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any other schools considering a co-principal model we believe that having two people who share common educational philosophies, vision, values and work ethic is crucial to a successful partnership
stories of education reform. phi delta kappan. april. reference fullan, m., cuttress, c., & kilcher, a. (2005). eight forces for leaders of change. jsd, 26(4).
. hollingsworth, h., heard, j., & weldon, p. r. (2019). communicating student learning progress: a review of student reporting in australia. australian council for education research website the findings
while the scope of school jurisdiction has not been tested in the new zealand courts it is clear that the core role of any school is education and that a school’s relationship with a child or young
school? what strengths do they have? how will you as an educational leader support their work? what external help will you and your school need to lead and implement curriculum change? identify
makes a school a learning organisation? oecd education working paper, no 137. oecd publishing, paris. oecd. (2016). what makes a school a learning organisation? a guide for policymakers, school leaders
audience? further reading tomlinson, c.a. sousa, d.a. (2020). the sciences of teaching. educational leadership magazine, 77:8. references anderson, j. (2019). harvard university press: in search
be familiar with the requirements and processes set out in the employment agreements of teachers and other staff members. know what you must report to the education council and how to do that. people
of education. learn about kāhui ako | communities of learning and how to join. collaboration to improve learner outcomes – ero guide for boards of trustees – nzsta stories of practice – tāhūrangi - te
synthesis (2003). bes exemplars for quality teaching - education counts website developing communities of mathematical inquiry - education counts website maths problems have pasifika contexts “what we
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