Results for "leadership"

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  1. Next steps

    The principles identified by this report should be used by the Ministry of Education to improve the contracting of pedagogical leadership, as well as its professional development and support of AE. In addition, the Ministry should work with AE clusters to address, as much as possible, the various challenges to pedagogical leadership identified in this report. Managing schools and their AE providers should use this report to review the quality of their pedagogical leadership. A key aspect of th...

    https://www.ero.govt.nz/publications/alternative-education-an-evaluation-of-the-pedagogical-leadership-initiative/next-steps/

  2. Appendix 1: Evaluation matrix for pedagogical leadership

    4 Highly effective – A professional and supportive practice Pedagogical leadership supports high quality teaching and/or is making significant contributions to student outcomes and/or the quality of AE teaching, planning, assessment and evaluation. The pedagogical leadership model is sustainable and works for the provider and other stakeholders (ie the school). Through the pedagogical leadership process the provider is, for example, increasingly effective (innovative or risk-taking), in eng...

    https://www.ero.govt.nz/publications/alternative-education-an-evaluation-of-the-pedagogical-leadership-initiative/appendix-1-evaluation-matrix-for-pedagogical-leadership/

  3. Leadership for equity and excellence

    Effective leadership is a defining characteristic of Communities of Learning | Kāhui Ako that make a difference for students. Leaders have a crucial role to play in the development of a compelling collective vision and priority goals and targets that represent the perspectives and aspirations of the community, especially the students, parents and whānau. Effective community leaders ensure that resources are used to create the conditions that enable members to work together to pursue the agre...

    https://www.ero.govt.nz/publications/communities-of-learning-kahui-ako-collaboration-to-improve-learner-outcomes/leadership-for-equity-and-excellence/

  4. Appendix 2: Principles of pedagogical leadership in AE

    The indicators below represent a broad structure of good practice in pedagogical leadership in Alternative Education. They are designed to be used alongside other ERO AE indicators as prepared for the reports Good Practice in Alternative Education (Appendix 3) and Secondary Schools and Alternative Education (Appendix 4). ORGANISATIONAL PRINCIPLES Managing school responsibility The managing school actively ensures that pedagogical leadership contributes to improved social, academic and...

    https://www.ero.govt.nz/publications/alternative-education-an-evaluation-of-the-pedagogical-leadership-initiative/appendix-2-principles-of-pedagogical-leadership-in-ae/

  5. Conclusion

    Pedagogical leadership is, fundamentally, a professional development and support process for Alternative Education (AE). Pedagogical leadership is not about the work of just one person, but requires all those with a responsibility for learner outcomes to be involved and actively working together to accelerate the learning of these students. This evaluation has found that AE clusters have taken a diverse range of approaches to pedagogical leadership and, even at this early stage, a range of out...

    https://www.ero.govt.nz/publications/alternative-education-an-evaluation-of-the-pedagogical-leadership-initiative/conclusion/

  6. Overview

    Pedagogical leadership is a new initiative which aims to improve the quality of teaching and learning in Alternative Education (AE). The Ministry of Education introduced funding for pedagogical leadership at the beginning of 2011. The objectives of this funding were to ensure that the provision of AE had: tutors with cultural competence in working with diverse students programmes that address the identity, language and cultural needs of Māori students quality curriculum planning and assessment...

    https://www.ero.govt.nz/publications/alternative-education-an-evaluation-of-the-pedagogical-leadership-initiative/overview/

  7. Key themes

    Four key themes emerged from the talanoa about the improvements in the services: Leading organisational change. Developing leadership capability. Leadership for curriculum. Ensuring quality. These themes interweave, inform each other and are dependent on each other. They are examined in more detail in the following pages. Improvement-focused changes...

    https://www.ero.govt.nz/publications/how-do-leaders-support-improvement-in-pacific-early-childhood-services/key-themes/

  8. Our leadership team

    Chief Executive/Chief Review OfficerNicholas PoleDeputy Chief Executive Review and ImprovementDiana AndersonDeputy Chief Executive Methodology and Professional PracticeDr Ro ParsonsDeputy Chief Executive Evaluation and Review MāoriLynda Pura-WatsonDeputy Chief Executive Corporate ServicesJeremy FranceDirectors Review and Improvement ServicesOur directors have responsibility for leading review and improvement services in the regionsDirector Review and Improvement Services (Northern)Steve TannerD...

    https://www.ero.govt.nz/footer-upper/about-ero/our-leadership-team/

  9. Introduction

    Leadership that works matters in education. After classroom teaching, the quality and capability of school leadership is the most significant in school influence on student outcomes.[2] Our education system aspires to both excellence and equity of outcomes for students, so a high priority for our system is to understand and apply school leadership that works.[3]The Education Review Office (ERO) evaluation findings combined with the best evidence synthesis programme[4] identify what needs to happ...

    https://www.ero.govt.nz/publications/school-leadership-that-works/introduction/

  10. Leading collaboration

    Effective leadership is a defining characteristic of communities that  make a difference for students. Successful CoL | Kāhui Ako appointees need to be able to demonstrate the capabilities and expertise to frame, support and lead the work of a collective of leaders, professionals, students and community members.CoL | Kāhui Ako leadership roles are complex and dynamic. The roles require more than a replication of the knowledge and skill-sets required to lead a school. Those appointed to CoL |...

    https://www.ero.govt.nz/publications/communities-of-learning-kahui-ako-in-action/leading-collaboration/

  11. Foreword

    "A leader takes people where they want to go, a great leader takes people where they don't necessarily want to go, but ought to be."- Rosalynn Carter, Former First Lady of the United States.New Zealand children deserve great leaders of their schools. Great leaders are effective leaders: "Leadership has a significant effect on the excellence and equity of student achievement and wellbeing." (Robinson 2011).[1]In this resource we see the leadership domain of ERO's School Evaluation Indicators in p...

    https://www.ero.govt.nz/publications/school-leadership-that-works/foreword/

  12. Methodology

    In this evaluation ERO looked at pedagogical leadership in ten clusters that were selected by the Ministry of Education. These clusters represented a variety of different AE provision. Large urban and small rural clusters were included in the sample. All of these AE clusters used external AE providers.[10]The focus of this evaluation was on what was working in pedagogical leadership. A team of two ERO review officers were on-site with each provider for up to two days. During that time the review...

    https://www.ero.govt.nz/publications/alternative-education-an-evaluation-of-the-pedagogical-leadership-initiative/methodology/

  13. Conclusion

    The quality of school leadership matters in education. When it is properly focused it has a positive impact on student achievement. When it is productively distributed, it is a principal factor in school improvement. To apply a proper focus on student achievement and to focus the school improvement process more sustainably, school leadership needs to: collaboratively develop and enact the school's vision, values goals and priorities for equity and excellence establish and ensure an orderly and s...

    https://www.ero.govt.nz/publications/school-leadership-that-works/conclusion/

  14. Effective leadership for improvement

    ERO found that strong relationships and a sense of stewardship were the cornerstones of the improvements made by the leaders. Leaders understood their responsibility for managing the resources allocated for the children’s education. They knew that they had to be accountable and were courageous in talking about these improvements with children’s parents and families, the local Pacific community, and relevant government agencies. They also knew that they could not do it alone and used extern...

    https://www.ero.govt.nz/publications/how-do-leaders-support-improvement-in-pacific-early-childhood-services/effective-leadership-for-improvement/

  15. Contributing to the collaborative endeavour

    For a Community of Learning | Kāhui Ako to develop and function effectively the participants need to shift both their thinking and practice. For some, the biggest challenge is to enlarge the focus to include not only the students in their own school but also the students in all the other schools. Being part of a Community of Learning | Kāhui Ako means accepting a collective responsibility for equity and excellence across all the schools in the community. Collective responsibility positions le...

    https://www.ero.govt.nz/publications/communities-of-learning-kahui-ako-collaboration-to-improve-learner-outcomes/contributing-to-the-collaborative-endeavour/

  16. Sufficiency of resourcing and supportive infrastructure

    Coordination of resources and the provision of a supportive infrastructure are critical leadership responsibilities in a Community of Learning | Kāhui Ako. While the operational activities of communities need appropriate resourcing, the resources that matter most are those that create the conditions for effective collaboration. Above all, collaboration needs to be resourced with time.It takes expert leadership and facilitation skills to develop trust relationships in a group of self-managing...

    https://www.ero.govt.nz/publications/communities-of-learning-kahui-ako-collaboration-to-improve-learner-outcomes/sufficiency-of-resourcing-and-supportive-infrastructure/

  17. Appendix 1: Evaluative rubric

    Domain Unsatisfactory Satisfactory Good Leadership Lack of leadership commitment to bullying prevention. Lack of whole school vision/approach Leadership commitment to bullying prevention and wellbeing, whole school approach is espoused, perhaps some pockets of inconsistency Strong commitment by leaders to bullying prevention and wellbeing, and to monitoring and evaluation of approach, whole school approach consistently evident Documentation, policies, procedures Lack of documented po...

    https://www.ero.govt.nz/publications/bullying-prevention-and-response-in-new-zealand-schools-may-2019/appendix-1-evaluative-rubric/

  18. Appendix 4: School leadership and achievement

    What we know about the influence of school leadership (MOE 2008 and 2012) 1 What this evaluation suggests about the impact of leadership in schools (ERO 2015) 1. A school leader influences outcomes largely through her/his actions as a pedagogical leader and a shaper of school culture. These two key roles have a positive impact on the school’s systems, networks and relationships. 2. Senior and middle leaders may have a positive impact by improving teaching and raising student achievem...

    https://www.ero.govt.nz/publications/raising-student-achievement-through-targeted-actions/appendix-four-school-leadership-and-achievement/

  19. Findings

    The overall quality of pedagogical leadershipERO classified the quality of pedagogical leadership in terms of a four-point matrix specifically developed for this evaluation. This matrix is summarised below, along with the number of clusters that were judged accordingly. [11]Table 1: The overall quality of pedagogical leadership Judgement Characteristics of the cluster   Highly effective Pedagogical leadership supports high quality teaching and/or is making significant contributions...

    https://www.ero.govt.nz/publications/alternative-education-an-evaluation-of-the-pedagogical-leadership-initiative/findings/

  20. School Evaluation Indicators

     The School Evaluation Indicators reflect our deepening understanding of how schools improve and the role of evaluation in that improvement process. Evaluation indicators were first introduced by ERO in 2003 and revised in 2010.ERO recognises that the evaluation indicators and supporting material will evolve and change over time in the light of new research and evaluation findings.The indicators are grouped under six domains that current research and evaluation findings show have a significant...

    https://www.ero.govt.nz/publications/school-leadership-that-works/school-evaluation-indicators/