Professional Growth Cycle
A Professional Growth Cycle focuses on how teachers use and meet Our Code, Our Standards | Ngā Tikanga Matatika, Ngā Paerewa in their everyday practice.
Overview of the transition from Appraisal to Professional Growth Cycle
In 2019, during talks between the Government, PPTA Te Wehengarua and NZEI Te Riu Roa an Accord was developed. One element of the Accord committed to removing teacher performance appraisal as an accountability instrument, in recognition that in some settings the process had become burdensome.
We had heard from many kaiako, principals, tumuaki and ECE professional leaders that their appraisal systems had become over-engineered and the compliance activity was onerous.
The Accord was an exciting step forward, and offered an opportunity to think about how to support quality teaching in a way that centrally positions high trust in the profession. The Council wanted to ensure that any change to performance appraisal benefiting primary and secondary teachers, would apply to Early Childhood Education Teachers as well. For this reason, the Council facilitated a cross-sector working group* to consider what removing performance appraisal could mean for teachers and to find new ways of supporting practice. It was important to remove unproductive compliance activities, reduce workload for teachers and enable a focus on professional growth, whilst still meeting the legal obligation that every teacher meets the Standards l Nga Pāerewa. The working group also recognised the strong need for a focus on professional learning, and created a set of elements to underpin the design of a Professional Growth Cycle.
A Professional Growth Cycle is intended to capitalise on the authentic learning collaborations between teachers that are likely to already be in place. The removal of performance appraisal will enhance the status of these collaborations and the role they play in supporting teachers' professional growth. Ultimately, this is a more holistic approach, focusing on how teachers use and meet the Code Ngā Tikanga Matatika & Standards l Ngā Paerewa in their everyday practice, as well as supporting professional learning and collaboration.
Please note, the agreed requirements decided upon by the working group do not apply to Early Childhood Education professional leaders nor principals - a similar review of appraisal for principals, tumuaki and early childhood education professional leaders is in progress.
* The partners involved in this working group included:
NZEI Te Riu Roa, NZ Post Primary Teachers’ Association Te Wehengarua, Ministry of Education, NZ School Trustees Association, Te Rito Maioha, Te Akatea, Early Childhood Council, Education Review Office, NZ Kindergartens, Ngā Kura a Iwi o Aotearoa, Te Rūnanga Nui o ngā Kura Kaupapa Māori, Montessori NZ, NZ Principals Federation, NZ Pasifika Principals Association, Secondary Principals Association NZ.