Employment

Employment is one of the Board’s most significant responsibilities. In a state integrated Catholic school, the Board must balance its obligations as the employer with its duty to uphold the school’s Catholic special character and comply with the Integration Agreement and Schedule 6 of the Education and Training Act 2020. This chapter outlines how those responsibilities are exercised in practice.

The requirement for staff positions specific to state integrated schools apply to appointments as well as the requirements that state schools are obliged to observe (such as the State Sector Act 1988, Education and Training Act 2020, Employment Relations Act 2000, Human Rights Act 1993 etc.). This section should be read in conjunction with the Education and Training Act 2020, Sch 6 Cl 47 to 52.

Board Responsibilities for Staff Appointments

The Board is the legal employer of all staff at the school, whether teaching or non-teaching, and it cannot delegate its overall accountability for employment decisions. It must also be satisfied that staffing decisions support the Catholic special character and the educational needs of students.

This section describes the Board’s core responsibilities for staff appointments and the policies and delegations that support them. The board may delegate responsibility for selection to the principal or an appointment committee. These delegations must be in the board’s employment policy.

Board employment policy

A clear employment policy guides how the Board and principal carry out their employer responsibilities. It should outline expectations for compliance, fairness, and the promotion of the school’s Catholic identity. Like any state school, the policy must address appointment processes, procedures, delegations, and selection criteria. State‑integrated Catholic schools also have additional requirements that protect their Catholic special character. These obligations are set out in the Education and Training Act 2020, Schedule 6, and in the school’s Integration Agreement with the Crown, which may include school‑specific provisions. The special character staffing requirements in both documents are essential to maintaining the school’s Catholic identity.

The key responsibilities of the school board in relation to staff appointments are highlighted below:

1. The board’s appointments policy must ensure that the advertising of special character positions (both Cl 47 and Cl 50), the selection criteria for special character positions, and the resulting letters offering employment conform strictly to the requirements of the Integration Agreement, of the Education and Training Act 2020 Schedule 6, and the requirements of the Proprietor.
2. The board must ensure that the correct number and type of special character positions are designated and filled as given in the school’s Integration Agreement, and for primary schools according to the staffing table. For secondary schools the individual formula is given to each school at the time of integration. Appointments to special character positions must be recorded in a formal register.
3. The Board must ensure that the job descriptions of the Principal and the Director of Religious Studies (DRS) include leadership in the Catholic special character of the school and engagement with the wider Catholic faith community. Diocesan Offices can assist with these key job descriptions.
4. The board must ensure that job descriptions of Cl 47 (c) and Cl 50 special character positions include Catholic special character expectations. Diocesan Offices can assist with these key job descriptions.
5. The board will maintain confidence in its appointments by ensuring that its delegations for the appointment of staff are appropriate to the circumstances of the particular school. The delegations must be set out in board policy.
6. The board’s appointments policy must include the following requirements:
   • The appointment committee must include at least one Proprietor’s Appointee (Sch 6 Cl 46)
   • Acceptability is the first step in the appointment process for all special character positions (in primary schools, acceptability is determined by the Proprietor). Secondary School Boards are advised to consult the Diocesan Office for advice and support to determine acceptability on behalf of Proprietors for Colleges.
   • Acceptability must be assessed first, before considering the applicant’s overall suitability for the position. All staff are required to recognise and respect the school’s Catholic special character as pertaining to their position.
   • Boards cannot short list applicants ahead of the acceptability process. Suitability is determined by the board and is the second step in the appointment process.
   • Not all employees of a Catholic school must be Catholic. Staff who do not profess Catholicism are expected to recognise and respect the Catholic special character of the school, and to refrain from doing or saying anything in connection with performing their role within the school that would undermine or inhibit the school’s ability to provide education with a Catholic special character.

It is recommended that as part of their regular governance review cycle boards review how they carry out these key responsibilities.

Some appointment requirements are complex, and the consequences of non-compliance can be severe. Boards are advised to consult the Diocesan Office or NZSBA for further clarification, or for general guidance and assistance.

For guidance on setting a board appointment policy reflective of Catholic special character and in line with the Education and Training Act 2020 Schedule 6 see NZCEO’s suite of Catholic state-integrated school’s governance policies.

It is an expectation that the boards employment policy ensures that each teacher or staff member has a clear understanding of what they undertake when they accept a position at a Catholic school. Candidates can be asked if they are prepared to actively support the specific values that a Catholic School stands for, both in their teaching and in the behaviour they model. The Expectations of Staff for a Catholic School document has detailed information.

The Board’s policy document needs to specify what a special character position requires in relation to Catholic special character.

Delegations to Appoint Staff

While the Board retains overall accountability, it may delegate specific appointment tasks to the principal and appointment committees. These delegations must be in writing and reviewed regularly so that they remain appropriate to the size and complexity of the school.

The appointments policy for each school should specify whether the authority to appoint staff has been delegated and if so the person/s to whom that authority is given, i.e. the principal or an appointment committee. The Education and Training Act, Schedule 6, Cl 46 (2) requires that any committee set up by a board which has the power to appoint teachers or recommend the appointment of teachers must contain at least one of the proprietor appointees on the board – even if the only other member is the principal. This is a legal requirement. Where appointment authority has been delegated under board policy, appointments are reported to the board for noting. Where the committee has authority only to recommend an appointment, the appointment must be approved by the board before being confirmed.

Much can be delegated if the appointment policy sets out clearly how appointments are to be managed, what the requirements are, and the precise nature of the delegations for decision making.

Good practice guidelines are available here from the Te Whakarōpūtanga Kaitiaki Kura o Aotearoa New Zealand School Boards Association (NZSBA).

Delegations to appoint senior teaching positions

Senior teaching appointments are critical to the leadership, culture and Catholic special character of the school. This section explains how the Board may delegate aspects of the appointment process while retaining its decision-making role.

The board’s policy determines which positions are senior such as principal, DRS, DP, AP, HoDs, syndicate or team leaders. The appointments committee shortlists, interviews and appoints directly, or recommends an appointment to the board for approval. Normally the board will accept the recommendation. It may, however, refuse the recommendation and either refer the appointment back to the committee for another recommendation, resolve to re-advertise the position, or appoint some other applicant it considers more suitable.

Delegation to appoint permanent Scale A and long-term relieving teaching positions

For other permanent and long-term relieving teaching positions, it is usual for an appointments committee to conduct inquiries and interviews, make a recommendation for endorsement by the school board.

Delegation to appoint short-term relieving and day relief teachers

The principal is empowered to appoint short-term relieving staff and report the appointment to the board.

Delegation to appoint non-teaching staff

The principal is empowered to appoint non-teaching staff and reports the appointments to the board.

Delegation of authority and conflicts of interest: The board may delegate parts of an appointment process to the principal or an appointments committee, but the scope of that delegation should be clearly recorded in the board’s employment or delegations policy. The policy should state who may make decisions, which appointments must be recommended to the full board, when the board must ratify an appointment, and how actual, potential, or perceived conflicts of interest, Close personal relationships, or concerns about nepotism will be managed. Any person involved in shortlisting, interviewing, reference checking, or recommending an appointment must declare any actual, potential, or perceived conflict of interest and withdraw from the process where appropriate.

Special Character staffing framework

State integrated Catholic schools operate under a specific staffing framework that includes special character positions under Clause 47 and Clause 50 of Schedule 6. This section explains those provisions and how they apply to principals, Directors of Religious Studies and other special character positions.

Special Character Positions

Special character positions are reserved for teaching staff who will actively uphold and model the Catholic character of the school. The Integration Agreement sets out the nature and number of these positions, and the Board must ensure that they are filled only by acceptable and suitable appointees.

When a vacancy occurs, the board must establish whether the position is a special character position or a general position (not a special character position).

There are two categories of special character positions:

1. Clause 47 (a, b and c)
2. Clause 50

Clause 47 positions (a, b, c)

Clause 47 of Schedule 6 identifies three categories of special character positions in a Catholic school: the principal (47(a)), the Director of Religious Studies (47(b)), and additional positions that support the school’s special character (47(c)). The following sections outline the specific requirements for each.

Clause 47 positions legally require the applicant to be willing and able to take part in religious instruction¹ appropriate to the special character of the school. The three Cl 47 positions are:

• Principal (Cl 47(a))
• Director of Religious Studies (Cl 47(b))
• Other teachers in special character (Cl 47(c)) positions

A teacher in a Cl 47 (a, b or c) special character position represents the Catholic community and is expected to be actively involved in building the Catholic special character of the school.

It is the policy of the NZCBC (October 2013) that the person holding a Sch 6, Cl 47 position “must be a baptised Catholic, active in a Catholic parish or Catholic Eucharistic community, and who is an authentic witness and role model for Catholic students”.

Conditions of appointment for Cl 47 special character positions

Applicants for Clause 47 positions must meet the special character requirements of the position, as assessed through the acceptability process. See the Fact Sheet: What is Acceptability? for guidance on the criteria and process. Any exception to the requirements must have the prior approval of the bishop. Clause 50 appointees do not have to be Catholic and are not obliged to take part in religious instruction.

For the positions, of principal and DRS it is expected they are involved in their parish and have carried out some role within the Church community. (For the qualities sought, refer to the Fact Sheet: What is acceptability?)

Principal (Cl 47(a) position)

The principal of a Catholic state integrated school has a central role in safeguarding and promoting Catholic special character. In addition to their educational leadership responsibilities, they must accept and recognise a responsibility to maintain and preserve the special character of the school.

The appointment of a principal is arguably the most important decision a board has to make. The whole Board or alternatively the appointments committee (excluding the incumbent principal) shortlists the applicants, conducts interviews and inquiries, and recommends an appointment to the board. It is helpful to have a person from the Diocesan Education Office and a current principal (a Catholic principal, if available) as advisers and to seek advice from NZSBA. It is important that anyone involved declares any potential conflict of interest. (See also steps in process and Factsheets in Resources section below).

The Integration Agreement and legislation require the appointee:

• be willing to take part in religious instruction
• be able to do so
• accept these requirements as a condition of appointment.

The Integration Agreement also requires the appointee to “accept and recognise a responsibility to maintain and preserve the special character of the school”. This must be stated in the principal’s job description. This implies that the Board must also be satisfied that the person selected accepts the responsibility to uphold the special character and recognises what that responsibility entails.

If in the board’s view an applicant fails to meet any of these requirements and/or is unwilling to fulfil them, then the board cannot appoint that applicant. The board must consult the referees which can include those on the Cl 47( c ) form, to test that all the requirements are met and must record the evidence obtained.

The principal takes up an important religious and pastoral responsibility in the Catholic community. The person appointed must therefore be a fully committed Catholic, active in their parish and the wider life of the Church, committed to Catholic religious practices and to leadership of Catholic education.

In this context, the phrase “take part in religious instruction” means taking part at the level of principal. This implies being willing and having the necessary professional Catholic education qualifications (or be committed to attaining such qualifications) and personal qualities to:

• assume leadership of the religious aspects of the school
• provide leadership in specific dimensions of Catholic special character development
• be ultimately responsible to the Board for the religious programme of the school and for its religious observances
• take Religious Education Classes whenever the organisation of the school requires
• be a suitable role model and Gospel witness for staff, students and parents
• assume an appropriate leadership role in school and parish liturgies or prayer services.²

The “religious instruction” referred to is that which is “appropriate to the special character of the school”. The Integration Agreement notes that the religious instruction and observances are laid down by the bishop of the diocese. (Refer to the NZCBC (2013) letter sent to each secondary school outlining requirements.)

It is recommended that the principal possesses the minimum of Leadership Level Certification³. If an appointee does not have this level of certification, the board can include conditions of appointment in employment letters so the appointee studies to gain this level of certification or higher, within an agreed timeframe and should offer to assist.

Determining Acceptability in a Primary School

The Education and Training Act 2020 Schedule 6, Cl 52 requires the principal of a primary school (being a Cl 47 position) to be “acceptable” to the Proprietor in terms of the special character of the school.

Acceptability is the initial prerequisite that all candidates must meet (see section on establishing acceptability). The board’s decision may be subject to judicial review if acceptability is not properly established.

Determining Acceptability in a Secondary School

In secondary schools, acceptability is ultimately the school board’s responsibility. However, the New Zealand Bishops Conference (NZCBC, 2013), has given some guidance for those boards determining acceptability for CL 47 positions. These guidelines advise the board seeks the assistance of the school’s Diocesan Education Office personnel when determining acceptability of applicants. The board can ask the Diocesan Education Office to carry out the process on their behalf. The Diocesan Education Office can also provide professional learning and formation to the board in relation to principal appointments.

Director of Religious Studies – primary (Cl 47(b) position)

In primary schools, the Director of Religious Studies (DRS) provides leadership in religious education and the faith life of the school. The Integration Agreement specifies when a DRS must be appointed and what special character expectations apply to the role.

In each primary school that has five or more teachers, there must be a position designated as Director of Religious Studies (DRS). In primary schools with fewer than five teachers, the board may designate a position as DRS.

The staffing schedules of Integration Agreements for primary schools (usually the fourth schedule) include the following provisions:

• If the staffing entitlement of the school is fewer than five teachers, the board may appoint a DRS and may allocate one or more management units to the position.
• If the staffing entitlement is five or more teachers but fewer than eight, the Board must appoint a DRS and may allocate one or more management units to the position.
• If the staffing entitlement is eight or more teachers, the board must appoint a DRS and must allocate one or more management units to the position.

The DRS position in secondary schools (Cl 47 (b) Position)

In secondary schools, the DRS role is more complex, often involving oversight of a faculty and broader leadership in faith formation. This section summarises the expectations for DRS appointments in the secondary context.

The Integration Agreement of every Catholic secondary school requires the school to have a DRS position as a position of responsibility. The DRS is the leader of a key department or faculty in the school and has school-wide responsibilities. The bishops expect this position to be suitably recognised with management units and for the DRS to be included in the senior management team if possible.

Some schools have a Head of Department/Faculty/Learning Area Religious Studies, as well as a DRS; in this case both would be Cl 47 positions.

Requirements of the DRS position in both primary and secondary schools

The school’s integration agreement requires that the appointee:

• be willing to take part in religious instruction appropriate to the special character of the school
• be able to do so
• accept these requirements as conditions of appointment
• give guidance and provide effective leadership in religious instruction and observances throughout the school
• undertake such teaching duties as may be required by the principal.

The Board cannot appoint any applicant who in the board’s view fails to meet any of these requirements or is unwilling to fulfil them. The board should have evidence of the applicant’s training and level of RE qualification and certification. This would be evidenced as part of the requirements of the CV.

The DRS is responsible to the principal for the Religious Education (RE) curriculum. The DRS is obliged to abide by the policies set out by the board in accordance with the goals of the religious curriculum and the objectives of the school plan.

Only a committed and active Catholic in good standing who has a sound knowledge of the curriculum prescribed by the bishop of the diocese, and who has demonstrated teaching skills in RE and the ability to lead a teaching team, should be appointed to this position. For further information on the role of a DRS in a primary school see The DRS Handbook for Catholic Primary Schools in Aotearoa New Zealand and in a secondary school The DRS Handbook for Catholic secondary Schools in Aotearoa New Zealand.

The advertisement for the position must include (in addition to the Cl 47 wording) that the appointee has to “give guidance and provide effective leadership in Religious Education and observances throughout the school”, as stated in the school’s Integration Agreement. Teacher in a special character position (Cl 47 (c))

Other teachers in special character positions (Cl 47(c) positions)

The school’s integration agreement allows for additional Clause 47(c) teaching positions to maintain the Catholic special character of the school.

Teachers in special character Cl 47 positions are not appointed simply to teach Religious Education, although this is the specialist task of some teachers holding these positions. They are appointed to contribute to the religious instruction of the students. The term ‘religious instruction’ in the Education and Training Act was chosen with care. It continues to be useful because it implies far more than Religious Education – it includes the school’s Catholic special character, all of which is designed to contribute to the religious instruction of the students.

Cl 47(c) special character positions provide the legal safeguard, ensuring that the school can employ a sufficient number of Catholic teachers who understand and live by the special character so that the school is truly a Catholic community. Teachers create this community by everything they say and do. The Principal and Director of Religious Studies need the support of other Catholic teachers in order to sustain the Catholic community of the school.

In a primary school (but not always in a secondary school) holding a Cl 47 position probably includes teaching Religious Education and will include supporting Catholic special character activities, helping in the preparation of liturgies or similar activities, assisting with staff development in Catholic special character and being part of the school’s team of teachers holding special character positions.

In a secondary school teachers holding a Cl 47 position may or may not be teaching Religious Education however they are expected to be involved in the Catholic special character of the school to the same level as a primary teacher in a Cl 47 special character position. (Note: boards need to keep a record of teachers in Cl 47 positions).

Requirement to teach Religious Education

The Education and Training Act 2020, Schedule 6, Cl 49 states that no teacher can be required to teach Religious Education unless the advertisement under which the teacher was appointed states that “a willingness and ability to take part in religious instruction appropriate to the special character of the school is a condition of appointment”.

Some Proprietors expect principals to seek written approval from the Diocesan Education Office before assigning a teacher who does not hold a special character position to teach a Religious Education class. In such cases, the principal should provide adequate information about the teacher’s ability and suitability to teach Religious Education. However, a teacher who does not hold a Cl 47 position cannot be required to teach Religious Education unless they choose to do so.

Importance of qualifications and certification

Certification is important for all teachers and school leaders especially those in special character positions and who are Religious Education teachers. Certification recognises appropriate study, and experience of teaching the nationally mandated programme of the New Zealand Catholic Bishops Conference Tō Tātou Whakapono Our Faith, and expertise in Catholic special character.

For more information about Certification please refer to the Certification Handbook 2025. Certification Handbook Booklet

Appointing to Cl 47 (b) and (c) special character positions internally and retrospectively

Clause 47(b) and (c) special character positions may be filled internally where appropriate.

Schools sometimes appoint a person to a general position and later decide that the person could hold a Cl 47(c) special character position. These positions may be filled internally if the availability of the Cl 47 special character position is advertised to all staff, so that anyone who is acceptable may apply. Boards should refer to Filling Special Character Cl 47(c) Positions Retrospectively and Internally: Employment Factsheet. The principal must contact the Diocesan Education Office to seek advice.

If a DRS wishes to step aside from holding the Cl 47(b) position but remain on staff, resulting in no actual vacancy, the principal must contact the Diocesan Education Office to seek advice.

The position may be advertised nationally in the Education Gazette or within the school. All teaching staff must be alerted to the availability of the special character position, and the normal process for assessing acceptability must be followed.

Clause 50 positions

Clause 50 enables certain non-teaching or mixed teaching/non-teaching positions to be designated as special character positions.

Deputy Principal Clause 50 position:

General Cl 50 wording

A Cl 50 position, usually a deputy principal position, requires particular capabilities on the part of the teacher holding it, as prescribed by the school’s Integration Agreement. The requirements of each school’s Integration Agreement must therefore be read alongside Clause 50 of Schedule 6 of the Education and Training Act. Cl 50 positions are worded differently in primary and secondary school Integration Agreements. It is not a condition of appointment that the applicant be a baptised Catholic.

Requirements of the Cl 50 position in primary schools

In a primary school, if the Integration Agreement requires an assistant principal or deputy principal position to hold a Cl 50 special character position, the position must be advertised using the wording required by the Integration Agreement. Applicants must submit the Schedule 6 Cl 50 Deputy Principal Form, and the Board must ensure that the Diocesan Education Office completes the acceptability process before shortlisting occurs.

A primary school Integration Agreement normally specifies for the deputy principal that “capabilities to maintain programmes and activities that reflect the special character of the school shall be a condition of appointment”. This means the successful applicant needs to have a good understanding of the school’s special character, but does not necessarily have to be Catholic. The Board cannot appoint an applicant who, in the Board’s view, does not meet this requirement or is unwilling to fulfil it. The appointee must meet the requirement at appointment, not merely have the potential to do so.

If a primary school Integration Agreement specifies that the deputy principal or assistant principal has responsibility for supervising junior classes, the position will be a Cl 47 position, requiring “willingness and ability to take part in religious instruction” (Education and Training Act, Sch 6, Cl 47(d)).

Requirements of the Cl 50 position in secondary schools

A secondary school Integration Agreement normally specifies for the deputy principal position that “capabilities to assist in planning and organising the courses and programmes at the school to ensure they reflect the special character of the school shall be a condition of appointment”. This means the successful applicant needs to have a good understanding of the school’s special character and how it is integrated into all aspects of school life, including the curriculum. The Board cannot appoint an applicant who, in the Board’s view, does not meet these requirements or is unwilling to fulfil them.

The position must be advertised with the appropriate Clause 50 wording. A deputy principal cannot legally hold both a Clause 50 and Clause 47 position. If the school has two or more deputy principals, the Integration Agreement requires one deputy principal to hold the Clause 50 position. This person would usually have oversight of the school curriculum as their main task.

Assistant principal (primary)

In some cases, this may be a Clause 50 position.

A primary school Integration Agreement may require the position of assistant principal of a primary school to be designated as a special character position so that it requires “Capabilities to maintain programmes and activities that reflect the special character of the school shall be a condition of appointment” if the position has responsibility for supervising senior classes at that school (Education and Training Act, Schedule 6, Cl 50 (2)). It must in that case be advertised as a Cl 50 position.

Before the board makes an appointment to any special character position in a primary school,

• it is required by the legislation to consult the Proprietor and,
• may consider for appointment only those applicants who have been declared acceptable by the Proprietor. See the section on Acceptability later in this section.

Guidance Counsellor (may or may not be a Cl 47 position)

A guidance counsellor does not automatically hold a special character position. However, because of the nature of the role, the Board should ensure that the person appointed has a clear understanding and appreciation of the Catholic special character of the school, the moral teaching of the Catholic Church, the pastoral support available through the Church, and any sensitivities that may arise for parents and whānau.

If the position is not designated as a Cl 47 special character position, the Board must ensure not only that the person appointed is a competent counsellor but also that he or she is suitable for a Catholic school. The guidance counsellor must give advice and guidance in accordance with the principles of Catholic morality and follow the guidelines published by the Bishops of New Zealand.

The guidance counsellor is required to have a clear understanding and appreciation of:

• the Catholic Character of the school
• the moral teaching of the Catholic Church
• the support that the Church can give to those coping with such problems as guilt, pregnancy, bereavement, etc.
• the support available from various Church agencies
• the possible sensitivity of parents with strict religious ideals.

A Proprietor’s appointee should be on the appointment committee for this position.

The guidance counsellor cannot leave any student client with the impression that actions contrary to the Church’s moral teaching are approved by the school. The counsellor must work to the Board’s guidelines for the health services that a counsellor may deliver. If the Board does not have such guidelines, it can contact the Diocesan Catholic Education Office for assistance in establishing them.

Number and register of special character positions

The Integration Agreement specifies how many special character positions may be created at the school. The Board must be able to show how it has calculated this number, and it must maintain an up-to-date register of special character positions and the staff who hold them.

For primary schools the Diocesan Education Offices Special Character Staffing Provisions Table should be referred to.

The Integration Agreement requires that the positions of the principal and the DRS, plus a certain number of other positions must be advertised with the Sch 6, Cl 47 wording, “a willingness and ability to take part in religious instruction appropriate to the special character of the school shall be a condition of appointment.” The board has a legal obligation to appoint to the correct number of special character Cl 47 positions and must ensure that a list is kept of all teachers holding these positions. This is one of the items to be attested annually to the Proprietor.

In primary schools

In Catholic primary schools the number of Cl 47 positions (other than the principal and the DRS) is set by the Fourth Schedule of the school’s Supplementary Integration Agreement of November 2000 (Clause 2a and 2b). The wording is the same for all primary schools – it gives the Proprietor some flexibility in determining the exact number, which should normally be 60% of the total staffing entitlement minus 2, rounded down to the nearest whole number. (The minus 2 is to deduct the principal and the DRS from the total staffing entitlement.) It is the Proprietor’s right to determine or to vary the number of ‘other’ Cl 47 positions from this general formula.

The board can also ask the Proprietor to vary the number of ‘other’ Cl 47 positions, based on the roll based total staffing of the school, should this be lower than the total staffing entitlement.

In secondary schools

Secondary school examples are as follows:

So, the ratio at integration equals the number of special character positions divided by number of staff entitlement (excluding principal and DRS).

Formula for calculating current entitlement for other Cl 47 special character positions:

Number of other special character positions equals the ratio at integration times the current core staffing (excluding principal and DRS) as follows:

The convention for calculation is to round down, giving 13 Cl 47 positions in the school. (Note: The deputy principal’s position is part of the remaining 18.36 staff)

¹ Religious instruction includes teaching or explaining the doctrines and practices of the faith, not only in Religious Education Classes but also through the indirect teaching which occurs through role modelling and witness to Catholic values, behaviour, and general Catholic life (Congregation for Catholic Education. (1998). The Religious Dimension of Education in Catholic Schools, pgs. 66- 70)
² See section on job descriptions for a more detail explanation of the role of the principal
³ See Te Kupenga-Catholic Leadership College (2025). Certification Handbook for Staff and School Boards in Catholic State-Integrated Schools in Aotearoa New Zealand.

Updating Job Descriptions

Job descriptions are a key tool for safeguarding Catholic special character. They must accurately describe the expectations of working in a Catholic school and be kept up to date as legislation, diocesan guidance and local needs evolve.

Job descriptions should be reviewed on a regular cycle (for example every three years, or when a position becomes vacant) to ensure they:

• reflect the current Integration Agreement and Schedule 6 of the Education and Training Act 2020
• clearly describe the expectations of working in a Catholic school
• align with the Board’s employment and special character policies.

At a minimum, job descriptions for the principal and Director of Religious Studies (DRS) DP and teachers holding special character positions must include the wording required by the school’s integration agreement:

• Principal: “The principal shall accept and recognise a responsibility to maintain and preserve the special character of the school.”
• Director of Religious Studies: “The Director of Religious Studies shall give guidance and provide effective leadership in religious education and observances throughout the school.”

In addition, job descriptions for all Cl 47 (a, b, c) and Cl 50 positions, and for roles such as the guidance counsellor, should:

• state the Catholic special character expectations of the role
• outline required religious education qualifications and/or certification (where applicable)
• describe the level of participation expected in the Catholic life of the school (for example, leadership or support of prayer, liturgies, service and social justice activities)
• include any specific conditions of appointment set by the Proprietor (for example, a requirement to obtain a particular level of certification within an agreed timeframe).

When updating job descriptions, Boards are encouraged to seek model wording and current guidance from the Diocesan Catholic Education Office or NZCEO, especially for the principal, DRS, Cl 47 and Cl 50 positions (see Fact Sheet-Updating Job Descriptions), and the guidance counsellor role. This helps ensure that local documents remain consistent with diocesan and national expectations for Catholic special character.

Advertising for Positions

Advertising must comply with legal requirements and clearly state any special character expectations. This section summarises the statutory requirements and recommended practice when advertising positions in Catholic state integrated schools.

General advertising requirements

All permanent and long-term positions must be advertised in accordance with relevant employment and education legislation, and in the Education Gazette. Advertisements should set out the key aspects of the role and highlight the school’s Catholic special character.

Advertising for Cl 47 special character positions

For special character positions, advertisements must make Clear that the appointee will be expected to support and uphold the Catholic special character of the school. Specific statutory wording is required for Clause 47 and Clause 50 positions.

The State Sector Act 1988 requires that all permanent and long-term relieving vacancies must be advertised in such a way that all suitably qualified people can apply. Because of this requirement, teaching vacancies are advertised nationally in the Education Gazette. This does not exclude additional advertising in other publications or on social media.

NZCEO recommends that the advertisement for positions in a Catholic school should state the school is a Catholic school if the word Catholic is not in the title of the school. This advises intended applicants the nature of the school, including its special character. Statutory requirements call for advertisements to state:

1. organisation of the school – for example, a girls’ school for Year 7-13 students
2. school’s name preceded by (I) for Integrated

For general free advertisements in the Education Gazette these statutory requirements automatically occur when the name of the school and its number are entered on the website. For paid Education Gazette advertisements and ones in other media outlets the wording must be included.

The Education and Training Act 2020, Schedule 6 and the Integration Agreement for each school require certain wording related to conditions of appointment in advertisements for Cl 47 special character positions.

To meet statutory requirements, the minimum wording that can satisfy the “willingness and ability” requirement for all CL 47 (a, b, and c) positions in Schedule 6, Cl 47 of the Act an advertisement must state that a:

“Willingness and ability to participate in religious instruction appropriate to the special character of the school is a condition of appointment”.

This exact wording of the Act must be used.

Advertising for deputy principals

Failure to observe advertising requirements for special character positions

If the advertisement of any Sch 6, Cl 47 or Cl 50 position is not worded correctly, any appointment that is made could result in a legal challenge. If these guidelines are not followed, the Proprietor of the school could also seek a declaratory judgement in the High Court. On a few occasions in recent years an appointment has been declared null and void because boards have not followed the legal process in appointing staff to special character positions.

The Diocesan Education Office can help word advertisements and prepare job descriptions and other documents relating to appointments. Its staff are also willing to assist a board or its appointments committee as advisers while senior appointments are being made.

The Education and Training Act 2020 and the Integration Agreement for each school require certain wording related to conditions of appointment in advertisements for special character positions.

Advertising general (non-special character) positions.

NZCEO recommends boards include in advertisements that the successful applicant for a general position¹  will be “expected to recognise and respect the school’s Catholic special character and be actively involved in the total life of the school, in a manner which respects the religious instruction given and religious observances practiced within the school”.

Application packs

Application packs should include:

• material that will assist applicants in understanding the Catholic special character of the school including its charism and Gospel values.
• the Factsheet: Expectations for staff in Catholic schools
• S Form for Cl 47 positions and the Fact Sheet: What is acceptability?
• Fact Sheet: Information and notes related to special character forms (S forms)
• S Form for Cl 50 positions and the Fact Sheet: Schedule 6 Cl 50 position requirements

¹ A position that is not a Cl 47 special character position.

Determining Acceptability (Special Character)

Acceptability is a Proprietor function. Before the Board can consider an applicant’s overall suitability for a special character position, the Proprietor must first determine whether the applicant is acceptable in terms of Catholic faith commitment and support for the school’s Catholic special character.

Primary schools

In primary schools, the Proprietor’s process for determining acceptability is managed through the Diocesan Catholic Education Office. Boards must ensure that applicants for special character positions are sent to the Catholic Education Office for determining acceptability before short listing. The Boards appointment timeline should allow time for this process, 3 – 7 working days.

By law, the school board of a primary school is legally bound to appoint only from a list of candidates acceptable to the Proprietor for appointments to special character positions (Cl 47 or Cl 50).

Special character position forms for all applicants are to be sent to the Catholic Schools’ Diocesan Office for shortlisting. The school board may only consider those applicants who have been declared acceptable by the Proprietor for the position.

The Board then decides which of the acceptable applicants is the most suitable for the position, giving strong consideration to religious qualifications and experience.

When applications Close, the principal sends the completed Cl47 or Cl 50 forms together with any other information provided by applicants that is relevant to the special character requirements of the advertisement to the Diocesan Education Office, which has guidelines on what constitutes acceptability under the special character provisions that outline the legal responsibility for the special character of the school.

The Diocesan Education Office consults the referees nominated by the applicants and asks for a confidential report (preferably written for the positions of DRS, deputy principal and principal). The manager of the Diocesan Office, acting as the proprietor’s agent, then reports back to the board giving the names of the applicants who the proprietor considers are acceptable for appointment.

The proprietor does not have a right to determine the suitability of the applicants – that is the responsibility of the board. However, any of the proprietor’s appointees on the board (including at a secondary school) may seek the proprietor’s opinion of the suitability of any of the applicants. The board may take this opinion into account when deciding the appointment.

Secondary schools

In secondary schools, establishing acceptability is the responsibility of the Board or those delegated by the board to make appointments.

This must include at least one proprietor’s appointee. It is NZCBC’s strong recommendation that secondary school boards use the expertise provided by the Diocesan Education Office to determine acceptability and that role can be delegated to the office if the board agrees. (For details of what constitutes acceptability, see Fact Sheet: What is Acceptability?)

Failure to Observe Prerequisites

If the Board or its appointments committee disregards the prerequisites for acceptability for a special character position, it is in breach of the school’s Integration Agreement. It would then be possible for the Proprietor, any disaffected Board member, another applicant for the position, or the Minister of Education (as party to the Integration Agreement) to apply to the courts for a review of the appointment.

Establishing Suitability for Appointment

Once acceptability has been confirmed for special character positions, the Board must then consider each applicant’s overall suitability for the role. Suitability includes professional competence, alignment with the school’s values and ability to contribute to its Catholic character.

Board’s role in establishing suitability for appointment

The board shortlists the acceptable applicants, conducts interviews, consults educational referees and appoints the most suitable applicant. The appointment must conform to the board’s appointment policy, to section 77J (4) of the State Sector Act, and to the relevant employment contract. If no applicant comes up to the standards required by the board, the position should be re-advertised.

When determining which applicant is best suited to a particular teaching position, the board must balance the following requirements:

• the Board’s obligation to appoint teachers so that the school will reflect the Catholic special character in its teaching and conduct
• the need to have competent teachers to fulfil the educational objectives of the school and provide for the special needs of the students
• the need to be just and equitable to all who wish to apply for the position.

The board needs to ensure that it appoints teachers who can contribute actively to the school’s special character, or at least are sympathetic to the school’s objectives, as set out in the school charter or elsewhere.

Appointment process

The appointment process brings together all of the elements described earlier in this chapter: job descriptions, delegations, special character requirements, acceptability and suitability. This section outlines a recommended sequence for making appointments in a Catholic integrated school.

Short-listing and interviews

Once the Board has confirmed the position description, completed the advertising and (where required) determined acceptability for special character positions, the appointment committee develops Clear criteria for short-listing candidates. For Cl 47 and Cl 50 positions, these criteria must include appropriate levels of Certification and religious education qualifications, as well as evidence of commitment to Catholic special character.

The committee then short-lists candidates against the agreed criteria and conducts interviews. For special character positions, only applicants who have been found acceptable by the Proprietor (or by the process agreed for secondary schools) may be considered. The committee documents how each candidate meets the selection criteria, including special character requirements, and makes the necessary professional and special character referee checks.

Recommendation and Board decision

The appointment committee identifies the preferred candidate and, where appropriate, one or more applicant as reserves. It recommends its preferred candidate to the Board for decision and ratification, confirming that all statutory and special character requirements have been met.

The Board then considers the recommendation and either:

• resolves to appoint the recommended candidate, or
• declines and asks the committee to reconsider or re-advertise.

Where the Proprietor has set conditions of appointment (for example, completion of religious education or leadership qualifications within a set timeframe), these must be included in the offer of employment and employment agreement.

Offer of appointment and notifications

Once the Board has made its decision, the successful applicant is advised and a formal offer of employment and letter of appointment/ contract letter.

Unsuccessful interviewed applicants are notified respectfully once the appointment has been accepted.

Induction and ongoing formation

The Board ensures that the principal (or delegated senior leader) develops and implements an induction plan for the appointee. Induction must include specific attention to the Catholic special character of the school and expectations for ongoing faith formation and certification appropriate to the role.

See the Handbook for Certification, published by the NZ Catholic Bishops Conference and available from diocesan Religious Education offices or from NCRS.

Appointment contracts

The letter of appointment and individual employment agreement must accurately reflect any special character requirements and conditions set by the Proprietor. This includes explicit reference to Catholic character expectations and any agreed conditions relating to certification or study.

Induction and ongoing responsibility of the Board

The Board’s responsibility does not end once an appointment is made. It must ensure that new staff are well inducted into the Catholic character of the school and that special character obligations are supported and monitored over time.

Induction

Induction should introduce new staff to the school’s mission, values and Catholic character, as well as its policies and expectations. For those in special character positions, induction must also outline the specific faith and formation requirements of the role.  Also ensure all staff have read the proprietors special character guidelines.

Ongoing responsibility of the Board

The Board remains responsible for ensuring that staff in special character positions maintain the level of faith commitment, certification and professional practice required by the Integration Agreement and diocesan guidelines. Regular reporting and dialogue with the principal and Proprietor’s representatives help support this ongoing responsibility.

Resources and Appendices

The following resources provide further guidance for Boards and principals on employment and special character in Catholic integrated schools:

• The school’s Integration Agreement and Schedule 6 of the Education and Training Act 2020
• Ask your Diocesan Catholic Education Office for their employment and appointment guidelines
• NZCEO guidance on special character appointments
  • Purpose of and Determining Acceptability of CL47 SpCh Positions
  • NZCBC 2013 Guidelines for Determining Acceptability
  • Key steps in the Primary School Employment Process
  • Key steps in the Secondary School Employment Process
  • Information and Notes for Cl 47 Form
  • Advertising Cl 47 and Cl 50 Positions
  • Employment Advertising
  • Filling Special Character Positions Retrospectively Guidelines
• Te Whakarōpūtanga Kaitiaki Kura o Aotearoa | New Zealand School Boards Association (NZSBA) employment resources
• The Handbook for Certification (New Zealand Catholic Bishops Conference)
• Employment Certification
• Updating job descriptions
• See also NZCEO website resources page