14 November – What will count for us in 2025? Protecting and enhancing our culture of learning

In this session we focused on both protecting and enhancing our cultures of learning. Protecting implies there may exist threats that could undermine your own culture of learning, whereas enhancing implies proactively planning intentional changes to both systems and practices that deepen learning across the students and staff. Educational leadership, especially in times of rapid reform and exponential AI development require the dual holding of both protection and enhancement.

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6 November – What will count for us in 2025? Protecting and enhancing our culture of learning

In this session we focused on both protecting and enhancing our cultures of learning. Protecting implies there may exist threats that could undermine your own culture of learning, whereas enhancing implies proactively planning intentional changes to both systems and practices that deepen learning across the students and staff. Educational leadership, especially in times of rapid reform and exponential AI development require the dual holding of both protection and enhancement.

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24 October – What has really counted in your culture of learning?

In this session we prioritise time for senior and middle leaders to reflect upon and analyse your team’s collaborative leadership learning this year and the experienced and evidence – based impact on the change initiative you identified at the beginning of 2024. What will you sustain? What will you de-implement in relation to this focus in 2025? What has really counted in enhancing your culture of learning in 2024?

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16 October – What has really counted in your culture of learning?

In this session we prioritise time for senior and middle leaders to reflect upon and analyse your team’s collaborative leadership learning this year and the experienced and evidence – based impact on the change initiative you identified at the beginning of 2024. What will you sustain? What will you de-implement in relation to this focus in 2025? What has really counted in enhancing your culture of learning in 2024?

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12 September – Evaluating Practices in Relation to Outcomes – Mind the Gap!

Today’s workshop focused on the leadership capability sphere ‘Evaluating practices in relation to outcomes’ found in the Educational Leadership Capability Framework (Education Council,2018). As we considered this sphere we linked back to the two previous workshops this term facilitated by Charles Darr, our visiting Chief Researcher from NZCER.

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11 September – Evaluating Practices in Relation to Outcomes – Mind the Gap!

Today’s workshop focused on the leadership capability sphere ‘Evaluating practices in relation to outcomes’ found in the Educational Leadership Capability Framework (Education Council,2018). As we considered this sphere we linked back to the two previous workshops this term facilitated by Charles Darr, our visiting Chief Researcher from NZCER.

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1 August – Assessment as a strategic tool in developing supportive and effective educational environments

Effective instructional leaders understand the role of sound assessment in efforts to improve teaching and learning. They use assessment as a strategic tool in developing supportive and effective educational environments that enhance student learning and wellbeing. In this session, Charles Darr from NZCER will examine what leadership in assessment might involve and what it can stimulate, encourage and promote that leads to better outcomes for all ākonga.

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31 July – Assessment as a strategic tool in developing supportive and effective educational environments

Effective instructional leaders understand the role of sound assessment in efforts to improve teaching and learning. They use assessment as a strategic tool in developing supportive and effective educational environments that enhance student learning and wellbeing. In this session, Charles Darr from NZCER will examine what leadership in assessment might involve and what it can stimulate, encourage and promote that leads to better outcomes for all ākonga.

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