Thursday, 4 September 2025
Learning Objectives:
- Understand the step-by-step process for managing disciplinary and competency concerns in accordance with Teaching Council requirements
- Learn how to create structured support plans and determine whether competency concerns have been resolved
*Original Content was created in September 2024
Teacher Discipline and Teacher Competence: Managing the Processes
- Making initial enquiries into a potential breach of discipline
- Mandatory reporting to Teaching Council
- Making the decision whether or not to use an independent investigator
- Steps to follow in a formal disciplinary procedure
- Raising teacher competency issues in a timely way
- Drafting an assistance and personal guidance programme
- Determining whether or not the teacher has adequately addressed the competency concerns
Presented by Gretchen Stone, Partner, Harrison Stone
Chair
David Graham, Principal, Goodwood School
Description
Attend and earn 0.5 PLD hour
* This interactive online recording includes questions and quizzes requiring critical thinking about the topics, so you have no annual limits to the number of points/hours you can claim with this format of learning. Please verify with your CPD rules
Presenters
Gretchen Stone, Partner, Harrison StoneGretchen Stone specialises in employment and education law. She advises secondary principals through the Secondary Principals Association of New Zealand and with primary principals as the Honorary Solicitor for Auckland Primary Principals Association. Gretchen has extensive experience advising Principals and Board of Trustees in relation to employment and disciplinary issues, governance and management, student discipline issues, social media, and all areas of legal liability within the education sector.
David Graham, Principal, Goodwood School
David Graham is an experienced school leader having led three primary schools across the Waikato. He is currently the principal of Goodwood School (a primary school of 400 students) and co-leader of Te Kahūi Ako o Te Oko Horoi, the Cambridge Community of Learning. David has recently returned from the United Kingdom where he worked with the Anna Freud Centre and the national Partnership for Inclusion of Neurodiversity in Schools (PINS) programme. His research investigated policy and programmes which support learners who are neurodiverse, their peers and teachers.
