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 1989 Education Act uses the term “principal.” Article 22 mandates that “every Government school shall be under the control and supervision of a Principal”. The principal shall “be responsible for the care, safety, control and discipline of each pupil attending that school.”
The 1968 Niue Education Regulations uses the term “head teacher,” stating, “every Government school shall have a head teacher appointed as such, who shall be responsible to the Director for the efficient operation and control of that school, and for the supervision and care of the school grounds, buildings, and property. The head teacher shall take such measures as are reasonable and necessary for the care, safety, control, and discipline of each pupil while that pupil is in actual attendance at his school.”
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
There are two public institutions for primary and secondary students in Niue, Niue Primary School and Niue High School, administered by the Niue Department of Education. There are no competency standards or leadership frameworks specifically for principals found online; the Niue Professional Standards for Teachers has a Teacher Leader section which may describe several principal roles, though it is not specifically stated. Other roles of principals are found in the 1968 Niue Education Regulations and the 2012 Inclusive Education Policy.
Roles
Setting expectations/objectives: Teacher Leaders in Niue are expected to apply teaching /subject knowledge to design long-term plans which reflect the national curriculum in a holistic learning and multi-disciplinary context. Teacher leaders also have knowledge of the range of local, regional and international assessment tools used to determine language, literacy and numeracy. As a result, they can plan, undertake, and administer department level or school wide diagnostic tests to determine language, literacy and numeracy levels of students. The 1968 Niue Education Regulations charge head teachers with the efficient operation and control of that school.
Developing teaching and learning: According to Niue’s 2012 Inclusive Education Policy, principals must ensure that students are not discriminated against by assessment and teaching procedures. They must also ensure that accommodations and modifications to the teaching programmes are made for those students so that they can take part (as far as possible) in the regular classroom programme. According to the 1968 Niue Education Regulations and the 1989 Education Act, it is the duty of the head teacher or principal of each school to enrol, and to keep a true record of the attendance of, each pupil presented for enrolment, in such form and manner as are required by the Director; and to report to the Director, or an officer of the Department nominated to him by the Director, each case of irregular attendance by any pupil. According to the Niue Professional Standards for Teachers, teacher leaders evaluate resources for suitability for the teaching program and develop, modify or procure additional resources where necessary.
Promoting collaboration: Niue’s 2012 Inclusive Education Policy requires school principals to communicate with parents, caregivers, the community, and the Ministry of Education. Teacher leaders are expected to establish safe and supportive learning environments, build partnerships with families and the community, and explore, propose, and implement programs and projects that involve family and community participation in students’ learning. Additionally, the principal represents the school and participates in committees, task forces, and interest groups that include members from families, businesses, and the community.
Supporting staff development: Teacher leaders may offer and deliver professional development to colleagues on: curriculum and planning in their own subject or generic teaching; strategies to incorporate
language, literacy and numeracy in subject teaching; students’ learning styles and how to design intellectually challenging learning activities; bilingual approaches and methods; assessment tools used to diagnose language, literacy and numeracy of students; teaching decision-making skills, critical thinking and creativity in their learning experiences and programs; and more. They lead in the planning of professional development policies and programmes.
Acting in accordance with the ethical principles of the profession: The 2004 Niue Public Service Regulations list among their purposes, “maintaining a proper standard of conduct and ethics by employees.” No more specific explanation is provided.
Others: According to Niue’s 2012 Inclusive Education Policy, principals are responsible for the overall implementation of the Inclusive Education Policy in their schools. This includes, among other responsibilities, overseeing the implementation of Individualized Education Plans (IEPs) and ensuring students with special learning needs are supported in career programs.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
This information is not available online.
Appointment decision
According to the 1989 Education Act, the school principal is appointed by the Niue Public Service Commission.
Employment equity measures
Information not found.
Working conditions
Working conditions in government departments, including the Niue Department of Education, are outlined in the 2004 Niue Public Service Regulations.
2.3. Leadership preparation and training
Pre-service training
According to the 1989 Education Act, the government must establish schools which provide for the training of teachers.
Induction and in-service training
School leaders participate in continuous professional development activities as role models for colleagues.
Recent documents have indicated an intention to improve professional development for leaders in Niue. For example, the 2022-2025 Statement of Partnership between New Zealand and Niue establishes “People” as a priority area, and lays out an intention to “support leadership and professional capability development,” as part of efforts to improve capacity in development areas, including education.
3. Teachers, parents and students
3.1. School management committees and boards
Article nine of the 1968 Niue Education Regulations states that a “school committee may be established under a constitution providing for the election of members, which is approved by the Director, for any Government school in Niue.” These committees may at any time be dissolved by the Resident Commissioner if it acts, or a majority of its members act, in any way that amounts in the opinion of the Resident Commissioner to a willful and serious departure from the provisions of its constitution as approved by the Director. The 1989 Education Act states that the school committee comprises of five members, four of which are elected by the parents whose children attend the school. Since there is only one high school and one primary school for the whole of Niue, the act states that the school committee in each school shall consist of one representative from each village. The Principal of each school shall be an ex officio member of the Committee. Every school committee shall hold office for a term of one year, and any sitting member may be re-elected for any subsequent term or terms. According to this act, the committee of every Government school shall “have the management of that school and shall ensure that the school is in good repair and order, and to provide for the proper cleaning of every such school and the outbuildings thereof, and make all necessary arrangements in regard to sanitary matters and to the care of the school grounds, gates and fences”.
3.2. Middle leaders
The Niue Professional Standards for Teachers utilizes standards at various levels to create a sense of progression for teachers as they develop competency overtime on the job. The highest level is “Teacher Leader/ Mentor.” These teachers use their expertise to advise, assist and mentor colleagues in effectively planning lessons and learning experiences. They may also provide lesson demonstrations and share a wide range of innovative teaching strategies with less experienced teachers. Responsibilities may include leading or participating in teams or task forces which plan subject or school-wide curriculum.
3.3. Parents
Parents make up a significant portion of the school committee, thus there does not seem to be a need for a separate parent association.
3.4. Students
The primary and secondary schools in Niue do not seem to have student-representative organizations. The University of the South Pacific on Niue does have a student association.
4. Governance
4.1. Autonomy of school leaders
Per the 1989 Education Act, principals in Niue do not have financial autonomy or authority in the selection and hiring of school staff. The Niue Public Service Commission is responsible for the appointment of teachers, while the school committee manages the budgeting of school finances. Additionally, all courses of instruction must be approved by the Minister following consultation with the Director.
4.2. Assessment and accountability of school leaders
School principals are accountable to the Director of Education, in accordance with the 1989 Education Act.
4.3. Teacher assessment by school leaders
According to the Niue Professional Standards for Teachers, teacher leaders evaluate and appraise their lessons and those of colleagues and mentees. They provide feedback to colleagues and mentees on how to improve lessons.
