Aspiring and Beginning Principals Programmes

The Ministry is seeking to identify supplier(s) to deliver the following two new complementary evidence-based professional learning and development programmes to support the leadership pipeline in New Zealand schools.
1. Aspiring Principal (AP) Programme to prepare up to 200 aspiring principals annually with the knowledge, skills, and confidence to successfully transition into principal roles <... The Ministry is seeking to identify supplier(s) to deliver the following two new complementary evidence-based professional learning and development programmes to support the leadership pipeline in New Zealand schools.
1. Aspiring Principal (AP) Programme to prepare up to 200 aspiring principals annually with the knowledge, skills, and confidence to successfully transition into principal roles
2. Beginning Principal (BP) Programme to support all newly appointed principals in their first two years of principalship (including acting principals of at least a term) to succeed in their roles and sustain their leadership (estimated annual number is up to 450 at any one time).

Suppliers can bid to provide services for either or both of these programmes, and there is a separate response form for each of these programmes.

Both programmes will support the development of education leaders with the right set of skills and knowledge to operate a school and deliver equitable outcomes for ākonga. These programmes will be accessible and relevant to the diverse needs, contexts and experiences of all participants (including rural, primary/secondary, and culturally diverse settings). They support the Minister of Education’s vision of a high-quality, effective leadership system across all stages of the principal pathway.

The Ministry expects that the AP and BP Programmes will deliver school leaders who:
• are more knowledgeable, prepared, competent and confident principals, who stay in the profession and lead effectively
• can create more effective school environments which result in higher student achievement and attendance, increased teacher retention, improved workplace culture, and the ability to give effect to Government educational priorities
• build effective relationships within the school, with school boards, the community and Ministry staff
• are resilient and can effectively lead the implementation of changes and improvements in their school
• are well connected with their peers in the sector
• contribute to the value and growth of confidence in the profession by taking a lead role in developing principals of the future.

There are minimum requirements for both of these programmes that must be met in any response, and these are set out in section 2.2 of this RFP.