Please use this identifier to cite or link to this item:
|Title:||Are You On Board the 'Change Train'? Principal Perceptions of Investing in Educational Success||Contributor(s):||Smardon, Dianne (author); Charteris, Jennifer (author)||Publication Date:||2016||Open Access:||Yes||Handle Link:||https://hdl.handle.net/1959.11/19203||Open Access Link:||https://issuu.com/nzprincipal.co.nz/docs/nzp_t2_2016_web/26?e=16741413/36693088||Abstract:||Are you change-invigorated, change-weary or just pedalling to keep up with recent Ministry of Education (MoE) moves? However you are travelling, it must be apparent that Aotearoa/New Zealand school administration is undergoing significant change through the current schooling reform process termed 'Investing in Educational Success' (IES). But what is it all about? Two years ago, in January 2014, the NZ government launched IES. Under the umbrella of IES, the MoE framed a school administration structure and funding model that aims to provide targeted tools and resources to build teaching capability and improve learning through the establishment of three initiatives: Communities of Schools (CoS), a Teacher-led Innovation Fund and a Principal Recruitment Allowance. (The third arm of this strategy is described by Professor Ivan Snook (2014) as performance pay for senior leaders.) As 'the engine room' of IES (MoE, 2014), CoS is framed in social justice terms as an approach to target the most disadvantaged young people in NZ.||Publication Type:||Journal Article||Source of Publication:||New Zealand Principal, 31(2), p. 24-26||Publisher:||New Zealand Principals' Federation||Place of Publication:||Wellington, New Zealand||ISSN:||1179-4372
|Field of Research (FOR):||130202 Curriculum and Pedagogy Theory and Development||Socio-Economic Objective (SEO):||9304 School/Institution||HERDC Category Description:||C3 Non-Refereed Article in a Professional Journal||Statistics to Oct 2018:||Visitors: 62
|Appears in Collections:||Journal Article|
Files in This Item:
checked on Mar 3, 2019
Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.