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, reflecting the communities in which they work. they have widely varying professional and management roles: leading teaching and learning, acting as mentors and coaches to colleagues, and working with students
to take on leadership roles; mentoring and coaching other leaders; leading and participating in professional development so that it becomes accepted practice in the school
with colleagues and staff as a peer, mentor and coach showing an appreciation for others and the work that they do through experiencing the work first hand providing ongoing advice to encourage risk
and learning environment focused on positive outcomes interacting on a professional level with other leaders to build a learning community of mentoring, coaching and collaborative alliances key
– mentoring or coaching others – provides a good entry into system leadership (p18). "systems leaders develop the ability to see reality through the eyes of people very different from
the australian journal of indigenous education. home home experienced_principals experienced principals kura_and_wharekura kura and wharekura first_time_principals first-time principals aspiring ... of the curriculum. we decided that we would do a little well, and, instead of teaching across the seven essential learning areas, we would concentrate on just three. māori pedagogies one of the other things we ... found the following staged activities are needed to modify habitual beliefs and behaviours: deliver initial training establish effective coaching for all – leaders and teachers alike. build strong peer
the way. teacher-teacher relationships are what drive the way teachers work to improve teaching. they make it possible for teachers to take on different roles with each other, such as mentor, mentee
that school improvement requires. for example, performance management, accompanied by transparency, honesty and accountability are important components of critical school review and school improvement. coaching
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