Performance Management
of Tagged Positions
Tagged Teaching Positions
• Section 464 of the Education Act 1989 –
‘Tagged Positions’:
‘(c) The board must … (ii) state in
advertisements for the positions that a
willingness and an ability to take part in
religious instruction appropriate to that school
is a condition of appointment’
Tagged Teaching Positions
• Only teaching positions can be tagged.
• The number of ‘tagged positions’ varies
in different schools.
• For tagged positions, willingness and
ability to take part in religious
instruction appropriate to that school is
a condition of appointment.
Tagged Teaching Positions
•
•
•
•
Advertising
Appointment
Induction
Performance Management:
– Appraisal
– Professional Development
• Conduct and Competence
Performance Management of
Tagged Teaching Positions
• Ministry of Education Performance in
Schools Guidelines.
• BoTs must take into account guidelines
including by:
‘development and implementation of policies
and procedures to ensure that the teachers
and staff provide education and services which
effectively meet the needs of their students
consistent with the [school’s] goals and
objectives’
Performance in Schools Guidelines
• BoTs should ensure that policies and
procedures:
ii. are appropriate to individual teachers, the
school and wider community;
iii. are developed in a consultative manner with
teachers;
iv. are open and transparent;
v. have a professional development orientation;
vi. are timely and helpful to individual teachers;
Performance in Schools Guidelines
• BoTs must ensure that the appraisal
process includes:
– development of a written statement of
performance expectations in consultation
with each teacher
– identification and written specification of
one or more development objectives to be
achieved during the period
Performance in Schools Guidelines
• Performance expectations for teachers must
relate to the key professional responsibilities
and key performance areas of their position
including:
– Teaching Responsibilities
– School-wide responsibilities (including
pastoral activities)
– Management responsibilities
Education Council Code of Professional Responsibility
and Standards for the Teaching Profession
• Draft Code and Standards
‘The draft Code and Standards are not discrete
- they are fundamentally linked and neither
can be considered in isolation. The
expectations for our practice (the Standards)
and how we conduct ourselves (the Code) are
integral to each other’
• A possible model for Integrated Schools
to follow for Tagged Teaching Positions
Possible Conduct Criteria for Tagged Positions
COMMITMENT
1.
2.
3.
4.
5.
6.
8.
9.
We are part of the whole school community. We
use our specific strengths and skills to support
the Vision and the Mission of the School.
We are willing to deliver all areas of the New
Zealand curriculum in a manner which reflects
the School’s Special Character as described in the
School’s Integration Agreement, Charter
[Strategic Plan] and other documentation.
We support, uphold and are actively involved in
the total life of the School and its Special
Character, and participate in, and contribute,
where required to, special events, approved by
the Board of Trustees which uphold the Special
Character of the School (eg. Special Assemblies,
Staff Devotions, etc.).
We are role models for pupils, colleagues,
parents and caregivers - living the Vision, Mission
and the Values of the School.
We refrain from doing or saying anything that
would be antithetical to the School’s Special
Character.
We acknowledge that supporting and upholding
the School’s Special Character includes the
manner in which we conduct our personal lives.
We are willing to play our part in delivering the
aims and objectives of the School Charter
[Strategic Plan].
We abide by the Code of Ethics for staff.
EXAMPLES OF DEMONSTRATING
A HIGH STANDARD
EXAMPLES OF NOT DEMONSTRATING
A HIGH STANDARD
Possible Performance Criteria for Tagged Positions
STANDARD
1.
2.
3.
4.
6.
Demonstrate commitment to reflecting
the School’s Special Character in all
aspects of teaching practice.
Demonstrate ability to deliver all areas of
the New Zealand curriculum in a manner
which reflects the School’s Special
Character as described in the School’s
Integration Agreement, Charter [Strategic
Plan] and other documentation.
Use critical inquiry, collaborative
problem-solving and professional learning
to improve professional capability to take
part in religious instruction appropriate to
the School.
Create and maintain learning-focussed
environments which honour and reflect
the School’s Special Character
Demonstrate familiarity with the Special
Character of the School as presented in
the School’s Integration Agreement,
Charter [Strategic Plan] and supporting
documents.
EXAMPLES OF DEMONSTRATING
A HIGH STANDARD
EXAMPLES OF NOT DEMONSTRATING
A HIGH STANDARD
QUESTIONS