title: A socially contextualised approach to professional learning for school leaders

authors: Thrupp, Martin

abstract: Distinctive school contexts pose a challenge for professional learning for school leaders but this distinctiveness does not mean professional learning has to become entirely individualised. Schools with clusters of common contextual characteristics can provide a middle ground for professional learning between wholly generic versions of ‘good practice’ and wholly individualised ones. Yet because professional learning for school leadership has often been generic in its approach, these contextualised examples are generally not to the fore. It is often hard to work out which practices would be most appropriate for schools in particular social settings. This article describes the ‘School leadership in context’ courses, a New Zealand initiative that approached this problem by providing relatively targeted professional learning. The courses collected together the principals of small rural schools in particular geographic areas with the intention to provide a forum for discussion centred on the needs of ‘like’ schools facing a number of similar issues and problems, getting away from the one-size-fits-all approach that so often dominates professional learning offerings in New Zealand and elsewhere. The article discusses the political background to this professional learning and goes into considerations in providing the courses such as which groupings of school leaders to invite, and what the courses covered. The article also discusses some enduring challenges in providing professional learning centred on school context highlighted by the courses.

text: A socially contextualised approach to professional learning for school leaders Distinctive school contexts pose a challenge for professional learning for school leaders but this distinctiveness does not mean professional learning has to become entirely individualised. Schools with clusters of common contextual characteristics can provide a middle ground for professional learning between wholly generic versions of ‘good practice’ and wholly individualised ones. Yet because professional learning for school leadership has often been generic in its approach, these contextualised examples are generally not to the fore. It is often hard to work out which practices would be most appropriate for schools in particular social settings. This article describes the ‘School leadership in context’ courses, a New Zealand initiative that approached this problem by providing relatively targeted professional learning. The courses collected together the principals of small rural schools in particular geographic areas with the intention to provide a forum for discussion centred on the needs of ‘like’ schools facing a number of similar issues and problems, getting away from the one-size-fits-all approach that so often dominates professional learning offerings in New Zealand and elsewhere. The article discusses the political background to this professional learning and goes into considerations in providing the courses such as which groupings of school leaders to invite, and what the courses covered. The article also discusses some enduring challenges in providing professional learning centred on school context highlighted by the courses.

year: 2018

title: Non-English speaking background learners in New Zealand schools

authors: Barnard, Roger

subjects: New Zealand

abstract: Essay Review of Kennedy, S., and Dewar, S. (1997). Non-English speaking background students: a study of programmes and support in New Zealand schools. Wellington: Ministry of Education, Research and International Section.

Kennedy and Dewar provide a report of programmes and support for some of the NESB (non-English speaking background) learners in New Zealand schools. The report provides some useful information and practical guidelines for action but it is argued that there are broader, more crucial issues involved than those considered. It is necessary in appraise the intercultural implications of school curricula, provide appropriate teacher development, and conduct appropriate research. A national languages policy which would embrace appropriate language-in-education policies is also required.

text: Non-English speaking background learners in New Zealand schools Essay Review of Kennedy, S., and Dewar, S. (1997). Non-English speaking background students: a study of programmes and support in New Zealand schools. Wellington: Ministry of Education, Research and International Section.

Kennedy and Dewar provide a report of programmes and support for some of the NESB (non-English speaking background) learners in New Zealand schools. The report provides some useful information and practical guidelines for action but it is argued that there are broader, more crucial issues involved than those considered. It is necessary in appraise the intercultural implications of school curricula, provide appropriate teacher development, and conduct appropriate research. A national languages policy which would embrace appropriate language-in-education policies is also required.

year: 1998-05-01

title: Assessment of fish populations in Lake Horowhenua, Levin

authors: Tempero, Grant Wayne

subjects: Lake Horowhenua

abstract: Lake Horowhenua (Waipunahau) is of substantial historical, cultural and recreational value to the people of the Horowhenua region. However, water quality and biodiversity within the lake has been in decline for a number of years. As part of lake restoration efforts by Horizons Regional Council and the Lake Horowhenua Trustees, a survey of fish species in Lake Horowhenua was conducted by the University of Waikato using boat electrofishing and fyke netting. A lake restoration plan had previously identified invasive fish species such as koi carp (Cyprinus carpio) and European perch (Perca fluviatilis) as being potential barriers to rehabilitation of the lake. The purpose of this survey was to determine the abundance and diversity of fish species within the lake and to ascertain if pest fish species were present at biomasses high enough to be negatively impacting on lake ecology. Recommendations would then be made as to the potential methods and necessity for pest fish removal.

text: Assessment of fish populations in Lake Horowhenua, Levin Lake Horowhenua (Waipunahau) is of substantial historical, cultural and recreational value to the people of the Horowhenua region. However, water quality and biodiversity within the lake has been in decline for a number of years. As part of lake restoration efforts by Horizons Regional Council and the Lake Horowhenua Trustees, a survey of fish species in Lake Horowhenua was conducted by the University of Waikato using boat electrofishing and fyke netting. A lake restoration plan had previously identified invasive fish species such as koi carp (Cyprinus carpio) and European perch (Perca fluviatilis) as being potential barriers to rehabilitation of the lake. The purpose of this survey was to determine the abundance and diversity of fish species within the lake and to ascertain if pest fish species were present at biomasses high enough to be negatively impacting on lake ecology. Recommendations would then be made as to the potential methods and necessity for pest fish removal.

year: 2013