{"title":"有效的学校和系统领导的承诺和挑战","authors":"C. Wylie","doi":"10.26686/nzaroe.v28.8272","DOIUrl":null,"url":null,"abstract":"Repositioning school and system leadership was at the heart of the Tomorrow’s Schools Independent Taskforce recommendations in 2019 to tackle the longstanding and worsening issues of equity in our schooling system. This commentary traverses the current situation and moves towards improvement, in relation to the continuing challenges to ensure effective and sustainable school leadership in all of the country’s 2,306 schools, and government frameworks and support for school leadership.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Promises and challenges for effective school and system leadership\",\"authors\":\"C. Wylie\",\"doi\":\"10.26686/nzaroe.v28.8272\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Repositioning school and system leadership was at the heart of the Tomorrow’s Schools Independent Taskforce recommendations in 2019 to tackle the longstanding and worsening issues of equity in our schooling system. This commentary traverses the current situation and moves towards improvement, in relation to the continuing challenges to ensure effective and sustainable school leadership in all of the country’s 2,306 schools, and government frameworks and support for school leadership.\",\"PeriodicalId\":377372,\"journal\":{\"name\":\"The New Zealand Annual Review of Education\",\"volume\":\"18 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-07-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The New Zealand Annual Review of Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.26686/nzaroe.v28.8272\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The New Zealand Annual Review of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.26686/nzaroe.v28.8272","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Promises and challenges for effective school and system leadership
Repositioning school and system leadership was at the heart of the Tomorrow’s Schools Independent Taskforce recommendations in 2019 to tackle the longstanding and worsening issues of equity in our schooling system. This commentary traverses the current situation and moves towards improvement, in relation to the continuing challenges to ensure effective and sustainable school leadership in all of the country’s 2,306 schools, and government frameworks and support for school leadership.
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