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the educational leadership capability framework (teaching council, 2018, p.5) says that building and sustaining high trust relationships is the heart of effective leadership. "
this is the heart of effective leadership. high trust relationships exist when leaders are respected for their deep educational knowledge, their actions and values, and the way
the information on this page comes from the area schools principals' collective agreement. area schools principals' collective agreement – ministry of education the professional standards were
resources that match the organisation’s strategic plan. educational leadership capability framework, education council, 2018 the full title for this capability is: adept management of resources to achieve
key sources of financial information you will find information about resourcing and school finances in these areas of the ministry of education website: administration and management
” (leithwood 2012). they approach the challenges of leadership with moral purpose, optimism, a sense of agency, and resilience. they are able to take thoughtful risks. educational leadership capability
laden with legacy and tradition is the one response that my heart will recognise, that my soul will rise to, that my being will open to as a mokopuna of iwi. (maria tibble, core education) what
the kaiako leadership role is about being an exceptional teacher and educational practitioner. it is underpinned by a focus on leading with an innovative edge and embracing an up-to-date knowledge
be advised of outcomes of hearing and vision tests and whether a child needs to attend remedial courses such as reading recovery. religion where religious education is provided at the school
strategies for inclusion. reference mcarthur, j. (2012). leadership in the development of inclusive school communities. leading lights. edition 3. newsletter of the new zealand educational administration
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