Principal Appointments

Qualified HR professional delivering a quality service.


My role is to help you to come to an informed decision.

I help you to meet your legal obligations, including completing the required safety checks. I advise you about how to use your appointments policy, how to manage conflicts of interest, how to ensure that cultural requirements are met, and that you prepare well for a smooth and stress-free process.

I do not make the decision for you. I provide you with accurate, reliable and timely information and advice, and you lead and are involved at every step along the way.

Market your school and your leadership requirements using online tools.

Modern technologies streamline your process and deliver optimum results.

The process we use is illustrated below

NOTES FOR BOARD MEMBERS ABOUT THE PROCESS:

  • Set your principal up for success.

No matter the components of your performance review process, the first step is goal setting. The principal should know exactly what you expect of his or her performance. The periodic discussions about performance at your board table need to focus on significant portions of the principal’s job, and refer clearly to your school charter. Without a written agreement and a shared picture of the principal’s goals, success for the principal—and your school—is more difficult to identify.

  • Performance review is an investment in quality
It has two purposes:
(1) to support your principal’s professional growth;
(2) to make your principal accountable for student achievement. It is possible to deliver on both of these goals. (But do not expect perfection. The report will focus on the positive aspects of your principal’s performance first. But it will not neglect the areas that need improvement. A sound performance review makes recommendations based on the feedback received).
  • During preparation and goal setting, you need to make clear how you will evaluate the principal’s performance.

EducationPlus can help you and your principal set goals that are measurable.

For example:

VAGUE

“Improve student achievement in maths”

All students display the school’s values

Increase take-up of new technologies

SPECIFIC, MEASURABLE, ACHIEVABLE, RELEVANT, TIME-BOUND

“Improve achievement in Maths for Maori and Pasifika students at Years 9 and 10 by the end of 2015, as measured by an upward trend in the statistics for these students”.

Reduce the incidents of bullying in the school, as measured by referrals to the Dean/DPs/Counsellor/Principal

All reports will be available to parents through an online portal by the end of 2015. The principal will prepare and implement a plan to introduce the use of BYOD for all Year 9 students by the end of 2015.

  • Work alongside your principal.

The principal has a role in the evaluation process. Your principal will be gathering a portfolio of evidence (that will include the principals’ reports to the board) that shows that she/he is meeting quality criteria (so you can attest that the principal is meeting the Registered Teacher Criteria; and meeting obligations under their employment agreement.) This is not a test, but collaboration on quality.

  • No surprises.

The principal should not be surprised at the end of the performance review time period. This is why regular monitoring of performance is so important. It also helps to build up a relationship of trust between the principal, the board, and the appraiser, and for quality feedback to be heard and acted upon.

  • Avoid the horns and halo effect.

Recent events colour your judgment of an employee’s performance. Positive occurrences such as completed projects, and negative occurrences such as a crisis involving a single student, can cloud performance over the entire period of time that the performance review covers. Regular monitoring allows you to build up a better picture of your principal’s strengths and professional development needs.

  • Solicit feedback from people who have worked closely with the principal.

360° feedback may include the senior management team, administrative support people, students and their whanau. The feedback should be related to your charter goals and the goals set for the principal at the beginning of the cycle. The process for gathering information should be agreed before you start. (Note: the more interviews and feedback you want, the more expensive the process. Try to get different viewpoints each year.)

  • The performance review report will be shared with the principal prior to presentation to the full board.

This allows the principal to digest the contents prior to his/her discussion of the details with you. This simple gesture can remove a lot of the emotion and drama from the final performance review meeting.