1. Performance Management of Tagged Positions

2. Tagged Teaching Positions
Section 464 of the Education Act 1989 – ‘Tagged Positions’:
‘(c) The board must … (ii) state in advertisements for the positions that a willingness and an ability to take part in religious instruction appropriate to that school is a condition of appointment’

3. Tagged Teaching Positions
Only teaching positions can be tagged.
The number of ‘tagged positions’ varies in different schools.
For tagged positions, willingness and ability to take part in religious instruction appropriate to that school is a condition of appointment.

4. Tagged Teaching Positions
Advertising
Appointment
Induction
Performance Management:
Appraisal
Professional Development
Conduct and Competence
Make this slide interactive. E.G. – How do you go about your induction process for tagged positions? Do your appraisals include assessment of the ‘tagged’ aspect of the role?

5. Performance Management of Tagged Teaching Positions
Ministry of Education Performance in Schools Guidelines.
BoTs must take into account guidelines including by:
‘development and implementation of policies and procedures to ensure that the teachers and staff provide education and services which effectively meet the needs of their students consistent with the [school’s] goals and objectives’

6. Performance in Schools Guidelines
BoTs should ensure that policies and procedures:
ii. are appropriate to individual teachers, the school and wider community;
iii. are developed in a consultative manner with teachers;
iv. are open and transparent;
v. have a professional development orientation;
vi. are timely and helpful to individual teachers;

7. Performance in Schools Guidelines
BoTs must ensure that the appraisal process includes:
development of a written statement of performance expectations in consultation with each teacher
identification and written specification of one or more development objectives to be achieved during the period

8. Performance in Schools Guidelines
Performance expectations for teachers must relate to the key professional responsibilities and key performance areas of their position including:
Teaching Responsibilities
School-wide responsibilities (including pastoral activities)
Management responsibilities

9. Draft Code and Standards
Education Council Code of Professional Responsibility and Standards for the Teaching Profession
Draft Code and Standards
‘The draft Code and Standards are not discrete - they are fundamentally linked and neither can be considered in isolation. The expectations for our practice (the Standards) and how we conduct ourselves (the Code) are integral to each other’
A possible model for Integrated Schools to follow for Tagged Teaching Positions

10. Possible Conduct Criteria for Tagged Positions
COMMITMENT
EXAMPLES OF DEMONSTRATING
A HIGH STANDARD
EXAMPLES OF NOT DEMONSTRATING
1. We are part of the whole school community. We use our specific strengths and skills to support the Vision and the Mission of the School.
2. We are willing to deliver all areas of the New Zealand curriculum in a manner which reflects the School’s Special Character as described in the School’s Integration Agreement, Charter [Strategic Plan] and other documentation.
3. We support, uphold and are actively involved in the total life of the School and its Special Character, and participate in, and contribute, where required to, special events, approved by the Board of Trustees which uphold the Special Character of the School (eg. Special Assemblies, Staff Devotions, etc.).
4. We are role models for pupils, colleagues, parents and caregivers - living the Vision, Mission and the Values of the School.
5. We refrain from doing or saying anything that would be antithetical to the School’s Special Character.
6. We acknowledge that supporting and upholding the School’s Special Character includes the manner in which we conduct our personal lives.
8. We are willing to play our part in delivering the aims and objectives of the School Charter [Strategic Plan].
9. We abide by the Code of Ethics for staff.

11. Possible Performance Criteria for Tagged Positions
STANDARD
EXAMPLES OF DEMONSTRATING
A HIGH STANDARD
EXAMPLES OF NOT DEMONSTRATING
1. Demonstrate commitment to reflecting the School’s Special Character in all aspects of teaching practice.
2. Demonstrate ability to deliver all areas of the New Zealand curriculum in a manner which reflects the School’s Special Character as described in the School’s Integration Agreement, Charter [Strategic Plan] and other documentation.
3. Use critical inquiry, collaborative problem-solving and professional learning to improve professional capability to take part in religious instruction appropriate to the School.
4. Create and maintain learning-focussed environments which honour and reflect the School’s Special Character
6. Demonstrate familiarity with the Special Character of the School as presented in the School’s Integration Agreement, Charter [Strategic Plan] and supporting documents.

12. QUESTIONS