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
The 2020 Education and Training Act, which incorporates and replaces the Education Acts of 1964 and 1989 defines the principal as the chief executive of a state school. The term professional leader is also used to signify three types of heads of institutions: a) principal who is supposed to be the head of a school; b) the professional leader of a service such as early childhood education; and c) in the case of any other educational institution, the chief executive or person occupying an equivalent position.
Māori education is delivered through Kaupapa Māori Education (KME) and Māori Medium Education (MME). KME includes kura Kaupapa Māori and kura-ā-iwi (both which are associated with their respective governing bodies), while MME includes kura Motuhake and Māori or bilingual units in English-medium schools. These schools are commonly referred to as kura.
New Zealand’s education system is supported by various curricula that guide teaching and learning across various types of schools including Te Marautanga o Aotearoa1, The New Zealand Curriculum2, Te Aho Matua3, Te Whāriki4 and Kura-a-iwi frameworks5.
The 2010 Tū Rangatira Māori Education Leadership framework defines leadership as a relational, collective, and holistic practice rooted in Māori cultural values, focusing on empowering others, upholding collective mana, and embedding leadership in tikanga and kaupapa Māori.
The 2008 Kiwi Leadership for Principals document identifies principals as the education leaders who are ultimately responsible for the day-to-day management of all activities in their schools.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The Ministry of Education has developed a series of documents that set out the knowledge skills, qualities, and standards of effective school leadership in Aotearoa, New Zealand.
The 2008 Kiwi Leadership for Principals, and Leading from the Middle were both developed by the Ministry of Education, and present models of leadership that reflect the qualities, knowledge, and skills required to lead New Zealand schools. According to both documents, four educational leadership qualities underpin principals’ ability to lead their schools: manaakitanga (leading with moral purpose), pono (having self-belief), ako (being a learner), and awhinatanga (guiding and supporting). These qualities are at the heart of effective leadership in Aotearoa.
Tū rangatira: Māori medium educational leadership (2010) sets out a framework for kura leaders, boards of trustees, whānau and communities. It acknowledges the many and varied leadership roles that exist for those working in the KME/MME sector. Tū Rangatira is guided by four underlying principles, that drive the three key aspects of the guidelines, Te Aho Tapu – focus on learners, Whenu – seven key roles of leadership, and Ngā aho – seven key focus areas for leadership. Tū Rangatira focuses on leadership practices, insights into how professional development programmes can work towards strengthening leaders’ capabilities, growing capacity and sustaining exemplary leadership in KME and MME education sector.
Leading from the Middle is to be used in conjunction with Kiwi Leadership for Principals and Tū Rangatira: Māori Medium Educational Leadership. These present models for educational leadership unique to Aotearoa New Zealand.
Professional standards for primary and secondary school principals were drawn from the 2008 Kiwi Leadership for principals and educational leadership best evidence. The professional standards for principals outline four areas of practice: culture, pedagogy, systems and partnerships, and networks.
The 2012 Leading from the Middle: Educational Leadership for Middle and Senior Leaders describes the qualities, practices and activities middle and senior leaders need to lead in ways that enhance learner outcomes.
The 2018 Leadership Strategy for the teaching profession of Aotearoa New Zealand was developed by the Teaching Council of Aotearoa New Zealand and provides the vision, leadership development, clarity about leadership capabilities, and evidenced practices that need to be followed by school leaders. It covers all types of schools and institutions including kura, early childhood education, primary and secondary schools. It is accompanied by the 2018 Education Leadership Capability Framework, also developed by the Teaching Council of Aotearoa New Zealand. It aims to guide and inform a system-level approach to developing the leadership capability of school leaders but is not a binding document.
The Teaching Council of Aotearoa New Zealand, formerly known as the New Zealand Education Council and the New Zealand Teachers Council is the governing body tasked with setting professional teaching standards and managing teacher registration. The Teaching Council is charged with ensuring the provision of high-quality leadership, teaching, and learning opportunities for children and young people in early childhood, primary, and secondary education settings in both English and Māori medium. The primary strategy employed to achieve this objective is through elevating the status of the teaching profession. The Teaching Council is permitted to undertake specific tasks subject to obtaining written consent from the Minister. These tasks comprise offering direction to the education profession, elevating the standing of education leaders, and recognizing and propagating exemplary practices in education leadership.
The Code of Professional Responsibility and Standards for the Teaching Profession includes standards for ethical behaviour expected for all registered teachers. This also includes principals.
Roles
Setting expectations/objectives: As per the 2008 Kiwi Leadership for Principals documents, one of the key roles of a principal or tumuaki is to set strategic goals that are intended to enhance teaching and learning for the entire school. Principals should have the skills to develop and implement shared goals and vision. In kura, tumuaki lead the management and implementation of kura-wide activities. The planning is underpinned by relevant cultural values, philosophies, and priorities of each kura. Under the principles of Te Tiriti o Waitangi (the Treaty of Waitangi), Māori culture and values should be integral in the vision and implementation.
The Professional Standards for School Principals similarly state that the principal is responsible for developing and implementing a school vision and shared goals that focus on the enhanced engagement and achievement of all students, in conjunction with the board.
Developing teaching and learning: The 2008 Kiwi Leadership for Principals documents identify the key practices of school principals that are related to the development of teaching, for example through instructional supervision, the provision of teaching resources and materials and their alignment with teaching objectives, the planning, coordination and evaluation of the curriculum, and the monitoring of student's progress. In kura, tumuaki must ensure the embedding of Māori language culture and values in developing the school’s teaching and learning processes.
The 2008 Kiwi Leadership for Principals document further highlights several practices for school principals with the key goal of improving teaching and learning practices. They include obtaining and managing the resources needed to achieve teaching and learning goals, leading change, problem-solving, building relational trust, and managing the complex issues that occur in any school community. Principals and tumuaki are encouraged to give feedback to teachers through regular and documented classroom observations.
Moreover, principals need to foster an environment that allows students to experience learning success. A key role of the principal as an educational leader is to enhance educational outcomes for all young people. They need to be knowledgeable about effective pedagogies and distribute pedagogical support through senior and middle leaders. Some other functions mentioned include participating in professional learning, being involved in day-to-day curriculum design and implementation and encouraging innovative teacher practice linked to each student’s learning needs and outcomes. Allocating material and human resources in ways that are in line with the established objectives and expectations of the school also helps to support teaching and learning.
Tū rangatira: Māori medium educational leadership (2010) emphasise that the main objective of tumuaki is to lift the achievement of Māori learners through effective teaching and learning practices that reflect the cultural, social, educational, and economic imperatives that whānau (families) have for their children. This is the key goal for leadership in KKM and MME.
Tumuaki and educational leaders focus on improving teacher effectiveness, learner achievement and well-being, motivated by the regeneration of Māori language and culture through various practices including, building staff capability in teaching and learning te reo Māori (Māori langauge), guiding high quality teaching and learning programmes, shaping and implementing kura-wide pedagogical practices, and developing partnerships between the kura and whanau (family).
Promoting collaboration: One of the key roles highlighted for an effective school leader in the 2008 Kiwi Leadership for Principals document is the building of trust and learning-focused relationships within and beyond the school. Principals need to develop and use effective management practices and evidence to monitor progress and manage change among others. They are also expected to strengthen partnerships and networks with partner schools and other external partners to enhance student learning. Moreover, effective principals are community leaders and work with trustees as representatives of the community to set the strategic direction for the school. Principals are also expected to work with local parents and caregivers to ensure that the learners’ needs are met and set up a home-school partnership.
Principals are encouraged to use Ako, a strategy that emphasizes collaborative learning and teaching connections inside the school. It provides a collaborative strategy for mentoring learning. All members of the school community take part in identifying important problems and finding solutions when principals practice Ako. Together, students, instructors, administrators, and members of the community can add to the school's body of common knowledge. Tū rangatira: Māori medium educational leadership (2010) note that tumuaki must practice networking, brokering and facilitating relationships within and beyond the learning community that contribute towards achieving kura goals.
According to the Professional Standards for School Principals, principals are similarly expected to promote a culture whereby staff members work collaboratively to improve teaching and learning; work with the board to facilitate strategic decision-making; actively foster relationships with the school community, as well as professional relationships with and between colleagues; and interact regularly with parents and the school community. The 2020 Education and Training Act further requires principals to inform students and parents about enrolment records and their use and distribution.
Supporting staff development: The 2008 Kiwi Leadership for Principals document identifies key practices of school principals to monitor, support and review teachers’ professional development needs. Principals and tumuaki need to display a commitment towards supporting the professional development and growth of other school leaders and teachers. In helping and encouraging individuals to assume leadership positions, the principal also plays a crucial role. This is done by identifying and developing the capacity for leadership among teachers in several fields and levels of the school. Tu Rangatira: Māori medium educational leadership (2010) identifies key focus area for tumuaki and school leaders to support teachers through reciprocal learning and modelling that leads to quality learning contexts and practice. They are also responsible for continually monitoring and assessing staff performance, planning and implementing staff professional development opportunities, and developing succession plans for emerging kura leadership.
Similarly, in the Professional Standards, principals are expected to promote and support ongoing professional learning linked to student progress; ensure staff members engage in professional learning; and maintain a professional learning community within which staff members are provided with feedback and support on their professional practice.
Acting in accordance with the ethical principles of the profession: Effective principals and tumuaki are those who have a central belief system that is focused on student learning and well-being. Principals and tumuaki need to be able to deal with ethical issues, and have a sense of moral purpose and commitment to improved learning and social outcomes. Tumuaki also must consider the uniqueness of the kura they lead taking into consideration cultural and regional aspirations.
Others: The 2020 Education and Training Act defines additional duties for school principals, including for matters related to student suspension (Article 84).
2.2. Selection and working conditions
Degree requirements and prior teaching experience
Anyone appointed as a principal must hold either a current Tiwhikete Whakaakoranga Tūturu or Full Practising Certificate (Category One) or a current Tiwhikete Whakaakoranga Pūmau or Full Practising Certificate (Category Two). These certificates prove that the recipient is qualified, competent and fit for teaching, among other requirements. They also demonstrate that the standards required for the teaching profession adhere to the Code of Professional Responsibility.
Beyond this eligibility criteria, as per the 2020 Education and Training Act, the Minister of Education is required to issue additional eligibility criteria. The criteria are intended to ensure the consistency of skills, competencies, knowledge and expertise of applicants; support a better understanding of the background and experience needed for school leadership among persons aspiring to the role of a principal as part of their future career; provide confidence to boards in making appointments; and signal the importance of the role of principals across the wider school system. When determining the criteria for appointment to the position of school principal, the Minister of Education must make reasonable efforts to consult with children and young people and their parents; national bodies representing the interests of teachers, principals, boards, the disability community, school support staff, Māori education organisations, proprietors of State integrated schools; and national bodies with a particular role in respect of the character of designated character schools and Kura Kaupapa Māori (Article 617). Currently there are no nationally mandated eligibility criteria for appointment to a principal position beyond a police vet.
In kura, additional appointment criteria may be developed at the individual school level for the tumuaki to meet. These are the additional skills, knowledge and experiences that the head of the particular kura should have. These additional appointment criteria are developed by the board in consultation with the kura Community as per the 2020 Education and Training Act.
Appointment decision
As per the Primary Principals’ Collective Agreements (NZEI and PPCBU), the Secondary Principals' Collective Agreement, and the Area School Principals' Collective Agreement, all principal positions for a year or more must be advertised nationally. In all New Zealand schools, a principal or tumuaki is appointed to their position by the school board. Section 128 of the 2020 Education and Training Act grants boards certain powers which include the authority to appoint, suspend, and dismiss a principal. Additionally, if multiple boards are involved, they can collectively appoint an individual to serve as the principal for multiple schools under their administration. Similarly, in the case of a combined board overseeing multiple schools, they have the capacity to appoint a single person as the principal for those schools.
Employment equity measures
Section 597 of the Education and Training Act 2020 outlines the responsibilities of the employer with regard to the operation of a personnel policy that complies with the principles of being a good employer and the equal employment opportunity responsibilities of the employer.
Working conditions
Primary, secondary, area school and kura principals are each covered by specific employment laws and agreements. Principals in state and state-integrated schools and kura have their employment conditions governed by specific agreements such as the Primary Principals’ (NZEI TRR) Collective Agreement, Primary Principals (PPCBU) Collective Agreement, Secondary Principals’ Collective Agreement and Area Schools’ Collective Agreement. Non-union members have their terms set by a promulgated Individual Employment Agreement (IEA) , which mirrors the terms and conditions found in the PPCA.
As per the Primary Principals’ Collective Agreements (NZEI and PPCBU) and the Secondary Principals' Collective Agreement, all appointments shall be permanent unless there are reasonable grounds for an appointment for a fixed term.
The principal collective agreements set school principals’ remuneration. Primary principals’ salaries, under the Primary Principals’ Collective Agreements (NZEI and PPCBU) comprise the following components – the school roll-based salary (depending on the grade of the school (i.e. U1-U16), the staffing-based salary component, the Equity Index payment (where applicable), the payment for Leadership in Literacy and Numeracy in clause 5.2.5, and the Career payment in clause 4.4.1(f) (where applicable). For secondary school principals, their remuneration shall include multiple components including the U Grade of the school, the staffing funding component, the decile payment or the Equity Index payment, the payment for Leadership and Realising Youth Potential, the High Priority Principals' Allowance (where applicable) and the Secondary Principals' Career Allowance made under clause 4.3 (where applicable).
In the Area Schools’ Collective Agreement, a principal’s core remuneration shall comprise the school roll-based salary component (U grade) specified in clause 3.1.1 and the staffing based salary component (supplementary) specified in clause 3.1.2, the decile payment or Equity Index payment (where applicable) in clause 3.1.3, the Area School Principal’s Payment in clause 3.8 and the Area School Principals’ Career Structure payment (where applicable) in clause 4.4.
The collective agreements also provide for allowances, applicable in a range of contexts, including the principal recruitment allowance, isolation allowance, Māori immersion teaching allowance, special school principals' allowance, Pacific bilingual immersion teaching allowance, and cultural leadership allowance. Career allowances are provided to principals based on their years of experience, professional development, and requirements met, starting from Beginner Principal, to Developing Principal, Experienced Principal, and Leading Principal.
According to the 2020 Education and Training Act, the Minister of Education must make reasonable efforts to consult national bodies representing the interests of principals. The New Zealand Principals’ Federation represents more than 2,000 principals from the education sector. The school principal professional standards were developed in consultation with NZEI Te Riu Roa, the New Zealand Principals’ Federation and the New Zealand School Trustees Association in accordance with section 599 of the 2020 Education and Training Act. The New Zealand Principals’ Federation is also recognized in the principals’ collective agreement.
2.3. Leadership preparation and training
Pre-service training
Teachers obtain a teaching qualification from an approved Initial Teacher Education (ITE) programme of study which allows them to teach in New Zealand early childhood education centres, schools (primary, intermediate and secondary), or kura. There is no specific formal pre-service requirements for leadership professional learning and development for New Zealand principals/tumuaki.
Induction and in-service training
Participation in first-time principals’/tumuaki training is voluntary and the only requirement for being a principal is to be a registered teacher.
The Leadership Advisory Service provides principals with ongoing support and mentoring. They support the identification of leadership development opportunities and broker opportunities for principals/tumuaki to better access their education support learning network’s area.
The Primary Principals’ Collective Agreements (NZEI and PPCBU), Secondary Principals' Collective Agreement, and Area Schools’ Collective Agreement specify allowances for the principal’s professional development activities.
All principals are expected to participate in an annual Professional Growth Cycle and be issued with an annual statement as set out in the Elements for Professional Growth Cycle for Principals, tumuaki and ECE Professional Leaders agreed by the profession.
3. Teachers, parents and students
3.1. School management committees and boards
Schools in New Zealand are governed by a Board of Trustees. Every state and state-integrated school or kura in New Zealand has a board. The board's core role is to govern its school(s) or kura. The 2020 Education and Training Act specifies the makeup of the school board but provides some discretion for the board in determining its total size. A school board is made up of: 3–7 elected members called trustees (only in schools with students above year 9), proprietor’s appointees (only in state-integrated schools), co-opted board members and appointed board members. Members also include parent, staff, and student representatives (for students above year 9), and the principal.
The board holds comprehensive responsibility and accountability for the school or kura. The 2020 Education and Training Act defines the primary objectives of school boards, to ensure that every student at the school is able to attain their highest possible standard in educational achievement , establishing a secure emotional and physical environment for both staff and students, being inclusive of students with diverse needs, and giving effect to Te Tiriti o Waitangi. These fundamental goals underpin all actions of the board, commencing with the strategic plan serving as its guiding document.
The Teaching Council of Aotearoa New Zealand is charged with ensuring the provision of high-quality leadership, teaching, and learning opportunities for children and young people in early childhood, primary, and secondary education settings in both English and Māori medium. The primary strategy employed to achieve this objective is through elevating the status of the teaching profession. The Teaching Council is permitted to undertake specific tasks subject to obtaining written consent from the Minister. These tasks comprise offering direction to the education profession, elevating the standing of education leaders, and recognizing and propagating exemplary practices in education leadership.
3.2. Middle leaders
The 2012 Leading from the Middle: Educational Leadership for Middle and Senior Leaders document highlights the traits, practices, and activities that middle and senior leaders need to engage in if they are to lead in ways that improve student outcomes. Middle and senior leaders are a sizable and diversified group, the majority of whom are teachers in classrooms that regularly engage in student interaction as part of their duties. Middle leaders provide instructional and pastoral leadership while carrying out a variety of administrative tasks. They collaborate with and support classroom instructors and students.
Middle leaders consist of leaders in pedagogy at the faculty, curriculum, and subject levels; leaders of various teams; pastoral leaders engaged in counselling, career or guidance, and student services; coaches and mentors; and teachers with specific or designated whole-school responsibility, such as for information and communications technology (ICT).
3.3. Parents
Most schools have a parent teacher association, and parents are key members of the board of trustees that govern each school.
Te Whakarōputanga Kaitiaki Kura o Aotearoa (New Zealand School Boards Association [NZSBA]; formerly NZSTA) represents school boards throughout New Zealand, providing services to New Zealand’s 2,500 state and state-integrated schools and kura. It is an independent and non-governmental organisation that aims to build closer relationships between parents and/or carers, teachers, homes and schools with the goal to effectively support students.
3.4. Students
The establishment of a student council is not mandated by laws, policies, plans, strategies or frameworks. However, the 2020 Education and Training Act mandates the inclusion of a student representative in school boards in schools with students above year 9.
4. Governance
4.1. Autonomy of school leaders
The Primary and Secondary School Principals’ collective agreements stipulate that principals need to effectively manage and administer finance, property, and health and safety systems in schools. They are required to effectively manage school personnel; use evidence to plan the school’s learning activities and prioritise resource allocation to achieve the schools’ annual and strategic goals. As per Section 128 of the 2020 Education and Training Act, it is the responsibility of the school board to appoint, suspend and dismiss school staff.
4.2. Assessment and accountability of school leaders
In August 2019, NZEI Te Riu Roa, PPTA Te Wehengarua, and the Ministry of Education signed an Accord to foster a high-trust environment for teachers and shift from performance appraisal to the Professional Growth Cycle (PGC) for principals, tumuaki and ECE professional leaders. The PGC focuses on continuous learning and development, replacing traditional appraisal methods. It provides a framework for principals, teachers, and ECE leaders to align with the Standards for the Teaching Profession | Ngā Paerewa mō te Umanga Whakaakoranga, allowing for personalized and growth-oriented professional development. All staff including teachers and principals are required to participate in a professional growth cycle process.
The professional standards provide clarity about professional expectations for principals. They can form part of the principal's job description and alongside the school's strategic plans, contribute to a framework which assists in assessing and reviewing current fulfilment of expectations and in identifying future professional development. Boards are expected to understand the professional standards, and work with the principal to assure they are acting effectively. The board can see the principal is meeting the required professional standard/s and performing well in their school by looking at “naturally occurring evidence” that is generated by the principal in their day-to-day work, for example:
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the principal’s usual board reporting
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assurances made by the principal
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day-to-day conversations between the chairperson of the board and the principal
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regularly scheduled surveys
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regular policy review and monitoring.
4.3. Teacher assessment by school leaders
As described previously, assessment and appraisals in education have been replaced by professional growth cycles. The professional growth cycle builds on the existing authentic learning collaborations among teachers. By eliminating performance appraisals, these collaborations are considered elevated, playing a crucial role in supporting teachers' professional development. The government considers this approach to be more holistic, emphasizing how teachers apply the Code Ngā Tikanga Matatika & Standards Ngā Paerewa in their daily practice while fostering professional learning and collaboration.
This profile was reviewed by Rachel Brandon, Senior Advisor at the Ministry of Education (New Zealand) and Prof. Louise Starkey at the University of Tasmania.
