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Systems such as such as self-review, external review, performance management, student assessment and reporting, curriculum organisation and timetabling need to be coherent with the intentions of the New Zealand Curriculum. Do these currently impact on the development of the key competencies, or is there potential for improvement?
Key competencies lead teachers to reconsider their approach to teaching and learning with students. Similarly they prompt school leadership to reconsider the extent to which school systems support the key competencies. School routines, expectations and resourcing will all require consideration.
Do decisions about, and allocation of, resources (people, time, materials and money) reflect the aspirations key competencies lead us to have for teaching and learning?
Are the routines and expectations for all members of the school community (learners, staff, parents, whānau) conducive to the development of key competencies?
Leaders can support the development of key competencies by ensuring that school systems and environment are conducive to the goal.
Systems include routines/processes/procedures, expectations and resourcing (people, time, materials and money).
To what extent do school systems support teachers to:
To what extent do school systems support teachers and learners as they:
This leadership section draws on the work of the Kiwi Leadership for Principals document and on the work of Professor Viviane Robinson and her team on the Educational Leadership Best Evidence Synthesis.
