PROFESSIONAL DEVELOPMENT - PERSONAL GOALS AND OBJECTIVES
To approve and support a staff development programme to enhance the educational
opportunities of students and improve the capabilities of all staff.
To adopt, on the advice of the Professional Development Committee, a staff development
programme which specifies clear outcomes and methods for achieving these.
POLICY ON STAFF PROFESSIONAL TRAINING AND DEVELOPMENT:
A. Whangarei Boys’ High School is fully committed to the concept of staff development, because
it is seen as the most effective means of allowing staff to reach their potential for the benefit of
the students they teach and manage, and themselves personally.
1. This Policy has as a focus, the concept of Staff Development to enhance student learning.
Every effort should be made to implement this policy with minimum disruption to class
2. In the annual review, each Faculty Head will be required to give to the Professional
Development Committee, a copy of their Professional Development goals/requests (prior to
the end of the year) for the new year.
3. In deciding on the methods of achieving goals, the following methods of Professional
Development should be considered.
i) Within the department - arising from the “Appraisal” round.
ii) Guidance from Headmaster and DP/AP re: Staff Development
iii) School-based in-service courses.
iv) Regional in-service programme.
v) National in-service courses. These are advertised in the Education Gazette, and
staff should be encouraged to apply.
vi) Courses for which staff are nominated from areas outside the school’s jurisdiction.
Application for release should be made to the Professional Development
vii) Subject conferences
viii) Visits to the other schools that have certain access, staff or departments of
particular strength. Application should be made to the in-service co-ordinator.
ix) Staff should be supported to sit relevant extra-mural papers.
4. Finance for staff development is a budgetary element approved by the Board of Trustees.
5. The monitoring of staff professional development will be carried out by the Staff
Professional Development Committee made up of chairperson selected by the Headmaster,
with other members of the committee being made up of one elected Support Staff member
and one elected teacher from each Faculty. Assistant teachers will be encouraged to be on
the committee. The elected members will be chosen at the last Faculty meeting each year.
6. Specifically the committee’s function will be:
a) To decide on participation in regional in-service courses.
b) To decide on the provision of school-based in-service courses.
c) To present a detailed budget of funding for the following year and submit it to the
Board of Trustees for approval.
d) To decide, using given criteria, the distribution of funds allocated.
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e) To receive an evaluation report from course members.
7. All staff who undertake Professional Development (including Support Staff)
regardless of where the funding for the PD comes from, must apply to the PD
Committee to get approval to undertake the PD.
8. All staff on completion of their PD course/activity will complete the PD feed-back
form. A copy will be lodged with the PD Committee Chairperson and another with
their HoD/HoF – a report will also be presented at the first Department meeting after
B. Staff training and development must be on-going and the principles, practices and resources
are to be seen as a cycle of Professional Development.
C. Induction of Beginning teachers and New Staff.
All new teaching staff new to the school under-take a one-day orientation programme before
the start of the year. (Assistant Principal to co-ordinate and run).
i) Beginning Teachers
In addition to the appraisal system, all beginning teachers are to receive advice and
guidance in year one and two. The organisation of this is the responsibility of the Teacher-
in-Charge Year 1, 2 teachers (who delegates supervision of the teacher to a particular Head
of Department or Faculty). Advice and guidance take the form of:
1. Tutorial / A regular programme with the Teacher-in-charge Year 1, 2 teachers,
assisted by Headmaster.
2. Supervision of lessons.
3. Classroom visiting.
4. Personal counseling.
5. Lesson critiques - must be two per term by supervising teacher(s).
6. Tai Tokerau training course.
At the end of the two years, the suitability of the beginning teacher will be assessed under
headings, specified in the registration document, which refer to fitness to be a teacher.
ii) New Teaching Staff
In the case of new assistant staff, who are professionally experienced advice and guidance
will be informal and will involve the Heads of Department/Heads of Faculties and
In the case of senior appointees, advice and guidance will be provided by other senior staff
iii) New Support Staff
Advice and guidance for new Support Staff will take the form of:
To be shown around the school, and introduced to staff members.
To be familiarised with the systems and functions of the particular section
To be made aware of health and safety requirements/procedures.
To be given full support and training in the operation of all equipment that they
will be using.
To initially meet at least once each week with their direct senior to discuss any
problems and gain support, guidance and advice.
To be made welcome by all staff members and to be made to feel part of the
Any new appointee of the Support staff will, after three months, have an interview with the
Executive Officer (who has overall responsibility for all Support Staff) that will cover any
concerns that would assist their continuing in the position or otherwise.
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D. Criteria for funding of Professional Development
All criteria must be linked into the goals and objectives of the school as a whole. Departmental
goals must be given priority within this. Any professional development must benefit students
through any or all of the following areas:
Classroom management ) Priority given to
Teaching strategies ) where they fit into
Administration, including support staff ) School Goals.
Improved quality of support staff )
Cases will be looked at individually, but in general terms there will be a ranking as follows:
1. Not negotiable changes that must take place - e.g. Framework, ABA, Curriculum
2. Classroom management, teaching methods, curriculum development (includes subject
3. Personal development - management/administration/training, etc (with special reference
to new MU holders/HOD’s), (includes management/administration conferences).
4. Keynote speakers that will benefit staff.
5. Tertiary papers - up to 50% reimbursement of tertiary fees (to a maximum of $500) upon
passing a paper/course that relates directly to teaching/administration.
Any reimbursement will be on the basis of actual and reasonable expenses, supported by
receipts or tax invoices, providing prior approval has been given by the Professional
E. Professional Development of Headmaster, Deputy Principal, Assistant Principals and
A separate budgeted amount to be set aside annually to meet the Professional Development
needs of the above five staff members, to allow them to undertake Professional Development
outside of their curriculum area (i.e. Management PD etc)
Regular ongoing curriculum-based PD for the DP and AP will be applied for through the
Professional Development Committee in the same way as all other staff.
POLICY ORIGINALLY WRITTEN: KIR, WIL 5.10.00
APPROVED BY BOT: 16.11.00
REVIEWED: KIR, BLO, WAR 24.10.03
RATIFIED BY BOT: 18.11.03
REVIEW by PD Committee: 31.10.06
APPROVED BY SMT: 8.11.06
RATIFIED BY BoT: 21.11.06
REVIEWED BY: KIR, ELL, PD Comm 30.10.09
APPROVED BY SMT: 2.11.09
RATIFIED BY BoT: 17.11.09
TO BE REVIEWED BY: 17.11.12
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