GUIDELINES
FOR
APPOINTMENTS
PRIMARY SCHOOLS
Revised by Philip Mahoney
Colleen Gleeson
2016
Copyright Catholic Schools’ Office
Diocese of Auckland
1
CONTENTS
Section 1
Introduction
Confidentiality
Who Appoints Staff?
Appointment Timeline
P.4
Section 2
Tagged Positions
Section 65 and 66 positions
Special Character (S) Form
Acceptability
P.6
Section 3
Advertising Tagged Positions
Director of Religious Studies Section 65(1)(b)
Deputy Principal Section 66
Other Tagged Positions Section 65(1)(c)
Assistant Principal
Basic Untagged Positions
Requirement to take Religious Education
P.7
Section 4
Information for Applicants
Job Description
Person Specification
The Character of a Catholic School Expectations for Staff
Employed in a Catholic School (Green Form)
P.10
Section 5
Receiving Applications and Shortlisting
Short Listing
‘S’ Forms
Professional Referee Reports
Criteria for Appointment
P.12
Section 6
Appointment Interviews
Preparation for Interview
Preparation of the Venue
Interview Questions
Format of the Interview
P.14
Section 7
Making an Appointment
Decision Time
Selection Criteria
Director of Religious Studies
Deputy Principal
Other Scale A Tagged Positions
Person Best Suited
E.E.O.
Confirmation of Appointment
Notification of Applicants
P.16
2
Appendix 1
Timeline
P.18
Appendix 2
Interview Questions
P.19
Appendix 3
Sample Letters
P.25
Appendix 4
Sample Forms
Person Specifications
Job Descriptions
Application form
Referee Reports
Assessment Forms for Shortlisting/Selection
Notification of Appointment
Sample Appointment Policy
Expectations for staff (Green form)
P.28
3
Section 1
INTRODUCTION
The appointment of staff is one of the most important decisions a Board of Trustees ever takes and,
therefore, must be undertaken in a highly responsible manner. A systematic approach with thorough
preparation will more likely lead to a successful outcome.
The following Guidelines, which replace those issued to all Primary schools in the Diocese in 2013
along with Parts 4-7 of the Handbook for Boards of Trustees of Catholic Integrated Schools, contain
all the information and correct procedures to follow in appointing teaching staff. There is another set
of Guidelines for appointing a Principal available on request from the Catholic Schools’ Office.
There are very clear legal obligations and requirements as set out in legislation, including the Private
Schools Conditional Integration Act, the school’s Integration Agreement and Charter, the State Sector
Act, and other Acts including the Human Rights Act, the Privacy Act and the terms of the Primary
Teachers’ Collective Agreement which cover the position.
The Private Schools Conditional Integration Act requires the Board of Trustees to ensure that the
Catholic Special Character of the school must be reflected not only in the school’s teaching but in
everything the school does. The conduct and the powers of the Board of Trustees to control the
management of the school should be exercised in accordance with the Catholic Special Character.
Teachers have a vital role to play in a Catholic school.
‘By their witness and their behaviour teachers are of the first
importance to impart a distinctive character to Catholic schools’
The Catholic School – Para. 78
The Board of Trustees should ensure that it appoints teachers who can support, uphold and actively
contribute to the school’s Catholic Special Character.
With regard to making appointments, while the Proprietor would want the best person appointed, he
would also want the appointment process carried out with due regard for correct professional
procedures. Boards of Trustees must abide by the ‘good employer’ principle. (State Sector
Amendment Act 1989 S77 A (i)) Proprietor’s Appointees should make sure that all members of the
Board of Trustees are aware of the Proprietor’s rights, interests and concerns in the matter of
appointments.
From time to time it comes to the notice of the Proprietor that Boards of Trustees do not carry out the
appointment process according to the letter of the law, and with due regard for justice. The purpose
of these guidelines is to provide Boards of Trustees and Principals with a brief, easy-to-follow outline
of the steps to follow when appointing a teacher.
The Catholic Schools’ Office personnel are available and willing to assist as part of our service,
although Boards of Trustees still have to make the ultimate decision as to who to appoint.
Confidentiality
The appointment committee must understand the obligation to maintain professional confidentiality.
It is essential that all information regarding who has applied, or information received from an
applicant, referee, or gained in the appointment process, should be regarded as confidential to those
involved in the appointment process.
4
Who Appoints Staff?
The Board of Trustees appoints all staff. The Board may delegate responsibility for selection to the
Principal or an appointment committee.
The appointments policy for each school should specify whether or not the authority to appoint staff
has been delegated and if so the person/s to whom that authority is given, i.e. the Principal or an
appointment committee.
The Private Schools Conditional Integration Act (Section 63 (2)) requires that any committee set up
by a Board which has the power to appoint teachers or recommend the appointment of teachers must
contain at least one of the Proprietor Appointees on the Board – even if the only other member is the
Principal. This is a legal requirement, not an option. All appointments must be ratified at a full Board
of Trustees meeting.
Appointment Timeline (See Appendix 1)
It is essential that sufficient time is allowed to fulfil the statutory requirements. Some Boards
of Trustees have tried to short-track the process. This may speed up the process but it does not
necessarily ensure that the best person is appointed.
The time table should take into account:






the time needed in the initial stages for meetings
the time needed for committee members to learn the demands of the task
educational events that may coincide with the appointment process
the time needed for reading and discussion
the suitability of meeting times and venues for all members of the committee
the administrative work involved
Interviews should not take place before official confirmation of acceptability of the applicants from the
Catholic Schools Office Consultative Advisory Group. This committee is appointed by the Proprietor
to determine which applicants are acceptable in terms of Catholic Special Character.
No appointment may be made before the specified closing date for applications.
While persons may be encouraged to apply for a position they must understand that their application
will have to be considered along with all other applications and the most suitable person will be
appointed. Boards of Trustees should not give any indication, no matter how informally, that a person
will win the position should they apply.
In any of the above examples, it would be an illegal appointment and, if an unsuccessful applicant
were to challenge this, the whole process of appointment, including re-advertising, would have to be
started over again.
5
Section 2
TAGGED POSITIONS
The Private Schools’ Conditional Integration Act and the Integration Agreement for each school
require certain wording related to conditions of appointment in advertisements for Special Character
positions. These are referred to as ‘tagged positions’.
When a vacancy occurs the Board of Trustees must establish whether the position is one of these
Special Character positions or a basic one. There are two categories of tags.
Section 65 positions: These positions require the applicant to be willing and able to take part in
religious instruction appropriate to the Special Character of the school.
i.e.
Section 65(1)(a)
Section 65(1)(b)
Section 65(1)(c)
Principal
Director of Religious Studies
Positions of Importance (a certain number of Scale A positions)
Section 66 position: Deputy Principal: This position requires the applicant to be capable of
maintaining programmes and activities that reflect the Catholic Special Character. It is not a condition
of appointment that the applicant must be Catholic.
Before a Board makes an appointment to a tagged position, it is required by the legislation to consult
the Proprietor and may consider for appointment only those applicants who have been declared
acceptable by the Proprietor.
Special Character ‘S’ Form *
Applicants for tagged positions are required to fill in an ‘S’ Form which is to accompany their
application form. (See Appendix 2) This form asks the applicant to specify qualifications and
experience related to Catholic Special Character and to nominate three character referees who may
be consulted by the Proprietor’s Agent. One of the referees must be the applicant’s Parish Priest or
a priest known to them.
‘S’ Forms of short listed applicants should be sent to the Catholic Schools’ Office as soon as short
listing is completed. Immediately after the referees have been consulted the Consultative Advisory
Group will meet to determine which applicants are acceptable in terms of Special Character. The
Board of Trustees will be advised by telephone, followed up by official written confirmation, of the
outcome of the meeting re acceptability of the applicants. This information is confidential to the
Board of Trustees and should not be conveyed to the applicant.
* ‘S’ Forms are available on www.nzceo.catholic.org.nz and www.catholicschools.org.nz
Acceptability
The distinction between ‘acceptability’ and ‘suitability’ is important. For tagged positions the
Proprietor through his agent determines which applicants are acceptable in terms of the
Special Character. The Board of Trustees decides which of the acceptable applicants is the
most suitable for the position.
It is the policy of the New Zealand Catholic Bishops’ Conference that only baptized practicing
Catholics will be declared acceptable for tagged positions. In addition, applicants must satisfy the
requirements in the Integration Agreement for these positions, namely, be willing and able to take
part in Religious Instruction appropriate to the Special Character of the school. Only a committed
and practicing Catholic could fulfil these requirements.
6
Section 3
ADVERTISING TAGGED POSITIONS
The State Sector Amendment Act requires that all permanent and long term relieving vacancies must
be advertised in a manner sufficient to enable all suitable qualified persons to apply. Teaching
vacancies must be advertised nationally.
Applicants apply for the particular position advertised and schools should not fill any other vacancy
with one of these applicants unless they have also applied for that position.
Statutory Wording for Tagged Positions
The private Schools’ Conditional Integration Act and your school’s Integration Agreement require that
certain wording related to conditions of appointment must be used in advertisements for tagged
positions. The Agreement also imposes other requirements on the person appointed for some
tagged positions. These other requirements may, or may not be, stated in the advertisement, but
they apply nevertheless and must be included in the Job Description.
When framing advertisements the mandatory wording for particular tagged positions must be used.
Any variation will result in the requirement to re-advertise. An appointment resulting from an incorrect
advertisement may be challenged as being invalid. It is advisable to have advertisements for tagged
positions checked by the Catholic Schools’ Office before sending away to the Education Gazette or
Newspaper.
Director of Religious Studies – Section 65(1)(b) Position
In each Primary school with five or more teachers, there must be a position designated Director of
Religious Studies. An advertisement for this DRS position must state that ‘a willingness and ability
to take part in religious instruction appropriate to the Special Character of the school shall be
a condition of appointment’. Another requirement is that the person appointed is required to give
guidance and provide effective leadership in religious instruction and observances throughout the
school.
(I) -------------- Catholic School, Timbuctu
Years 1-8
Director of Religious Studies 1 MU
Willingness and ability to participate in religious
instruction appropriate to the special character of
the school is a condition of appointment. The
person appointed is required to give guidance and
provide effective leadership in religious instruction and
observances throughout the school. Y2-3
The Integration Agreement does not say that the words stating that ‘the person appointed be
required to give guidance and provide effective leadership in religious instruction and
observances throughout the school’ must actually be in the advertisement. They must,
however, be in the Job Description.
7
(I)
------------- Catholic Primary School, Timbuctu
Years 1-6
Director of Religious Studies, 1 MU
A willingness and ability to take part in religious
instruction appropriate to the special character of
the school shall be a condition of appointment.
Deputy Principal – Section 66 position
If the school is entitled to a Deputy Principal the advertisement must state that ‘it is a condition of
appointment that the person appointed is capable of maintaining programmes and activities
that reflect the Catholic Special Character of the school’. The ‘willingness and ability’ tag must
not be used.
(I) St ------------ Catholic School, Timbuctu
Deputy Principal, 2 MU
Ability to maintain programmes and activities that
reflect the special character of the school shall be a
condition of appointment.
Other Tagged Positions – Section 65(1)(c) positions
The Integration Agreement requires that a certain number of other positions be advertised with the
tag which states that ‘a willingness and ability to take part in religious instruction appropriate
to the special character of the school shall be a condition of appointment’.
To find how many of these other positions must be tagged, refer to the Fourth Schedule showing the
new staffing entitlement. This is attached to the Supplementary Integration Agreement issued in
1994/95 and shows the correct number of tagged positions when the staffing entitlement changes. It
can also be found on the Catholic Schools Office Database on the ‘Home Page’ in the ‘Admin’ area.
(I) St ------------ Catholic School, Timbuctu
Full primary. Roll 500. Scale A junior school position
A willingness and ability to take part in religious
instruction appropriate to the special character of
the school shall be a condition of appointment.
Strength in music desirable.
Assistant Principal
If the school is entitled to an Assistant Principal it may be advertised with a Section 65(i)(c) tag, or it
may be untagged. If a tag is assigned to this position it is counted as one of the total number of
65(i)(c) tagged positions required in your school’s Integration Agreement.
The present school staffing schedule will indicate how a vacancy should be advertised.
8
Basic Untagged Positions
When framing these advertisements, it is important to avoid giving an impression that there is a
requirement that applicants are to take part in religious instruction. The mandatory wording for
particular tagged positions may only be used specifically for those positions.
If, when advertising untagged positions, Boards of Trustees wish to make reference to the Special
Character of the school, one of the following statements would be acceptable.

The appointee will be expected to uphold the values and Catholic Special Character of the
school.

The successful applicant will be expected to uphold/support the Catholic Special Character
of the school.

Respect for the Catholic Special Character of the school is essential.

The applicant must have an understanding of the Catholic Special Character of the school.
(I) St ------------ School, Timbuctu
Catholic Full Primary; U5. Scale A teacher
Senior school position. Y7-8. The appointee will be
expected to uphold the Special Character of the school
Requirement to take Religious Education
Section 65(3) of the Private Schools Conditional Integration Act says that no teacher can be required
to teach Religious Education unless the advertisement under which the teacher was appointed states
that ‘a willingness and ability to take part in religious instruction appropriate to the school is a condition
of appointment.’
Principals should give serious consideration to the suitability of a teacher, who does not hold a tagged
position, being assigned a Religious Education class. If there is any doubt about the teacher’s
suitability the Catholic Schools’ Office should be consulted.
9
Section 4
INFORMATION FOR APPLICANTS
An information package should be prepared well ahead so that it is ready to be posted with the
application forms.
Items to be included in this package could include:



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




Job Description
Person Specification
Any conditions of appointment arising from Section 65 or Section 66 tags
Application Form
Special Character ‘S’ Form
Statement re Special Character of a Catholic School
Description of School Community
Relevant Charter details (including Mission, Vision, Values and Goals)
Any other relevant information
Job Description
A Job Description describes the job. It is a statement of tasks, duties, responsibilities. The Job
Description should be based on the relevant professional Standards for Primary Teachers/DP/AP’s
Unit Holders)
(See Appendix 4 - Sample Job Description)
Before offering employment the employer should ensure that the employee is capable of doing the
job as described and is comfortable with requirements.
The Job Description should be flexible enough to cope if circumstances change after employment.
It should be open to the applicant seeking amendment to the Job Description before the job is offered
by the employer and accepted by the employee.
Person Specification
The person specification should help match the most suitable applicant to the job.
(See Appendix 4 - Sample of Person Specification)
Specifications may include:




Minimum qualifications
Experience
Required skills
Desirable qualities
Both the Job Description and Person Specification should be given to those who write in response to
the advertisement so that their formal application can be matched to the Job Description and the
Person Specification. The Job Description and Person Specification should not be written in such a
way that only perfect applicants will apply. Allow for flexibility and openness to individual talents
among applicants.
10
The Character of a Catholic School Expectations for staff employed in a Catholic School
(Green Form) *
This statement should be sent to all teachers when they apply for a position in a school. Prior to a
teacher being appointed to a position, those responsible for the appointment need to ensure the
teacher has a clear understanding of what they undertake by accepting a position in a Catholic
school. It is strongly recommended that Boards of Trustees ask the teacher to be appointed to sign
this document to indicate they have read it and therefore understand what is expected of them. This
signed document should then be filed with the teacher’s documentation.
It is suggested that this form be re-signed by teachers on a regular basis to remind them of the
expectations.
*Further Green Forms are available on www.nzceo.catholic.org.nz and www.catholicschools.org.nz
(see Board of Trustee – Tagged positions section)
11
Section 5
RECEIVING APPLICATIONS AND SHORTLISTING
Shortlisting
The Appointments Committee should carefully analyse the applications relating each applicant to the
Job Description, the criteria for appointment and how both of these fit into the special needs of the
school. The information from each applicant, coupled with their current experience, should enable
the Appointments Committee to draw up a short list of applicants for which they need to seek further
information.
Catholic Special Character and Religious Education experience and qualifications must be
given due weight for all appointments, tagged or otherwise.
‘S’ Forms
‘S’ forms of short listed applicants and any information provided by the applicants which is relevant
to the Catholic Special Character requirements of the position should be sent to the Catholic Schools’
Office. No interviews can take place until Boards of Trustees have been advised by the
Catholic Schools’ Office as to which applicants are acceptable. Only those applicants identified
as acceptable may be considered for appointment.
Professional Referee Reports
At this stage the independent referees should be contacted for a report. It is suggested that the
Board of Trustees, to ensure uniformity, sends out its own form requesting the referee to fill it in. (See
Appendix 4)
As referees’ reports are completely confidential to the Appointments Committee, a report requested
directly from the referee is of much greater value than a written reference included with the
application. These are often out of date. Even where a written reference from a referee is included
with the application, an independent report should be requested from the same person.
Under the Privacy Act 1993, if you want to contact a person who is not named by the applicant as a
referee, you should have already obtained the applicant’s permission on the Application Form or
contact the applicant to ask for their permission.

Referees’ reports must be kept confidential. When finished with they should be destroyed.

Boards should only ask for referees’ reports on shortlisted candidates.
consideration for referees who may have a number of reports to write.

Sufficient time must be allowed for referees to write a thoroughly professional report that does
justice to the applicant.

Remember to include a stamped, self-addressed envelope and the date you would like the
referee’s report returned by.

It is usual practice to follow up a written referee report with a telephone check.
This is out of
Boards may choose to obtain oral referee reports by telephone. In this case, it is advisable to have
a list of questions prepared for the telephone conversation and for the same person to contact all
referees.
12
Criteria for Appointment
It is important that criteria for appointment should be drawn up in relation to the Job Description and
Person Specification and encompass all the identified requirements of the position. The person
appointed must be a New Zealand Registered teacher.
Criteria may be grouped under the following headings;

Educational Qualifications

Religious Education Qualifications

Experience related to Catholic Special Character

Personal professional qualities

Relationships with pupils, staff and parents

Planning, Preparation, Record Keeping and Evaluating

Class Atmosphere and Management

Class programme in action

Methods of teaching

Special requirements for the position

Ability to work as a member of a team

Ability to contribute to the corporate life of the school

Special abilities to meet needs of pupils at the school

Ability to provide effective leadership (if appropriate)
It may be desirable to prioritize these criteria or decide which are desirable and which are essential.
Some criteria may be met by the written application, others will be of more significance at the
interview stage.
13
Section 6
APPOINTMENT INTERVIEW
Preparation for Interview
Thorough preparation is essential prior to the day of the interview the committee should meet to
prepare questions to be asked of all applicants
All members of the committee should have studied the C.V’s and referees’ reports so that they
can take a full part in the decision making process and make an informed decision
Members of the interview panel should meet at least 30 minutes prior to the time for the first
interview to ensure that everyone is prepared and briefed and has all that is required:





a list of applicants in interviewing order
copies of questions to be asked and recording sheets
a checklist containing criteria for appointment
pens and writing paper
name tags
All members of the interview panel should be present for all the interviews. They should not arrive
late or leave early.
Preparation of the Venue
The venue should be arranged prior to the interview in a quiet area where the interview will not be
interrupted. The room should be well ventilated and well lit. Place comfortable chairs in a circle with
a small table in the middle for glasses and a jug of water. An appropriate prayer focus should be set
up in the room. It is important that neither the applicant nor the interview panel should be facing into
the sunlight which can obscure people’s faces.
Interview Questions
Interview questions should be prepared by the Appointments Committee with each member
responsible for directing questions related to a specific topic. Questions should be brief and to the
point. The Appointments Committee should look at the special needs of the school – curriculum,
pupils, community and relate questions to how those needs could be best met so that you gain a fair
indication of how each applicant would handle your school requirements. (See Appendix 2)
The questions may follow this pattern:

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


A general question to put the applicant at ease
Questions relating to Catholic Special Character
Professional questions relating to all the areas outlined in the Job Description
Questions in relation to equity and the Treaty of Waitangi
Opportunity for the applicant to ask questions or seek further information
Six or seven good questions should be sufficient.
All applicants should be asked the same basic questions.
The interview is the opportunity to get to know each applicant as a person – to deepen and expand
the information that has been gathered and studied through the application and referee reports.
14
If the candidate has already answered a question in a previous response, the question may need to
be adapted to probe further into the topic.
Anyone can ask supplementary questions. Questions should ‘layer down’ and look for depth of
knowledge and understanding from the candidate.
There should be no questions coming from ‘left field,’ such as, anything that is irrelevant or that would
contravene the Human Rights Act. An applicant could appeal if they considered such a question was
asked during the interview.
Remember you are there to find out as much as possible about the applicant in the time you have
available. It can be assumed all the shortlisted applicants are worthy candidates for the position.
The interview allows the committee to compare their strengths and find the right person for the school.
Format of the Interview
Somebody should be arranged to meet each applicant so that they are given access to a toilet and
mirror, allowed to sit quietly while waiting, and be offered a cup of tea or coffee, particularly if they
have travelled a distance.
The interview should begin punctually.
The Chairperson of the Appointments Committee should meet and escort the applicant to the room
and on arrival introduce the applicant. Each member of the Appointments Committee should
introduce themselves and shake hands with the applicant. The whole group will sit in the circular
position with the applicant being included as part of the circle. Everything possible should be done
to create a friendly, positive atmosphere.
Each member should have a folder containing a list of applicants, the prepared questions and a check
list containing the criteria for appointment, a simple grading system and space to jot down keywords
and comments to evaluate the applicant’s strengths and weaknesses. This list is best filled in at the
end of the interview.
The Chairperson of the Appointments Committee should close the interview by summarizing what
has taken place and outlining the procedures that will follow – when the decision will be reached,
when the applicant will be informed. Always allow time for the applicant to ask questions they would
like answered. Following the interview the Chairperson should escort the applicant from the room.
At least an hour should be allowed for the interview, with time beforehand to look quickly at the
applicant’s profile and time afterwards to make notes and to briefly discuss the qualities of the
applicant before proceeding to the next interview. Some Appointments Committees refrain from
discussing the applicants until after the final interview.
15
Section 7
MAKING AN APPOINTMENT
Decision Time
After interviews are complete, allow time for the completion of summary notes and the evaluation of
each applicant before the beginning of decision time. An independent summary may be given by
each person on the committee before beginning the final selection. One applicant may stand out
clearly as a result of these summaries. If not, it may be necessary to refer back to the original criteria.
Allow time for a full and frank discussion until a consensus is reached. The final decision should be
by general agreement and acceptable to all.
Selection Criteria
Director of Religious Studies (DRS) – Section 65(1)(b) Position
The Integration Agreement requires that the person selected:





be willing to take part in Religious Instruction appropriate to the Special Character of the
school
be able to do so
accept these requirements as conditions of appointment
give guidance and provide effective leadership in Religious Instruction and observances
throughout the school
undertake such teaching duties, if any, as may be required by the Principal
If any applicant in the Appointment Committee’s view, fails to meet any of these requirements
or is unwilling to fulfil them, then the person cannot be appointed.
Because the DRS is responsible to the Principal for the Religious Education Curriculum in a Catholic
school, only a committed Catholic in good standing, who has a sound knowledge of the curriculum
prescribed by the Bishop of the Diocese and who has demonstrated teaching skills in Religious
Education and the ability to lead a teaching team, should be appointed to this position. When
appointing a DRS, it is recommended that the applicant has Leadership Level Certification. If an
applicant does not have this level of Certification, the Board should request that studies be
undertaken to gain this qualification.
Deputy Principal – Section 66 Position
The agreement requires that the person appointed be able to maintain programmes and activities
that reflect the Special Character of the school. Therefore the applicant must have a clear knowledge
and appreciation of the religious and other goals of a Catholic school as set out in the Charter.
If any applicant, in the Appointment Committee’s view, does not have this ability and/or is
unwilling to fulfil it, then that applicant cannot be appointed.
Other Scale A Tagged Positions – Section 65(i)(c)
The Integration Agreement requires that the persons selected:

be willing to take part in Religious Instruction
16


be able to do so
accept these requirements as conditions of appointment
If any applicant, in the Appointment Committee’s view, fails to meet any of these requirements
and/or is unwilling to fulfil them, then the person cannot be appointed.
Person Best Suited
Attention is drawn to the State Sector Amendment Act 1989 in so far as it provides that Boards ‘shall
give preference to the person best suited to the position’. In applying that provision the employer
will have regard to the experience, qualifications and abilities relevant to the position and such other
relevant matters as it determines. The Appointment Committee should give due consideration to all
applicants, seeking information from their C.V’s, referee statements and the actual interview.
E.E.O.
Equal employment opportunities should be applied and demonstrated in appointments procedures.
The intent of these principles is to provide equal access, consideration and encouragement in areas
of recruitment, selection, promotion and career development. These principles are to be applied to
enable people to pursue their careers without their chances being reduced by factors which are
irrelevant to the requirements of the position under consideration.
Confirmation of Appointment
The Appointments Committee should write a final report for the Board of Trustees which includes:

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

details of the vacancy advertised, the date of the advertisement and the interview
the selection criteria used
the names of the committee members
number of applicants
the names of the short listed applicants
the name of the recommended applicant
the reason for the recommendation based on the selection criteria
The report should then be signed by the Chairperson of the Appointments Committee. This report
and recommendation for appointment should be received by the Board of Trustees.
Notification of Applicants
Once the appointment has been ratified by the Board of Trustees, all interview applicants should be
contacted as soon as possible by telephone, with the successful applicant receiving a follow-up letter
advising of the provisional appointment. When a written acceptance has been received the
appointment
should
be
confirmed
in
writing
using
the
NZCEO
template.
(www.nzceo.org.nz/pages/resources/resources_teachers_bot.html#letters-of-appointment )
If applicants have not already been notified, all the applicants should now receive a letter thanking
them for their application and advising them that they were not successful. C.V’s should also be
returned.
Once the contract has been signed, notification should be sent to the Catholic Schools’ Office and to
the Salary Service Centre, to inform them of the name of the person appointed. (See Appendix 6 –
Notification of Appointment form.)
17
Appendix 1
Appointment – Timeline
Date
Appointment Committee Meeting (1)
(Timeline – process)
Appointment Committee Meeting (2)
(Prepare Information Package)
Submit Advertisement in NZ Education Gazette
(Deadline for submission)
Publication Dates:
Applications Close:
Appointments Committee Members read CVs by:
Committee Meeting (3)
(Shortlisting)
Send ‘S’ Forms of shortlisted applicants for tagged positions to
Catholic Schools’ Office
Catholic Schools’ Office advises Board of Trustees
of acceptability of applicants
Send out Referee Reports for shortlisted applicants
Referee Reports returned
Appointments Committee Meeting (4)
(Prepare for Interview)
Telephone Referee checks
Interview Applicants
Notify Successful Applicant
(Phone call followed by letter)
Letter of acceptance from applicant
Confirm Appointment
(See Appendix 6 - Template Letter of Offer of Appointment)
Notify unsuccessful applicants.
Return CVs
Inform Catholic Schools’ Office and Salary Services
(See Appendix 6 - Notification of Appointment)
18
Appendix 2
INTERVIEW QUESTIONS
Deputy Principal / Assistant Principal
The following questions may be selected for an interview with applicants to the above position.
1. Looking back at the last five years of your teaching career, what were some of the highlights?
Challenges? In what ways have these enhanced/detracted from your teaching experience.
2. This is an integrated school which has a special character. What do you understand by that
term Special Character?
3. This is a leadership position. How will you ensure that the Catholic Special character is
reflected in the total curriculum and the procedures and activities in the school? Give some
examples.
4. Religious Education is an essential learning area in a Catholic School. How will you ensure this
is well taught in your classroom? Could you share what you know about this programme?
5. Could you give examples of ways in which Religious Education can be integrated into other
curriculum areas?
6. Describe the ideal classroom where all children are enjoying learning and making good
progress?
7. What in your opinion makes a good teacher?
8. How do you plan for and organize your classroom to ensure all basic areas of the curriculum
are taught and all children are working to their maximum?
9. How can you develop the students’ ownership of their learning?
10. What is the purpose of assessment and evaluation in the learning process? Explain some of
the strategies that you use to assess students’ learning and the quality of your programmes?
11. What will be your expectations for planning, assessment and evaluation in your team?
12. What are the essential features of a successful appraisal system?
13. What do you see as the link between appraisal and school development?
14. What are the features of a sound behaviour management programme?
15. How will you encourage children to be self managing and responsible?
16. How would you ensure that classrooms in the Junior/Senior school are promoting learning?
17. How will you go about the review and development of curriculum areas for which you are
responsible?
18. What do you consider important in your role as you go about leading your area of the school?
19
19. What is your approach to developing a harmonious and nurturing school climate?
20. How would you deal with situations of conflict with parents/staff members/Principal?
21. How would you ensure that new staff/children are inducted into the school?
22. How can the school involve parents as the first teachers and help them in this role?
23. How would you ensure staff are motivated to think positively about professional development?
24. How do you incorporate the spirit of the Treaty of Waitangi into the daily life of the school?
Questions relevant to the particular advertised position should be asked.
25. Do you have anything further you would like to share with us or perhaps there are questions
you would like to ask us?
N.B. These questions are starters only. They may prompt other questions to be asked. Quite often
there are no ‘correct’ answers as such although there will be elements that should come through as
essential requirements. Ask the questions in a way that you feel most comfortable with.
20
Director of Religious Studies
The following questions may be selected for an interview with applicants to the above position:
1. Could you tell us something of your past experience which helped equip you for this position
of DRS?
2. What do you understand by the term Special Character?
3. What needs to be in place to ensure that the Catholic Special Character is nurtured and
continually developing?
4. Describe how would you expect to see Catholic Special Character integrated into the total
curriculum?
5. How would you ensure that the Religious Education curriculum is given priority and is being
well delivered at all levels in the school?
6. Could you give examples of ways in which Religious Education can be integrated into other
curriculum areas?
7. Planning, teaching and assessment are closely linked and are vital to effective delivery of the
curriculum. What strategies do you use to ensure that these three processes are ongoing
and effective?
8. What steps would you take to encourage parents to take an active part in the religious
education of their children?
9. A good Catholic classroom is one that is positive and supportive of children’s learning. How
do you ensure that your classroom supports learning?
10. There is an ongoing need for personal and staff development in Special Character and
Religious Education. How would you achieve this?
11. Leadership Level is the minimum level of requirement for a DRS. How would you
undertake to achieve this? (For an applicant who does not have this qualification.)
12. How would you ensure staff are motivated to think positively about Catholic Special
Character?
13. How would you see yourself balancing your responsibilities as a classroom teacher and the
numerous tasks of a DRS?
14. Pastoral Care is an important aspect of the DRS role. Please describe ways you would
support staff and students.
15. As DRS, how would you support the leadership team in nurturing the school’s charism?
16. How will you ensure that our school charism and values are reflected in the student
management programme?
17. How would you foster strong relationships between the parish and school?
21
18. In the Primary Religious Education Curriculum, Maori Spirituality is integrated into the
strands and modules. How would you ensure that these Maori Spirituality concepts and the
spirit of the Treaty of Waitangi are evident in the daily life of the school?
19. How would you support and assist the leadership team to create a united school community?
20. Describe the ideal classroom where all children are enjoying learning and making good
progress?
21. What in your opinion makes a good teacher?
22. How do you plan for an organize your classroom to ensure all basic areas of the curriculum
are taught and all children are working to their maximum?
Questions relevant to the particular advertised position should be asked.
23. Is there anything further you would like to share with us or perhaps there are questions you
would like to ask the Board of Trustees?
N.B. These questions are starters only. They may prompt other questions to be asked. Quite often
there are no ‘correct’ answers as such although there will be elements that should come through as
essential requirements. Ask the questions in a way that you feel most comfortable with.
22
Scale A Teacher
The following questions may be selected for an interview with applicants to the above position:
1. a)
b)
Would you like to share something of your present position?
What have been some highlights of your teaching career?
2. This is an integrated school which has a Special Character. What do you understand by the
term Special Character?
3. How do you feel you could support and contribute to the Catholic Special Character of this
school?
4. What would you expect to find in a school with a Catholic Special Character, in the daily life
and routines in classrooms, school wide and in the environment, that you would not find in a
State school?
5. Describe the ideal classroom where all children are enjoying learning and making good
progress?
6. What in your opinion makes a good teacher?
7. How do you plan for, and organize your classroom, to ensure all basic areas of the
curriculum are taught and all children are working to their maximum?
8. How can you develop the students’ ownership of their learning?
9. Religious Education is an essential learning area in a Catholic School. Could you share
what you know about this programme?
10. How will you ensure this is well taught in your classroom
11. Could you give examples of ways in which Religious Education can be integrated into other
curriculum areas?
12. What are the features of a sound behaviour management programme?
13. How will you encourage children to be self managing and responsible?
14. How do you go about involving parents in your class programme?
15. What are your curriculum strengths? How could you develop one of these should you be
given responsibility for this curriculum area?
16. Could you tell about your involvement in being part of, or leading, group activities with
children, staff or parents?
17. What are your personal goals for professional development?
18. How do you cater for individual needs in your teaching programmes? (Children with special
abilities; children with special needs; mainstreamed children)
19. How do you acknowledge the Treaty of Waitangi in your teaching practice and daily life in
your classroom?
23
20. How will you help the children to have a strong sense of cultural identity and be proud of who
they are?
21. Can you describe how you have dealt with a child with challenging and disruptive behaviour?
Questions relevant to the particular advertised position should be asked.
22. Is there anything further you would like to share with us or perhaps there are questions you
would like to ask the Board of Trustees?
N.B. These Questions are starters only. They may prompt other questions to be asked. Quite often
there are no ‘correct’ answers as such although there will be elements that should come through as
essential requirements. Ask the questions in a way that you feel most comfortable with.
24
Appendix 3
SAMPLE LETTERS
The following are samples of letters which may be used during the appointment process.
Application Package
Date
Applicant’s Name and Address
Dear ______________,
Thank you for your interest in the advertised position of ______________________ at our school.
Please find enclosed the following items:







Application Form
Special Character ‘S’ Form
Statement re Special Character of a Catholic School
Job Description
Person Specification
Description of School Community
Relevant Charter Details (including Mission, Vision, Values and Goals)
Applications close on _____________________. Should an interview for this position be necessary
you will be contacted to arrange an interview time in the week beginning _________________.
Yours sincerely,
Chairperson
Board of Trustees
Acknowledgement of C.V. and Application
Position of _________________________
I wish to acknowledge receipt of your Curriculum Vitae and application for the above position. The
Appointment Committee will be meeting on ___________________ to consider applications and
C.V’s in order to draw up a short list of applicants. Referees’ Reports will then be requested for
shortlisted applicants. Once these reports have been obtained, the Appointment Committee will then
decide which applicants to interview. Should an interview be necessary you will be contacted during
the week beginning _________________ to arrange a suitable time.
Yours sincerely,
Chairperson
Board of Trustees
25
Referee Report
You have been nominated as a referee by __________________________who is an applicant for
the position of _______________ at our school. As a nominated referee, you are invited to complete
the enclosed report. While it is not necessary to complete every section, you will appreciate that as
full a report as possible will be most helpful to the Appointments Committee.
All information will be strictly confidential to the Appointment Committee. After the appointments
process is complete, all referees’ reports will be destroyed.
If you do not wish to make any comment on this applicant, could you please sign and return the
enclosed form.
Thank you for your co-operation.
Yours sincerely,
Chairperson
Board of Trustees
Acknowledgement of Referee Report
On behalf of the Board of Trustees, I wish to thank you for the Referee Report requested for
_____________________, an applicant for the position of ________________ in our school.
Either
I am pleased to inform you that ________________has since been appointed. Your assistance in
completing this report was appreciated by the Board of Trustees. Your report has since been
destroyed.
or
Although _________________ was not successful in winning this position, your assistance in
completing this report was appreciated by the Board of Trustees. Your report has since been
destroyed.
Yours sincerely,
Chairperson
Board of Trustees
Notification of Interview
Position of _________________
On behalf of the Board of Trustees, I wish to thank you for your application for the above position.
You have been successful in being shortlisted and your attendance is requested at an interview on
_________________ at __________. If you are unable to attend at the stated time, I would be
grateful if you could contact me by phone as soon as possible.
Phone _________________(Home) __________________(Bus.)_________________ (Mob)
Yours sincerely
Chairperson
Board of Trustees
26
Notification of Appointment
Position of ______________________
On behalf of the Board of Trustees, I wish to thank you for your application and attendance at an
interview for the above position.
The Appointments Committee has recommended your appointment, and the Board of Trustees is
pleased to offer you the position. You would be required to commence duties on
_________________. Please confirm in writing your acceptance of this position. This will be
followed up by a formal letter of appointment which will include the conditions of appointment and the
contract.
Yours sincerely,
Chairperson
Board of Trustees
Confirmation and Appointment
(See Appendix 5 - Template letter of Offer of Appointment)
Notification of Non-Appointment
Position of ______________________
On behalf of the Board of Trustees, I wish to thank you for the interest you have shown in our school
and for taking the time to send in your application and to attend an interview. I regret to inform you
that your application for the above position has been unsuccessful. Your Curriculum Vitae is
enclosed herewith. I extend best wishes for your future endeavours.
Yours sincerely
Chairperson
Board of Trustees
27
Appendix 4
Sample
Forms
28
PERSON SPECIFICATION – DEPUTY PRINCIPAL
The person we are seeking must be a New Zealand Registered Teacher and hold a current New
Zealand Teacher Council Practicing Certificate.
The successful applicant will be expected to provide leadership in nurturing the Catholic Special
Character in the daily life of the school.
The successful applicant will be expected to maintain programmes and activities that reflect the
Special Character of the school.
The appointee will be required to work closely with the Principal, Senior Leadership Team, Staff,
Parents and Parish community.
We are seeking a person who:

Is committed to supporting the Mission Statement, School Values and Goals to provide high
quality learning for each child

Has a passion for, and a sound knowledge of, current educational developments and
effective pedagogy, with an ability to inspire a love of learning in others

Has the ability to manage and motivate others to share and bring alive a vision of
excellence, with an optimistic approach

Will be an integral and hands-on part of a team, whilst recognizing the strengths and talents
of others

Has ability to give support in the management of the school and deputize for the Principal
when required

Has ability to effectively carry out delegated administrative and organizational tasks

Has ability to work as an effective member of the school leadership team

Has the ability to provide professional leadership within the delegated area of responsibility
where he/she will be required to supervise staff, oversee collaborative teaching and
planning, the provision of quality programmes of work and the monitoring of children’s
progress, and reporting to parents

Is a competent and enthusiastic classroom teacher

Is always approachable and conveys warmth, interest and kindness to all

Is committed to establishing warm and trusting relationships with students

Demonstrates admiration and respect for parents and caregivers

Has commitment to and understanding of Te Tiriti o Waitangi/Treaty of Waitangi

Demonstrates a commitment to ongoing professional development in religious, academic
and management area
We are looking for a highly motivated, positive team person who enjoys teaching and who is
prepared to maintain and foster co-operative, harmonious working relationships with staff,
children, parents, and the parish community.
29
PERSON SPECIFICATION – ASSISTANT PRINCIPAL
The person we are seeking must be a New Zealand Registered Teacher and hold a current New
Zealand Teacher Council Practicing Certificate.
The successful applicant will be expected to provide leadership in nurturing the Catholic Special
Character in the daily life of the school.
The appointee will be required to work closely with the Principal, Senior Leadership Team, Staff,
Parents and Parish community.
We are seeking a person who:

Is committed to supporting the Mission Statement, School Values and Goals to provide high
quality learning for each child

Has a passion for, and a sound knowledge of, current educational developments and
effective pedagogy, with an ability to inspire a love of learning in others

Has the ability to manage and motivate others to share and bring alive a vision of excellence,
with an optimistic approach

Will be an integral and hands-on part of a team, whilst recognizing the strengths and talents
of others

Has ability to give support in the management of the school.

Has ability to effectively carry out delegated administrative and organizational tasks

Has ability to work as an effective member of the school leadership team

Has the ability to provide professional leadership within the delegated area of responsibility
where he/she will be required to supervise staff, oversee collaborative teaching and planning,
the provision of quality programmes of work and the monitoring of children’s progress, and
reporting to parents

Is a competent and enthusiastic classroom teacher

Is always approachable and conveys warmth, interest and kindness to all

Is committed to establishing warm and trusting relationships with students.

Demonstrates respect for parents and caregivers

Has commitment to, and understanding of, Te Tiriti o Waitangi/Treaty of Waitangi

Demonstrates a commitment to ongoing professional development in religious, academic and
management areas
We are looking for a highly motivated, positive team person who enjoys teaching and who is prepared
to maintain and foster co-operative, harmonious, working relationships with staff, children, parents,
and the parish community.
30
PERSON SPECIFICATION – DIRECTOR OF RELIGIOUS STUDIES
The person we are seeking must be a New Zealand Registered Teacher and hold a current New
Zealand Teacher Council Practicing Certificate. It is also desirable that the person has Leadership
Level Certification, or be prepared to work towards this qualification.
The appointee must be willing and able to take part in religious instruction appropriate to the Special
Character of the school and be able to give guidance and provide effective leadership in religious
instruction and observances throughout the school. This shall be a condition of appointment.
As the Director of Religious Studies the appointee must have a deep appreciation of Catholic faith
and must be prepared to work closely with the principal, Leadership Team, Staff, Parents, Parish
Priest and the Parish community to ensure that this Catholic faith permeates the life of the school.
We are seeking a person who:

Is committed to supporting the Mission Statement, School Values and Goals to provide high
quality learning for each child

Can inspire spirituality and assist the Principal to develop and nurture the school charism

Has the ability to work with, guide, support and supervise the work of teachers across the
school in all matters pertaining to Religious Education

Has the ability to work with the leadership team and all members of the staff towards
achieving the goals of the school

Will be an integral part of the team, whilst recognizing the strengths and talents of others

Has a sound knowledge of the Religious Education Curriculum

Is able to demonstrate effective teaching skills in Religious Education

Is a competent enthusiastic classroom teacher

Has a commitment to, and understanding of, Te Tiriti O Waitangi/Treaty of Waitangi

Has a cultural awareness and acceptance of diversity

Is always approachable and conveys warmth, interest and kindness to all

Demonstrates a commitment to ongoing professional development in religious, academic and
management areas.
We are looking for a highly motivated, positive team person who enjoys teaching and who is prepared
to maintain and foster co-operative, harmonious, working relationships with staff, children, parents,
and the parish community.
31
PERSON SPECIFICATION - TEACHER (tagged)
The person we are seeking must be a New Zealand Registered Teacher and hold a current New
Zealand Teacher Council Practising Certificate.
The appointee will be required to work closely with the principal, Syndicate Leader, the Director of
Religious Studies, Staff, Parents and Parish community.
We are seeking a person who:

Is willing and able to teach Religious Education

Is able to uphold and support the Catholic Special Character of the school

Is committed to supporting the Mission Statement, school values and goals to provide high
quality learning for each child.

Is able to maintain high personal standards of professional conduct

Is able to work co-operatively with the full staff as well as to plan and teach co-operatively
within the senior or junior syndicate

Is a competent, enthusiastic classroom teacher

Has a commitment to, and understanding of, Te Tiriti O Waitangi/Treaty of Waitangi

Has a cultural awareness and acceptance of diversity

Is always approachable and conveys warmth, interest and kindness to all

Is committed to establishing warm and trusting relationships across the school and Parish
community

Demonstrates a commitment to on-going professional development in religious, academic
and management areas.
We are looking for a highly motivated, positive team person who enjoys teaching and who is
prepared to maintain and foster co-operative, harmonious working relationships with staff, children,
parents, and the parish community.
32
PERSON SPECIFICATION – TEACHER (untagged)
The person we are seeking must be a New Zealand Registered Teacher and hold a current New
Zealand Teacher Council Practising Certificate.
The appointee will be required to work closely with the Principal, Syndicate Leader, the Director of
Religious Studies, Staff, Parents and Parish community.
We are seeking a person who:

Is able to uphold and support the Special Character of the school

Is committed to supporting the Mission Statement, Values and Goals to provide high quality
learning for each child

Is able to maintain high personal standards of professional conduct

Is able to work co-operatively with the full staff as well as to plan and teach co-operatively
within the senior or junior syndicate

Is a competent, enthusiastic classroom teacher

Has a commitment to, and understanding of, Te Tiriti O Waitangi/Treaty of Waitangi

Has a cultural awareness and acceptance of diversity

Is always approachable and conveys warmth, interest and kindness to all

Is committed to establishing warm and trusting relationships across the school and Parish
community

Demonstrates a commitment to ongoing professional development in religious, academic
and management areas
We are looking for a highly motivated, positive team person who enjoys teaching and who is
prepared to maintain and foster co-operative, harmonious, working relationships with staff, children,
parents, and the parish community.
33
JOB DESCRIPTION – DEPUTY PRINCIPAL / ASSISTANT PRINCIPAL
Name:
Job Title:
Deputy Principal/Assistant Principal
Terms of Employment:
As per Primary Teachers’ (including Deputy and Assistant
Principals and other Unit Holders)
Collective Agreement
Responsible to:
Principal
Functional Relationship with:
Principal
Senior Leadership Team
Staff, Parents and Pupils
Parish Community
All School Agencies
Directly Supervising:
Staff members in Junior or Senior School Syndicate
Primary Objectives:

To work in a full staff team, maintain Catholic Special Character, school tone and policies
and foster harmonious relationships across the school

To develop strong working relationships within the school and parish community

To meet the appropriate level of Professional Standards for Primary School Teachers
including Deputy / Assistant Principals

To provide professional leadership with direct responsibility for staff in the Junior or Senior
School Syndicate

To monitor and appraise teacher performance in the Junior or Senior Syndicate

To contribute to the senior leadership team and support the Principal in leadership,
administration, data collection and analysis and curriculum development across the school
Key Tasks:

Share responsibility with the Principal for upholding the Catholic Special Character of the
school

Share responsibility with the Principal in working together to implement and maintain the
school tone and discipline

Assist with School administration, in particular:
 Organisation and supervision of whole school assemblies
 Organisation and supervision of playground duty and playground environment
 Arrange for the day-to-day relieving teachers
34
 Maintain and promote an active sport and EOTC programme within the school
 Liaise with Parent Co-ordinators for school activities and programmes

Supervise and co-ordinate the Junior or Senior Syndicate:
 through the school performance management system, motivate, monitor and
encourage staff to improve the quality of teaching and learning, delegating
responsibilities when appropriate
 ensure that the programmes of work are consistent with the school’s Charter,
school policy and strategic planning, and reflect the Catholic Special Character
and the school’s commitment to effective teaching and learning
 ensure satisfactory/adequate resources are available and accessible to staff
 organize syndicate meetings as necessary to foster collaborative teaching so
that teachers share in planning, evaluation, responsibilities, resources,
environment care, use of space, and issues arising
 oversee planning so that it reflects school policy
 ensure that assessment and evaluation policy is implemented and that there is
quick and accurate access to children’s progress
 ensure that there are effective programmes for CWSN and CWSA

Accept curriculum responsibilities as delegated and described in the School Plan each year

Assist the Principal with curriculum review and reporting, and link programmes of work
across the school

Act as resource teacher for specific curriculum areas; (To be negotiated)

Provide a model for teachers:
 demonstrate enthusiasm and consistency
 demonstrate current knowledge of curriculum and approaches to delivery
 demonstrate sound management and teaching skills
 continue to develop in professional competence
Signed:
___________________
Principal:
___________________
Date:
___________________
Signed:
___________________
Deputy Principal: _________________
Date:
___________________
35
JOB DESCRIPTION – DIRECTOR OF RELIGIOUS STUDIES
Name:
Job Title:
Director of Religious Studies
Terms of Employment:
As per Primary Teachers’ (including Deputy and
Assistant Principals and other Unit Holders)
Collective Agreement
Responsible to:
Principal
Functional Relationship with:
Principal
Senior Leadership Team
Parish Priest
Staff, Parents and Students
Parish Community
All School Agencies
Directly Supervising:
Staff members across the school
Primary Objectives:

To work in a full staff team, maintain Catholic Special Character, school tone and policies
and foster harmonious relationships across the school

To develop strong working relationships within the school and parish community

To meet the requirements of the appropriate level of Professional Standards for Primary
School Teachers and Unit Holders

To carry out the duties of Director of Religious Studies
Key Tasks

Share responsibility with the Principal for upholding the Catholic Special Character of the
school

Seek opportunities to develop and nourish personal spirituality of self and staff

To direct implementation and delivery of the Religious Education Curriculum across the
school

To ensure that teachers are given opportunities for appropriate support and in service to
meet their needs for the delivery of the Religious Education Curriculum

To develop with the Principal all Special Character matters:
 building staff growth in faith and morale through prayer and reflection
 ensuring that programmes are taught and time allocations are according to
school policy
36
 leading staff in planning liturgical celebrations in the school, such as school and
class Masses
 arranging staff meetings in order to study Religious Education, current
developments, methods of teaching and evaluation of outcomes
 assisting teachers new to Catholic Schools and teachers of other faiths
 attending to resources and familiarizing staff with these
 familiarizing parents with programmes and planning ongoing formation
 working with the Principal in conducting the annual Catholic Special Character
Review

To be an effective classroom teacher:
 demonstrate efficient classroom organization and management skills
 design, develop and maintain educational programmes which are based on
Catholic Special Character requirements, the School Curriculum Plans and
current MOE Curriculum Statements that meet the needs of the children
 demonstrate effective planning, preparation and assessment and the ability to
maintain essential records.

To meet the requirements of the appropriate level of Professional Standards for Primary
School Teachers:
Professional Knowledge
 curriculum
 Treaty of Waitangi
 learning and assessment theory
Teaching Techniques
 planning and preparation
 teaching and learning strategies
 assessment / reporting
 use of resources and technology
Motivation of Students
 student engagement in learning
 expectations that value and promote learning
Classroom Management
 student behaviour
 physical environment
 respect and understanding
Communication
 students
 colleagues
 families / whanau
Support for and co-operation with colleagues
 professional relationships
 collegial support and assistance
Contribution to wider school activities
 participation
 contribution
37

To accept and carry our curriculum responsibilities and delegations as described in the
School Plan

To continue to develop in professional competencies as determined through the Appraisal
process.
Signed:
_______________
Principal:
_______________
Date:
_______________
Signed:
_______________
Director of Religious Studies:
_______________
Date:
_______________
38
JOB DESCRIPTION – SCALE A TEACHER
Name:
Job Title:
Teacher
Terms of Employment:
As per Primary Teachers’ (including Deputy and
Assistant Principals’ and other Unit Holders) Collective
Agreement
Responsible to:
Principal
Syndicate Leader
Functional Relationships with:
Director of Religious Studies
Senior Management Team
Staff, Parents, Pupils and Parish community
All School Agencies
Primary Objectives:
 To work in a full staff team, maintain Catholic Special Character, school tone and policies
and foster harmonious relationships across the school
 To assist the Principal with curriculum development across the school
Key Tasks:

To be an effective classroom teacher:
 demonstrate efficient classroom organization and management skills
 design, develop and maintain educational programmes which are based on
Special Character requirements, the School Curriculum Plans and current MOE
Curriculum Statements and that meet the needs of the children
 demonstrate effective planning, preparation and assessment and the ability to
maintain essential records.
 To meet the requirements of the appropriate level of Professional Standards for
Primary School Teachers:
Professional knowledge
 curriculum
 Treaty of Waitangi
 Learning and assessment theory
Teaching techniques
 planning and preparation
 teaching and learning strategies
 assessment/reporting
 use of resources and technology
Motivation of students
 student engagement in learning
 expectations that value and promote learning
39
Classroom management
 student behaviour
 physical environment
 respect and understanding
Communication
 students
 colleagues
 families/whanau
Support for and co-operation with colleagues
 professional relationships
 collegial support and assistance
Contribution to wider school activities
 participation
 contribution

To accept and carry out curriculum responsibilities and delegations as described in the
School Plan

To continue to develop in professional competence as determined through the Appraisal
process.
Signed:
_________________
Principal:
_________________
Date:
_________________
40
APPLICATION FORM
Mr

Mrs

Ms

Miss
Surname/Family Name

or other preferred title _________
First Names in Full
Full Postal Address
Contacts:
Private
Business
Mobile
Email:
Best time to contact you:
Teacher Registration
Number:
Expiry date:
Are you a New Zealand citizen?
Yes

No

If not do you have permanent residence status?
Yes

No

A current work permit?
Yes

No

In terms of a criminal conviction the criminal records (Clean Slate) Act 2004 provides certain
convictions do not have to be disclosed providing:
 You have not committed any offence within 7 (consecutive) years of being sentenced for the



offence and
You did not serve a custodial sentence at any time (this would exclude serious offences such as
murder, manslaughter, rape and causing bodily harm) and
The offence was not a specified offence (specified offences are in the main sexual in nature)
and
You have paid any fines or costs
41
Have you ever had a criminal conviction?
Yes

Yes

No

Yes

No

No

If ‘Yes’, please detail
Are you waiting sentencing / currently have charges pending?
If ‘Yes’, please state the nature of the conviction/cases pending
In addition to other information provided are there any other
factors we should know to assess your suitability and ability to
do the job?
If ‘Yes’, please elaborate:
Have you had any injury or medical condition caused by gradual
Yes
process, disease or infection, such as occupational overuse syndrome,
stress or repetitive strain injuries, which the tasks of this job may
aggravate or contribute to:

No

If ‘Yes’, please detail:
Education Qualifications:
Please state your tertiary qualifications
Please state any other qualifications that relate to the position
Employment History
Please outline your last three employment positions, beginning with current or latest employment.
Period Worked
Employer’s Name
and Contact details
Position held and
Key Responsibilities
Reason for leaving
42
Referees
Please provide the names of three people who could act as referees for you. At least two should
be able to attest to your work performance and be able to comment on the dimensions and
qualities identified in the person specification
Contacts:
Relationship
(e.g. employee)
Name
Home,
work,
Address
mobile, email
43
Privacy Act 1993
This application is submitted on the understanding that any information provided is for the use of the employer and their
authorized representatives who may, at any time, have access to this information. I agree to the Appointment Panel (or
its agents) approaching my referees for information or to seek clarification about my capabilities in relation to this
Application. Should the Panel wish to make enquiries of any present or past employers, other than those listed as
referees, I give my approval.
Applicant’s Signature: _________________
Date: _____________
Declaration
I certify that I am registered as a New Zealand teacher. I give my permission for the Appointment Panel to access my
file held by the Teacher’s Council. I solemnly and sincerely declare that to the best of my knowledge and belief the
information I have given in this Application and in my CV is correct. I understand that if I have supplied misleading or
incorrect information, or have omitted any important information, I may be disqualified from appointment, or if appointed,
may be liable to be dismissed.
Applicant’s Signature: _______________
Date: ______________
44
Sample 1
REFEREE REPORT
APPLICANT:___________________________________________________________________
(First Name/s)
(Surname)
POSITITION APPLIED FOR:_______________________________________________________
Thank you for agreeing to be a referee for this appointment. The time you take completing this form
is appreciated, and your comments will be an important factor in the appointment process.
This is a confidential document. Its contents will be disclosed only to the members of the Board of
Trustees and those assisting with the appointments process. Under the terms of the Privacy Act such
material is deemed to be evaluative and, as such, cannot be disclosed under the Public Information
Act. At the conclusion of the appointments process the report will be destroyed and not held for future
appointments or staff records.
To be completed only by a referee who is able to comment in a professional capacity on the
applicant’s professional competence and potential.
REFEREE DETAILS:
Name: ________________________Your Current Job Title:
Place of work:
Phone:
(work)
(mob)
(home)
Email:
(Please circle one of the following choices)
Would you be willing to have your report followed up by telephone?
Which is your preferred choice for that contact?
Yes/No
Work/Home/Mobile
How long and under what circumstances have you known the applicant?
_______________________________________________________________________
Signed: __________________
Date: ________________
Please return this completed report in the enclosed envelope by no later than
________________________.
45
Please comment on the following aspects as they relate to the applicant’s suitability for the position
indicated above.
Personal Professional Qualities:
Ability to work as a team member:
Class atmosphere, Management and Teaching skills:
Planning, Preparation, Record-Keeping, Assessment and Evaluation:
Ability to meet individual needs of children:
Curriculum Strengths:
Ability to give professional support and guidance to other teachers:
Relationships with children:
Ability to earn and retain the respect of colleagues:
46
Relationship with Parents and Community:
Capacity for Leadership:
Ability to develop areas of responsibility:
Ability to contribute to the corporate life of the school:
General Comments: (Please add extra sheet if you wish to make extended comments)
1. What are the strengths of the applicant? Are there any exceptional things you would like to
comment on about this person?
2. What are the applicant’s weaknesses?
3. Summary:
Were you in our place, would you appoint the applicant to the position?
Please circle the appropriate response
No
Probably Not
Possibly
Yes, but with some
reservations
(Please explain below)
Yes, without
reservation
Your assistance in completing this Report is greatly appreciated. Thank you.
47
Sample 2
REFEREE REPORT
APPLICANT:____________________________________________________________________
(First Name/s)
(Surname)
POSITION APPLIED FOR:_________________________________________________________
Thank you for agreeing to be a referee for this appointment. The time you take completing this form
is appreciated, and your comments will be an important factor in the appointment process.
This is a confidential document. Its contents will be disclosed only to the members of the Board of
Trustees and those assisting with the appointments process. Under the terms of the Privacy Act such
material is deemed to be evaluative and, as such, cannot be disclosed under the Public Information
Act. At the conclusion of the appointments process the report will be destroyed and not held for future
appointments or staff records.
To be completed only by a referee who is able to comment in a professional capacity on the
applicant’s professional competence and potential.
REFEREE DETAILS:
Name: ________________________Your Current Job Title:
Place of work:
Phone:
(work)
(mob)
(home)
Email:
(Please circle one of the following choices)
Would you be willing to have your report followed up by telephone?
Which is your preferred choice for that contact?
Yes/No
Work/Home/Mobile
How long and under what circumstances have you known the applicant?
_______________________________________________________________________
Signed: ___________________
Date: ___________________
Please return this completed report in the enclosed envelope by no later than
________________________.
48
Please use the following abbreviations to rate the applicant’s suitability for the position indicated
above.
NA
Not applicable, not observed or no comment
VA
Very Acceptable. Fully meets the required standard and often exceeds the
Normal expectations for his/her position
A
Acceptable. Meets the expected standard
BA
Barely Acceptable. Just meets the minimum expectations and shows
occasionally a minor deficiency or lack of experience which can be corrected.
U
Unacceptable. Not up to the standard expected.
Rating
Personal professional qualities
Ability to maintain personal standards of professional conduct
Willingness and ability to keep up to date with professional developments
Ability to earn and retain the respect of colleagues
Ability to work as a team member
Planning, preparation, assessment and evaluation
Teaching ability
Class atmosphere and management
Ability to earn and retain the respect of pupils
Ability to meet individual needs of children
Ability to develop areas of responsibility
Capacity for leadership
Ability to give professional support and guidance to other teachers
Ability to contribute to the corporate life of the school
Relationship with parents and community
Ability in the administration and management of resources
Physical and emotional fitness for the position
49
General Comments:
Would you please comment on the applicant’s potential and assess his/her ability to cope with the
professional responsibilities of the position applied for, emphasizing both strengths and weaknesses.
(Please feel free to attach additional sheets if required)
Summary:
Were you in our place, would you appoint the applicant to the position?
(Please circle the appropriate response)
No
Probably Not
Possibly
Yes, but with some
reservations
(Please explain below)
Yes, without
reservation
Thank you once again for your assistance.
50
Sample 3
REFEREE REPORT
APPLICANT:____________________________________________________________________
(First Name/s)
(Surname)
POSITION APPLIED FOR:_________________________________________________________
Thank you for agreeing to be a referee for this appointment. The time you take completing this form
is appreciated, and your comments will be an important factor in the appointment process.
This is a confidential document. Its contents will be disclosed only to the members of the Board of
Trustees and those assisting with the appointments process. Under the terms of the Privacy Act such
material is deemed to be evaluative and, as such, cannot be disclosed under the Public Information
Act. At the conclusion of the appointments process the report will be destroyed and not held for future
appointments or staff records.
To be completed only by a referee who is able to comment in a professional capacity on the
applicant’s professional competence and potential.
REFEREE DETAILS:
Name: ________________________Your Current Job Title:
Place of work:
Phone:
(work)
(mob)
(home)
Email:
(Please circle one of the following choices)
Would you be willing to have your report followed up by telephone?
Which is your preferred choice for that contact?
Yes/No
Work/Home/Mobile
How long and under what circumstances have you known the applicant?
_______________________________________________________________________
Signed: __________________
Date: ________________
Please return this completed report in the enclosed envelope by no later than
________________________.
51
This report asks that you respond to a series of statements that relate to the position indicated above.
Please score the capability or knowledge of the applicant in the following areas in terms of that
person’s current role requirements, or in terms of your professional knowledge of the applicant.
1 = Strongly Agree
4 = Strongly Disagree
2 = Agree
5 = Do Not Know
3 = Somewhat Disagree
CATHOLIC SPECIAL CHARACTER:
Has clear understanding of the purpose and role of a Catholic School
Committed to own ongoing faith and spiritual development
Knowledge of Catholic faith and Religious Education Curriculum
Role models Gospel values
Has a sense of social justice
Comment on a recent example that demonstrates the applicant’s ability to support
Catholic Special Character.
TEACHING and LEARNING:
Meets individual needs of children
Focuses on student learning and achievement
Has up to date knowledge of assessment of learning
Is an enthusiastic and successful teacher
Has sound curriculum development skills and experience
Positive class atmosphere and management
Committed to on-going learning
Willing to seek feedback and advice
Comment on a recent example that demonstrates the applicant’s ability to enhance
student achievement.
52
COMMUNICATION and RELATIONSHIP MANAGEMENT
Earns and retains the respect of staff, students and community
Seeks ways to involve parents as partners
Warm relationship with children
Skillfully negotiates and resolves conflict constructively
Is inclusive, culturally aware and values diversity
Understands and is committed to the Treaty of Waitangi
Communicates clearly and convincingly
Is a good listener
Comment on the ability and willingness of the applicant to share information, ideas or
strategies with others
PERSONAL QUALITIES:
Shows empathy and compassion
Is approachable and warm
Is diligent and responsible
Demonstrates integrity
Is motivated and energetic
Is thoughtful and self reflective
Has a sense of humour
Recognises own strengths and weaknesses
Deals effectively with pressure
Additional Comments:
Summary:
Were you in our place, would you appoint the applicant to the position?
(Please circle the appropriate response)
No
Probably Not
Possibly
Yes – but with some
reservation
(please explain below)
Yes – without
reservation
Thank you once again for your assistance.
53
ASSESSMENT FORM FOR SHORTLISTING
Name of Applicant:
________________________________________
Name of Assessor:
________________________________________
Comments
Yes
No
Not
demonstrated
A New Zealand registered teacher
Classroom / Leadership Level Certification or at least the proven intent
to gain this qualification (Section 65 tag)
Understanding of and commitment to Catholic Special Character
Willingness and ability to teach Religious Education
(Section 65 tag)
Commitment to on-going professional development
Ability to maintain personal standards of professional conduct
Ability to work as a team member
Capacity for leadership
Ability to develop areas of responsibility
Ability to give professional support and guidance to other teachers
Sound Curriculum knowledge
Teaching ability and special skills
Positive class atmosphere and management
Successful planning, preparation, monitoring, assessment and
evaluation
Warm relationships with children
Ability to meet individual needs of children
Ability to contribute to the corporate life of the school
Relationship with parents and the community
Commitment to and understanding of the Treaty of Waitangi
Cultural awareness and acceptance of diversity
Recommendation:
 Interview
 Interview dependent upon further information
 Do not interview
54
APPOINTMENT ASSESSMENT FORM
Deputy Principal / Assistant Principal
Name of Applicant:
_______________________________
Name of Assessor:
_______________________________
Not Demonstrated = ND
Partially Demonstrated = PD
Dimension
*
Demonstrated = D
Application
Documents
References
Strongly Demonstrated = SD
Interview
Notes
Catholic Special Character
Demonstrates an understanding of Catholic
Special Character and the school charism
Appreciation and understanding of the school’s
vision as described in the Charter
Ability to implement and maintain programmes
and activities that reflect the Catholic Special
Character of the school
Is committed to the pastoral care of staff, students
and families
Recognition of the important relationship between
school and Parish and the ability to forge strong
links with the Parish Community
Personal and Professional Qualities
Sound knowledge and successful application of
current educational developments
Ability to inspire a love of learning in others
Approachable and conveys warmth, interest and
kindness to all
Understands and is committed to Te Tiriti o
Waitangi
Upholds the integrity and reputation of the school
Has energy, enthusiasm, and a sense of humour
On-going learner
*This form could be adapted for a DRS or teacher position
55
Leadership and Management Skills
Ability to manage and motivate others to share
and bring alive the school vision for excellence,
to provide high quality learning for each child
Ability to provide professional leadership,
guidance and support
Integral and hands on part of a team
Ability to work with the senior management team
to set systems and procedures in place
Recognises the strengths and talents of others
Ability to manage staff performance using clearly
articulated goals and objectives
Ability to organise and structure roles and tasks
Rational and balanced decision making
Time and priority management
Stress management
Ability to handle and resolve conflict
constructively
Ability to establish and maintain systems that
promote high standards of discipline
Teaching, Learning and Assessment
Commitment to on-going professional
development in religious, academic and
management areas
A proven effective classroom teacher
Has a central focus on the learner and
achievement
Awareness of and sympathetic attitude
towards individual learner needs
Innovative approach to the Curriculum
demonstrating skills and experience in:




Development
Implementation
Ongoing review
Reporting and recording
56
Community
Recognises and respects the role of parents and
caregivers in decision-making and the
development of the school
Ability to build and maintain mutually respectful
relationships in the school and the community
through clear and effective communication
Work Experience and Qualifications
New Zealand registered teacher
Current Teacher Council Practising Certificate
Classroom / Leadership Level Certification or
willingness to obtain
Extensive understanding of New Zealand
Curriculum and pedagogy
Appropriate educational qualifications
Notes/Comments:
Recommendation:
Part A
Interview
Interview dependent upon further information
Do not interview



Part B
Offer of the position
Do not offer the position


57
SELECTION SHEET
Assessment Key 1 – 5
Applicant’s Name:
______________________
Position:
______________________
Qualifications: ____________________________
Criteria for Appointment
Comments from
Curriculum Vitae
References
Comments from Interview
Do not interview
 Offer the position 
Assessment
Understanding of and commitment to
Catholic Character
Personal Professional Qualities
Capacity for Leadership
Curriculum Knowledge
Teaching Ability and Special Skills
Class Atmosphere and Management
Planning, Preparation, Monitoring,
Assessment and Evaluation
Relationship with Children
Relationship with Colleagues
Relationship with Parents and Community
General Comments
Recommendation:
 Interview

Interview dependent upon further investigation

Do not offer the position
58
NOTIFICATION OF APPOINTMENT
School:
____________________________________
Position:
____________________________________
Tagged:
Basic:
Permanent:
Fixed Term:
Person Appointed: ________________________Catholic
Non-Catholic
Form of Address:
Mrs
Mr
Miss
Ms
Teaching Service:
BT
Y2
Fully Registered
Teacher Registration No. ___________________________
Commencing Date:
__________________________________
Class Level/ Role
__________________________________
Previous Position/School: __________________________________
Teacher being Replaced:
________________________________
Retired/On Leave/ New school ___________________________
Please return this form to the Catholic Schools’ Office as soon as the appointment has been confirmed.
Private Bag 47 904, Ponsonby, Auckland 1144
Phone: (09) 360 3091 – Michelle Jarvis, 360 3082 – Colleen Gleeson or
(09) 360 3083 – Ann Kelly
Email:[email protected].
SAMPLE APPOINTMENT POLICY
Rationale
The Board of Trustees is the legal employer of teaching and support staff and so will be
responsible for staffing matters.
It is important that the most suitable and best qualified staff are appointed to fill vacancies in
the school. A fair, reasonable and consistent process should be applied for appointing staff
who will uphold the Catholic Special Character and academic standards of the school.
Purpose
To appoint applicants to positions according to the school’s Integration Agreement and
identified school needs.
Guidelines
1. Procedures for appointing the Principal will involve consultation and involvement of
the full Board.
2. When appointing a Principal the incumbent Principal will be replaced on the
Appointments Committee by an Advisor with appropriate expertise. Advice will be
sought from the Catholic Schools’ Office.
3. The Board will approve the appointment of all teaching staff and support staff on the
recommendation of the Principal and the Appointment Committee.
4. The Appointment Committee should consist of at least the Principal, one Proprietor’s
Representative and one elected representative.
5. The Appointment Committee, at its discretion, may invite another person with specific
expertise to participate in any interview in a consultative capacity.
6. It is the policy of the Board that every Appointment Committee will represent an
appropriate gender and ethnic balance, if possible.
7. All applications are confidential to the members of the Appointment Committee.
8. All referees’ reports are confidential to the Appointment Committee and will be
destroyed or returned to the referee on request when the position is filled.
9. No person involved in making an appointment should act as a referee for an applicant.
10. Only New Zealand registered teachers will be considered for teaching positions.
11. Appointment procedures will fulfil the requirements of relevant Collective Employment
Contracts, the Integration Agreement, the Catholic Schools’ Office Guidelines for
Appointments, the Charter and E.E.O.
Appointment Procedure
1. The Principal will advise the Board of any vacancies.
2. All vacancies will be advertised in one or more appropriate publications, e.g. The
Education Gazette, The Education Weekly, the Sunday Star Times.
3. Person Specification and Job Description will be prepared for each vacancy, and
these will be sent to applicants with the ‘S’ Form for tagged positions required by
the Catholic School’s Office.
4. To comply with the Privacy Act 1993 at all times, the application form will include a
release by the applicant, so that claims may be verified and additional information
sought.
5. When applications close the Appointment Committee will read all Curricula Vitae.
Shortlisting may then occur.
6. ‘S’ Forms of shortlisted applicants will be sent to the Catholic Schools’ Office.
7. The Appointment Committee will contact referees and record information to be
presented at the Appointment Committee meeting.
8. Applicants to be interviewed will be notified.
9. Questions pertinent to the appointment criteria will be prepared beforehand.
10. Applicants will be hospitably received and encouraged to feel at ease.
11. Interviews, where possible, will take place on the same day and will be of
approximately equal length and all applicants will be asked similar questions. The
members of the Appointment Committee will individually evaluate each applicant.
12. Proceedings should be minuted and a report written covering criteria for
appointment, the shortlisted applicants, and the recommended appointment.
13. The Appointment Committee is empowered to offer positions to successful
applicants, to be formally approved by the Board of Trustees.
14. The successful applicant will be informed as soon as a decision has been made.
15. The successful applicant must notify the Board within 48 hours of acceptance/nonacceptance. Written confirmation will then be forwarded using the NZCEO
Template Letter of Offer of Appointment.
16. Unsuccessful applicants will be advised in writing as soon as acceptance has
been received. Curriculum Vitae’s will be returned.
17. Notification of appointment will be sent to the Catholic Schools’ Office and to the
Salary Service Centre.
Reviewed____________________________________
THE CHARACTER OF A CATHOLIC SCHOOL
EXPECTATIONS FOR STAFF EMPLOYED IN A CATHOLIC SCHOOL
(Green paper)
1.0
This statement is to be read in association with the School Charter, a copy of which is available
from the school.
2.0
The Catholic Church has developed an international network of schools because it believes the
Church has a pivotal single intention: “that God’s kingdom may come, and that the salvation of
the whole human race may come to pass.” (Gaudium et Spes, 45a: Second Vatican Council.)
3.0
The Special Character of a Catholic school is defined in the school’s Integration Agreement as
follows:
‘The school is a Roman Catholic School in which the whole school community, through the
general school programme and in its religious instructions and observances, exercises the right
to live and teach the values of Jesus Christ. These values are as expressed in the Scriptures
and in the practices, worship and doctrine of the Roman Catholic Church, as determined from
time to time by the Roman Catholic Bishop of the Diocese.’
3.1
In schools owned by a Religious Institute the Integration Agreement also defines the
particular charism to be upheld.
4.0
A person applying for a position in a Catholic school needs to understand the commitment this
involves.
4.1
All staff, whether Catholic or not, are part of the whole school community. Each staff
member is therefore expected to use his or her specific strengths and skills to support the
mission of the school.
4.2
A Catholic school shares the mission of the Church by developing students with
knowledge, faith and values, all of which are in harmony.
4.3
The curriculum and specific subjects are taught for their own value and with their own
objectives. Seeking truth, wherever it is found, is fundamental to a Catholic school.
4.4
The Religious Education programme is an integral part of the curriculum. The principles,
truths and ethics of this programme permeate the whole life of the school.
The students are taught that:




God is creator
Jesus Christ is God-made-man
Humankind’s ultimate goal is heaven
Authority to teach and interpret God’s revelation was entrusted to the Church by
Christ, and is exercised by the Pope and Bishops.
4.5
The school as a whole subscribes to the Apostles’ Creed which is the oldest of the
formulas used by the Christians to express their faith. It accepts the two-fold
commandment of Christ, love of God and neighbour and the other values expressed by
Christ as norms for living. The focal point of the whole school is Christ.
5.0
No staff member will be required to act against their own conscience or personal
philosophy of life. Such a requirement would not be in keeping with Catholicism and is
contrary to the aims of the school.
6.0
However, in accepting a position in a Catholic school it is assumed that staff members
realize that:






7.0
Staff work as a team. Therefore all staff are expected to contribute, according to
their individual strengths and within their personal convictions, to the total purpose
of the school. No school can operate successfully if any staff member undermines
the positive efforts of others.
Staff are expected to support, uphold and be actively involved in the total life of the
school and its special character irrespective of their personal beliefs.
Staff are role models for students, colleagues, parents/caregivers in living the
mission and values of the school.
Staff who do not profess Catholicism are expected to promote the Catholic
Character of the school, and to refrain from doing or saying anything that would be
antithetical to the school’s Catholic Character.
Staff are expected to abide by the Code of Ethics for Staff and Boards of New
Zealand Catholic Schools.
In schools owned by a Religious Institute staff are also expected to uphold the
defined charism.
New staff will find others who are willing to assist them in gaining a fuller understanding of
the school and its Catholic Character, and in solving any difficulties that may arise in the
course of their work. In addition the following resources will be helpful.










We Live and Teach Christ Jesus: NZ Catechetical Directory (NZ Catholic Bishops
Conference, 1974)
The Catholic School (Congregation for Catholic Education, 1977
Lay Catholics in Schools: Witnesses to Faith (Congregation for Catholic
Education, 1982)
The Church’s Confession of Faith: A Catholic Catechism for Adults (German
Bishops’ Conference St Ignatius Press, 1987, San Francisco)
The Religious Dimension of Education in a Catholic School (Congregation for
Catholic Education, 1988).
Religious Education in the Catholic Secondary School, Syllabus Document
(NCRS, 1991)
Catechism of the Catholic Church (June 1994)
Religious Education Programme Curriculum Statement for Catholic Primary
Schools in Aotearoa New Zealand (NCRS, 1996)
The Catholic School on the Threshold of the Third Millennium (Congregation for
Catholic education, July 1998)
The Declaration (New Zealand Council of Proprietors of Catholic Integrated
Schools, 1997, revised 2007)
I agree to uphold the expectations outlined in this document.
---------------------------------- Staff Member
----------------------------------- Principal
----------------------------------- Date