Political Engagement in the Restructured School: The New Zealand Experience

Teacher professional development for the new school improvement: Botswana

“…In the context of this argument, the view made in the findings, that in-service training ought to be a must to all regardless of experience and qualification, is therefore very valid. The importance of teacher development for school improvement has also been strongly supported by Hopkins et al (1991), Carnall (1995) and by Cusack (1993). Carlin (1992) has appropriately summed it up as 'the strong correction between a competent teacher and improved students' achievement.'…”

“…The strong correlation between a competent teacher and improved student achievement purported by Carlin (1992) further emphasizes the need for continuous teacher development. Cusack (1993) further argues that effective school managers are Downloaded by [Eindhoven Technical University] at 01:57 05 January 2015 those who continuously monitor and evaluate the teaching processes. This way, heads get to know the training needs of their teachers sooner rather than later and take appropriate action.…”

“…In the process, 'staff gains new knowledge and skills' (Hargreaves and Hopkins 1991: 12), and this increases the level of teacher efficiency and effectiveness (Potter and Powell 1992;Carnall 1995). As the teachers increase their cognitive and technical skills through in-service training, they become better teachers and this benefits the students (Cusack 1993). The strong correlation between a competent teacher and improved student achievement purported by Carlin (1992) further emphasizes the need for continuous teacher development.…”

Abroad Thoughts from Home: Reflections on an Academic Visit to Australia

“…They were timid, uncertain and unsure but so are many British governors. ACT was already exploring the line between governance and management, a topic also occupying Britain and New Zealand[8]. New South Wales was discussing which powers to choose for school councils.…”