Purpose:
To raise the capacity and capability of middle leaders in English medium secondary settings to lead effective curriculum design and teacher practice.
Middle leaders are the key teachers in English medium secondary schools who promote and manage delivery of curriculum changes, and can influence and lead improvements in classroom practice.
The Best Evidence Synthesis highlights the impact on student achievement when school leaders promote and/or participate in effective teacher professional learning and development.
Outcome sought through procurement in English medium settings:
Middle leaders are more effective as curriculum and pedagogical leaders in their schools. They will promote and manage changes in teaching and assessment practices, which more effectively focus on the aspirations and achievement of Māori, Pasifika, and students with special education needs, within their departments and faculties.
Notes:
- Secondary programmes of learning must be aligned to the national curriculum.
- The capacity and capability of middle leaders is variable.
-
Middle leaders undertake a diverse range of tasks across a variety of contexts, for example, dimensions of middle leadership and subject-specific teacher practice, therefore provision of PLD to this group requires a range of specialist knowledge and skills.
NCEA standards-based assessment and practices are highly specialised and high stakes.
- Senior curriculum design and transitions to work, tertiary, and training are influenced by best practice and government priorities (for example, Youth Guarantee).
- Changes in structure and resourcing may be necessary in some schools to ensure that students are placed at the centre of learning.
- Lead, facilitate, and moderate online communities of practice involving middle leaders.
Published on: 01 Jun 2011
Return to top
