Frequently Asked Questions - Competence

What does the New Zealand Teachers Council view as a competence issue?

There is no definition of competence in the legislation, however, guidance is given to employers and/or the public regarding competence issues. 

‘For the purposes of section 139AL(3)(b) of the Act, the criterion for reporting competence issues about a teacher is that the employer would not, if asked, sign the teacher's practising certificate renewal application because of doubts about whether the teacher meets the satisfactory teacher dimensions.'

  • Section 139AN of the Education Act 1989 outlines what the mandatory reporting process for employers if a teacher fails to meet a level of competence.
  • Section 139AZ of the Education Act 1989 outlines the process regarding complaints about a teacher's competence by the public. 

What's the difference between areas for development and competence concerns?

All teachers have areas of good performance and areas for development regarding teaching practice.  Accordingly, a school/early childhood centre puts in place, as part of its commitment to professional learning, programmes to support teacher improve their practice.  In some circumstances, however, the professional leader of a school/early childhood centre will make an evidence-based judgement, that despite programmes of support, the areas for development have become concerns about teaching competence.  In these situations, the school/early childhood centre, if possible, will follow a process to support the teacher to become competent.  

Does a teacher's registration status affect whether or not a competence concern can be raised?

The legislation does not differentiate between the different levels of registration in terms of competence.  However, guidance for employers is provided in Ministry of Education and New Zealand Teachers Council publications. In general:

  • Provisionally Registered Teachers (PRTs) are entitled to engage in a minimum of two years advice and guidance to support them towards full registration.  If, on completion of this two year programme, there are concerns about the teacher's competence, further support can be provided or proceedings outlined in the teacher's employment agreement may begin.
  • Fully Registered Teachers (FRTs) that are considered to have competence concerns are likely to have been identified through their appraisal against the relevant professional standards.  Primary teachers, who are working as ‘experienced teachers', need the opportunity to be assessed against the professional standards for 'classroom teachers' before competency proceedings begin. 
  • Teachers registered Subject to Confirmation (STC) are required to engage in an advice and guidance for a minimum of three months before applying to be fully registered.  If, on completion of this three month programme, concerns remain about the teacher's competence, further support could be provided or proceedings outlined in the teacher's employment agreement may begin.

What is the relationship between the Satisfactory Teacher Dimensions/Registered Teacher Criteria and the Professional Standards for Teachers?

The Satisfactory Teacher Dimensions/Registered Teacher Criteria are one of the criterion against which a teacher's competence is judged for teacher registration purposes.

The Professional Standards for Teachers are the criterion against which a teacher's performance is annually attested to by the learning centre's professional leader in terms of whether a salary increment will be awarded or not.  They are part of the industrial process detailed in the collective employment agreements with teacher unions. 

The Satisfactory Teacher Dimensions/Registered Teacher Criteria and the Professional Standards for Teachers have specific and different purposes; however, there are close links between them in terms of content.  Usually concerns about a teacher's competence are first raised during the appraisal process when their performance is judged against relevant professional standards. 

Useful publications include:

  • Towards Full Registration:  A Support Kit Ministry of Education and the New Zealand Teachers Council, 2006, Learning Media Ltd, Wellington
  • Teacher Performance Management:  Primary School Teachers, Primary School Deputy/Assistant Principals.  A resource for boards of trustees, principals and teachers Ministry of Education 1998

The other teaching registration criteria are that the person:

  • is of good character and fit to be a teacher;
  • has satisfactory recent teaching experience; and 
  • has completed satisfactory professional development.