http://educationalleaders.govt.nzEducational Leaders articleshttp://educationalleaders.govt.nz/Problem-solving/Leadership-dilemmas/Open-to-learning-conversations<p>This paper is a revised version of material found in <i>School Leadership and Student Outcomes: Identifying What Works and Why</i> Best Evidence Synthesis Iteration. Leaders will be able to adapt the ideas it contains to suit the issues and dilemmas they face where their focus is on improving student outcomes.</p>http://educationalleaders.govt.nz/Problem-solving/Leadership-dilemmas/Too-much-advice<p>An adviser has become extremely attached to a child with high health needs and his family. She sees input from other professionals as challenging her knowledge and understanding of what is best for the child. </p>http://educationalleaders.govt.nz/Problem-solving/Leadership-dilemmas/Personal-cost-of-change<p>An experienced principal at a new school tries to bring about changes that will lead to a more supportive and inclusive professional culture for the improvement of teaching and learning. The staff are resistant to the changes and wish to continue with the status quo. The four-year change process was more complex, longer than expected, and resulted in much stress and heartache. It caused the principal to question her values, beliefs, and leadership style.</p>http://educationalleaders.govt.nz/Problem-solving/Leadership-dilemmas/First-time-principal-in-the-swamp<p>A teacher accepts an acting principal position at a new school. It is a low decile school of about 400 students, with a bilingual whanau operating alongside the mainstream classes. There is widespread inadequacy in both the quality of teaching and learning and school systems and structures, including governance. </p>http://educationalleaders.govt.nz/Problem-solving/Leadership-dilemmas/A-matter-of-performance<p>A teacher disagrees with the findings of a performance management observation (PMO) undertaken by the assistant principal. The principal and assistant principal are certain that the findings of the observation are accurate. They insist that the findings of the observation stay on the teacher’s record. The teacher had been involved in a number of disputes with the school management in her years of employment. She had been difficult to work with and the school principal was tired of her behaviour.</p>http://educationalleaders.govt.nz/Problem-solving/Leadership-dilemmas/A-challenge-for-the-board<p>Soon after being elected for the first time, a board member begins his tenure by criticising the procedures and systems of the board and school. He makes direct contact with the principal, demands information from the office staff, and makes life difficult for other members of the board. The principal is at a loss to know what to do.</p>http://educationalleaders.govt.nz/Pedagogy-and-assessment/Evidence-based-leadership/Evidence-based-Leadership<p>Professor John Hattie gave a keynote address to the First-time Principals Programme Residential Course in October 2009. This 12-minute video presents the highlights from the address. </p>http://educationalleaders.govt.nz/Pedagogy-and-assessment/Pedagogical-leadership/Leading-Curriculum-Innovation<p>This report looks at ways in which 50 schools in the United Kingdom embraced a range of activities to develop their curriculum for the 21st century. It will be very useful for New Zealand schools as they implement a school-based curriculum that aligns with the revised New Zealand curriculum.</p>http://educationalleaders.govt.nz/Leading-change/Leading-and-managing-change/Leading-Curriculum-Innovation<p>This report looks at ways in which 50 schools in the United Kingdom embraced a range of activities to develop their curriculum for the 21st century. It will be very useful for New Zealand schools as they implement a school-based curriculum that aligns with the revised New Zealand curriculum.</p>http://educationalleaders.govt.nz/Managing-your-school/Guides-for-managing-your-school/Attendance<p>This guide focuses on the administration of attendance, attendance levels at your school, and getting beyond the collection of data. It covers:</p> <ul> <li>Presence and absence in New Zealand schools: The administrative requirements</li> <li>Your school – attendance as it is now</li> <li>Engagement and attendance – getting beyond just data collection. </li> </ul>