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in teaching and learning? further reading harris, a. (2005). leading or misleading: distributed leadership and school improvement. journal of curriculum studies, 37(3). fullan, m. (2002). the three
trust in schools: a core resource for school reform bryk and schneider. (2003). educational leadership, volume 60, number 6, pp 40-45. bryk’s and schneider’s 10-year study of more than 400 chicago
leader's role managing communications effectively is a key dimension of leadership. this is stressed in kiwi leadership for principals (ministry of education) and in tātaiako: cultural competencies
. they are the change agents in this story. coaching gave us a chance to develop our leadership, knowledge and practices. it was good to think deeply about what sort of leader i want to be and what that looks like
back to top leadership challenges “i wonder if because we haven’t worked collectively we are not making any change or gains?” mindset challenges
are about how we are individually and collectively contributing to the situation. back to top leadership challenges building a culture where teachers feel safe to identify what it is they do
. for groups of schools (he recommends clusters of 3–8) to work successfully in this way requires: a focus on learners, purposeful evidence-based exchanges between teachers, strong leadership, team work
schools. i should have realised that change looks and feels different in each situation, and that therefore what worked in one place might not necessarily work in another. in terms of my leadership during
to know more about. while this may well be true of your own classroom teaching, for a number of reasons the assumption needs to be examined when applied to your leadership role: much of what you know
for the four questions for schools in british columbia to use. four key questions (pdf 445 kb) back to top leadership challenges “we kept jumping to the solution
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