors should review performance of both leadership and managerial positions.

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Management (Principals, DPs, APs) and leadership positions (team leaders/senior teachers) should undergo professional development to progress through the pay scale. The current 'top down' review process is unbalanced. Non managerial staff should be able to assess the role of their team leader/senior teacher. Likewise, those in leadership positions should be able to assess those in managerial positions. Independent assessors should review performance of both leadership and managerial positions.

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Endorsement from colleagues  can be problematic. There are many colleagues whose skills are unseen by others. However, some form of evidence is needed.

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Fluent te reo Maori speakers need to be acknowledged - encouraged to take up roles in mainstream schools.

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This is already well implemented in our school. As above.

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There needs to be recognition for extra study completed - regardless if there is an available role for that teacher in the school.

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already being done with Maori student roll and support. Collaborative teaching pedagogy and plenty in the curriculum that dictates appropriate teaching and community approach.

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already being done with Maori student roll and support. Collaborative teaching pedagogy and plenty in the curriculum that dictates appropriate teaching and community approach.

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link with number 3. endorsed by other teachers at the school. recognition for extra study that is reflected in the school environment. 

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link with number 3. endorsed by other teachers at the school. recognition for extra study that is reflected in the school environment. 

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Full coverage of areas but choice in the contexts. Facilitating the learning and team work. Need for personal voice.

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some freedom in how the curriculum rolls out in class to meet diverse needs.

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but not necessarily set in concrete if personal skills or past history suggest less.