Effective Leadership in New Zealand Workplaces: Balancing Gender and Role

Speaking Out ◽  
2006 ◽  
pp. 240-260 ◽  
Author(s):  
Meredith Marra ◽  
Stephanie Schnurr ◽  
Janet Holmes
Keyword(s):  
New Zealand ◽  
Effective Leadership

scholarly journals Distributed leadership for professional learning: Effective leadership practices in early childhood education

2021 ◽  
Author(s):  
◽  
Rachel Denee
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Professional Learning ◽  
Distributed Leadership ◽  
Leadership Practices ◽  
Effective Leadership ◽  
Learning Context ◽  
Childhood Education ◽  
Aotearoa New Zealand

<p>In Aotearoa New Zealand, leadership within the early childhood education (ECE) sector is both positionally assigned and a required practice of all teachers. Within this context, distributed leadership – where all team members have the opportunity to lead – is increasingly seen as an effective leadership model (Thornton, 2010). The purported benefits of distributed leadership have significant overlap with professional learning: increased engagement, deeper learning, context-specific learning and improved pedagogical practices among teachers (Poekert, 2012). This study considers the relationship between distributed leadership and professional learning in ECE settings, and seeks to discover practices of effective positional leaders in facilitating both. A nationwide survey was carried out in Aotearoa New Zealand to capture a picture of current perceptions of ECE teachers and positional leaders about professional learning communities and, in particular, distributed leadership for professional learning. Subsequently, the leadership practices for distributed leadership and professional learning in three previously-identified high quality ECE services were investigated through individual and group interviews. The analysis of literature, survey and interview findings from this study led to a framework of effective leadership practice, consisting of six elements: inquiry and articulation of thinking; teachers enacting leadership; collaboration and dialogue; mentoring and coaching; fostering relational trust; and, creating vision and designing supportive structures.</p>

scholarly journals Raising Māori student achievement in the New Zealand primary sector: Principals perceptions and strategies for effective leadership

2021 ◽  
Author(s):  
◽  
Vanessa Te Huia
Keyword(s):  
Student Achievement ◽  
New Zealand ◽  
Primary School ◽  
Educational Outcomes ◽  
Leadership Practices ◽  
Effective Leadership ◽  
School Principals ◽  
Learning Experiences ◽  
Primary Sector ◽  
Primary School Principals

<p>The role of the New Zealand primary school principal is fundamental in shaping the learning experiences of primary school students and the environments in which they take place. The decisions these educational leaders make can influence students’ opportunities for achievement and success directly, and indirectly. The Ministry of Education reports nearly one in five Māori children will not have achieved the basic literacy and numeracy standards by the time they leave primary school, and more Māori students are likely to disengage from education at year seven (MOE, 2013a). Improving the educational outcomes of Māori students is an ongoing government priority and numerous resources, initiatives and strategies are available to assist educators in raising Māori student achievement. The Ministry documents also demonstrate that school leaders greatly influence the effectiveness of school-wide practices and strategies aimed at improving the educational outcomes of their Māori students.  This qualitative study explores the perceptions that shape the decisions and practices of primary school principals when aiming to raise Māori student achievement in their school environment. It also seeks to understand how these perceptions manifest themselves within the school organisation and the connection they have to the success of Māori students. This study explores the perspectives and leadership practices of five state primary school principals in Wellington, New Zealand. An online survey via Qualtrics and semi-structured interviews were completed and analysed alongside school charters and recent Education of Review Office evaluations from 2013 and 2014.  Through framing the research within a grounded theory methodology, three significant overarching effective leadership themes emerged from the data: KO AU [ME] (Leadership of the individual), KO MĀTOU [US] (Leadership within the school), and KO TĀTOU [ALL OF US] (Leadership within the wider community). These themes provide indicators for effective leadership practices that could assist principals to raise the achievement of their Māori learners and align directly to the research findings.  Some of the major findings include leading schools to raise Māori student achievement requires principals to have a personal and professional commitment to Te Ao Māori as this enhances the likelihood that the learning environment will reflect these values. Effective principals’ align learning experiences within Te Ao Māori to a shared strategic plan for raising Māori student achievement with a clear focus on both students and staff as the success of each is inter-related. In addition, there is favour for a shift in current assessment measures in the primary sector to include a broader sense of what constitutes educational achievement, as this will enable principals and schools to focus on developing well-rounded students in an inclusive education system.  This study encourages all educators to reflect on these findings as they have the potential to inform school curriculum and policy, and enhance principals’ educational leadership practice to influence, transform, and raise Māori student achievement in the New Zealand primary sector.</p>

scholarly journals Distributed leadership for professional learning: Effective leadership practices in early childhood education

2021 ◽  
Author(s):  
◽  
Rachel Denee
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Professional Learning ◽  
Distributed Leadership ◽  
Leadership Practices ◽  
Effective Leadership ◽  
Learning Context ◽  
Childhood Education ◽  
Aotearoa New Zealand

<p>In Aotearoa New Zealand, leadership within the early childhood education (ECE) sector is both positionally assigned and a required practice of all teachers. Within this context, distributed leadership – where all team members have the opportunity to lead – is increasingly seen as an effective leadership model (Thornton, 2010). The purported benefits of distributed leadership have significant overlap with professional learning: increased engagement, deeper learning, context-specific learning and improved pedagogical practices among teachers (Poekert, 2012). This study considers the relationship between distributed leadership and professional learning in ECE settings, and seeks to discover practices of effective positional leaders in facilitating both. A nationwide survey was carried out in Aotearoa New Zealand to capture a picture of current perceptions of ECE teachers and positional leaders about professional learning communities and, in particular, distributed leadership for professional learning. Subsequently, the leadership practices for distributed leadership and professional learning in three previously-identified high quality ECE services were investigated through individual and group interviews. The analysis of literature, survey and interview findings from this study led to a framework of effective leadership practice, consisting of six elements: inquiry and articulation of thinking; teachers enacting leadership; collaboration and dialogue; mentoring and coaching; fostering relational trust; and, creating vision and designing supportive structures.</p>

scholarly journals Raising Māori student achievement in the New Zealand primary sector: Principals perceptions and strategies for effective leadership

2021 ◽  
Author(s):  
◽  
Vanessa Te Huia
Keyword(s):  
Student Achievement ◽  
New Zealand ◽  
Primary School ◽  
Educational Outcomes ◽  
Leadership Practices ◽  
Effective Leadership ◽  
School Principals ◽  
Learning Experiences ◽  
Primary Sector ◽  
Primary School Principals

<p>The role of the New Zealand primary school principal is fundamental in shaping the learning experiences of primary school students and the environments in which they take place. The decisions these educational leaders make can influence students’ opportunities for achievement and success directly, and indirectly. The Ministry of Education reports nearly one in five Māori children will not have achieved the basic literacy and numeracy standards by the time they leave primary school, and more Māori students are likely to disengage from education at year seven (MOE, 2013a). Improving the educational outcomes of Māori students is an ongoing government priority and numerous resources, initiatives and strategies are available to assist educators in raising Māori student achievement. The Ministry documents also demonstrate that school leaders greatly influence the effectiveness of school-wide practices and strategies aimed at improving the educational outcomes of their Māori students.  This qualitative study explores the perceptions that shape the decisions and practices of primary school principals when aiming to raise Māori student achievement in their school environment. It also seeks to understand how these perceptions manifest themselves within the school organisation and the connection they have to the success of Māori students. This study explores the perspectives and leadership practices of five state primary school principals in Wellington, New Zealand. An online survey via Qualtrics and semi-structured interviews were completed and analysed alongside school charters and recent Education of Review Office evaluations from 2013 and 2014.  Through framing the research within a grounded theory methodology, three significant overarching effective leadership themes emerged from the data: KO AU [ME] (Leadership of the individual), KO MĀTOU [US] (Leadership within the school), and KO TĀTOU [ALL OF US] (Leadership within the wider community). These themes provide indicators for effective leadership practices that could assist principals to raise the achievement of their Māori learners and align directly to the research findings.  Some of the major findings include leading schools to raise Māori student achievement requires principals to have a personal and professional commitment to Te Ao Māori as this enhances the likelihood that the learning environment will reflect these values. Effective principals’ align learning experiences within Te Ao Māori to a shared strategic plan for raising Māori student achievement with a clear focus on both students and staff as the success of each is inter-related. In addition, there is favour for a shift in current assessment measures in the primary sector to include a broader sense of what constitutes educational achievement, as this will enable principals and schools to focus on developing well-rounded students in an inclusive education system.  This study encourages all educators to reflect on these findings as they have the potential to inform school curriculum and policy, and enhance principals’ educational leadership practice to influence, transform, and raise Māori student achievement in the New Zealand primary sector.</p>

scholarly journals Educational Leadership practised through internal evaluation in New Zealand ECE services.

2021 ◽  
Author(s):  
Christina Egan Marnell
Keyword(s):  
New Zealand ◽  
Educational Leadership ◽  
Continuous Improvement ◽  
Leadership Practices ◽  
Effective Leadership ◽  
Workplace Culture ◽  
Internal Evaluation ◽  
Effective Leadership Practices ◽  
The Impact

<p><b>The New Zealand Teaching Council’s Leadership Strategy vision is:To enable every teacher, regardless of their role or setting, to have the opportunity to develop their own leadership capability so that through principled and inspirational leadership, a culturally capable, competent and connected teaching profession achieves educational equity and excellence for all children and young people in Aotearoa New Zealand (Education Council, 2018b, p. 4).</b></p> <p>There is however a lack of clarity about how this vision can be achieved. While there is a growing range of literature concerning ECE leadership emerging from New Zealand, highlighting shared or distributed approaches (Hill, 2018), the role of the positional leader and distributed leadership (Denee & Thornton, 2017), and leadership dispositions within leadership development (Davitt & Ryder, 2018), there is limited literature exploring the practices of educational leadership within New Zealand ECE services.</p> <p>This study explores how educational leadership is practised through internal evaluation processes in New Zealand ECE services and how these practices support the professional capabilities and capacities of teachers. Previous research has highlighted that a practice approach to leadership removes the focus on the individual leader and allows leadership to emerge from collective action. The objectives of this research were: to develop a better understanding of how educational leadership is practised through internal evaluation processes; explore what challenges or enables teachers to become involved and practise educational leadership through internal evaluation processes; and to understand how services monitor the impact of changes on teaching practice, made as a result of an internal evaluation.</p> <p>This qualitative research, which took the form of an interpretive case study, was framed around a single case design with multiple units of analysis. Data were gathered from three participating ECE services through interviews, focus groups and observations, and drew on the perspectives of both teachers and positional leaders. A reflexive thematic data analysis approach was employed, and four key themes were developed: identification with leadership; supportive workplace culture; continuous improvement; and effective leadership practices in ECE services.</p> <p>This case study concludes that there is a complexity in the ways ECE teachers identify with leadership, restricted by a belief that leadership requires a formal title, with teachers often unaware of their own leadership practices. A supportive workplace culture can encourage and promote leadership, while a cycle of continuous improvement can promote quality teaching practices. Finally, seven effective leadership practices were identified: relational leadership; creating the conditions for teamwork; engagement; knowledge expertise and sharing opinions; shared decision making; facilitating and guiding and accountability and organisation. This study contributes to our further understanding of educational leadership in New Zealand ECE services, in particular the practices of leadership.</p>

scholarly journals Educational Leadership practised through internal evaluation in New Zealand ECE services.

2021 ◽  
Author(s):  
Christina Egan Marnell
Keyword(s):  
New Zealand ◽  
Educational Leadership ◽  
Continuous Improvement ◽  
Leadership Practices ◽  
Effective Leadership ◽  
Workplace Culture ◽  
Internal Evaluation ◽  
Effective Leadership Practices ◽  
The Impact

<p><b>The New Zealand Teaching Council’s Leadership Strategy vision is:To enable every teacher, regardless of their role or setting, to have the opportunity to develop their own leadership capability so that through principled and inspirational leadership, a culturally capable, competent and connected teaching profession achieves educational equity and excellence for all children and young people in Aotearoa New Zealand (Education Council, 2018b, p. 4).</b></p> <p>There is however a lack of clarity about how this vision can be achieved. While there is a growing range of literature concerning ECE leadership emerging from New Zealand, highlighting shared or distributed approaches (Hill, 2018), the role of the positional leader and distributed leadership (Denee & Thornton, 2017), and leadership dispositions within leadership development (Davitt & Ryder, 2018), there is limited literature exploring the practices of educational leadership within New Zealand ECE services.</p> <p>This study explores how educational leadership is practised through internal evaluation processes in New Zealand ECE services and how these practices support the professional capabilities and capacities of teachers. Previous research has highlighted that a practice approach to leadership removes the focus on the individual leader and allows leadership to emerge from collective action. The objectives of this research were: to develop a better understanding of how educational leadership is practised through internal evaluation processes; explore what challenges or enables teachers to become involved and practise educational leadership through internal evaluation processes; and to understand how services monitor the impact of changes on teaching practice, made as a result of an internal evaluation.</p> <p>This qualitative research, which took the form of an interpretive case study, was framed around a single case design with multiple units of analysis. Data were gathered from three participating ECE services through interviews, focus groups and observations, and drew on the perspectives of both teachers and positional leaders. A reflexive thematic data analysis approach was employed, and four key themes were developed: identification with leadership; supportive workplace culture; continuous improvement; and effective leadership practices in ECE services.</p> <p>This case study concludes that there is a complexity in the ways ECE teachers identify with leadership, restricted by a belief that leadership requires a formal title, with teachers often unaware of their own leadership practices. A supportive workplace culture can encourage and promote leadership, while a cycle of continuous improvement can promote quality teaching practices. Finally, seven effective leadership practices were identified: relational leadership; creating the conditions for teamwork; engagement; knowledge expertise and sharing opinions; shared decision making; facilitating and guiding and accountability and organisation. This study contributes to our further understanding of educational leadership in New Zealand ECE services, in particular the practices of leadership.</p>

Magellanic Cloud Eclipsing Binaries: Primary Distance Indicators

1999 ◽  
Vol 190 ◽  
pp. 563-566
Author(s):  
J. D. Pritchard ◽  
W. Tobin ◽  
J. V. Clausen ◽  
E. F. Guinan ◽  
E. L. Fitzpatrick ◽  
...  
Keyword(s):  
New Zealand ◽  
Magellanic Cloud ◽  
Eclipsing Binaries ◽  
Fundamental Parameters ◽  
Distance Indicators

Our collaboration involves groups in Denmark, the U.S.A. Spain and of course New Zealand. Combining ground-based and satellite (IUEandHST) observations we aim to determine accurate and precise stellar fundamental parameters for the components of Magellanic Cloud Eclipsing Binaries as well as the distances to these systems and hence the parent galaxies themselves. This poster presents our latest progress.

Heat-Etching with a Bullivant Type II Simple Freeze-Cleave Device

1970 ◽  
Vol 28 ◽  
pp. 106-107 ◽  
Author(s):  
Ronald S. Weinstein ◽  
N. Scott McNutt
Keyword(s):  
New Zealand ◽  
General Hospital ◽  
Massachusetts General Hospital ◽  
Type I ◽  
Type Ii ◽  
Collaborative Effort ◽  
Temperature And Pressure ◽  
The University

The Type I simple cold block device was described by Bullivant and Ames in 1966 and represented the product of the first successful effort to simplify the equipment required to do sophisticated freeze-cleave techniques. Bullivant, Weinstein and Someda described the Type II device which is a modification of the Type I device and was developed as a collaborative effort at the Massachusetts General Hospital and the University of Auckland, New Zealand. The modifications reduced specimen contamination and provided controlled specimen warming for heat-etching of fracture faces. We have now tested the Mass. General Hospital version of the Type II device (called the “Type II-MGH device”) on a wide variety of biological specimens and have established temperature and pressure curves for routine heat-etching with the device.

A Cytochemical Study of Glucose-6-Phosphatase (G-6-PASE) in Cells Participating in Atherogenesis of Rabbit Aorta

1975 ◽  
Vol 33 ◽  
pp. 460-461
Author(s):  
Sidney D. Kobernick ◽  
Edna A. Elfont ◽  
Neddra L. Brooks
Keyword(s):  
Lipid Metabolism ◽  
New Zealand ◽  
Aortic Wall ◽  
Rabbit Aorta ◽  
Plaque Formation ◽  
Metabolic Changes ◽  
Atherosclerotic Plaques ◽  
Cytochemical Study ◽  
Cellular Alteration ◽  
New Zealand White Rabbits

This cytochemical study was designed to investigate early metabolic changes in the aortic wall that might lead to or accompany development of atherosclerotic plaques in rabbits. The hypothesis that the primary cellular alteration leading to plaque formation might be due to changes in either carbohydrate or lipid metabolism led to histochemical studies that showed elevation of G-6-Pase in atherosclerotic plaques of rabbit aorta. This observation initiated the present investigation to determine how early in plaque formation and in which cells this change could be observed.Male New Zealand white rabbits of approximately 2000 kg consumed normal diets or diets containing 0.25 or 1.0 gm of cholesterol per day for 10, 50 and 90 days. Aortas were injected jin situ with glutaraldehyde fixative and dissected out. The plaques were identified, isolated, minced and fixed for not more than 10 minutes. Incubation and postfixation proceeded as described by Leskes and co-workers.

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