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overview this very engaging paper was delivered at the australian council for educational research annual conference in 2003. it discusses the research evidence showing that “it is what teachers
? governance and management: various can the ministry of education enter and inspect a school? what is a statutory intervention? what are the principal’s responsibilities in relation to the provision
professional development. the headings provide a great starting point for reflection,” he said. teacher professional learning is an ongoing cycle that begins with schools identifying the educational outcomes
to their own wellbeing. educational leadership capability framework, education council, 2018 the full title for this capability is: attending to their own learning as leaders and their own wellbeing
and success the learner enjoys high-quality education focused on the realisation of his or her potential and success as māori and as a citizen of the world mana wairua spiritual and holistic well
. competing priorities mean that principals often leave to one side their own personal and professional needs as they negotiate the tensions involved in being both educational leader and manager. principals
education' – to support the process of working together. the cycle sets out key actions to help leaders, parents and families, teachers, and students anticipate and understand the steps they need to take
. educational leadership capability framework, education council, 2018 this page summarises some thinking and research related to this capability. it is not a comprehensive or definitive background
zealand. for example, he lists the conditions for improvement as: strong educational leadership good systems which allow teachers to talk professionally together expertise about effective
the educational leadership model (elm) identifies four qualities that underpin a leader’s ability to improve teaching and learning outcomes in their school: manaakitanga – leading with moral
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