The huia feather is a revered treasure for Māori and symbolises leadership and mana. The feathers from the tail of the huia were particularly prized and were worn in the hair or around the neck by both men and women. Feathers were often stored in intricately carved boxes known as wakahuia. The huia was unique in the way the male and female beaks performed complementary tasks – the male bird had a stout beak to break into logs and the female, a longer curved beak to extract the beetle larvae, which formed the basis of their diet. This differentiation meant that, for huia, the competition between the two for food was minimised. Unfortunately, huia became extinct in the 20th century as the fashion for their feathers spread across Britain and Europe and indiscriminate hunting decimated the huia population. The last confirmed sighting of huia was recorded in 1907. Thus the huia, and particularly the tail feathers, also symbolise the consequences when sustainable practices are not in place. The image was created especially for Te Whai Toi Tangata: Institute of Professional Learning, by noted Tūhoe artist and Faculty of Education lecturer, Donn Ratana. Donn’s image is a wakahuia formed by arms encircled to support the treasure within. It links strongly to the Institute’s purpose of working in partnership to improve learning outcomes for all. 1
Transcript
The huia feather is a revered treasure for Māori and symbolises leadership and mana. The feathers from the tail of the huia were particularly prized and were worn in the hair or around the neck by both men and women. Feathers were often stored in intricately carved boxes known as wakahuia.
The huia was unique in the way the male and female beaks performed complementary tasks – the male bird had a stout beak to break into logs and the female, a longer curved beak to extract the beetle larvae, which formed the basis of their diet. This differentiation meant that, for huia, the competition between the two for food was minimised.
Unfortunately, huia became extinct in the 20th century as the fashion for their feathers spread across Britain and Europe and indiscriminate hunting decimated the huia population. The last confirmed sighting of huia was recorded in 1907. Thus the huia, and particularly the tail feathers, also symbolise the consequences when sustainable practices are not in place.
The image was created especially for Te Whai Toi Tangata: Institute of Professional Learning, by noted Tūhoe artist and Faculty of Education lecturer, Donn Ratana. Donn’s image is a wakahuia formed by arms encircled to support the treasure within. It links strongly to the Institute’s purpose of working in partnership to improve learning outcomes for all.
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Director’s welcomeE aku nui, e aku rahi.
Tēnei te mihi maioha ki a koutou i runga anō i ngā tini āhuatanga o te wā.
I am pleased to introduce the Institute of Professional Learning: Te Whai Toi Tangata (IPL). The IPL is an exciting development for the Faculty of Education at the University of Waikato.
The Institute educates for diversity, and through culturally responsive practice, challenges individuals and organisations to achieve the moral purpose of ensuring that all people attain success. We facilitate professional learning relationships that develop collective capacity for a shared vision of transformation and innovation.
We pride ourselves on supporting professional practice that makes a positive difference with individuals, organisations and society, creates and sustains social and economic wellbeing, and positions New Zealand as a global leader in innovation and change.
We hope you find the information about our key areas of work useful, particularly in showing the various ways in which we can support you in your on-going professional learning environment.
Noho ora mai,
Jan Martin
DIRECTOR
4 Institute of Professional Learning | Who we are
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Who we are
Our LogoThe logo of Te Whai Toi Tangata: Institute of Professional Learning, depicts a huia feather. The feather was chosen to link to the images of whai – to chase after, or the word used to describe a traditional wānanga (school) and toi – a treasure. Tangata refers to the people. Thus, multiple images are conjured, when Whai, Toi and Tangata are conceptualised together, that encapsulate the values and aspirations of Te Whai Toi Tangata: Institute of Professional Learning.
Ko te tangata
Ko Te Kura Toi Tangata
Tihei, ko Te Whai Toi Tangata
Tihei mauri ora!
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Our heritageThe IPL is a bilingual, bicultural professional learning and development organisation founded on a base of more
than two decades of internationally recognised delivery and research. We are an integral part of the Faculty
of Education at the University of Waikato. This Institute provides high quality research informed programmes
of professional learning and development that contribute to improved professional practice in early childhood
centres, kura, schools and tertiary institutions nationally and internationally.
The Faculty of Education has a long involvement in providing professional development. Faculty academic,
professional and general staff, formerly employed in School Support Services and Learning4, have supported
teachers and school leaders at all levels of the education sector, from early childhood through to tertiary
educators for more than twenty years.
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VisionGrounded in the vision and values of the University of Waikato, the IPL educates for diversity and challenges individuals and organisations to achieve the moral purpose of ensuring that all people attain success. We facilitate professional learning relationships that develop collective capacity for a shared vision of transformation and innovation. Our vision is to work with committed leaders and their teams, within and beyond the education sector to enhance leadership and teaching practice.
MissionOur mission is to be an international leader in research-informed professional learning and development. We work in partnership with mana whenua, our clients and their stakeholders, to improve learning outcomes for all.
We work in ways that are:
• research informed
• culturally responsive
• collaborative and empowering for all involved.
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Our valuesWe:
• honour the Treaty of Waitangi and cultural identity
• are committed to equity and social justice
• respond in a contextualised, collaborative, coordinated manner
• are informed by an academically rigourous research base
• value and educate for diversity
• work with and empower key stakeholders
• collaborate, review and co-construct inquiry-mindedness
• build capability
• activate powerful connections.
Our workWe:
• offer regionally based resource centres
• facilitate workshops, seminars, courses of study
• implement government policy to practice
• undertake longitudinal development projects
• support organisational change
• coach individuals, teams and organisations
• research professional learning initiatives
• enable personal, professional and career goals
• make links to university qualifications
• encourage community development
• challenge and support for innovation and change.
Our strengths• link professional learning and development to academic post-graduate qualifications
• national leadership in in-service teacher education
• research informed professional learning and development
• partnership with Māori.
DirectorDeputy DirectorEnglish Medium
Te Toi TupuProject Leaders
IPL ConsultancyFacilitation Team
Senior Researchers/Advisers
Learning4 StoresWorkshops and Conferences
Reading Recovery
Deputy DirectorMāori Medium
Associate Directors
Manager
PA to the Director
The University of WaikatoVice-Chancellor
Ministry of Education
Faculty of EducationDean
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Organisational structure
Facilitators/Co-ordinators
Support Staff
Support Staff
Regional Offices Support Staff
Support Staff
Support Staff
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12 Institute of Professional Learning | Professional Learning that makes a difference
A diverse range of professional learning
opportunities are available for educators
who are interested in enhancing their
own education and practice.
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Professional Learning that makes a difference
Te Toi Tupu – Leading Learning NetworkTe Toi Tupu – Leading Learning Network is a professional learning consortium. The IPL values and supports its membership in the consortium with other partnering entities: Cognition Education, CORE Education, New Zealand Council for Educational Research, and Waikato-Tainui College for Research and Development. We work together for positive outcomes for students, teachers and schools across New Zealand.
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Reading Recovery Reading Recovery is a successful early literacy intervention developed by Dame Marie Clay to reduce the number of children with literacy difficulties in schools. Specially trained teachers provide intensive one-to-one teaching on a daily basis for children making the slowest progress in reading and writing after a year at school. The intervention has two aims. The first is to accelerate progress in these areas so that learners can engage with the classroom curriculum alongside their peers while the second outcome is to identify the small percentage of learners who require on-going specialist literacy support.
Reading Recovery Tutors are skilled teachers, knowledgeable about literacy, who complete a fulltime year of professional and academic training to enable them to train Reading Recovery teachers, as well as providing ongoing professional development and support for trained teachers. Six Reading Recovery Tutors work for the Institute of Professional Learning. They are based in Gisborne, Rotorua, Tauranga, and Hamilton. These Tutors also work from sub-centres in Whakatane, Taupo, Paeroa, and Te Kuiti.
Reading Recovery is supported and significantly resourced by the New Zealand Ministry of Education and supplemented by schools to allow full implementation within their school. As part of the on-going evaluation of Reading Recovery, schools provide data for the Ministry at the end of each year. This information is published on the Education Counts website, which demonstrates that it can be delivered with reliability and with consistently high levels of success.
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Working with youOur team is committed to working collaboratively with leaders and teachers to co-construct the professional learning and development programmes, based on a comprehensive assessment of strengths and needs. The IPL offers a wide range of professional learning opportunities tailored to the specific needs of educators and individual learning settings. From in-school assistance through to the opportunity to undertake further professional qualifications IPL offers wide-ranging opportunities for further career enhancement.
ConsultancyWe provide high quality professional learning opportunities across and beyond the education sector to grow the capacity of educators to develop their practice. We believe professional learning should be research based, culturally responsive and benefit all learners.
The IPL supports professional practice that:
• makes a positive difference with individuals, organisations and society
• creates and sustains social and economic wellbeing, and
• positions New Zealand as a global leader in innovation and change.
All consultancy support is tailored to meet the needs of the individual school. For further information please contact [email protected] to discuss how our specialist teams may be able to support.
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Gifted and Talented Education
Ensuring that all students are catered for appropriately is at the heart of gifted and talented education. A sustained focus on high expectations and excellence has been shown to raise the achievement of all students. Many of the principles that underpin gifted and talented education are increasingly being recognised as effective learning practices for all students.
IPL consultants have a wide range of experience and credibility in gifted and talented education and have held leadership positions in this field. We work collaboratively with schools to provide professional learning that is practical, sustainable and relevant to each school’s culture and community. Our work is informed by high quality research and knowledge of best practices for gifted and talented students.
Our team can support you to:
• assess what is already working well for gifted and talented students in your school and identify any gaps in provision
• develop the capability and confidence of teachers and school leaders to cater appropriately for this group of learners
• establish processes for identifying gifted and talented students and tracking their progress and achievement
• develop and implement school-wide provisions that are responsive to the range of gifts, talents and cultures found within your school’s population
• strengthen understandings about gifted and talented education within your school and the wider community
• integrate effective teaching and learning practices that are desirable for all students but essential for gifted and talented students
• increase understanding about how to identify and cater for gifted and talented students who are twice-exceptional and/or underachieving
• raise awareness of the social and emotional issues facing gifted and talented students and provide options for addressing these
• integrate a blended e-learning approach that is grounded in the principles of gifted and talented education.
Additional options:
• setting up professional learning groups (PLGs) within or across schools
• cross-curricular planning and implementation
• transitioning students between schools and education sectors
• facilitating conversations with parents and/or outside providers
• developing personalised learning pathways (PLPs) for exceptional students
• surveying students, parents, teachers and the wider community to inform professional learning
• personalised coaching for school-based gifted and talented education co-ordinators.
For further information about consultancy opportunities in gifted and talented education, please contact: [email protected]
A rising tide lifts all ships.
– Joseph Renzulli
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Leadership and Assessment The IPL Leadership and Assessment team offers a wide range of support for schools and school leaders:
• principal appraisal
• senior leadership team development
• middle leadership development
• alignment of assessment, planning, recording and self-review systems
• developing coherence between strategic planning, annual planning, appraisal goals, professional learning, and outcomes for learners through to the school’s curriculum
• effective strategic planning based on needs and strengths analysis
• performance management systems driven by professional inquiry into practice to improve student outcomes
• leadership capability to identify solutions and strategies to meet needs of priority groups of students
• culturally responsive and inclusive leadership
• assessment for learning.
This support is tailored to meet the needs of the individual school. For further information please make contact with our consultancy to discuss how our Leadership and Assessment team may be able to support.
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Leadership Professional Learning Groups (PLGs)The IPL offers an innovative programme of professional learning for school leaders. This programme has been developed following an extensive needs analysis and focusses on school leaders forming small Professional Learning Groups (PLGs). In the PLGs school leaders will self-select a group of 4-6 colleagues with whom they dialogue about their ‘puzzles of practice’, and their leadership inquiries. Face-to-face sessions are held at least once a term and continue online in between these sessions.
The PLGs are about partnerships and communities of lead learners across and within schools. They are also about partnerships with the IPL and the Faculty of Education within the University of Waikato. We have groups of principals and leadership teams across schools and several in-school leadership teams involved in this exciting initiative.
An experienced IPL facilitator (or leader within the teaching profession) supports the process and provides material to continue to stimulate discussions and encourage critiquing of each participant’s practice.
The trust that is evident through the self-selection membership process enables participants to share openly and the wisdom of the group is welcomed in the interest of supporting best practice across the community of schools.
As part of the annual Leadership PLG package two workshops are offered which address the needs of individual or various groups. These have included:
• supporting the groups to work online and develop their e-portfolios
• learning the process of convening
• aligning leadership practices and addressing appraisal for learning, including connections to the Leadership Registered Teaching Criteria.
A further element of the package is a school visit for the day. Primary and secondary leaders, as well as the Faculty of Education lecturers and IPL staff, are invited to each one. Together this group of colleagues learn in-depth about the school’s vision and are invited to move around the school, to observe how the school is putting their vision into practice. Otorohanga College has hosted such a visit where the college community shared what it meant to live their “dual cultural heritage”.
An IPL certificate is provided to indicate that the leader has participated in this programme. In the case of principals this could assist as evidence for their career progressions as per Section 4 of their Collective Agreement.
An exciting optioanl extra dimension of the PLGs is an initiative the Faculty of Education within the University of Waikato is recognising as a “record of lively learning”. A PLG participant could submit:
• a record of professional practice accumulated through eg reflections, their leadership inquiry and puzzlings of practice participating in the PLG process, and also
• records of what they are engaged in as the leaders in their school which demonstrates they are meeting the expectations of Level 8 learning (NZQA framework).
This professional leadership record would be submitted to be considered for Recognition of Professional Learning (RPL) for a Masters paper in Educational Leadership.
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Learning with Digital Technologies Our facilitators can help you through the process of self-review of your school’s digital capabilities using the e-learning planning framework, and will support school-wide strategic planning for implementing and integrating the use of digital technologies for learning.
We offer PLD programmes that incorporate new technologies and approaches to learning. These programmes support students to be successful citizens in an increasingly digital world. Using a blend of online and face-to-face approaches, and promoting continuous and collaborative learning, the PLD programme supports schools to implement the full integration of e-Learning into their programmes. Facilitators support teachers to improve their practice using appropriate digital technologies through ‘teaching as inquiry’ practices.
ScienceThe IPL science team can provide science professional learning tailored to meet your school’s individual needs. Focus areas could include but are not limited to:
• aligning science with the intent of the New Zealand Curriculum
• highlighting the concepts underpinning the Nature of Science strand
• enhancing teachers’ pedagogical content knowledge and confidence
• teachers and students engaged in ‘doing’ science.
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Literacy
Ko te Tamaiti te Pūtake o te Kaupapa
The Child – The Heart of the Matter
The IPL has an experienced team of literacy facilitators available to support professional learning in Literacy for primary, intermediate and secondary schools. All literacy PLD is underpinned by New Zealand Curriulum, Ka Hikitia, Tataiako, Pasifika Education Plan, Success for All and the Best Evidences Synytheses.
We work collaboratively to ensure:
• literacy success for students
• Māori enjoy education success as Māori
• learning for Pasifika students is underpinned by the Pasifika Education Plan
• acceleration of students not achieving at curriculum expectation
• students with special education needs are underpinned by Success for All
• there is success for English Language Learners.
Our facilitators are based in Waikato, Bay of Plenty, Gisborne and Napier. We:
• work with schools to tailor make PLD to address individual needs
• support leaders and teachers to develop a deeper understanding of data in literacy so that schools can independently and effectively gather, analyse and use data to meet the diverse needs of students
• are innovative with literacy approaches that will ensure that all learners are considered when developing a Literacy Strategic Plan.
We also support schools to grow the capability of literacy leaders and aspiring literacy leaders with workshops that include: ‘Effective Teaching and Learning in Literacy Years 1-8, Professional Learning and Development Sessions for Literacy Leaders, aspiring Literacy Leaders and English Language learning leaders’. These workshops explore the following areas:
• establishing goals and expectations for the role
• planning, coordinating and evaluating teaching and the curriculum
• (leading) promoting and participating in teacher learning and development
• engaging in difficult conversations
• creating educationally powerful connections with family
• developing confidence in using the ELLs resources.
Facilitators providing these services have a strong knowledge of teaching as inquiry, literacy and ESOL pedagogical and content knowledge, and cultural responsiveness to cater for diverse needs.
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MathematicsThe IPL has an experienced team of facilitators in the mathematics and statistics learning area available to support professional learning and development (PLD) in primary, intermediate and secondary schools. Our work is underpinned by New Zealand Curriculum, Ka Hikitia, Tātaiako, Pasifika Education Plan, Success for All and the Best Evidence Synthesises. The facilitation team are up-to-date with current research and effective practice.
Our facilitators have bases in Waikato, Bay of Plenty, Rotorua, Gisborne, Taupo and Napier and move across these areas to:
• work with schools in-depth or on a flexible response basis
• provide coaching and mentoring
• work with communities of schools
• deliver one-off or a series of workshops (staff meetings or teacher only days) for a school or cluster of schools
• support schools and teachers in their inquiries fostering opportunities towards the development of inquiry mindedness
• supporting schools and accelerate the learning of all students in both mathematics and literacy.
Our team works collaboratively with other facilitators who are specialists in areas of learning with digital technologies, gifted and talented education, leadership and assessment, and literacy and we often work together to add another dimension to your tailored support if required. Any professional learning and development undertaken within your school or community will be negotiated and tailored to meet your specific needs.
Please visit our website at www.professionallearningchoices.ac.nz/ for detailed information about the courses we facilitate:
• for Provisionally Registered Teachers, Overseas Trained Teachers and Returning Teachers, teacher aides and specific year levels eg New Entrants, years 7-10
• to support schools with assessment tools, for example JAM and GloSS, and effective pedagogy.
We are aware that schools may wish to send a significant number of their teaching staff to a course. If this is not feasible, then we can present that workshop in its complete or a modified version in your school or for a cluster of schools. We advertise on a term by term basis to ensure we can be responsive to school’s needs and requests. If you wish to receive updates of these courses automatically, then please contact: [email protected]
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Pāngarau
Kei hopu tō ringa ki te aka tāepa,
engari kia mau ki te aka matua.
This kōrero is taken from Te Marautanga o Aotearoa (Pāngarau), and tells of time when Tawhaki ascended to fetch the 3 baskets of knowledge. The essence of this whakatauākī reminds us to stay focused on the parent vine and not to be distracted by other vines. This kōrero is relevant to our role as facilitators in Te Whai Toi Tangata, as our work in Pāngarau is deliberately organised to focus on what matters.
Te Whai Toi Tangata (IPL) have an experienced team of Pāngarau facilitators who are familiar with research and effective practice, and who can work in both Māori medium and dual medium settings. Our work is informed by Te Marautanga o Aotearoa, Best Evidence Synthesis, Kaupapa Māori theory, Tau Mai te Reo and Tū Rangatira.
We have bases in Waikato, Tauranga , Rotorua, and Napier and move around these regions to:
• work with schools in-depth or on a flexible response basis
• provide coaching and mentoring
• work with kura and whānau
• deliver one-off or a series of workshops (staff meetings or teacher only days) for a school or cluster of schools.
Our team also delivers support in te reo Māori and have formed strong relationships with other PLD providers in Māori medium. We work collaboratively with Pāngarau researchers and with other facilitators who have specialist knowledge in areas such as ihumanea (gifted and talented), and Learning with Digital Technologies.
Any professional learning and development undertaken within your kura or hāpori (community) will be tailored specifically to meet your needs. We currently facilitate Pāngarau courses and workshops for:
• provisionally Registered Teachers, kaiāwhina, and specific year levels eg New Entrants, years 7-10
• support schools with assessment tools, for example Uiui & GloSS, and effective pedagogy
• support kaiako with content knowledge.
For information around Pāngarau support and workshops please visit our website www.waikato.ac.nz/professionallearning/pāngarau or email mā[email protected]
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Te reo Māori in English-medium
Te reo Māori is indigenous to Aotearoa New Zealand. It is a taonga recognised under the Treaty of Waitangi, a primary source of our nation’s self-knowledge and identity, and an official language. By understanding and using te reo Māori, New Zealanders become more aware of the role played by the indigenous language and culture in defining and asserting our point of difference in the wider world.
(The New Zealand Curriculum, Page 14)
Do you need support at your school to design a teaching and learning programme for te reo Māori in English-medium? We can help you plan an overview for te reo Māori across year levels at your school, linked to the curriculum guidelines. We can also help with suggesting resources you could use to supplement the teaching and learning.
General support we can assist with includes:
• curriculum development and planning
• teaching and learning resources
• effective teaching and learning strategies and approaches
• assessment tasks and activities.
Our facilitators can help you through a process of review, design and implementation for a sequential teaching and learning programme for te reo Māori, across Years 1-13.
We offer PLD support that incorporates new technologies and blended approaches to language learning, and support to reflect culturally responsive and appropriate practices.
At the heart of our context, are the principles of the Treaty of Waitangi, the strategic intent of the Māori Education strategy Ka Hikitia and Tātaiako, the New Zealand Curriculum and the Curriculum Guidelines for Teaching and Learning te reo Māori.
We are driven and motivated to make a difference for the teaching and learning of te reo Māori in New Zealand schools, where te reo Māori is valued as a language for all, the associated benefits of learning a subsequent language are known and realised, and the dual heritage of our nation is celebrated and valued.
Contact us to discuss further your professional learning needs.
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Ko te reo te manawa pou o te Māori,
Ko te ihi te waimanawa o te tangata,
Ko te roimata, ko te hūpē te waiaroha.
Ko tōku nui, tōku wehi, tōku whakatiketike, tōku reo.
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Workshops and ConferencesIPL workshops offer powerful and engaging professional development opportunities for educators. Each year we offer a wide selection of workshops, symposiums and conferences to thousands of principals, teachers, trainers, and administrators. Our overall aim is to present tools, techniques and to explore practical ways to implement global education that teachers can apply in their classrooms to boost engagement and learning for all New Zealand students.
Our team takes pride in our intensive and collaborative approach to professional development which is designed to support educators’ unique needs and curriculum requirements. All professional development is led by experienced and respected educators. We draw expertise from a range of high profile guests who are hand-picked nationally and internationally.
www.waikato.ac.nz/professionallearning/workshops
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Learning4 StoresThe Learning4 Stores are specialist education stores that provide quality resources to aid and enhance learning environments.
We have three Learning4 Stores across the North Island region located in Gisborne, Hamilton and Tauranga. We offer an extensive range of educational resources, professional readings and consumables that provide teachers, parents and children with the best possible educational materials catering for all ages. Charts, awards, banners, trimmers, stickers, ready letters, flash cards, puzzles, games, task boards, numeracy equipment, educational books, science kits and much more are some of the exciting resources available for purchase.
Everyone is welcome to shop, and we offer friendly and helpful customer service along with an online shopping facility which can be found at www.educationresources.co.nz
A mail order service is also provided and resources can be sourced if they are not already in stock.
Opening hours in all stores are 8.30am – 5.00pm Monday to Friday.
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Research Research and evidence-based professional learning is key to being at the forefront of innovation and critical thinking about professional practice. The IPL provides high quality, research-informed professional learning and development that contribute to improved professional practice in early childhood centres, kura, schools and tertiary institutions nationally and internationally. We work in partnership with mana whenua in culturally responsive practice.
The urgency for transformative practice and for 21st century learning experiences for children and adults is driving innovation in education. Research evidence is essential in this rapidly changing context. This evidence not only informs the ongoing cycle of further innovation and provides a feedback loop in the development process. For example, the National Aspiring Principals’ Programme has drawn on the best of international and national research, used multiple methodologies, and engaged the participants in data conversations. This ongoing data collection, analysis and interpretation, contributes to the quality of professional practice in a number of ways – describing implementation, determining influence on the development of key leadership concepts and co-constructing intentional coaching tools for leadership learning.
www.waikato.ac.nz/professionallearning/research
ScholarshipsThe IPL offers two annual scholarship packages. These are open to doctoral and masters level candidates who demonstrate a commitment to conducting research that investigates and contributes to improving professional learning and development in early childhood centres, kura and schools in Aotearoa, New Zeland.
The Faculty of EducationThe University of Waikato Faculty of Education (FEDU) is committed to building teachers and educational leaders capacity around the world, and looks to work with institutions that share our values and outlook on education.
As the first New Zealand Teachers’ College to merge with a University, the Faculty of Education has been a national leader in pre-service and in-service teacher education and educational research for many years. Over this time the Faculty has developed an excellent international reputation built on its experience of undertaking collaborative and innovative research that has not only been strongly integrated into its teaching and professional learning programmes, but that has also had a major impact on educational policy in New Zealand and throughout the region.
As part of the commitment to research-informed professional learning, the Faculty of Education hosts the IPL. This uniquely positions the Institute to link directly with relevant qualifications for teachers, principals and educators.
https://education.waikato.ac.nz/
Wilf Malcolm Institute of Educational ResearchThe Wilf Malcolm Institute of Educational Research provides the infrastructure support for research within the Faculty of Education. Much of the research involves teams whose members are drawn from across the Faculty and our external partners.
www.waikato.ac.nz/wmier/
The Educational Leadership Research CentreThe Educational Leadership Research Centre seeks through its many activities to develop, support and sustain agentic leaders across educational and community contexts nationally and internationally.
Waikato-Tainui College for Research and DevelopmentThe College delivers on the vision of the Founding Fellow, the late Sir Robert Mahuta who saw the College as the means by which we will be able to produce a continual stream of leadership to lead Maaori through the next century. It is an international institution attracting scholars and teachers focussed on wide ranging topics of development research not exclusively restricted to Waikato-Tainui. It is development at all levels and in all disciplines. It will be a centre of excellence benefiting not only Waikato-Tainui but also the local, national and international communities.
www.waikatotainui.ac.nz
Te Toi Tupu – Leading Learning NetworkTe Toi Tupu – Leading Learning Network provides professional learning and development that enhances student outcomes and accelerates the progress of students previously under- served by the education system.
www.tetoitupu.org
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