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developed a sustainable model of professional learning that has led to owning, understanding and engaging with leadership practices that support teachers to make a difference for students. they respond
as: attending relevant leadership conferences or forums, hui or fono. preparing and delivering papers at relevant conferences, forums, hui or fono. preparing and delivering papers to subject
overview in the context of this journal article, "praxis" means using a theory of learning in the practice of managing leadership dilemmas. author professor carol cardno from unitec
that schools have to respond to different and greater challenges than ever before. the principals who lead our schools need to have the personal and professional qualities, knowledge, and leadership skills
. evaluation associates support for beginning principals evaluation associates support provides beginning principals and tumuaki with targeted, timely and tailored leadership advice to enable each of them
the calendar is grouped into sections that key cover leadership actions and outcomes. you can customise the calendar to suit your situation. keep it somewhere visible and easily
leadership in establishing the clarity of purpose about the developments they plan and put into action. the four sections in the booklet look at: remodelling the curriculum expanding curriculum
educational leadership capability framework (teaching council, 2018), specifically the capability of attending to one’s own learning and wellbeing: “leaders ensure that they challenge their own thinking and keep growing
questions relevant to all case studies 1. in these rangiātea case studies the leadership qualities of the principals are highlighted as a feature of how the school has raised māori achievement
– article four coaching conversations – article seven strong claims about leadership – updated article māori women's perspectives of leadership and wellbeing – article learning during change – article
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