Primary school

Kura tuatahi

Principal career structure primary


What do we need to know about principal's portfolios?

The board will receive a letter from the Ministry of Education when its principal is eligible for one of the career structure payments.

In order for principals to "receive" their annual career allowance, the board must affirm that the principal meets the criteria (detailed in the appendix).

The Primary Principals' Collective Agreement also requires that principals assemble and present to the board a "portfolio of evidence" relevant to the allowance criteria.

If a principal already in receipt of an allowance is appointed to a new school, that principal will continue to receive that allowance, provided the board affirms, as part of its appointment process, it is satisfied that the principal meets the criteria.

These are assessed at three stages

Developing Principal (Acquiring/Acquired): A minimum of 3 years continuous service as a primary or area school principal

Experienced Principal (Applying):  A minimum of 6 years continuous service as a primary or area school principal and meets requirements of "Developing Principal"

Leading Principal  (Sharing):  A minimum of 9 years continuous service as a primary or area school principal and meets requirements of "Developing" and "Experienced Principal"

How do we evaluate the portfolio?

Portfolio structure

Principals can use NZSTA's career structure evaluation and development plan as a framework for their portfolio of evidence. The supporting evidence should be attached.  Boards can then use this as a checklist to ensure the criteria are met.

The above template is included as part C of NZSTA's performance agreement template.  Boards can either affirm the principal's learning and development during their normal annual performance review process or in advance of it, depending on the date the principal becomes eligible.

Examples of supporting evidence for the portfolio

  • Data on student achievement outcomes which link to principal's strategic effort
  • Data on school performance related to strategic goals
  • Staff, student and community surveys
  • Results or certification of course completion
  • Papers published and/or presented at conference
  • Summary of key learning or collected materials from workshops attended
  • Reflective journal/practice notes about any changes made due to current learning and impacts resultant on school performance or achievement
  • Formal or informal written or verbal feedback received from stakeholders on changes made as a result of recent learning and development
  • Compliance with ERO improvement recommendations
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