Learning for Leadership: Building Evaluative Capability through Professional Development for School Leaders

Size: px
Start display at page:

Download "Learning for Leadership: Building Evaluative Capability through Professional Development for School Leaders"

Transcription

1 BUILDING EVALUATIVE CAPABILITY IN SCHOOLING IMPROVEMENT POSITION PAPER 9 Learning for Leadership: Building Evaluative Capability through Professional Development for School Leaders D. Le Fevre Why a Focus on Professional Learning for Principals and Other School leaders? This position paper promotes the importance of focusing on professional learning for principals and other key school level leaders of schooling improvement. Findings from the inventory and Phase One stages of the BECSI research support international research suggesting there is a need to prioritise professional learning for principals and other key school leaders e.g. Deputy, Assistant Principals and Heads of Departments. School leaders are key to building evaluative capability in schooling improvement. The task of building professional capacity and distributed leadership requires principal support principal leadership remains a key factor in school improvement (Hallinger & Heck, 2009, p.114). Professional learning is key to building evaluative capability in schooling improvement. It is positioned at the core of school improvement and needs to hold as its central purpose the improvement of student achievement (Elmore, 2004). Teacher professional development is essential to efforts to improve outcomes for student learning (Borko, 2004) and has been the focus of considerable schooling improvement work in New Zealand (Inventory & Phase One data supports this claim). Receiving less attention is the professional learning of school leaders. Inventory findings reveal that just over 70% of principals report having any professional learning targeted to their leadership needs. Of those who reported having some targeted professional learning for leadership, most reported that it was minimal. Professional development that targets teachers only is not enough to change instructional practice, particularly at a systemic level. Rather, principals and other key school leaders 1

2 need to engage in ongoing professional development for their own practice in addition to providing professional development for teachers in their schools (Stein & Nelson, 2003). One could argue that there are many leaders in schools and that from a distributed leadership perspective, schooling improvement had focused on building leadership capacity within a school across a large number of people (e.g. literacy leaders, lead teachers). While the distribution of leadership within a school is believed to be beneficial (Harris, 2005) it is important to recognise and also support the key positional leadership roles of the principal and senior management in leading schooling improvement. Indeed, the implementation of policies designed to foster distributed leadership do not appear to lessen the importance of the principal s own leadership role (Hallinger & Heck, 2009, p. 114). How does Leadership Professional Learning fit within Schooling Improvement? Figure 1. Locating Leadership and Professional Learning within Schooling Improvement A helpful place to begin is to locate professional learning for leaders within the larger context of schooling improvement. Figure 1 is a simplified representation of the complex levels of learning in schooling improvement. Within the smaller triangle we have the instructional 2

3 triangle representing the work of teachers in classrooms. Represented here is the student as learner as the core focus of schooling improvement. Facilitating learning in the classroom context is primarily the role of classroom teachers (Top apex of red triangle). The content is a way of saying there is stuff that teachers focus on. Another way of looking at the content might be to call it the focus of learning. Moving the lens out from here to the next circle (orange) we have the professional learning of teachers. The orange triangle represents the instructional triangle for teacher learning. Here, the teacher is the learner. Key facilitation at this point is provided by both external (e.g. professional developers) and internal expertise (e.g. principal, teacher leaders/professional learning networks). At this level the content or focus for professional learning becomes the work of classroom teaching (represented inside the orange circle). Moving out now to the largest triangle, we have the whole school context of schooling improvement. Within this largest triangle the school leader is located as the learner. Again, facilitation of learning is the responsibility of both internal and external expertise to the school. However, we can see that the content or focus of professional learning now becomes everything in the yellow circle. This diagram might serve as a useful tool in terms of identifying the connection (or lack of) between student learning needs, teacher learning needs and school leaders learning needs. The bottom line in Figure 1 represents a focus on student learning needs, however this is connected to learning needs of both teachers and leaders. Figure 1 symbolises the embedded nature of learning within schooling improvement and the significance of connected and coherent learning for everyone involved. What does Professional Learning for Leaders Currently Look Like? Just over half of all school principals involved in the schooling improvement research reported that they participated in the professional development of teachers. In Figure 1, the participation of principals in the professional development of teachers locates leaders alongside teachers as learners on the orange triangle. Research (Robinson, 2009) indicates that it is important for principals and other school leaders to participate as learners alongside teachers. Effective leaders actively support the professional learning of their staff and this includes participating in professional development themselves (Timperley, Wilson, Barrar, & Fung, 2007). While professional development is a major focus of schooling improvement in New Zealand, the target audience has traditionally been teachers and teacher leaders. In comparison, 3

4 there are somewhat limited opportunities targeted at school principals/senior management and their specific role in leading schooling improvement. Stein & Nelson, (2003) maintain that professional development targeting teachers only is not enough to change instructional practice, particularly at a systemic level. Principals and other key school leaders need to engage in ongoing professional development for their own practice in addition to participating in professional development for teachers in their schools. The professional learning of school leaders is located in the largest yellow triangle. The focus of their learning is everything encompassed within the orange circle. Assuming the need to provide an increased focus on providing professional learning opportunities for school leaders, what in particular should we be paying attention too? The C s: Coherence and Continuity, Critical Community, Connection and Change Figure 1 represents a model in which there is connection and coherence across the learning needs of students, teachers, and leaders (the bottom line!). This figure represents the ideal in terms of coherent and connected relationships of learning throughout a school. Currently, there are many options available for school leaders professional learning. Perhaps the first task is to work towards increasing connection and coherence both with regards to the professional learning leaders themselves focus on and how it relates to the learning needs of students and teachers in their organisation. There exists a tendency for leaders learning to be accessed through a smorgasbord of unrelated topics provided by a range of providers. While individual opportunities may be high quality and offer important learning, effective leaders require more than this. School leaders need targeted and coherent professional learning opportunities that can support them in learning to lead school change and improvement. It is essential to develop a more coherent planned approach to professional learning for leaders in relation to leading schooling improvement. This is in keeping with recommendations for teacher and student learning (Le Fevre, in press). Given the range of topics and opportunities available to leaders, it is important to identify priorities for leaders learning and to provide a focus that is meaningful and useful to leaders. The work of leadership is complex and leaders deserve the same level of professional learning targeted at their key role in leading schooling improvement as teachers have in leading learning and teaching within their classrooms. However, multiple professional learning initiatives for principals and other school leaders are likely to be problematic in 4

5 terms of dispersed focus, risk of overload, and the superficial level able to be attained when focus is thinly spread. Effective professional development for school improvement requires a long term commitment to consistency and focus (Elmore, 2004) and this applies to students, teachers and leaders alike. Increasing coherence involves clearly identifying priorities for leaders professional learning. In a position paper discussing the importance of change knowledge it was identified as crucial not to have numerous different initiatives for professional learning occurring simultaneously as this can result in multiple goals for teacher learning being pursued at the expense of enabling deep learning to occur in a connected and focussed way (Le Fevre, 2009). It is important to pay attention to the need for coherence and continuity in providing professional learning opportunities for school leaders. Critical Community The provision of professional development communities for teachers is a common aspect of schooling improvement. Tensions and challenges in leading effective schools can be high and leaders deserve the same level of professional community and support around their work as teachers receive. Data from New Zealand principals indicates prioritising the development of supportive communities for professional learning could be an important area to focus on. Building on the idea of critical friends (Lord, 1994) the concept of a critical community encompasses the importance of a community or web of relationship that support leaders in their work. These relationships provide more than collegiality or even collaboration. While these are important first steps, the goal is for school leaders to have critical communities where it is safe to challenge and be challenged about beliefs and practices of leadership. A critical community might consist for example, of principals and school leaders, from both within and outside the school, and external professional developers. What makes the community critical is the role of members in challenging each other s assumptions and asking difficult, important questions that are driven by theories of practice. One might also ask why a critical community and not just a critical friend? Surely a critical friend might be more realistic given the hectic lives of school leaders? First, it is important to have a number of people in terms of increasing capacity for support and thus the sustainability of support. Second, there can be value in having different perspectives and expertise on a problem. 5

6 While the ultimate goal might be for principals to be involved in collaborative relationships of challenge and critique, the first step for many is to establish collegiality and a leadership community. We might hypothesise that a lack of professional community for leadership is only a problem to school leaders in geographically isolated areas of New Zealand. Indeed, teaching principals of small geographically isolated schools report feeling professionally isolated, however, so do principals in large urban schools that are in close proximity to other schools. The development of collegiality, collaboration and ultimately critical community to support leadership are identified as a priority for some principals in city contexts with competition between schools cited as a perceived barrier to collegiality and community. Participation in critical communities is a potentially valuable source of professional learning. While the term community generally raises images of collegiality and togetherness the reality is that a critical community does not involve comfortable collaboration. Rather, it demands the deep probing of issues of leadership, teaching and learning (Fullan & Hargreaves, 1996). Through diversity and conflict learning occurs. Phase One data in the BECSI project indicate positive reports of learning for leadership wherein principals have the opportunity to work on challenges of leading schooling improvement within clusters of schools through collaboration with one another. Collaboration beyond the cluster was also viewed as valuable wherein principals had opportunities of exposure to effective practices outside their cluster. Perhaps the next step is to build into this effort the important aspect of challenge or critique. It is in the questioning of one s own and others existing theories, assumptions and practices that reasoning can be surfaced and challenged. A role of members in a critical community is to provide high expectations of each other in terms of capacity to both change one s own belief and practices and to bring about change in others. Holding high expectations of teachers to change was identified as a key aspect of effective change (Le Fevre, 2009). So too is the importance of holding high expectations of leaders capacity to change. However, just as for teachers, it is neither sufficient nor reasonable to hold high expectations for leaders to change in the absence of active support for this change. From this perspective, the critical community holds a dual function in terms of holding high expectations for change while also supporting this change. 6

7 Connection and Change The ultimate goal of professional learning at any level within the organisation should be to change beliefs and practices in ways that result in improved valued learning outcomes for students (Elmore, 2004). In terms of building evaluative capability, it is important that leaders develop an awareness of what they need to learn, the impact of their learning on their leadership practices, and the influence of changed leadership practices on valued outcomes for teachers and students. In other words it is important for leaders to have support that enables them to analyse their learning needs in connection to the needs of students and teachers, to have opportunities to meet these needs, and to be able to examine the impact of their learning. Overwhelmingly, principals reported that their professional learning opportunities within schooling improvement had not caused them to change their leadership practices. Just as it makes sense to evaluate professional learning for teachers on the basis of student outcomes (Le Fevre, in press), so too should be the ultimate focus of outcomes for leaders learning. A principal could build evaluative capability by asking, How might I monitor and check for change in my own practice? How might I evaluate the effectiveness of changes to my practice in terms of outcomes for students and teachers? In addition to asking What have I learned? they might ask What have I changed? and What effect do I think this change has had on teachers? What effect do the teachers think this change has had? It is easier to ask the question, What has been the impact of my professional learning? than it is to respond. The framework of this position paper could be used to begin to evaluate outcomes of professional learning for school leaders. For example: To what extent are professional development opportunities coherent and connected to student, teacher, and principal learning needs? Where are principals situated on the continuum from isolation to collaboration and ultimately critical community? What evidence is there of changes made to leadership practices? How are these changes connected to teacher and student outcomes? The question of how we know if the professional development provided was effective is important to ask. This can be difficult to do but is a task worthy of attention in terms of supporting leaders and schools in building evaluative capability. Supporting principals to engage in the inquiry cycle (Figure 2) in relation to their own professional learning may be an 7

8 important part of developing evaluative capability. This inquiry cycle (adapted from Timperley, Wilson, A., Barrar, H. & Fung, I. 2008) illustrates the key position of inquiry into outcomes of leaders learning in relation to outcomes for teachers and students. What educational outcomes are valued for students and how are students doing in relation to these outcomes? What understandings, skills & practices do teachers need to enable students to achieve valued educational outcomes? What has been the impact of changed understandings, skills & practices on student outcomes? What knowledge, skills & practices do school leaders need to support teachers in meeting student needs? What has been the impact of professional learning experiences on leaders/teachers knowledge, skills and practices? Adapted from Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2008) Figure 2. Inquiry cycle into outcomes of leaders learning in relation to teachers and students 8

9 What Might Professional Learning for Leaders Look Like? Based on the recommendations made in this position paper, here is a hypothetical situation of what professional learning for leaders might look like: Coherence Principal A chooses to attend a small number of one-day workshops provided by a range of providers. She intentionally selects options that are related to her self- identified need of providing constructive and honest feedback. She has identified this focus for her professional learning on the basis that she feels she often avoids talking about the difficult issues with staff. She doesn t get to say what she really thinks needs to be said and she has noticed teachers continuing with classroom practices that she thought she had communicated were inappropriate. This need is also identified by comments from a small number of trusted colleagues who have said she should be more forthcoming in communicating with teachers about long-standing issues in their classrooms. Rather than pursuing this goal alone Principal A has raised the issue at her local principals network and has two colleagues who have also identified this as a self-learning need. They will attend the professional development sessions together to enable them to continue to discuss and work with ideas surfaced in the one-day workshops in their own contexts in the following months. In addition, she has set up an hour every two weeks for one-to- one coaching from the school s external professional developer on providing feedback. Principal A has made providing honest and productive feedback her main professional learning goal for the entire year. While it means she may miss several other opportunities, her intention is to really get some depth and skill in this as she sees it as underlying the potential improvement of many of her everyday leadership practices. Critical Community Principal A has created a small professional learning community of principals (just the three of them at this stage) but they have agreed they will commit a regular meeting time (one x 90 minute session each month) to discussing their progress and challenges. In addition, they have contracted an external professional developer to meet with them for this session every second month. The role of the professional developer is to support them in developing their theory of understanding effective feedback and in connecting this with their own practice. During this meeting the professional developer will facilitate the principals learning in viewing a video of themselves giving feedback within their school. Principal A has 9

10 communicated her focus for her own professional learning within the school and has initially invited two particularly trusted members of the staff to give her feedback on how she is going. They are trusted in the sense that they will challenge her and surface the difficult issues rather than just saying oh- I think everything is going well. The goal is to include all staff once she has gained some further knowledge and confidence. A further goal is to create a larger group of school leaders and include other senior management in the professional learning once the group is underway and others can begin to see the benefits. Change and Connection Principal A s main goal is to improve the way she gives feedback so that classroom teaching practices might improve and ultimately, student learning outcomes. Rather than assessing the quality of her professional learning on her enjoyment or satisfaction (she isn t expecting to enjoy watching video of herself with colleagues!) she is interested in the effect her learning has on the school. She understands this may be challenging to assess and will take time. However, she is determined to find out how teachers are experiencing the ways she gives feedback and what impact this has on their classrooms. Conclusions Principal A is focusing on creating coherence in her professional learning, building in a critical community, and focusing on changes to her leadership practice that are connected to teacher and student learning needs. This is a hypothetical case, however, keeping the C s in mind might assist school leaders in ensuring they experience professional learning opportunities that support them in developing effective leadership practices in leading school change and schooling improvement. Current notions of leadership as distributed are an important focus and increase capacity for leadership within schools. However, they may underestimate the significance of positional leadership of the principal and other key school leaders in effecting change that has positive outcomes for student learning. Principals may be under-recognised as key players in schooling improvement and could benefit from specifically targeted professional learning opportunities to meet their needs in leading schooling improvement. Identifying learning needs for leaders should include consideration of the bottom line in Figure 1. In other words, consideration of student and thus teachers learning needs should influence the focus of professional learning for school leaders. The development of a critical 10

11 community is key to providing sustainable professional learning for leaders that has the capacity to change beliefs and practices. Finally, the effectiveness of professional learning should be judged in relationship to capacity to change the beliefs and practices of school leaders in ways that have a positive impact on teachers beliefs and practices and ultimately student learning. 11

12 References Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher. Elmore, R. F. (2004). School reform from the inside out: Policy, practice and performance. Cambridge, MA: Harvard Education Press. Fullan, M., & Hargreaves, A. (1996). What's worth fighting for in your school? New York: Teachers College Press. Hallinger, P., & Heck, R. H. (2009). Distributed leadership in schools: Does system policy make a difference? In A. Harris (Ed.), Distributed leadership; Different perspectives (pp ). London: Springer. Harris, A. (2005). Leading or Misleading? Distributed Leadership and School Improvement. Journal of Curriculum Studies, 37(3), Le Fevre, D.M. (2009). Changing TACK: Professional learning as a process of change. The Minsitry of Education, Wellington, New Zealand Le Fevre, D.M. (in press). Changing TACK: talking about change knowledge for professional learning. In H. Timperley, & J. Parr (Eds.).Weaving evidence, inquiry, and standards to build better schools. Wellington, NZCER Press. Lord, B. (1994). Teachers' professional development: Critical colleagueship and the role of professional communities. In N. Cobb (Ed.), The future of education: Perspectives on national standards in America (pp ). New York: The College Board. Stein, M. K., & Nelson, B. S. (2003). Leadership content knowledge. Educational Evaluation and Policy Analysis, 25(4), Timperley, H. S., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration [BES]. Wellington: New Zealand Ministry of Education. 12

Using Evidence in the Classroom for Professional Learning

Using Evidence in the Classroom for Professional Learning Using Evidence in the Classroom for Professional Learning Helen Timperley University of Auckland New Zealand Paper presented to the Ontario Education Research Symposium For teachers to use evidence to

More information

Primary Principal s Sabbatical Report. Manurewa Literacy Schooling Improvement Cluster

Primary Principal s Sabbatical Report. Manurewa Literacy Schooling Improvement Cluster Primary Principal s Sabbatical Report Manurewa Literacy Schooling Improvement Cluster Are students who have been involved in the cluster work more advantaged in their transition to intermediate school

More information

Principal instructional leadership

Principal instructional leadership Principal instructional leadership and secondary school performance LINDA BENDIKSON, VIVIANE ROBINSON and JOHN HATTIE KEY POINTS Principal instructional leadership can be direct (focused on improving teaching)

More information

The e-learning Planning Framework (English-medium)

The e-learning Planning Framework (English-medium) The e-learning Planning Framework (English-medium) The e-learning Planning Framework is a tool to help schools and teachers measure their e-learning capability. It can support regular self-review and subsequent

More information

Title The possibilities of 360 degree feedback incorporated into school based performance management systems.

Title The possibilities of 360 degree feedback incorporated into school based performance management systems. Title The possibilities of 360 degree feedback incorporated into school based performance management systems. John Petrie Principal Gulf Harbour School Sabbatical report Term 3 2009. Acknowledgements Thank

More information

Appraisal for teachers: Support for professional leaders. Workshop One: Strengthening understanding of appraisal

Appraisal for teachers: Support for professional leaders. Workshop One: Strengthening understanding of appraisal Appraisal for teachers: Support for professional leaders Workshop One: Strengthening understanding of appraisal Welcome! E ngāmana, e ngāreo, e raurangatiramā, Naumai, haeremai! A warm welcome to you all!

More information

Capacity Building Series

Capacity Building Series Capacity Building Series K 1 2 3 4 5 6 7 8 9 10 11 12 Principals as Co-learners: Supporting the Promise of Collaborative Inquiry SPECIAL EDITION # 38 When schools were engaged in inquiry by...... re-focusing

More information

The Standards for Leadership and Management: supporting leadership and management development December 2012

The Standards for Leadership and Management: supporting leadership and management development December 2012 DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Leadership and Management: supporting leadership and management development December 2012 Contents Page The Standards for Leadership

More information

Account of practice: Using mentoring and coaching to facilitate school-to-school improvement

Account of practice: Using mentoring and coaching to facilitate school-to-school improvement Account of practice: Using mentoring and coaching to facilitate school-to-school improvement Beryce Nixon, Headteacher and national leader of education, Hill Top Primary School, Doncaster, and Sue Turner,

More information

Damers First School Teaching & Learning Policy

Damers First School Teaching & Learning Policy Damers First School Teaching & Learning Policy DAMERS FIRST SCHOOL HAPPY CHILDREN & HIGH QUALITY OHANA! In our family NO ONE GETS LEFT BEHIND Because we believe CHILDREN ARE OUR FUTURE. TEACH THEM WELL

More information

You have opened the information package on Principal Professional Development project for NSW DEC principals and leadership associations.

You have opened the information package on Principal Professional Development project for NSW DEC principals and leadership associations. You have opened the information package on Principal Professional Development project for NSW DEC principals and leadership associations. This package should be viewed in conjunction with the Expression

More information

Teaching ESL Students in Mainstream Classrooms: language in learning across the curriculum. 2013 Information for Schools

Teaching ESL Students in Mainstream Classrooms: language in learning across the curriculum. 2013 Information for Schools : language in learning across the curriculum 2013 Information for Schools What is Teaching ESL student in Mainstream Classrooms (TESMC)? (TESMC) is for educators seeking to develop understandings of the

More information

Leadership in public education

Leadership in public education Leadership in public education Policy direction overview Discussion paper three Great educational leaders transform the lives of young people and enrich our whole community. They are the exceptional men

More information

Blended Learning Current Use, Challenges and Best Practices

Blended Learning Current Use, Challenges and Best Practices Blended Learning Current Use, Challenges and Best Practices Report 2013 Contents Background and Methodology... 3 Executive Summary... 3 Survey Results in detail... 5 How is blended learning used?... 5

More information

Developing Policies, Protocols and Procedures using Kotter s 8 step Change Management Model

Developing Policies, Protocols and Procedures using Kotter s 8 step Change Management Model 2013 Developing Policies, Protocols and Procedures using Kotter s 8 step Change Management Model Marion Foster Scottish Practice Management Development Network [Pick the date] IMPLEMENTING CHANGE POWERFULLY

More information

Improving learning outcomes for all students. Take-home message. Some common concerns about inclusive practice. The challenge of inclusion

Improving learning outcomes for all students. Take-home message. Some common concerns about inclusive practice. The challenge of inclusion Improving learning outcomes for all students Or Improving learning outcomes for all students: Where inclusive practice meets positive psychology. Strategies for teachers who don't claim to be superheroes

More information

Student Welfare, Good Discipline and Effective Learning. Student Welfare Policy

Student Welfare, Good Discipline and Effective Learning. Student Welfare Policy Student Welfare, Good Discipline and Effective Learning Student Welfare Policy 1996 New South Wales Department of School Education Student Welfare Directorate RESTRICTED WAIVER OF COPYRIGHT The printed

More information

Leadership As Capacity Building In Online Teaching And Learning

Leadership As Capacity Building In Online Teaching And Learning Leadership As Capacity Building In Online Teaching And Learning Dianne Forbes School of Education, The University of Waikato, Hamilton ABSTRACT This paper discusses effective leadership in online teaching

More information

Assessment: Feedback to promote student learning

Assessment: Feedback to promote student learning Assessment: Feedback to promote student learning Teaching Development Wāhanga Whakapakari Ako Dorothy Spiller Teaching Development Wāhanga Whakapakari Ako February 2009 Assessment-Feedback to Promote Learning

More information

AISI Builds Leadership Capacity

AISI Builds Leadership Capacity AISI BUILDS LEADERSHIP CAPACITY 1 AISI Builds Leadership Capacity by Donna Mayer Donna has been an Alberta educator in a variety of roles, including teacher, school based administrator, trustee, AISI team

More information

Spirals of Inquiry. Scanning takes a wide perspective on learning - not just a focus on aspects of academic learning that are easily measured.

Spirals of Inquiry. Scanning takes a wide perspective on learning - not just a focus on aspects of academic learning that are easily measured. Spirals of Inquiry Judy Halbert & Linda Kaser SCANNING: WHAT S GOING ON FOR OUR LEARNERS? Without evidence, you are just another person with an opinion. (Andreas Schleicher, OECD) What scanning is and

More information

Teacher Leadership and School Improvement

Teacher Leadership and School Improvement DP Jilid 5, Bil. 112005 Pengurusan Pendidikan Teacher Leadership and School Improvement Abdul Ghani Abdullah agk@usm.my Introduction Abdul Lateef Ali latheej@dhivehinet.net.mv Teacher leadership is primarily

More information

Business Plan 2015-2017 COMET BAY COLLEGE

Business Plan 2015-2017 COMET BAY COLLEGE Business Plan 2015-2017 COMET BAY COLLEGE Our Business Plan 2015-2017 Our Vision To seek excellence in all that we do. We will:» Promote equity and excellence» Ensure that all students become successful

More information

Swimming out of our depth? Leading learning in 21st century schools. Ally Bull and Jane Gilbert

Swimming out of our depth? Leading learning in 21st century schools. Ally Bull and Jane Gilbert Swimming out of our depth? Leading learning in 21st century schools Ally Bull and Jane Gilbert Swimming out of our depth? Leading learning in 21st century schools Ally Bull and Jane Gilbert New Zealand

More information

Vernon Park Primary School. Teaching and Learning Policy

Vernon Park Primary School. Teaching and Learning Policy Vernon Park Primary School Teaching and Learning Policy The school s approach to teaching and learning is based upon the school vision: At Vernon Park Primary School we aim to provide all children, parents,

More information

Do s and Don ts for Literacy Coaches:

Do s and Don ts for Literacy Coaches: Do s and Don ts for Literacy Coaches: Advice from the Field Rita Bean, Professor, University of Pittsburgh Diane DeFord, Professor, University of South Carolina Literacy or instructional coaches are becoming

More information

Qualities of Quality: Understanding Excellence in Arts Education

Qualities of Quality: Understanding Excellence in Arts Education No.1 In this Issue Qualities of Quality: Understanding Excellence in Arts Education An ARTS EDUCATION COLLABORATIVE Series Qualities of Quality: Understanding Excellence in Arts Education is a research

More information

Excellence in teaching and learning

Excellence in teaching and learning Annual Implementation Plan: for Improving Student Outcomes 4317 Ashburton Primary School DRAFT Guide to developing the Annual Implementation Plan: for Improving Student Outcomes To focus effort where it

More information

Quality teaching in NSW public schools Discussion paper

Quality teaching in NSW public schools Discussion paper Quality teaching in NSW public schools Discussion paper Professional Support and Curriculum Directorate May 2003 Quality teaching in NSW public schools Discussion paper 2003 State of NSW Department of

More information

CareNZ Job Description GENERAL MANAGER HUMAN RESOURCES

CareNZ Job Description GENERAL MANAGER HUMAN RESOURCES CareNZ Job Description GENERAL MANAGER HUMAN RESOURCES Responsible to: Responsible for: Chief Executive HR and Payroll Administrator HR Interns and Volunteers Dimensions Location of work Other information

More information

THE CHANGING ROLE OF LIBRARIANS AND

THE CHANGING ROLE OF LIBRARIANS AND THE CHANGING ROLE OF LIBRARIANS AND THE ONLINE LEARNING ENVIRONMENT Vye Gower Perrone University of Waikato Library BIONOTES Vye Perrone is a reference librarian and information coach in the Education

More information

Statistics is boring because it makes you think!

Statistics is boring because it makes you think! PO Box 3237 Wellington, New Zealand Email: tlri@nzcer.org.nz Website: www.tlri.org.nz Sashi Sharma, Phil Doyle, Viney Shandil and Semisi Talakia atu Statistics is boring because it makes you think! Introduction

More information

KEY SKILLS OF JUNIOR CYCLE

KEY SKILLS OF JUNIOR CYCLE KEY SKILLS OF JUNIOR CYCLE Key skills of junior cycle Learners need a wide range of skills to help them face the many challenges presented to them in today s world. They develop specific skills in their

More information

Merging Business and Adult Education to Create an Online MBA Degree Program: Concern over Sustaining the Andragogical Approach

Merging Business and Adult Education to Create an Online MBA Degree Program: Concern over Sustaining the Andragogical Approach Merging Business and Adult Education to Create an Online MBA Degree Program: Concern over Sustaining the Andragogical Approach Susan Isenberg, Ph.D. Abstract: Merging business and education models for

More information

ADVICE NOTE: PRIORITISATION FOR DESTINATION MANAGEMENT PLANS. Advice note: Prioritisation for Destination Management Plans

ADVICE NOTE: PRIORITISATION FOR DESTINATION MANAGEMENT PLANS. Advice note: Prioritisation for Destination Management Plans ADVICE NOTE: PRIORITISATION FOR DESTINATION MANAGEMENT PLANS 1 Destination Management Plan (DMP) 2 This guide provides tools, ideas and approaches to assist with the prioritisation of objectives, issues

More information

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS I L C O U N C

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS I L C O U N C AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS QUALITY TEACHING I L C O U N C Contents Introduction 2 Organisation of the Australian Professional Standards for Teachers 4 Professional Knowledge 8 Professional

More information

Making the move to HR business partnering really work

Making the move to HR business partnering really work Bath Consultancy Group www.bathconsultancygroup.com Making the move to HR business partnering really work Bath Consultancy Group 11 Kelso Place, Upper Bristol Road, Bath BA1 3AU Main Office: +44 (0)1225

More information

A guide to helping people to succeed at work

A guide to helping people to succeed at work Coaching: Helping you to improve social outcomes A guide to helping people to succeed at work This guide is for anyone wanting to use coaching skills to help colleagues succeed. In particular, it is intended

More information

Self Assessment Tool for Principals and Vice-Principals

Self Assessment Tool for Principals and Vice-Principals The Institute for Education Leadership (IEL) brings together representatives from the principals' associations, the supervisory officers' associations, councils of directors of education and the Ministry

More information

Getting an Education Schools Leaders Need Specialized Development

Getting an Education Schools Leaders Need Specialized Development Getting an Education Schools Leaders Need Specialized Development The unique elements in the public school setting in the United States demand a more customized approach to the development of its leaders.

More information

Standards for Professional Development

Standards for Professional Development Standards for Professional Development APRIL 2015 Ohio Standards for Professional Development April 2015 Page 1 Introduction All of Ohio s educators and parents share the same goal that Ohio s students

More information

PROFESSIONAL DEVELOPMENT: A VISION FOR SAUDI SCIENCE TEACHERS

PROFESSIONAL DEVELOPMENT: A VISION FOR SAUDI SCIENCE TEACHERS PROFESSIONAL DEVELOPMENT: A VISION FOR SAUDI SCIENCE TEACHERS Hiya Almazroa Pringcess Noura Bint Abdulrahman University, Saudi Arabia Abstract: Professional development is a significant mechanism for maintaining

More information

Student Achievement through Staff Development

Student Achievement through Staff Development ` Student Achievement through Staff Development Bruce Joyce and Beverley Showers In: Bruce Joyce and Beverley Showers, 2002, Designing Training and Peer Coaching: Our needs for learning, VA, USA, ASCD

More information

Living Your Best Life with MS USING THE PRINCIPLES OF POSITIVE PSYCHOLOGY TO MANAGE THE CHALLENGES OF LIVING WITH A CHRONIC ILLNESS

Living Your Best Life with MS USING THE PRINCIPLES OF POSITIVE PSYCHOLOGY TO MANAGE THE CHALLENGES OF LIVING WITH A CHRONIC ILLNESS Living Your Best Life with MS USING THE PRINCIPLES OF POSITIVE PSYCHOLOGY TO MANAGE THE CHALLENGES OF LIVING WITH A CHRONIC ILLNESS 1 The Principles of Positive Psychology Positive psychology focuses on

More information

You Must Promote You

You Must Promote You You Must Promote You The college softball recruiting process can be very challenging to understand. At times, it can be extremely confusing and frustrating for players and their families. As an organization,

More information

Great Teaching, Inspired Learning: MGSE response

Great Teaching, Inspired Learning: MGSE response Great Teaching, Inspired Learning: MGSE response Summary This submission from the University of Melbourne s Graduate School of Education recognises the importance of teaching and learning to Australia

More information

Local Schools, Local Decisions

Local Schools, Local Decisions Local Schools, Local Decisions NSW DEPARTMENT OF EDUCATION AND COMMUNITIES WWW.SCHOOLS.NSW.EDU.AU/LSLD 2 WWW.SCHOOLS.NSW.EDU.AU/LSLD NSW DEPARTMENT OF EDUCATION AND COMMUNITIES Introduction Schools have

More information

Westwood Public Schools. Teacher Evaluation Development Team. Guidance Counselor Self Reflection Rubrics

Westwood Public Schools. Teacher Evaluation Development Team. Guidance Counselor Self Reflection Rubrics Teacher Evaluation Development Team s Adapted for the Westwood Public Schools Working Draft, Spring 2010 from the work of Marshall, Danielson & Westwood s PPEI I: Planning and Preparation Knowledge of

More information

SALT LAKE CITY SCHOOL DISTRICT MENTOR SUPPORTED COLLABORATIVE ASSESSMENT/REFLECTION LOG 2 nd and 3 rd Year Provisional Teachers

SALT LAKE CITY SCHOOL DISTRICT MENTOR SUPPORTED COLLABORATIVE ASSESSMENT/REFLECTION LOG 2 nd and 3 rd Year Provisional Teachers SALT LAKE CITY SCHOOL DISTRICT MENTOR SUPPORTED COLLABORATIVE ASSESSMENT/REFLECTION LOG 2 nd and 3 rd Year Provisional Teachers Mentor Signature: Mentee Signatures: MONTH: What s Working: Current Focus

More information

Career development in employing organisations: practices and challenges from a UK perspective

Career development in employing organisations: practices and challenges from a UK perspective Career development in employing organisations: practices and challenges from a UK perspective This paper is based on an input to the Guidance for Workforce Development Conference, held by CEDEFOP in Thessaloniki,

More information

Attribute 1: COMMUNICATION

Attribute 1: COMMUNICATION The positive are intended for use as a guide only and are not exhaustive. Not ALL will be applicable to ALL roles within a grade and in some cases may be appropriate to a Attribute 1: COMMUNICATION Level

More information

Online leadership academy at Telefonica O2 How learning design and technology can provide a complete learning journey

Online leadership academy at Telefonica O2 How learning design and technology can provide a complete learning journey Online leadership academy at Telefonica O2 How learning design and technology can provide a complete learning journey O ne of the biggest L&D investments organisations make is in their leadership development

More information

Master Scheduling for Inclusive Practices Voices Over

Master Scheduling for Inclusive Practices Voices Over Master Scheduling for Inclusive Practices Voices Over Slide # 1 Master Scheduling for Inclusive Practices Introduction 2 Goals for Inclusive Scheduling 3 Needs Assessment 4 Continuum of Services 5 Organizing

More information

Canada (British Columbia) Elementary Connected Classrooms

Canada (British Columbia) Elementary Connected Classrooms Canada (British Columbia) Elementary Connected Classrooms This is a pilot project in which three mixed-age classrooms (years 4 to 7) from three elementary schools participate in videoconferencing, online

More information

How can the World Campus Teachers Initiative help you beyond the program itself?

How can the World Campus Teachers Initiative help you beyond the program itself? How can the World Campus Teachers Initiative help you beyond the program itself? In the conception and development of the Teachers Initiative, World Campus International (WCI) has worked to create a program

More information

What Are the Benefits of Analyzing Student Work?

What Are the Benefits of Analyzing Student Work? 01-Bella.qxd 11/17/03 3:40 PM Page 1 What Are the Benefits of Analyzing Student Work? 1 W hat s in it for me? That s the question many educators secretly ask themselves when they are presented with a new

More information

Practical strategies to support the whole-school development of AfL with APP (Primary)

Practical strategies to support the whole-school development of AfL with APP (Primary) Practical strategies to support the whole-school development of AfL with APP 1 of 11 The National Strategies Primary Practical strategies to support the whole-school development of AfL with APP This document

More information

Capacity Building Series SECRETARIAT SPECIAL EDITION #16

Capacity Building Series SECRETARIAT SPECIAL EDITION #16 Capacity Building Series SECRETARIAT SPECIAL EDITION #16 Collaborative Teacher Inquiry New Directions in Professional Practice Why engage in teacher inquiry? We don t inquire to eliminate alternatives

More information

Virtual Programme for HR Business Partners

Virtual Programme for HR Business Partners Virtual Programme for HR Business Partners Why virtual? Many of our clients want to attend HR Business Partner workshops but are based across the country or have global Business Partner teams. So we created

More information

Classroom Climate. from the complex transaction of many immediate environmental factors (e.g., physical, material,

Classroom Climate. from the complex transaction of many immediate environmental factors (e.g., physical, material, Adelman, H. S. & Taylor, L. (in press). Classroom climate. In S. W. Lee, P. A. Lowe, & E Robinson (Eds.), Encyclopedia of School Psychology. Thousand Oaks, CA: Sage. Classroom Climate Classroom climate

More information

The Principal as Chief Learning Officer: Developing Teacher Leaders* Ruth C. Ash. J. Maurice Persall

The Principal as Chief Learning Officer: Developing Teacher Leaders* Ruth C. Ash. J. Maurice Persall The Principal as Chief Learning Officer: Developing Teacher Leaders* By Ruth C. Ash J. Maurice Persall Today s teachers live in a society and work in a profession where demands are continually changing

More information

Becoming a Cambridge Professional Development Centre A guide to the approval process

Becoming a Cambridge Professional Development Centre A guide to the approval process Section heading Becoming a Cambridge Professional Development Centre A guide to the approval process The development of teachers and leaders is an essential part of school life. Cambridge Professional

More information

The Bubble Sheet A Flexible Action Planning Tool January 2012 Wholonomy Consulting www.wholonomyconsulting.com

The Bubble Sheet A Flexible Action Planning Tool January 2012 Wholonomy Consulting www.wholonomyconsulting.com The Bubble Sheet A Flexible Action Planning Tool January 2012 Wholonomy Consulting www.wholonomyconsulting.com 1 Foreword We have developed this flexible action planning tool to support individuals and

More information

Leadership and Management Training

Leadership and Management Training Bury College Business Solutions Leadership and Management Training The employers choice. For all your company training needs. Bury College Business Solutions - Customer Excellence Award Winner 2011 Develop

More information

Principles to Guide the Design and Implementation of Doctoral Programs in Mathematics Education

Principles to Guide the Design and Implementation of Doctoral Programs in Mathematics Education Principles to Guide the Design and Implementation of Doctoral Programs in Mathematics Education A Task Force Report for the Association of Mathematics Teacher Educators Forward This report, in some ways,

More information

Fall in love with your technology again.

Fall in love with your technology again. Fall in love with your technology again. Your school online. realsmart isn t just a tech company. We are not interested in selling you a bag of tech and running off with your cash. We are deeply passionate

More information

ACHIEVING COMPLIANCE THROUGH PEOPLE: TRAINING SUPERVISORS TO TACKLE PROCEDURAL NON-COMPLIANCE

ACHIEVING COMPLIANCE THROUGH PEOPLE: TRAINING SUPERVISORS TO TACKLE PROCEDURAL NON-COMPLIANCE ACHIEVING COMPLIANCE THROUGH PEOPLE: TRAINING SUPERVISORS TO TACKLE PROCEDURAL NON-COMPLIANCE Paul Leach 1, Jonathan Berman 1 and David Goodall 2 1 Greenstreet Berman Ltd, London, UK 2 National Grid, UK

More information

ROLES AND RESPONSIBILITIES The roles and responsibilities expected of teachers at each classification level are specified in the Victorian Government

ROLES AND RESPONSIBILITIES The roles and responsibilities expected of teachers at each classification level are specified in the Victorian Government ROLES AND RESPONSIBILITIES The roles and responsibilities expected of teachers at each classification level are specified in the Victorian Government Schools Agreement 2004: Leading teacher Leading teachers

More information

- Inside Team Denmark s Sports Psychology support

- Inside Team Denmark s Sports Psychology support The Sport Psychology Professional Model - Inside Team Denmark s Sports Psychology support The sports psychology profession in Denmark has been characterized by a diversity of approaches and has acted as

More information

GaPSC Teacher Leadership Program Standards

GaPSC Teacher Leadership Program Standards GaPSC Teacher Leadership Program Standards Purpose: Georgia has identified a need to improve P-12 students academic performance as measured by various assessments. One method to ensure improved student

More information

Design Principles for Video Games as Learning Engines

Design Principles for Video Games as Learning Engines 1 Design Principles for Video Games as Learning Engines James Paul Gee Mary Lou Fulton Presidential Professor of Literacy Studies Regents Professor Arizona State University james.gee@asu.edu The literature

More information

LITERACY: READING LANGUAGE ARTS

LITERACY: READING LANGUAGE ARTS IMPORTANT NOTICE TO CANDIDATES: The assessment information in this document is aligned with NBPTS Literacy: Reading Language Arts Standards, Second Edition (for teachers of students ages 3 12). If you

More information

Rapid e-learning transforms leadership development

Rapid e-learning transforms leadership development Next Generation Learning @ Work in The BBC Rapid e-learning transforms leadership development The BBC has a well established track record in their innovative use of learning technologies within their programmes.

More information

Best Practices for Designing and Implementing Communication Strategies: Presenters Notes

Best Practices for Designing and Implementing Communication Strategies: Presenters Notes Best Practices for Designing and Implementing Communication Strategies: s Slide 2: Today we are going to focus on discussing the importance of family involvement We will be discussing specific strategies

More information

Agile Leadership in Action: Leading continuous school improvement

Agile Leadership in Action: Leading continuous school improvement Agile Leadership in Action: Leading continuous school improvement Agile School s flagship program is designed to equip leadership teams to positively impact student outcomes within their own unique school

More information

Self-directed learning: managing yourself and your working relationships

Self-directed learning: managing yourself and your working relationships ASSERTIVENESS AND CONFLICT In this chapter we shall look at two topics in which the ability to be aware of and to manage what is going on within yourself is deeply connected to your ability to interact

More information

Lucent Learning Communities in Albuquerque

Lucent Learning Communities in Albuquerque Lucent Learning Communities in Albuquerque Betty Lou Whitford and Heidi Fisher National Center for Restructuring Education, Schools and Teaching, Teachers College and the University of Southern Maine Case

More information

Learning-centred Leadership: Towards personalised learningcentred

Learning-centred Leadership: Towards personalised learningcentred www.ncsl.org.uk Learning-centred Leadership: Towards personalised learningcentred leadership In this report we will not only provide an overview of learning-centred leadership, but also say how it is moving

More information

POWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS

POWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS POWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS Poway Unified School District Teaching Standards Domain I Domain II Domain III Domain IV Domain V Planning and Designing Instruction Element

More information

Developing your Portfolio

Developing your Portfolio Developing your Portfolio Considerations for Career Advancement Elizabeth Nelson, MD Associate Dean Undergraduate Medical Education University of Texas at Austin Dell Medical School Alignment of Goals

More information

Teacher Education Portfolio Guidelines and Rubric

Teacher Education Portfolio Guidelines and Rubric Teacher Education Portfolio Guidelines and Rubric The Teacher Education Portfolio is developed throughout a s program. Most Teacher Education courses have a capstone project designed to meet the InTASC

More information

The Essential Guide to Professional Learning: Leading Culture

The Essential Guide to Professional Learning: Leading Culture The Essential Guide to Professional Learning: Leading Culture The Australian Charter for the Professional Learning of Teachers and School Leaders (the PL Charter) describes the characteristics of a high

More information

Our Young Learners: giving them the best possible start

Our Young Learners: giving them the best possible start NSW DEPARTMENT OF EDUCATION & TRAINING Our Young Learners: giving them the best possible start An Education Strategy for the Early Years from Kindergarten to Year 4, 2006-2009 Introduction We are committed

More information

Cass School of Education and Communities. MA Education. uel.ac.uk/cass

Cass School of Education and Communities. MA Education. uel.ac.uk/cass Cass School of Education and Communities MA Education uel.ac.uk/cass Cass School of Education and Communities The Cass School of Education and Communities at the University of East London (UEL) is a major

More information

The performance assessment shall measure the extent to which the teacher s planning:

The performance assessment shall measure the extent to which the teacher s planning: Arizona s Professional Teacher Standards Standard 1: The teacher designs and plans instruction that develops students abilities to meet Arizona s academic standards and the district s assessment plan.

More information

Identify questions to answer and problems to resolve 2.1; 3.1

Identify questions to answer and problems to resolve 2.1; 3.1 : mandatory competence units mapped to Personal Learning and Thinking Skills This map accompanies the PLTS Guide for practitioners which can be downloaded from www.skillscfa.org The guide includes: an

More information

Self assessment tool. The Leadership Framework. Leadership Academy

Self assessment tool. The Leadership Framework. Leadership Academy The Leadership Framework Self assessment tool Leadership in the health and care services is about delivering high quality services to patients by: demonstrating personal qualities working with others managing

More information

Cambridge International Certificate in Educational Leadership 6247 Cambridge International Diploma in Educational Leadership 6248

Cambridge International Certificate in Educational Leadership 6247 Cambridge International Diploma in Educational Leadership 6248 Cambridge International Certificate in Educational Leadership 6247 Cambridge International Diploma in Educational Leadership 6248 For examination in 2015 Preface This syllabus sets out the details of the

More information

PART 5. Chapter 1. Understanding and using the Toolkit Guidelines for Graphic Design

PART 5. Chapter 1. Understanding and using the Toolkit Guidelines for Graphic Design TOOLKIT for Making Written Material Clear and Effective SECTION 2: Detailed guidelines for writing and design PART 5 Understanding and using the Toolkit Guidelines for Graphic Design Chapter 1 Tips for

More information

WHAT MAKES GREAT TEACHING AND LEARNING? A DISCUSSION PAPER ABOUT INTERNATIONAL RESEARCH APPLIED TO VOCATIONAL CONTEXTS

WHAT MAKES GREAT TEACHING AND LEARNING? A DISCUSSION PAPER ABOUT INTERNATIONAL RESEARCH APPLIED TO VOCATIONAL CONTEXTS WHAT MAKES GREAT TEACHING AND LEARNING? A DISCUSSION PAPER ABOUT INTERNATIONAL RESEARCH APPLIED TO VOCATIONAL CONTEXTS Background Good teaching is the core driver of high quality learning. Linked with

More information

Doctor of Education - Higher Education

Doctor of Education - Higher Education 1 Doctor of Education - Higher Education The University of Liverpool s Doctor of Education - Higher Education (EdD) is a professional doctoral programme focused on the latest practice, research, and leadership

More information

Approaches to learning (ATL) across the IB continuum

Approaches to learning (ATL) across the IB continuum Approaches to learning (ATL) across the IB continuum Through approaches to learning in IB programmes, students develop skills that have relevance across the curriculum that help them learn how to learn.

More information

Standards for Excellence

Standards for Excellence THE AUSTRALIAN ASSOCIATION OF MATHEMATICS TEACHERS Standards for Excellence in Teaching Mathematics in Australian Schools 2006 edition These Standards were originally adopted by AAMT Council in 2002 as

More information

INSPIRING THE FUTURE OF MENTAL HEALTH AND ADDICTIONS IN NEW ZEALAND: The Blueprint Executive Leadership and Management Programmes

INSPIRING THE FUTURE OF MENTAL HEALTH AND ADDICTIONS IN NEW ZEALAND: The Blueprint Executive Leadership and Management Programmes INSPIRING THE FUTURE OF MENTAL HEALTH AND ADDICTIONS IN NEW ZEALAND: The Blueprint Executive Leadership and Management Programmes Sally Pitts-Brown, Chief Executive Officer, Blueprint Centre for Learning,

More information

DECS IMPROVEMENT AND ACCOUNTABILITY FRAMEWORK RESOURCES GUIDE TO SELF REVIEW

DECS IMPROVEMENT AND ACCOUNTABILITY FRAMEWORK RESOURCES GUIDE TO SELF REVIEW DECS IMPROVEMENT AND ACCOUNTABILITY FRAMEWORK RESOURCES GUIDE TO SELF REVIEW Reflect... Improve... Achieve GUIDE TO SELF REVIEW The purpose of Self Review Effective organisations regularly monitor and

More information

CHARACTERISTICS OF THE PRINCIPAL AS CHANGE AGENT 1

CHARACTERISTICS OF THE PRINCIPAL AS CHANGE AGENT 1 CHARACTERISTICS OF THE PRINCIPAL AS CHANGE AGENT 1 Characteristics of the Principal as Change Agent Suzanne Harris Southeastern Louisiana University Doctoral Student suzanne.harris@selu.edu 985-549-5713

More information

St Martin s C of E Primary School. Gifted and Talented Policy

St Martin s C of E Primary School. Gifted and Talented Policy St Martin s C of E Primary School Inspiring children to be the best they can be Gifted and Talented Policy Agreed April 2013 To be reviewed April 2015 Every child wants to be good at something, and every

More information

The Standard for Career-Long Professional Learning: supporting the development of teacher professional learning December 2012

The Standard for Career-Long Professional Learning: supporting the development of teacher professional learning December 2012 DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standard for Career-Long Professional Learning: supporting the development of teacher professional learning December 2012 Contents Page The Standard

More information

Leadership and Management Programme

Leadership and Management Programme Leadership and Management Programme LEADERSHIP DEVELOPMENT 1 Message from the Vice-Chancellor Dear colleagues, we have developed a radical, ambitious and achievable Vision for our future. Achieving this

More information

Vision, Principles and Values T

Vision, Principles and Values T Preparing to Lead Curriculum Change Vision, Principles and Values T his guide is the first in a series that provides you, as a school principal, with suggestions for preparing to lead the implementation

More information