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until i believed i could do it. the aspiring principals programmes gave me the confidence i needed. learning about the role the ministry of education’s national aspiring principals programme (napp
’d received. the email outlined his belief that i had failed to comply with the education act in terms of the annual meeting. he asked for more detail – mostly related to financial management. he requested
for the annual year 8 camp. the plan was to travel to a country town 100k away and have the programme provided by an experienced outdoor pursuits company that i’ll call education outdoors incorporated (eoi
is valued educational outcomes for learners key focus area: mana wairua goal: to work alongside learners, staff and whānau to ensure their health, safety and well-being is supported
a rātou anō kia tutuki pai ai te pito mata o ngā ākonga māori. ko tū rangatira: te kaitātaki i te mātauranga kaupapa māori tēnei e ahu pēnā ana. nāku noa karen sewell secretary for education
and work out what they would look like in their context. “ignoring the current research evidence on what makes a difference to learners and to learning is the educational equivalent
whanaketanga – education counts website
: guide for walking school bus co-ordinators – nz transport agency eotc (education outside the classroom) guidelines – tki website updated: july 2017
and behaviours. callaghan quotes dr wayne edwards from massey university who says that the roles of educational leaders falls into four elements: managing the business working with people guiding
teacher professional learning and development (ministry of education, 2008). adults are often convinced they know what’s going on for learners, but if they approach the task with genuine curiosity
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