Position: Review Officer
Location: Regional Offices
Group: Review and Improvement Services
Reporting to: Managers Review and Improvement Services or Manager Pacific Services
Issue Date: August 2018
Delegation Level: 5
Staff Responsibility: No
The Education Review Office | Te Tari Arotake Mātauranga (ERO) is responsible for:
The driving force behind ERO is the belief that quality education is a right for every New Zealand child and young person.
The Education Review Office affirms its responsibility to honour Te Tiriti o Waitangi through recognising the unique place of Māori in Aotearoa New/Zealand.
The purpose of the Review and Improvement Services Group is to deliver a programme of evaluations, reviews, inquiries and investigations into the quality of schools and early learning services across New Zealand. In addition the Group will also, from time to time, look into the provision of services, programmes and activity intended to support enhanced education outcomes in New Zealand’s school and early learning services.
The Group is also responsible for gathering data and intelligence to support national evaluation insights and enhancements to the system.
Through this activity the Group ensures that New Zealanders have confidence in our schools and early learning services and can be proud of New Zealand’s education system.
The group’s work ensures that:
In carrying out the programme of evaluations, reviews and investigations the Group will be focussed on raising sector capability organisational performance and responsiveness to Māori, Pacific and other learners at risk of not achieving.
Members of the Group will work closely with the regional and operational functions in the Ministry of Education, other sector agencies and stakeholders to ensure work programmes are complementary and efforts are co-ordinated.
Review Officers evaluate the quality of education provided by schools and early childhood services and, from these evaluations, prepares reports that are made available to the public. Review Officers may also be involved in other ERO activities such as special projects and reference groups.
An evaluation involves:
Review Officers participate as required by their managers in evaluations of schools/kura, early learning services/kōhanga reo and Communities of Learning | Kahui Ako either as a review coordinator or review team member. In undertaking these evaluations they will be responsible for following the relevant review methodologies approved by the Chief Executive/Chief Review Officer.
Review Officers will follow all ERO’s policies and procedures and comply with the behaviours set out in the statement Expectations of Review Officers.
A key feature of the Review Officer’s role is relationship management. Review Officers are required to work as members of teams and with a wide range of stakeholders in the education sector, from principals and managers to parents. Review Officers also need to gather information in a manner that is not prejudicial to the future relationships between the Education Review Office and the schools/early learning services.
To carry out their role, Review Officers must be able to:
A university degree or tertiary equivalent. A review officer should be able to demonstrate a commitment to continuing their professional development.
Additionally, a review officer must hold a current driver’s licence.
- form sound decisions based on evidence
- relate positively to a wide range of people
- plan and organise resources effectively and efficiently
- assess risks and alert managers where appropriate
- produce written reports that are appropriate, interesting and fluent and correct in terms of grammar, syntax and spelling
- write reports that are logical, based on evidence, draw conclusions that are explicit and direct and that can withstand public scrutiny.
The Review Officer role requires:
The Review Officer must hold a current driver’s licence and be prepared to undertake travel including overnight stays.
The Leadership Success capabilities for this position are below.
The key capabilities for this role are:
Leads with purpose (i.e. chart a clear direction for a team).
Persuades and inspires others (i.e. engages others in initiatives).
Communicates clearly (i.e. tailors messages so that they resonate with a range of different audiences).
Communicates with impact (i.e. conveys energy, urgency, confidence, and a sense of ease).
Connects with others (i.e. makes a personal connection with people, puts them at ease, and shows an interest in them and their wellbeing).
Listens (i.e. allows others to space to speak, and shows a keen interest in and understanding of others’ point of view).
Reads people and situations (i.e. picks up on ‘what is not being said’ in situations).
Communicates tactfully (i.e. conveys potentially sensitive messages in a diplomatic way).
Builds internal relationships (i.e. contributes to their team [of peers], works collaboratively with others across the organisation, and takes an organisation-wide view).
Builds external relationships (i.e. interacts effectively with customers and other external stakeholders).
Sets clear team objectives and expectations (i.e. clearly communicates their team's objectives and works with the team to define the team player behaviours they expect).
Monitors team cohesion and performance (i.e. understands the strengths and weaknesses of how their team works together to deliver outcomes).
Strengthens team cohesion and performance (i.e. cultivates team player behaviours among their direct reports).
Manages and delivers on work priorities (i.e. plans and organises self to self to deliver work commitments to required timeframes and quality standards).
DIMENSION |
CAPABILITY AND OUTCOME |
DESCRIPTORS |
LEVEL |
Navigating for the future |
Leading strategically |
Thinks strategically Progresses current thinking Develops and implements strategy Engages people in the vision |
1 |
Leading with influence |
Leads with purpose Persuades and inspires others |
3 |
|
Engaging others |
Connects with others Listens Reads people and situations Communicates tactfully |
4 |
|
Stewardship |
Enhancing organisational performance |
Strengthens business performance Fosters a continuous improvement culture Leads innovation |
1 |
Enhancing system performance |
Provides organisational leadership (internal relationships) Provides organisational leadership (external relationships) |
2 |
|
Leading at the political interface |
Works with political representatives Informs and influences political representatives Navigates political issues |
1 |
|
Making it happen |
Achieving ambitious goals |
Committed and tenacious Ambitious |
3 |
Managing work priorities |
Planned and organised Purposeful about where they invest their time |
2 |
|
Achieving through others |
Delegates effectively Maintains appropriate oversight of work |
2 |
|
Identifying and Developing our Talent |
Enhancing people performance |
Sets clear expectations Supports and reinforces high performance Manages people performance |
0 |
Developing talent |
Coaches and mentors people Develops individual capability Develops collective capability |
1 |
|
Enhancing team performance |
Sets clear team objectives and expectations Monitors team cohesion and performance Strengthens team cohesion and performance |
2 |
|
Leadership Character |
Curious |
Thinks analytically and critically Displays curiosity Mitigates analytical and decision making biases |
4 |
Honest and courageous |
Shows courage Shows decisiveness Leads with integrity |
4 |
|
Resilient |
Displays resilience Demonstrates composure |
4 |
|
Self-aware and agile |
Encourages feedback on own performance Can self-assess Adapts approach Shows commitment to development |
4 |
Note: More detail about the key capabilities for this role are included in the Position Statement