Provides an overview of performance management and appraisal in New Zealand schools. Outlines a model of principal appraisal that demonstrates an integration of development and accountability elements. Draws on three studies to develop a series of conclusions about the key features of appraisal effectiveness. Significant features are associated with relationships based on high trust and openness which, in turn, can lead to problem resolution and improved performance. An outline of how training can be targeted at helping appraisers to establish such relationships is provided. Other key features of effectiveness associated with objectivity, clarity and depth in objective setting are also discussed.
Outlines how an action research approach can be used for management training and education. The emphasis on developing competence in problem‐solving processes, using action research, is supported by the literature and this is illustrated by several examples of institutional projects and award‐bearing programmes. Details how the authors’ interpretation of action research, in the school management training context, can both challenge and develop educational leaders.
In this research, commissioned by the New Zealand Teachers Council, the quality of induction of provisionally registered teachers (PRT) (newly qualified) was examined utilising qualitative 'success case studies' within early childhood, primary, secondary, and indigenous Māori medium settings. The establishment of criteria for effective induction (from the literature and previous research) guided the identification of 20 'success' sites across the sectors. In-depth data collection of each case was conducted via focus groups, one-to-one interviews and documentary analysis. The findings of the research highlighted exemplary induction practices across the sectors, with the most important associated with PRTs having access to a community, or 'family', of support during their induction. An interesting finding, which contrasted with previous research, was that PRTs in the secondary sector had levels of satisfaction with their role that were as high as those in other sectors. The key limitation to effectiveness was linked to lack of time for discussions and observations of the PRT's practice.
Keywords: induction; New Zealand; teachers
IntroductionThe 'success case studies ' (Brinkerhoff, 2005) on New Zealand (NZ) induction reported upon in this paper clarify a wide range of factors associated with effectiveness, including: good systems of support for induction; appropriate allocation, support and training of mentors; sufficient time for induction; quality feedback and Provisionally Registered Teachers' (PRT) openness to feedback; participation in professional development for PRTs and mentors; effective observation; good ratios of PRTs to mentors; resolving time constraint issues constructively via sharing of expertise and resources, as well as allocating sufficient time for induction meetings and reducing responsibilities for PRTs; reassurance of security for PRTs in limited contractual employment arrangements; shared understandings (locally and nationally) about good teaching and learning; ensuring good accountability processes (reviewing, checking and reporting); and having clear criteria for performance. The overwhelming feature of effectiveness, however, was linked to PRTs having a wide support network -a 'family' of support. This finding is of considerable importance to societies, such as that of the indigenous NZ Māori community, where connectedness and support of whānau (extensive family unit that often refers all individuals associated with a person) are highly valued.The paper begins by describing the approach to induction in NZ and the rationale and research questions guiding the research. Background literature (particularly that from the NZ context) associated with the development of criteria for effective induction then follows. The criteria guided the identification of 20 'success' sites across the sectors that were considered to demonstrate effectiveness. The methods/tools for in-depth data collection of each case are described in the methodology section. In the results and discussion section, findings are...
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