The Educational Leadership Practices survey is designed to provide school leaders with a picture of the leadership practices most associated with positive student outcomes.
A study of a selected group of teachers to determine what they are doing now, how many are still teaching and what sustains their on-going enthusiasm for teaching and learning. We are also interested in how they contribute to the professional learning of other teachers.
Research outputs for: Education leadership practices
Retaining early career teachers and enticing promising teachers to become teacher leaders are issues of international interest not only because large numbers of teachers will retire from the profession over the next five to 10 years but also because the strongest teachers are the teachers most likely to leave the profession during their early years in the profession.
This paper discusses the ways in which school leaders and teachers became connected to each other via professional learning networks as they worked to implement The New Zealand Curriculum. It explores how those networks were shaped and reshaped over at least a three year period.
This paper was the basis of a talk given at the NZCER conference Connected and Contagious: Exploring learning organisation ideas in schools, held in Wellington on 12 May 2011
For teachers, the early years in the profession are critical for developing the knowledge and skills of an expert teacher. The 'Teachers of Promise' study examines the experiences of 57 registered teachers who began their employment in New Zealand primary and secondary schools in 2003. The purpose of this article is to examine the extent to which schools employing these teachers are able to enhance the professional learning of their newest members. The article explores the relationship between new teachers and professional learning.
Marie Cameron, Jennifer Garvey Berger, Susan Lovett, and Robyn Baker
2007
NZCER and University of Canterbury College of Education
Conference paper
In common with many other countries, the New Zealand Government’s priorities include building an education system to equip its school leavers with 21st century skills, by focusing effort on building professional knowledge and strengthening effective teaching.
This presentation focuses on the ongoing opportunities that the teachers in our sample have had to become more effective teachers over time.
This article uses a specific curriculum innovation—a focus on the nature of science—to illustrate the complex dynamics of curriculum change.
Snapshots from the professional learning of two teachers, one primary and one secondary, are used to discuss why teachers’ personal learning may not translate into changes in their taught curriculum unless additional support helps them to rethink traditional teaching and learning practices.
The Ministry of Education (Ministry), in association with the New Zealand Educational Institute (NZEI) and the New Zealand School Trustees Association (NZSTA) was interested in an additional perspective to the ACER survey to get an insight into what was happening in the middle management area of primary schools. The study was commissioned by NZEI and the Ministry of Education and funded by the Ministry.
This is the second report in NZCER’s three-year study of effective New Zealand schools’ financial decisionmaking. This study is funded by the NZ School Trustees’ Association.
It is based on interviews with principals and board representatives of 17 schools, together with analysis of the schools’ financial data. Material from NZCER’s 2003 national survey is also used in the report.
Literature review of recent international research.
Recent research on class size and teacher-pupil ratios can inform policy and practice. Many studies on the impact of class size, and of teacher-student ratios, have concentrated on children's first years at school.
During the 1980s, the research investigated class size and:
This is a report on a study exploring changes in the role of the primary principal since the New Zealand education reforms began in 1989. It looked at principals' own perceptions of their role, in the context of their schools, their work with boards, their experience of the Ministry of Education and the Education Review Office, their own professional development and support, and their workloads.
