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to investigate strategies that can successfully enhance educational outcomes for māori and pasifica students. to reflect on the effectiveness of our own school's strategies and programmes developed
to investigate primary schools that have developed an effective environmental education programme, which is authentic and engages students in learning, and to look at setting up and implementing
investigate the effectiveness and sustainability of positive education programmes to improve the wellbeing of ākonga in secondary school contexts and kāhui ako in our resource teacher learning
. (2003). te kōtahitanga: phase 1 – the experiences of year 9 and 10 māori students in mainstream classrooms , report to the ministry of education, wellington, new zealand. available online: references ... doing a masters in educational leadership has provided a structured framework for much of my leadership journey. i have been hugely influenced by louise stoll, michael fullan, and hedley beare's work ... the goal of equity of educational opportunities and student outcomes, schools need to understand the connections between them and the larger context in which they work, and they need to examine questions
on 1 january 2023, the national education goals (negs) and the national administration guidelines (nags) ceased to have effect. please refer to the following sites for the most up
test out different roll scenarios using the ministry of education school funding calculator
persons for appointment recognition of: the aims and aspirations of māori the employment requirements of the māori people the need for greater involvement of the māori people in the education ... every educational institute must be a “good employer”. there are good faith provisions in the state sector act, the employment relations act and the health and safety act. state sector act 1988, part 7a
. these include a series of e-books initially developed for use by te kotahitanga facilitators. publications – poutama pounamu website related sabbatical reports linda dalzell, southland boys
leadership throughout a school develops a group of teachers who can be accountable for effective teaching and learning beyond their own classrooms. what can you do as an educational leader to provide ... -principal model we believe that having two people who share common educational philosophies, vision, values and work ethic is crucial to a successful partnership. in a collaborative leadership model you need
and problems within the educational context. it includes a brief theoretical framework regarding the importance of taking an ethical approach to solving difficult issues and two compelling case studies from new ... ministry of education. robinson, v. hohepa, m. and lloyd, c. (2009) school leadership and student outcomes: identifying what works and why . (bes). new zealand ministry of education, wellington. none none
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