School leadership
2.1. Leadership standards and roles
2.2. Selection and working conditions
2.3. Leadership preparation and training
3. Teachers, parents and students
3.1. School management committees and boards
4.1. Autonomy of school leaders
4.2. Assessment and accountability of school leaders
4.3. Teacher assessment by school leaders
1. Terminology
Government documents, including the 2014 Standards for Education and the 2020-25 Education Strategic Plan, officially refer to the head of a school as ‘school principal’, although there is no specific definition of the term provided.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2014 Standards for Education, developed and published by the Department of Education, provide standards on ‘school governance’ (governing the school/school administration) and ‘school management and leadership’ (leading and managing the school), against which the school principal and staff may conduct their own self-reviews and improvement. Tokelau’s school leadership standards have been influenced by the Pacific Regional Standards for Principals, New Zealand’s professional standards for primary and secondary principals, and Samoan standards. The standards were developed following a review of Tokelau schools in 2013 by the New Zealand Education Review Office, which highlighted the importance of school governance and leadership.
The 2020-25 Education Strategic Plan additionally highlights some of the key roles of school principals.
The Pacific Regional Standards for Principals play an essential role in consolidating a standards-based system across the Pacific region, intended as a guide for principals as they continually reflect upon and improve their effectiveness as leaders throughout all of the stages of their careers. The regional standards include three focus areas: professional leadership and management; teaching and learning; and community and partnerships.
Roles
Setting expectations/objectives: The 2014 Standards for Education state that the education committee works with the school principal to establish the school’s vision and values, goals and strategic direction, in consultation with the staff, parents, students and village groups. The school principal has the primary responsibility for developing and implementing the school vision with shared goals and values that focus on enhanced engagement and achievement (academically, socially, and culturally) for all students. The school’s vision and values must be clearly articulated, understood, and agreed upon by the village and staff. The school principal and education committee are further expected to ensure that there is a clear alignment between the School Development Plan and the annual plan for curriculum delivery and program implementation.
School leaders in Tokelau are expected to set specific expectations around student achievement. According to the 2014 Standards for Education, leaders should ‘articulate high expectations for student learning and achievement and for teachers as professionals’. This is further emphasized in the 2020-25 Education Strategic Plan, which states school principals can champion a clear vision that all students can succeed.
Developing teaching and learning: School principals are expected to articulate high expectations for student learning and achievement and teachers as professionals; implement transparent and effective procedures to monitor and enhance the quality of teaching; and develop the assessment policy in consultation with the education committee, as described in the 2014 Standards for Education. Student assessment should be used to improve teaching and learning, analyse data to identify priorities and identify areas for teacher professional development.
Furthermore, the 2020-25 Education Strategic Plan states that school principals have a critical role in ensuring teachers continue to use schoolwide data to determine individual student strengths and next learning steps, and that the school has a curriculum and achievement map that identifies the range of interventions for priority learners at risk of underachieving. Overall, there must be quality school leadership, which supports and promotes teaching and learning and maintains a culture of school improvement.
Promoting collaboration: School principals are expected to promote a culture whereby staff members work collaboratively to improve teaching and learning, as per the 2014 Standards for Education. This includes actively fostering professional relationships with, and between colleagues, with the Taupulega (village council of elders), the village community, parents, and the Department of Education. The school principal is also expected to promote and develop links with the parents and the community to enhance student outcomes and use strategies to encourage parents to participate and support their children’s learning. Strategies under this objective include providing parents with information on curriculum and assessment on a regular basis and inviting parents and the community to participate in school programs.
According to the 2020-25 Education Strategic Plan, school principals have a role in learning a cohesive and coordinated team approach across the whole school where teachers collaborate in their syndicate teams and across syndicates to respond to students who are not achieving well. Principals should be supported to develop and build cooperative leadership teams with clear guidelines and structures.
Supporting staff development: School principals have the responsibility to maintain a professional learning community in the school, whereby staff members are provided with feedback and capacity building through professional learning opportunities, as described in the 2014 Standards for Education. The school principal is specifically expected to develop and implement a school-wide strategy for staff capacity building, which targets the weaknesses and gaps in competencies necessary for the achievement of school goals focusing on student learning, achievement and engagement. The principal further promotes and directly participates in formal and informal professional learning.
Acting in accordance with the ethical principles of the profession: According to the 2018 Inclusive Education Policy, professionalism is key to leading the school and therefore an essential responsibility of school principals.
Others: School principals are expected to promote an inclusive environment in which the diversity and multicultural nature and prior experiences of students, and staff are acknowledged and respected, as stated in the 2014 Standards for Education.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
School staff (including principals) are selected based on their knowledge, expertise and language capability. There were no specific qualifications or experience requirements for school principals found in key government documents.
Appointment decision
The Taupulega (village council of elders) is responsible for the appointment of school principals within its jurisdiction. The Taupulega is the highest authority under the country’s delegated system which administers local village activities and is responsible for the governance of education in its village. Each Taupulega is generally comprised of the representatives of extended families.
According to the review of the education system conducted by New Zealand’s Education Review Office, there is an identified need for the Taupulega and the Department of Education to work together more effectively, stating that the ‘Department of Education should take a more active role in the appointment of school leaders and their appraisal’.
Employment equity measures
The 2010-15 National Policy for Women of Tokelau aims to increase the accessibility and participation of women in leadership and management positions, although there is no specific measure on increasing the representation of female school principals.
Working conditions
Principals and teachers are contracted by the Department of Education.
2.3. Leadership preparation and training
Pre-service training
There is no requirement for pre-service training of school principals.
Induction and in-service training
According to the 2014 Standards for Education, the education committee is responsible for providing opportunities for the principal to undertake appropriate professional learning and development linked to their appraisal.
The 2020-25 Education Strategic Plan additionally aims for school principals and teachers to take part in sustained professional learning programs on curriculum implementation, information technology, and digital assessments. School principal professional development was similarly emphasized in the 2016-22 Education Plan and 2010-15 National Strategic Plan.
3. Teachers, parents and students
3.1. School management committees and boards
Education committees are overall responsible for the governance of schools, with their roles and responsibilities including school strategic leadership and direction; ongoing monitoring through quarterly reports; development of a policy framework that guides all school activities; development of the school budget that is aligned to the school strategic and annual plan; school principal appraisal; and working with parents and the community. While the Education Committee, principal and staff share the vision and expectations, it is the Education Committee that makes the final governance decisions. According to the 2014 Standards for Education, the education committee has a clear mandate and operates in accordance with formalized rules and regulations.
The Education Committee is accountable to the Taupulega for the performance of their school with the key focus being improved student outcomes and monitoring and evaluating the school’s performance to make sure it is on track to achieve the aims and targets in their strategic plan.
3.2. Middle leaders
The 2014 Standards for Education refers to senior and middle leadership, without specifically defining their roles.
The 2020-25 Education Strategic Plan references the potential role of middle leaders in improving student achievement. As part of its Strategic Goal 4 around strengthening teaching and learning environments, the document refers to the role of mathematics and literacy leaders in selecting supplemental supports to accelerate learning. It also recommends the creation of school-based ‘syndicate leaders’ who would support classroom teachers in improving their effectiveness in the classroom.
3.3. Parents
Schools have established parent-teacher associations. New Zealand’s Education Review Office highlighted that the roles of the parent-teacher associations in each school need to be clearly defined.
3.4. Students
According to the 2014 Standards for Education, support and opportunities should be provided for students to develop and demonstrate leadership at the school. There are no specific provisions for the establishment of student councils.
4. Governance
4.1. Autonomy of school leaders
School staff appointments are managed by the Taupulega, and are not the responsibility of school principals. Education committees are the main actors responsible for preparing school budgets, in collaboration with school principals. Each school determines the courses it offers, outcomes and delivery approaches based on the 2006 National Curriculum Policy Framework through the curriculum committee. The curriculum committee is made up of the principal, syndicate members or subject teachers, and external representatives (such as teachers from other schools, curriculum advisers, and representatives of the Department of Education).
4.2. Assessment and accountability of school leaders
The education committee is responsible for undertaking systematic appraisal of the school principal’s performance, on behalf of the employer and the Taupulega, as described in the 2014 Standards for Education. The principal appraisal process should be transparent, rigorous, aligned to professional standards and school strategic goals, and informed by a variety of internal and external sources. School principals are additionally expected to undertake self-review processes.
Some of the objectives of the 2020-25 Education Strategic Plan include annual appraisals for all staff (including principals) and an effective process for principal appraisal to be operational.
4.3. Teacher assessment by school leaders
School principals are responsible for teacher appraisals, as per the 2014 Standards for Education, with the goal of monitoring and enhancing the quality of teaching. Teacher appraisal reports are then sent to the education committee in accordance with the appraisal policy. According to the 2020-25 Education Strategic Plan, principals are provided with coaching support to conduct staff appraisals.
