This paper explores the work of professional learning and development (PLD) facilitators working in New Zealand schools on Ministry of Education contracts. It describes what PLD facilitation work is, and examines how well facilitators are prepared for the job they are doing. The second part of the paper looks at the impact of recent and changing requirements on facilitators and considers how the job may need to continue to change to meet the needs of teachers and students in the future.
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This report investigates the behaviour, attitudes and experiences of New Zealand secondary students with money and financial products. It also looks at financial literacy programmes in New Zealand secondary schools and explores barriers to the implementation of financial literacy teaching. The research was commissioned by the Commission for Financial Capability (previously the Commission for Financial Literacy and Retirement Income). The researchers surveyed Year 9-13 students and conducted online surveys of secondary school teachers and leaders.
This report explores teachers' practice and thinking about one of the eight principles in the New Zealand Curriculum, learning to learn. It draws on data from teachers' responses to NZCER's 2012 National Survey of Secondary Schools. The author discusses the meaning and potential of the phrase 'learning to learn' and uses the survey data to look at teachers' practice. The report includes ideas for strengthening learning to learn approaches in schools.
SpringboardTrust is a non-profit organisation whose aim is to improve student outcomes through improving the effectiveness of principals. Its work addresses a conspicuous absence in the support needed for principals in the New Zealand self-managing schools system.
NZCER was asked to evaluate the short-term impact of SpringboardTrust’s flagship programme, the Strategic Leadership for Principals Programme (SLPP). Since 2007 SLPP has provided customised leadership development for 120 principals whose schools serve in total close to 41,719 students. It is a year-long programme.
New Zealand’s public schools have an unusual degree of self-management. Each school has its own parent-elected board of trustees, responsible for the employment of the principal and school performance. Schools operate within national legislation, following the New Zealand Curriculum, but they operate on their own, without ongoing support from, or participation in, a school district. School leaders enjoy autonomy, and yet they also see the need for better connections between schools and across the system, and they find their own career pathways limited.
This paper discusses challenges and issues arising from NZCER's future-focused programme of research. It takes learning itself as an idea worthy of critical scrutiny and addresses some of the tensions that differences in views about learning create for future-focused research.
This is a summary of the main points from the discussion sessions at the NZCER conference: Building future-oriented science education in Aotearoa New Zealand, held in October 2014.
In this presentation summary, Rachel Bolstad explores the range and nature of partnerships that are occurring between schools and the science community.
This is a summary of a presentation given at the NZCER's future-oriented science education conference in October. Rosemary Hipkins and Chris Joyce draw on a number of resources to showcase some of the science education work going on to support schools around the country.
This is a presentation on science PLD, given by Sabina Cleary of the University of Canterbury at the Building future-oriented science education in Aotearoa New Zealand conference in October 2014.