Appendix 2: Responses of board chairs to online survey

Introduction/purpose of the survey

  • to find out how boards review the performance of their principals
  • to investigate links between appraisal and improving the quality of teaching and raising student achievement
  • to obtain information that can be used to support boards in their role as employer

Documentation: Policies, procedures and guidelines

Table 1: Policies, procedures and guidelines for appraising the principal include statement that purposes of appraisal include

 

% all schools

Providing accountability by the principal to the board

86

Providing for the development of the principal

92

Improving student learning

84

Assuring the board that the Professional Standards for Principals are being met

92

Table 2: Policies, procedures and guidelines for appraising the principal include statement that appraisal goals and objectives should be

 

% all schools

SMART: specific, measurable, achievable but challenging

62

Relevant, i.e. support/align with the principal’s performance goals and school priorities

84

Related to student learning or outcomes for students

77

Related to the relevant Professional Standards

80

Table 3: Policies, procedures and guidelines for appraising the principal include statement that appraisal process will include

 

% all schools

The timetable to be followed

73

A description of roles and responsibilities of the board chair, board and principal

68

Engaging an external appraiser for some or all of the process

80

Deciding on the focus for external appraisal

53

Identifying PLD and support needed

76

The sources of information to be used to contribute to the review

56

Obtaining feedback from board members

60

Obtaining feedback from staff

71

Obtaining feedback from parents, whānau

48

Obtaining feedback from students

42

Guidelines about confidentiality

68

Discussion of the appraisal with the board chair

84

A summary of the appraisal report will be provided to the full board in committee

70

A process for resolving disputes

57

Practice and implementation: Latest appraisal

Table 4: The principal’s annual performance agreement included goals related to:

 

% all schools

Day-to-day management

57

The school’s strategic and annual plans

84

Leading learning and developing teaching

82

Teaching as inquiry

54

Developing a curriculum that builds on community strengths, interests, and aspirations

63

Outcomes for students

77

Students at risk of underachieving (eg Māori, Pacific, learners from low socio-economic backgrounds, students with special needs)

68

Analysing and using data to inform self review and ongoing improvement

64

The principal’s own professional learning or development

75

Building relationships with communities

66

Government initiatives or an ERO report

48

Community feedback

44

Table 5: The principal’s annual performance agreement included assessing progress towards or achievement of goals by:

 

% all schools

Goals broken down into measurable objectives

70

Indicators to measure progress towards or achievement of goals /objectives

71

Indicators that include specific information about student achievement or engagement

61

Sources of information to consider when appraising the principal

46

Table 6: Sources of information and evidence used to assess the principal’s progress and performance

 

% all schools

Self-review information about progress towards or achievement of goals

81

Data about student progress and achievement against targets set by the board

76

Information about student learning outcomes, progress or achievement

75

Information about principal’s role as professional leader

73

Observation of principal at staff meetings for PLD

31

Feedback from board

71

Feedback from teachers

69

Feedback from students

39

Feedback from parents, whānau

41

Records of study, courses, conferences

49

Information about teaching practice (if applicable)

12

Appraisal identified PLD for the principal: 85 percent

Principal’s appraisal impacted on their remuneration: 9 percent

Appraisal was more likely to impact on remuneration for secondary school principals than for primary school principals.

Table 7: Who was involved in carrying out the most recent appraisal

 

% all schools

The board chair

62

Other board member/s

18

An external contractor /independent consultant

56

Current or former principal of another school

10

Table 8: External contractor selected because they were:

 

% all schools

Known to the board

30

Known to the principal

35

Professional Learning and Development (PLD) provider working with the school

13

Table 9: Aspects of the principal’s appraisal the external appraiser was involved with

Gathering evidence

 

Process

 

Role

 

Collecting evidence

8

Setting goals

13

With the board chair

9

Feedback from stakeholders

14

Evaluate /monitor performance

12

Mentor

7

Staff

6

Present/discuss report with

10

Sounding board/ advice/guidance

7

Trustees

3

Present summary to board

10

PLD/coaching

7

Parents

3

       

In 39 schools, external appraisers were involved with all aspects of the appraisal.

Table 10: Usefulness of information and advice in helping to appraise the principal

People/organisations (percent)

Very useful

Useful

Not useful

Not used

NZSTA course/seminar/webinar

12

25

3

59

NZSTA personnel/industrial advisor, helpdesk

9

18

1

72

Principal of another school

10

22

1

67

Ministry of Education staff

2

8

3

87

NZ Principals’ Federation staff

4

6

1

89

Secondary Principals’ Association New Zealand staff

0

2

2

96

First time Principal mentors or mentor groups

3

7

3

88

Principal professional learning communities

4

22

2

72

Māori Leadership Forum

1

3

1

95

Iwi education authorities

1

3

1

95

Pacific communities

0

4

1

95

University /PLD providers

6

16

1

77

Trustee of another school

3

8

4

86

Association of Integrated Schools

1

6

0

93

Table 11: Usefulness of resources in helping to appraise the principal

Print and website material (percent)

Very useful

Useful

Not useful

Not used

Ministry of Education Effective Governance Recruiting and Managing School Staff: A guide for Boards of Trustees,2012

10

45

3

42

Ministry of Education/NZSTA Managing Principal Appraisal (Performance Review) – Good Practice Framework, 2007

11

40

2

47

NZSTA, Guidelines for Boards of Trustees, Managing Principal Appraisal, 2005

10

37

4

49

NZSTA other material

12

32

1

55

Principals Collective Agreement - Primary

13

44

3

40

Principals Collective Agreement - Secondary

1

8

5

86

Principals Collective Agreement - Area

3

5

4

89

Ministry of Education Kiwi Leadership

4

11

4

81

Ministry of Education A Series of Guidelines on Performance Management Systems, 1997

1

17

2

80

Ministry of Education other material

1

30

3

67

Tātaiako Cultural Competencies for Teachers of Maori Learners

2

13

3

82

NZ Principals’ Federation material

3

8

3

86

NZ Secondary Principals’ Council, Advice Regarding Performance Appraisal, 2011

0

5

3

92

NZ Secondary Principals’ Council, Principals’ Career and Appraisal Toolkit, 2011

0

3

3

94

NZ Secondary Principals Council /PPTA material

0

1

4

95

Table 12: Training received by board members

 

% all schools

Their role as employer

70

Performance review of the principal

41

Table 13: Board’s confidence to undertake each aspect of the principal’s most recent appraisal

(percent)

Very confident

Confident

Had reservations

Not confident

Establishing annual performance agreement

25

59

12

4

Identifying learning and development goals for the principal that support the school’s strategic direction

24

64

9

3

Identifying specific rather than general goals

23

61

14

3

Identifying appropriate PLD and support for the principal

20

57

18

5

Identifying and developing appropriate indicators of progress or success

18

56

22

4

Assessing how well the principal provides leadership for learning

25

63

9

3

Assessing how well the principal promotes effective teaching

26

62

9

3

Assessing how effectively the principal manages the school

37

56

5

2

Assessing how well the principal builds relationships with the community

33

58

7

2

Assessing how well the principal builds relationships with the local iwi

20

61

13

6

Discussing progress and identifying next steps

26

62

9

3

Providing high quality feedback to the principal

27

52

19

2

Table 14: Effectiveness of the board’s appraisal of the principal

(percent)

Very effective

Effective

Somewhat effective

Not effective

Process

       

Ensuring expectations of the principal are clear

41

53

6

0

Identifying learning and development goals for the principal

34

49

16

1

Identifying appropriate PLD and support for the principal

32

45

22

2

Improving the use of data to inform self review

38

49

11

2

Recognising the principal’s achievement

43

49

7

1

Accountability

       

Providing accountability in leading and managing the school

41

54

5

1

Assuring the board that the principal is achieving agreed goals identified in the principal’s performance agreement

43

50

6

1

Assuring the principal is meeting the Professional Standards for Principals

46

42

11

2

Assuring the principal is meeting the Professional Standards for Teachers (if appropriate)

34

46

19

1

Outcomes

       

Improving the quality of teaching

38

53

8

1

Improving outcomes for all students

41

48

10

2

Improving outcomes for students at risk of under-achievement eg Māori, Pacific, learners from low socio‑economic backgrounds, students with special needs

38

46

14

2

Accelerating progress for students not achieving at curriculum expectations

37

49

12

2