Results for "leadership"

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  1. 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/

  2. 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/

  3. Conclusions

    Managers and educators in early childhood services are developing a growing awareness of the importance of self review in the context of their day-to-day practice. The purpose of self review and how it can be implemented are increasingly recognised and understood as a result of professional development and recent Ministry of Education initiatives such as the publication of Nga Arohaehae Whai Hua: Self-review Guidelines for Early Childhood Education in 2006. However, ERO found considerable var...

    https://www.ero.govt.nz/publications/implementing-self-review-in-early-childhood-services/conclusions/

  4. Developing leadership capabiltiy

    Professional learning and development (PLD) for teaching staff was a priority. Teachers were encouraged to review what they did and identify ways to improve their work with Pacific children, their parents and families. They challenged their own assumptions about children and learning.  What’s important? What does good practice look like? For example: Professional learning and development In these services, identifying and undertaking relevant PLD was critical to help make continu...

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

  5. Conclusion

    Leaders and kaiako in the 167 services reported their high level of awareness and active engagement in a variety of PLD opportunities to support them to unpack and become familiar with the updated curriculum. This is commendable given that services were six to nine months into working with Te Whāriki (2017) when the data for this evaluation report was gathered.ERO‘s findings give an early indication of some of the challenges for leaders and kaiako in engaging with Te Whāriki. They highligh...

    https://www.ero.govt.nz/publications/engaging-with-te-whariki-2017/conclusion/

  6. Appendix 4: Useful resources for principal appraisal

    Davies, C (2013) Principal Performance Agreement: The Board’s Role, presentation at NZSTA Conference 2013, NZSTA.NZSTA (2013) Trusteeship: a guide for school trustees, NZSTA.NZSTA (2009) Guidelines for Primary Boards of Trustees: Primary Principals’ Performance Review.NZSTA 2008 Managing Principal Appraisal (Performance Review) – Good practice framework.NZSTA 2005, Guidelines for Boards of Trustees: Managing Principal Appraisal.Ministry of Education 1997, A Series of Guidelines on Performa...

    https://www.ero.govt.nz/publications/supporting-school-improvement-through-effective-principal-appraisal/appendix-4-useful-resources-for-principal-appraisal/

  7. Good leadership essential for successful uptake of updated Te Whāriki

    A new ERO report, Awareness and confidence to work with Te Whāriki (2017) reaffirms the importance of good leadership for a successful uptake of Te Whāriki across our Early Learning Services.New Zealand’s early childhood curriculum Te Whāriki was updated in April 2017. ERO is undertaking a series of evaluations focused its implementation across early learning services.This initial evaluation explores how early learning services are engaging with the updated Te Whāriki, what support leade...

    https://www.ero.govt.nz/footer-upper/news/good-leadership-essential-for-successful-uptake-of-updated-te-whariki/

  8. Background

    What is Alternative Education?Alternative Education (AE) is an initiative for students aged 13 to 16 years who have become alienated from mainstream secondary education. Many of the learners placed in Alternative Education have been long term truants or have been suspended from one or more schools. A student’s placement in AE ideally results in re-engagement and accelerated learning, with them either returning to some form of mainstream secondary or tertiary education. Typically a student may...

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