Partnerships and networks: Strengthen communication and relationships to enhance student learning Work with the Board to facilitate strategic Te Tiriti o Waitangi partnership: participating with learners and Wānanga: decision making. Demonstrate commitment to tangata communities in robust dialogue for the benefit whenuatanga and Tiriti o Waitangi partnership of Māori learners’ achievement. Actively foster relationships with the in Aotearoa New Zealand. school’s community and local iwi. Whanaungatanga: actively engaging in Professional learning: Use inquiry, respectful working relationships with Māori Actively foster professional relationships with, collaborative problem-solving and professional learners, parents and and whānau, hapū, iwi and between colleagues, and with government learning to improve professional capability to the community. Māori agencies and others with expertise in the wider impact on the learning and achievement of all education community. learners. Manaakitanga: showing integrity, sincerity and respect towards beliefs, language and Māori Interact regularly with parents and the school Professional relationships: Establish and culture. community on student progress and other maintain professional relationships and school-related matters. behaviours focused on the learning and Tangata Whenuatanga: affirming Māori wellbeing of each learner. learners as for Māori. Providing contexts Actively foster relationships with other schools learning where the language, identity and and participate in appropriate school networks. Learning-focused culture: Develop a culture culture of learners and their is Māori whānau that is focused on learning and is affirmed. characterised by respect, inclusion, empathy, collaboration and safety. Ako: taking responsibility for their own learning and that of learners. Māori Appendix 2: Career structure criteria Meets the requirements of Part 4 of the Primary Principals’ Collective Agreement. Student Outcomes: Assessment and evaluation data is used to maximise student learning for all students and trend data shows continuing growth in student Key learning. Components School policies are in place and are regularly reviewed. Resources are aligned to strategic goals. School Management: Community and Networks: Trust is built between home and school to positively influence student learning and engagement.
Partnerships and networks: Strengthen communication and relationships to enhance student learning Work with the Board to facilitate strategic decision making. Actively foster relationships with the school’s community and local iwi. Actively foster professional relationships with, and between colleagues, and with government agencies and others with expertise in the wider education community. Interact regularly with parents and the school community on student progress and other school-related matters. Actively foster relationships with other schools and participate in appropriate school networks. Te Tiriti o Waitangi partnership: Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand. Professional learning: Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners. Professional relationships: Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner. Learning-focused culture: Develop a culture that is focused on learning and is characterised by respect, inclusion, empathy, collaboration and safety. Wānanga: participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement. Whanaungatanga: actively engaging in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori community. Manaakitanga: showing integrity, sincerity and respect towards Māori beliefs, language and culture. Tangata Whenuatanga: affirming Māori learners as Māori. Providing contexts for learning where the language, identity and culture of Māori learners and their whānau is affirmed. Ako: taking responsibility for their own learning and that of Māori learners. Appendix 2: Career structure criteria Key Components Meets the requirements of Part 4 of the Primary Principals’ Collective Agreement. Student Outcomes: Assessment and evaluation data is used to maximise student learning for all students and trend data shows continuing growth in student learning. School Management: School policies are in place and are regularly reviewed. Resources are aligned to strategic goals. Community and Networks: Trust is built between home and school to positively influence student learning and engagement.
guide-for-ppa-26418.docx