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Education leadership practices

Education leadership practices

Women becoming secondary school leaders: Barriers, supports, and enablers Report

Author(s): 
Cathy Wylie, Jo MacDonald, Renee Tuifagalele
Year published: 
2020
Publication type: 
Literature review
Publisher: 
NZCER and PPTA
ISBN: 
978-1-99-004000-9
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Teaching, School, and Principal Leadership Practices Survey 2019

Author(s): 
Cathy Wylie and Edith Hodgen
Year published: 
2020
Publication type: 
Research report
ISBN: 
978-1-98-854294-2
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Teaching, School, and Principal Leadership Practices Survey 2018 Report

Author(s): 
Cathy Wylie, Sue McDowall, and Hilary Ferral
Year published: 
2019
Publication type: 
Research report
ISBN: 
ISBN 978-1-98-854265
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A good time for the new research-informed Educational Leadership Capabilities

A good time for the new research-informed Educational Leadership Capabilities

Chief Researcher Cathy Wylie shares her key points from her presentation at the NZARE conference about the Teaching Council's Educational Leadership Capabilities Framework, within the context of the Government's Response to the Tomorrow's Schools Independent Taskforce final report.

This week at the NZ Association for Educational Researchers (NZARE) annual conference I spoke about the Educational Leadership Capability Framework that provides a backbone for the Leadership Strategy launched last year by the then Education, now Teaching Council. [See the presentation to download below]

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Teaching, School, and Principal Leadership Practices Survey 2018: Summary report

Author(s): 
Cathy Wylie, Sue McDowall, and Hilary Ferral
Year published: 
2019
Publication type: 
Research summary
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School-wide inquiry: how can leaders decide on a focus?

Education adviser Cathie Johnson reflects on how leaders can best use the focus of school-wide inquiry.

Focussed school-wide inquiry is a powerful way for school leaders to engage staff and make a difference for students’ learning outcomes.

 

By Cathie Johnson

Focussed school-wide inquiry is a powerful way for school leaders to engage staff and make a difference for students’ learning outcomes.

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