• Professional readings

  News

  Managing your school

  • Guides for managing your school
    • Understanding school finances
    • Planning and reporting: School charters
    • Dealing with complaints
    • Effective communications
    • Understanding attendance
    • Understanding school employment
    • Understanding school property
    • Primary principals' annual calendar
    • Secondary principals' annual calendar
    • Starting in a new school
    • Managing your time
    • Preparing for your next ERO visit
  • Forms and templates
  • Administration links
  • School support staff
  • No more nagging doubts
  • Ongoing school self-review
    • The self-review mindset
    • Self-review and why it matters
    • Principles and levels of review
    • What is reviewed?
    • Gathering the evidence
    • Building a sustainable culture of self-review
    • The review process
    • Final word on self-review
    • Self-review resources

  Leading change

  • Leading and managing change
    • Principals as leaders in a post-disaster setting
    • Leading meaningful change
    • School leadership in Christchurch 2013
    • Sustaining school improvement: ten primary schools' journeys
    • Creating a more inclusive school culture
    • Tamaki College
    • Moral purpose and shared leadership
    • Eight forces for leaders of change
    • Balanced leadership
  • Māori education success
    • Embracing cultural narratives
    • Kia Eke Panuku resources
    • Ka Hikitia case studies
    • Rangiātea: case studies and exemplars
    • Ruia tools: appraisal and partnerships
  • Future schools and innovation
    • Supporting future-oriented learning and teaching
    • Shifting thinking
    • On with the 21st century
    • Technology, the new pedagogy and flipped teaching
    • Schools of the future: Stephen Heppell
    • The school of the future: key issues for school leaders
    • Schooling for tomorrow: OECD scenarios
  • Educational leadership in action
    • Developing team leadership
    • A model for change
    • Learning conversations
    • Walking the talk
    • Accountability
    • Practice-based attestation
    • A curriculum design journey
    • Relationships are paramount
    • The Learning Partners' programme
    • “Better than normal” learning journey
    • Shaping a Marautanga-ā-Kura
    • Principalship in 40 hours a week?
    • Teaching and learning
  • Strategic leadership
    • Rethinking school-wide self-review
    • Keeping the fleas motivated
    • Moving from strategic planning to collective action
    • Systems thinkers in action
    • The five new rules of leadership
    • The flywheel effect

• Culture

  • Leading cultural change
    • Professional learning: leading culture
    • Creating and maintaining school cultures in times of change
    • Thinking about principalship
    • Te Kura Kaupapa o Māori Manawatu
    • Systemic change and equity
    • Making progress possible
    • Culture shift doesn’t occur overnight
  • Understanding school cultures
    • Creating culturally safe schools for Māori students
    • What is our school culture like?
    • Purposeful direction
    • Developing ownership
    • School culture
    • Exploring school culture
    • Improving relationships within the schoolhouse
  • Developing leaders
    • Listening to first-time principals
    • Coaching leaders
    • Mangere Central School: leading learning
    • Elevating teacher leadership
    • Developing leadership capacity in others
    • Teacher leaders
    • Overcoming obstacles
  • Sharing leadership
    • Different approaches to sharing school leadership
    • Towards the Eminent School: The importance of professional leadership
    • Distributing leadership
    • Co-principals – more than the sum of two halves
    • Leadership: what's wrong?
    • Seven strong claims about successful school leadership
    • Building leadership capacity
  • Leading staff
    • Coaching learning relationships
    • Engaging in courageous conversations
    • Building trusting relationships
    • Healthy relationships
    • What do teachers bring to leadership?
    • Leading learning and teaching primary schools
    • Democratic leadership for school improvement in challenging contexts
    • Key features of appraisal effectiveness
  • Attitudes, values, and ethics
    • What ought I to do, all things considered?
    • Formation of capable, influential, and authentic leaders for times of uncertainty
    • The wounded leader

  Leading learning

  • Spiral of inquiry: leaders leading learning
    • Linda Kaser: Phases of the spiral
    • Leadership and the spiral of inquiry
    • Scanning
    • Focusing
    • Developing a hunch
    • New learning
    • Taking action
    • Checking
    • Keeping it all going
    • Stories from the field
  • Collaborative cultures
    • Communities of learning
    • Piritahi Community of Learning
    • West Auckland principals collaborate
    • Invercargill schools collaborate
    • A learning organisation
    • Learning is the work
    • Promoting collaborative learning cultures
    • Communities writ large
    • Too busy to learn?
  • Professional learning
    • Leading inquiry at a teacher level
    • Teacher professional learning
    • Using evidence in the classroom for professional learning
    • Developing the person in the professional
    • Student voice in professional inquiry
    • Collaborative inquiry teams
    • The benefits of collaborative professional learning
    • Teachers as learners
    • How friends can be critical
    • How do principals improve schools?
    • Student voice video transcripts

  Pedagogy and assessment

  • Pedagogical leadership
    • Teaching, learning and leading
    • Evidence-based leadership
    • Elements of teaching effectiveness
    • The cultural myths and realities of teaching and learning
    • Mangere East students and “Bobbie” maths
    • iPads in the east
    • Learning in the twenty-first century
    • Leading curriculum innovation
    • Leading the instructional core
    • Learning-centered principal
    • Leading learning: Creating high-achieving learning environments
  • Evidence-based leadership
    • The politics of collaborative expertise
    • The spiral of inquiry
    • Data at Queen Charlotte College
    • Using data at Southern Cross Campus
    • Making a year's progress
    • Engaging with evidence
    • Equity and data-driven decision-making
    • Using data, transforming potential into practice
    • Data rich world
    • Practices for learning
    • The research-engaged school
    • Narrowing the gap
  • Building effective learning environments
    • Leadership and inclusive school communities
    • Teachers Make a Difference: What is the Research Evidence?
    • Aiming for student achievement
    • Using Best Evidence Syntheses for diverse learners
    • Southern Cross Senior Campus
    • Te Kura Māori o Nga Tapuwae
    • Student engagement
    • All Our Students Thinking
    • Conversations that matter
    • Assessment Through the Student’s Eyes
    • Engage me or enrage me: What today’s learners demand
    • Listen to the Natives
    • The Ripple Effect
    • What we know about successful school leadership
    • Transforming high schools

  Problem solving

  • Education and the law
    • Basic principles of law
    • Governance and management
    • Students
    • Community, whānau, family
    • Rights and responsibilities
    • Employment
    • Other issues
  • Leadership dilemmas
    • Using the leadership dilemmas
    • An issue of risk management
    • Dealing with two internal applicants
    • When data signals change is needed
    • A challenge for the board
    • Who owns the problem?
    • When beliefs are challenged
    • A matter of performance
    • First-time principal in the swamp
    • Personal cost of change
    • Too much advice?
    • Dilemma management
  • Online tools and resources
    • Free online education journals
    • Theory for improvement
    • A coaching framework
    • Leading change handbook
    • Teaching and learning toolkit
    • Teaching and school practices survey
    • Generic reflection tool
    • EDtalks
  • Forms and templates

  Partnerships and networks

  • Involving parents, families and whānau
    • Ngāue fakataha ki he ako 'a e fānau
    • Community and family influences
    • Accomplishing important work together
    • Building cultural knowledge
    • Nurturing relationships of learning
    • Parents as learning partners
    • Partnering with families
    • Six types of parental involvement
  • Building relationships with whānau, hapū, and iwi
    • Effective bicultural leadership
    • Taihape Area School

• Audience landing pages

  • Middle and senior leaders
  • Aspiring principals
  • First-time principals
  • Experienced principals
  • Ngā-tūmuaki-ā-kura

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