- Last Updated: 01 September 2017
The New Zealand Secondary Principals' Council (NZSPC) represents secondary and area school principals who are members of PPTA.
The independent voice of NZSPC reflects the unique role principals play in the education system - a voice that is often sought by educational bodies, policy makers and the media.
NZSPC also negotiates the Secondary Principals' Collective Agreement with the Ministry of Education on behalf of principal members. A PPTA advisory officer acts as advocate in conjunction with Council members on the negotiating team.
- Last Updated: 05 July 2018
The Principals' career and appraisal toolkit provides guidance from the New Zealand Secondary Principals' Council (NZSPC) regarding the new career structure and appraisal process included in Part 4 of the Secondary Principals’ Collective Agreement (SPCA).
SPCA 2016 Part Four: Professional Leadership and Annual Performance Review
- performance agreements (SPCA, 4.1)
- performance reviews (SPCA, 4.2)
- SPCA 2016 Professional Standards for Principals
From July 2011 a principal's career development will be described in three phases, as defined by service and professional ciriteria in the collective agreement (4.4b):
SPCA 2016 4.4: Secondary principals' career structure
- initial principalship
- experienced principal
- leading principal
The professional criteria are measured through a principal's performance agreement and review process.
Professional Learning Plan (PLP)
A PLP forms part of the performance agreement. It is a board's responsibility to initiate this, but it is always beneficial for a principal to be an active participant, particularly now that an agreed programme of professional learning and development is included (SPCA 4.1.2b).
The PLP is not about overseeing the learning of others
It is about supporting principals to pursue ongoing, relevant professional learning that informs their own leadership and management of their school.
The PLP should be explicitly linked to the performance agreement
PLP goals (two or three are plenty) in the learning plan should match the goals in the performance agreement.
First time principals will have support from their mentor to shape their PLP
There should be some flexibility in the agreed processes for the PLP and performance agreement to allow for shifts and development of goals - so that they remain useful and relevant, both personally and in terms of developing and leading a school's strategic plan.
Professional learning plan: checklists, examples and templates
These checklists, templates and examples are offered as a guide. Comments, feedback and relevant contributions to the toolkit are welcome:
Sample performance agreement (Appendix B of NZSPC advice to principals regarding performance appraisal
Principal’s Job description – what does it need?
Here’s a few you might like to try on for size…
Job description, example C (An integrated special character school, and this includes a performance agreement with the job description)
Web links for secondary school principals
The First time principals programme also offers exemplars and support in developing PLPs.
- Last Updated: 06 September 2017
Advice, support and representation is provided to principal members of PPTA / NZSPC as part of your membership fee.
This includes support with:
- Personal employment issues
- Personal professional issues
- Personal civil liability for health and safety issues
- Criminal charges/potential charges (including health and safety related).
- Specific management issues
- Professional support in relation to the principal’s role
For more information:
Phone 0800-4SECPC / 0800-473272
- Last Updated: 15 December 2017
A number of schools received an Official Information Act (OIA) request on Friday 24 November from Broadleaf Consulting. PPTA advice to principal (NZSPC) members follows:
Schools are subject to the provisions of the OIA
It is important to note that schools are subject to the provisions of the OIA and therefore need to respond to each of the request
Privacy is of utmost importance when deciding what information to provide
When deciding what information to provide in response to an OIA request it is of utmost importance to consider the privacy of individuals that are the subject of that request.
The PPTA consider that under section 9(2)(a) of the OIA, there is a significant risk that individuals who have been the subject to competence or conduct processes, or were terminated may be able to be identified.
Schools are tight-knit places and are the focal point of our communities, particularly those that have a small number of staff or in rural locations. The sharing of data in these circumstances may mean that information about their employment relationship which the teacher thought would be private would now be shared to an external organisation. This may breach the privacy of that individual.