Pedagogy and assessment
"Successful schools are organised around learning. Their principals are knowledgeable about effective pedagogy and about what works for the individual needs of different students in their particular contexts. They create opportunities for professional learning communities to flourish throughout the school so that teachers can work collaboratively and share evidence-informed practice with each other."
From Pedagogy: Knowledge about teaching and learning in Kiwi Leadership for Principals.
Evidence-based leadership
Self-review and evaluation processes using student achievement data are the basis for sound decision making about and within teaching and learning.
Leading professional learning
When principals exhibit ako (being a learner) all members of the school community participate in identifying significant issues and solving problems. Principals who take their own learning seriously and keep their own passion for learning alive act as important role models for their schools.
Leading learning communities
In an effective learning community, everyone feels a collective responsibility for students' learning. Mutual trust, respect, and support by leaders, teachers, and students are key elements of a successful community.
Building effective learning environments
Support for teaching and learning is also generated by allocating material and human resources in ways that are aligned to the agreed goals and expectations of the school. Principals who plan for and provide strategic resourcing have an effect on the quality of student outcomes.
Pedagogical leadership
Effective principals create conditions that ensure the school is focused first and foremost on effective teaching and learning.
Leadership in different contexts and settings
New Zealand has a wide range of school contexts and a devolved self-management model. This has major implications for leadership and management, professional development, shaping the curriculum, developing learning environments, managing resources, and engaging with communities.
Leading Te Marautanga
To develop a school curriculum it is the collective responsibility of the iwi, hapū, whānau, ākonga and kura. Kura need to rekindle the fires, engage with and encourage the community to have a voice in the graduate profile and the school curriculum.
