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Presentación Robinson
- 1. Programa de Liderazgo Educacional para la Inducción de Directores de Escuela Viviane Robinson, Directora Académica The University of Auckland Centre for Educational Leadership
- 4. *First-time Principals – Inducción de Directores FTP *
- 5. Eighteen months duration All New Zealand new principals All types of schools 190 principals each year 55 Mentors Over 1500 principals since 2002
- 6. Eighteen months duration All New Zealand new principals All types of schools 190 principals each year 55 Mentors Over 1500 principals since 2002
- 8. Viviane Robinson, The University of Auckland
- 9. Eighteen months duration All New Zealand new principals All types of schools 190 principals each year 55 Mentors Over 1500 principals since 2002
- 10. Dificultades informadas por los nuevos FTPs (Información SALTAL1)
- 11. Dificultades informadas por FTPs con experiencia (Información SALTAL3)
- 14. Cuán efectivo es el liderazgo de su colegio en garantizar que ….
- 15. D= Director, P= Profesor
- 19. Porcentaje de informes de FTPs que han informando cambios en los puntajes *SALTAL al principio y fin de la inducción *SALTAL: Self assessment of leadership of teaching and learning = Auto evaluación de liderazgo en relación a la enseñanza y el aprendizaje puntaje más bajo puntaje similar puntaje más alto
- 20. Utilidad del componente relacionado a mentores Media
- 21. Utilidad del curso presencial
- 22. 7.0 Grado de satisfacción con los cursos presenciales 2007-2009
- 23. INTERVENCIÓN (EPD) M edidas PRE (Febrero 2009) M edidas POST (Noviembre 2010) M edidas PRE ( Noviembre 2009 ) M edidas POST (Febrero 2011) Factores de los Directores (experiencia/calificación/género) Factores de las Escuelas (Decil/Contexto de apoyo/Tamaño escuela/Estudiantes en riesgo)
- 24. Asegurar que los Maori disfruten del éxito educacional como Maori * te ao Maori = mundo o filosofía Maori – cada uno apoyando al otro **PLP = Professional Learning Plan = Plan de Aprendizaje Profesional *** ka hikitia = Política gubernamental llamada “Gestión para el Exito, La estrategia educacional Moari 2008-2012” **** whanau = familia extendida y red de apoyo
- 25. Necesidad de un objetivo PLP orientado a un objetivo Ka Hikitia
Notas do Editor
- To put it in its simplest terms, effective instructional leadership requires leaders to be knowledgeable about how to align administrative procedures and processes to important learning outcomes, to be highly skilled in using their knowledge to solve the myriad of problems that arise in the course of improving learning and teaching in their own contexts, and to use their knowledge, their problem solving ability and their interpersonal skills in ways that build relational trust in their school community. The above summary of the three leadership capabilities has been deliberately expressed in ways that capture their interrelationships. While each capability was discussed separately, and the evidence on which it rested did not test their additive or interactive effects, the theory that informed each made clear the overlaps and interdependencies between them. For example, the capacity to solve problems is deeply enmeshed in the depth and organisation of leaders’ relevant knowledge. Expert problem-solvers use their knowledge of underlying principles and theory to connect the surface features of a problem to underlying patterns and principles. It is these patterns and principles, rather than the details of the problem’s description that provide the clues to its solution. There are further interdependencies between problem solving and building relational trust because school leaders typically solve problems through social rather than individual processes. Many of the skills associated with expert problem-solving, such as actively seeking others’ interpretations and openly disclosing own views (Table 4) are precisely the skills that Bryk and Schneider associate with interpersonal respect (Figure 2). Educational leaders build relational trust, in part, through respectful and inclusive problem-solving processes.
- Change over induction period Workload/ leading learning with ICT/ hold others accountable/ T & L feedback to staff/ assessment (07, 08) / NZC (07) Systems and Operations – Develop and maintain systems to support the effective operation of the school, based on good management practice and in compliance with all statutory reporting requirements Workload – Effectively manage your own workload Staff professional development – Plan and adopt a key set of strategies to ensure the ongoing professional development of the staff School/community alignment – Align school and local community objectives and cultures to support positive outcomes for students T & L feedback to staff – Plan and adopt a key set of strategies to ensure the ongoing professional development of the staff
- Hacer que otros asuman sus responsabilidades y respondan
- This slide reflects how we integrate govt priorities, with personalised learning
- This slide reflects how we integrate govt priorities, with personalised learning and research evidence
- This slide reflects how we integrate govt priorities, with personalised learning FTP goals will be selected from Ka Hikitia targets for The foundation years (KH pg 31)) or years 9 & 10 (KH pg 33) or Maori Language education (KH pg 35) PLP goals will be evaluated against how well they enable the leader to Realise the potential of Maori students Make use of students cultural advantage Recognise students inherent capability
- This slide reflects how we integrate govt priorities, with personalised learning and evaluation evidence