building and grounds issues. Sadly not all schools were equal and some found it difficulty gaining expertise from BOT members.
are now paying the price and the inequality resulting from the changes sees schools now enrol students disadvantaged by this inequality. It is also true to say many citizens gained in wealth and some schools (mainly it seems large secondary schools) in high socio economic areas thrived – and today, understandably through self-interest, are resisting any changes.
and an impossible number of learning objectives to be assessed and reported on. In 2007 a Labour government saw the light of day and introduced (in 2007) a totally revised New Zealand Curriculum which had (has) broad acceptance. Sadly before this could be ‘bedded in’ a new National government introduced their reactionary National Standards along with assessment and documentation demands enforced by ERO.
the system is not working well enough for our most disadvantaged.
|Auckland Grammar - against!!|
|Maurie Abraham - for|
|A principal's opinion|
|Cathy Wylie - for|
describes the best of what he saw—and highlights his fervent belief in the value of teacher expertise, student agency, and locally derived solutions. Taken as a whole, the book is a rallying cry for an overhaul of the American educational system.’