Aspiring Principals’ Seminar

July 2007

CENTRAL NORTH REGION

   
 Outline of this presentation
• Ministry’s vision – what we are all about!
• Principalship – what others say
• Principalship – why do it?
• Using the evidence – Best Evidence Synthesis
– Leadership
• Planning and Reporting
• Looking at Data –the Literacy Development
Officer
• Leadership practice – how can the Ministry
assist you in your leadership role?

   
 Ministry of Education Central North Vision
To improve achievement for all learners through our influence
‘Presence – Engagement – Achievement’

Communicating Participation in
Eff ‘The Achievement quality Early
ic
Ser ient Challenge’ Childhood
vic Education
e Effective Relationships
Support learning
communities Maori
Raise literacy
levels in the first
Problem Solving Sharing regional year at school
Approach data Raise
Achievement
Sharing research Pasifika
Focus on
Sharing good news attendance and
staying at school
stories
m pathy
E Children with
Promoting key Special Needs
messages to early
Improve the numbers
childhood, schools of students gaining 8
and whanau/iwi literacy credits for L1
NCEA
 “There is no question that
being a principal is hard
work. But it can also be
hugely stimulating,
personally challenging and
intellectually fulfilling.”

   
National College for
School Leadership
 We all say we enter
education to make a
difference and in
principalship you get the
ultimate chance.

Iain Gilmour. Isamabard Brunel Junior

School
   
 Help children and young people
reach their potential

To help, influence and

encourage the lives of others

Work in partnership with the

community
   
Develop your staff and leadership
teams

See the vision for the school

come to life!

   
 Leadership practices that have an
impact on student achievement
1. Establishing goals and expectations

2. Strategic resourcing

3. Planning, coordinating and evaluating teaching and

curriculum
4. Promoting and participating in teacher learning and
development
5. Ensuring an orderly and supportive environment

Relationship skills are embedded in every dimension

   
 SCHOOL PLANNING AND
REPORTING
THE CHARTER

Informed Informed
by data STRATEGIC by data
PLAN

Board & ANNUAL Syndicate/Department

Principal’s PLAN & Teachers’ Targets
Targets (PA)

Maintaining an unrelenting
focus on student
achievement and learning
to enhance outcomes for
students!
   
 READING DATA- WAIKATO AREA

Percentage of students NOT reading by aged 6

40

35
All Students

30

25
% of students

20

15

10

0
2004 2005 2006

   
 SIX YEAR OLD READING DATA

Percentage of 6 year old students by reading level for Waikato Region 2004 - 2006

30%

Waikato 2004
Waikato 2005
25% Waikato 2006

20%
% 6 year old students

15%

10%

5%

0%
Magenta Red Yellow Dk Blue Green Orange Lt Blue Purple Gold Beyond

Region

   
 NCEA - LITERACY

Percentage of Year 11 candidates gaining literacy credits at NCEA Level 1

- Waikato Region
100 All Students
Maori Students
90
Pasifika Students
80

70
% of Year 11 candidates

60

50

40

30

20

10

0
2003 2004 2005
Region

   
 NCEA – Level 1

Percentage of Year 11 candidates gaining NCEA Level 1 by ethnicity

- Waikato Region
70 All Students
Maori Students

60 Pasifika Students

50
% of Year 11 candidates

40

30

20

10

0
2003 2004 2005
Year

   
 NCEA - Level 1 2005
Comparision of NCEA results for Year 11
candidates, 2005

90
80
70
% of Candidates

60
50
40
30
20
10
0
Nga Taiatea All Kura Kaupapa Maori Mainstream Year 11 Maori
candidates

   
 SCHOOL LEAVERS
Percentage of school leavers with qualifications - Waikato Region

30
All Students
Maori Students
Pasifika Students
25

20
% of school leavers

15

10

0
2004 2005
Years

Note: Includes NZ scholarship, NQF at Level 4, University Bursary, NQF Level 3, NCEA Level 3, University Entrance, International Baccalaureate Diploma, Accelerated Christian Education
Certificate Year 13 and other overseas aw ards at year 13 level.

   
 SCHOOL LEAVERS

Percentage of School Leavers with NO qualifications - Waikato Region

30
All Students
Maori Students
Pasifika Students
25

20
% of school leavers

15

10

0
2004 2005
Note: No qualification means little or no formal attainment,
including fewer than 14 credits at NCEA Level 1, 2 or 3. Years

   
 How can/will the Ministry support
your leadership practice
Establishing Planning and reporting –Anthony Fisher and
goals and Glenn Rowsell, MoE,
expectations Pouwhakataki – Maori community liaison with
the board
NZSTA – training and support of boards
School Support Services
Special Education (MoE)
Literacy Development Officer
Strategic Funding, Staffing and Allowances
Resourcing Handbook - MoE
Dale Norquay – education officer – staffing
Ann Clarke – Regional Financial Advisor
MoE, banking staffing, SUE reports
Mike Kelly – Resourcing auditor (roll, MUs,
  staffing)  

Network development officers/property

Planning, Best Evidence Synthesis
coordinating and TKI – exemplars
evaluating School Support Services
teaching and the
curriculum NZQA

Promoting and School Support Services

participating in Best Evidence Synthesis
teacher learning
and development

Ensuring an Network development

orderly and officer/property handbook
supportive ERO – Handbook of Contractual
environment Obligations and Undertakings:
Schools
NZEI/NZPPTA/NZSTA