Results for "leadership"

Displaying Page 2 of 5

  1. 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/

  2. 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/

  3. 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/

  4. 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/

  5. Join ERO's Leadership Partners programme

    We invite expressions of interest from senior school leaders who wish to be part of our pilot Leadership Partners programme. The programme will provide successful school leaders with the opportunity to work alongside review teams as partners in ERO’s external school evaluation process. The programme will enable you to develop your skills and understanding of evaluation for improvement, and provide the opportunity to learn from others when reflecting on your own school’s improvement journey....

    https://www.ero.govt.nz/footer-upper/news/join-eros-leadership-partners-programme/

  6. 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/

  7. 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/

  8. 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/

  9. School evaluation indicator videos by domain

    See each indicator of the evaluation outcome domains for a series of videos exploring what we know works in achieving equity and excellence in learner outcomes.Domain 1: StewardshipThe board actively represents and serves the school and education community in its stewardship role Stewardship: working relationships - Invercargill Middle School The board scrutinises the effectiveness of the school in achieving valued student outcomes Stewardship: informed decision making - Manurewa Central Scho...

    https://www.ero.govt.nz/videos/school-evaluation-indicator-videos-by-domain/

  10. Introduction

    Requirements for principal appraisalPerformance management systems were first introduced in schools in 1987. The annual appraisal of principals became mandatory in 1997. The board of trustees is the legal employer of the principal and is responsible for establishing the principal’s performance agreement each year and reviewing the principal’s performance against the performance indicators in that agreement.[3] The principal is a member of the board, its chief executive and its key advisor.Th...

    https://www.ero.govt.nz/publications/supporting-school-improvement-through-effective-principal-appraisal/introduction/

  11. Leading collaboration: the Kāhui Ako lead is critical to success of collaboration

    Inclusive leadership is a characteristic of successful Kāhui Ako. Leaders have a crucial role to play not only in developing a compelling vision, but also in implementing that vision in a way that genuinely includes the perspectives and aspirations of participating institutions and the community, particularly learners, parents, and whānau. The role of the Kāhui Ako lead is critical to the success of this collaborative endeavour. The ability of leaders to motivate, energise and progress collab...

    https://www.ero.govt.nz/publications/collaboration-in-practice-insights-into-implementation/leading-collaboration-the-kahui-ako-lead-is-critical-to-success-of-collaboration/

  12. Linking the narratives to ERO’s School Evaluation Indicators

    The table below cross-references the eight narratives to the relevant indicators from ERO’s School Evaluation Indicators. Leaders can use the table to facilitate discussion about the variety of effective practices found in the different narratives. Where leaders, teaching teams or teachers are currently focusing their attention on a particular domain, they can use the table to select narratives that feature effective practices in that domain. Domain School evaluation indicators Narrative...

    https://www.ero.govt.nz/publications/teaching-strategies-that-work-mathematics/linking-the-narratives-to-eros-school-evaluation-indicators/

  13. Foreword

    The whakataukī of the Education Review Office (ERO) demonstrates the importance we place on the educational achievement of our children and young people:Ko te Tamaiti te Pūtake o te Kaupapa The Child – the Heart of the MatterIn our daily work we have the privilege of going into early childhood services and schools, giving us a current picture of what is happening throughout the country. We collate and analyse this information so that it can be used to benefit the education sector and, there...

    https://www.ero.govt.nz/publications/working-with-national-standards-to-promote-students-progress-and-achievement/foreword/

  14. Next steps

    ERO recommends that the Ministry of Education provides examples of possible approaches to student wellbeing that are strongly aligned to the health and physical education learning area and supports the development of the key competencies. ERO recommends that the Ministry of Education supports other relevant government agencies to ensure that programmes developed for schools align with the health and physical education learning area. ERO recommends that the New Zealand Qualification Authority (...

    https://www.ero.govt.nz/publications/wellbeing-for-young-peoples-success-at-secondary-school/next-steps/

  15. Improvement focused questions for services

    Leading organisational change What are our priorities for improvement? What do we know about how to make the necessary improvements? What support and resources do we need to make these improvements? How will we know that we have right expertise to support us to make these improvements? Developing leadership capability What PLD do our leaders and teachers need to undertake to support improvement? Do we know the impact of PLD on improving learning outcomes for the children in our service? How...

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