Sherpas on the digital mountain the new pedagogy of the decentralized writin...Dawn Armfield
ย
The document discusses a student-led curriculum for a decentralized writing classroom. Students were excited to lead the curriculum, which meant taking responsibility for their own success or failure. They chose to create a service-learning course where they could volunteer and give back to their community. Students also decided to incorporate social media into the course, using platforms like Facebook, Twitter, Tumblr, and Wix. Throughout the process, students reflected on their decisions and continued engaging with the social media after the course ended. They also continued commenting positively about the course over a year later.
The document summarizes the results of an online survey about improving access to higher education for low-income groups in Pakistan. 161 people participated in the survey, which asked questions about satisfaction with educational policy, priorities for primary/secondary/higher education, reliability of local education systems, and steps the government could take. The majority of respondents were from Sindh, with smaller percentages from other provinces. Most felt primary and secondary education should be prioritized and that the government needs to establish more affordable institutions and make education compulsory.
Castlemilk High - Curriculum for Excellence for Parentscastlemilkhigh
ย
The document discusses Scotland's new Curriculum for Excellence which aims to better prepare young people for the future by focusing on skills for learning, work and life. It emphasizes new ways of teaching and learning across subject areas. The curriculum is designed to help students become confident individuals, successful learners, responsible citizens, and effective contributors to society. It highlights the importance of parental engagement and partnership, with parents supporting their children's learning and the school keeping parents informed and valuing their input.
The National Aboriginal & Torres Strait Islander Principals Association (NATS...MATSITI
ย
The National Aboriginal & Torres Strait Islander Principals Association (NATSIPA)
NSW Deadly Leaders Alliance:
Leading our Future
MATSITI School Leaders Forum, 17 October 2014
www.matsiti.edu.au/events/leaders
Sherpas on the digital mountain the new pedagogy of the decentralized writin...Dawn Armfield
ย
The document discusses a student-led curriculum for a decentralized writing classroom. Students were excited to lead the curriculum, which meant taking responsibility for their own success or failure. They chose to create a service-learning course where they could volunteer and give back to their community. Students also decided to incorporate social media into the course, using platforms like Facebook, Twitter, Tumblr, and Wix. Throughout the process, students reflected on their decisions and continued engaging with the social media after the course ended. They also continued commenting positively about the course over a year later.
The document summarizes the results of an online survey about improving access to higher education for low-income groups in Pakistan. 161 people participated in the survey, which asked questions about satisfaction with educational policy, priorities for primary/secondary/higher education, reliability of local education systems, and steps the government could take. The majority of respondents were from Sindh, with smaller percentages from other provinces. Most felt primary and secondary education should be prioritized and that the government needs to establish more affordable institutions and make education compulsory.
Castlemilk High - Curriculum for Excellence for Parentscastlemilkhigh
ย
The document discusses Scotland's new Curriculum for Excellence which aims to better prepare young people for the future by focusing on skills for learning, work and life. It emphasizes new ways of teaching and learning across subject areas. The curriculum is designed to help students become confident individuals, successful learners, responsible citizens, and effective contributors to society. It highlights the importance of parental engagement and partnership, with parents supporting their children's learning and the school keeping parents informed and valuing their input.
The National Aboriginal & Torres Strait Islander Principals Association (NATS...MATSITI
ย
The National Aboriginal & Torres Strait Islander Principals Association (NATSIPA)
NSW Deadly Leaders Alliance:
Leading our Future
MATSITI School Leaders Forum, 17 October 2014
www.matsiti.edu.au/events/leaders
The document lists two website URLs - http://ceh.vn and http://i-train.com.vn - and certifications including CEH, MCITP, CCNA, CCNP, VMware sPhere, LPI, and Web Design.
The document discusses Zionism and its connection to Judaism, Freemasonry, and the desire to build a Jewish homeland in Israel. It provides background on Zionism's origins in the late 19th century and its goal of establishing a Jewish state. It also discusses misconceptions about Zionism, debates over the boundaries of Greater Israel, and Zionist aspirations to rebuild Solomon's Temple near the Al-Aqsa Mosque, raising tensions with Palestinians. Prophecies are cited suggesting future conflict between Muslims and Jews until the coming of Hazrat Mahdi and Jesus.
The document discusses Howard Gardner's theory of multiple intelligences, which posits that there are eight distinct types of intelligence rather than a single general intelligence. It provides descriptions of the eight intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. The document also contains an activity sheet where a student named Denise Hawkes ranks her top three most developed intelligences as intrapersonal, linguistic, and interpersonal, and provides evidence to support her rankings.
This document provides an agenda and information about a Next Gen Learning event at Thrive School, a top-rated public school for project-based and personalized learning. The event will discuss how Thrive implements next generation learning approaches through community building, personalized learning plans, and multiple forms of student and teacher support. Speakers will share blended learning perspectives and examples of how Thrive fosters skills like collaboration through student-led project work and evaluation.
This document provides information about an evaluation of a collaborative learning program at a middle school with approximately 1,100 students, 75 teachers, and a diverse student population that is 60% Hispanic and 18% African American. The evaluation aims to understand the factors influencing students' collaborative experiences and teachers' perceptions of the program's effectiveness. Data collection involves surveys with closed and open-ended questions administered to teachers, as well as interviews with school administrators about the program's goals and implementation. Emerging themes from interviews include the importance of experienced teachers and the diversity of the district. The evaluation will inform decisions about expanding the program to more schools.
This document provides information about an evaluation of a collaborative learning program at a middle school with approximately 1,100 students, 75 teachers, and a diverse student population that is 60% Hispanic and 18% African American. The evaluation aims to understand the factors influencing students' collaborative experiences and teachers' perceptions of the program's effectiveness. Data collection involved surveys with closed and open-ended questions administered to teachers, as well as interviews with school administrators. Emerging themes from the interviews included the importance of experienced teachers and the diversity of the district's employees and students. The evaluation seeks to inform decisions around implementing the collaborative learning program in more schools.
This document provides an agenda and materials for an ACL cohort retreat held at Grand Traverse Resort on July 26, 2016. The retreat was facilitated by Derek Wheaton and focused on redesigning organizations. Some key points covered include:
- Providing current and relevant information to participants
- Modeling teaching strategies and shaping a supportive learning environment
- Focusing on school culture and providing tools leaders can use right away
- Discussing the importance of ensuring challenging, engaging instruction and high-performance school cultures
- Reviewing behavior and grade data from a high school that implemented positive school culture initiatives like a focus center and seminar/intervention hour, which correlated with reductions in discipline issues and failed grades.
This document discusses ways to enhance the quality of primary education in India. It raises questions about whether there is a quality curriculum, well-trained teachers, and adequate school provisions. It notes that only 40% of rural 5th grade students can solve basic math problems, showing something is wrong with teaching methods. Often teachers just have students repeat texts without explaining meanings, limiting reading skills. The main reasons for low quality are untrained teachers and inappropriate evaluations. It calls for an independent education department led by experts to implement reforms free from political pressures, including a uniform national curriculum.
The document lists two website URLs - http://ceh.vn and http://i-train.com.vn - and certifications including CEH, MCITP, CCNA, CCNP, VMware sPhere, LPI, and Web Design.
The document discusses Zionism and its connection to Judaism, Freemasonry, and the desire to build a Jewish homeland in Israel. It provides background on Zionism's origins in the late 19th century and its goal of establishing a Jewish state. It also discusses misconceptions about Zionism, debates over the boundaries of Greater Israel, and Zionist aspirations to rebuild Solomon's Temple near the Al-Aqsa Mosque, raising tensions with Palestinians. Prophecies are cited suggesting future conflict between Muslims and Jews until the coming of Hazrat Mahdi and Jesus.
The document discusses Howard Gardner's theory of multiple intelligences, which posits that there are eight distinct types of intelligence rather than a single general intelligence. It provides descriptions of the eight intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. The document also contains an activity sheet where a student named Denise Hawkes ranks her top three most developed intelligences as intrapersonal, linguistic, and interpersonal, and provides evidence to support her rankings.
This document provides an agenda and information about a Next Gen Learning event at Thrive School, a top-rated public school for project-based and personalized learning. The event will discuss how Thrive implements next generation learning approaches through community building, personalized learning plans, and multiple forms of student and teacher support. Speakers will share blended learning perspectives and examples of how Thrive fosters skills like collaboration through student-led project work and evaluation.
This document provides information about an evaluation of a collaborative learning program at a middle school with approximately 1,100 students, 75 teachers, and a diverse student population that is 60% Hispanic and 18% African American. The evaluation aims to understand the factors influencing students' collaborative experiences and teachers' perceptions of the program's effectiveness. Data collection involves surveys with closed and open-ended questions administered to teachers, as well as interviews with school administrators about the program's goals and implementation. Emerging themes from interviews include the importance of experienced teachers and the diversity of the district. The evaluation will inform decisions about expanding the program to more schools.
This document provides information about an evaluation of a collaborative learning program at a middle school with approximately 1,100 students, 75 teachers, and a diverse student population that is 60% Hispanic and 18% African American. The evaluation aims to understand the factors influencing students' collaborative experiences and teachers' perceptions of the program's effectiveness. Data collection involved surveys with closed and open-ended questions administered to teachers, as well as interviews with school administrators. Emerging themes from the interviews included the importance of experienced teachers and the diversity of the district's employees and students. The evaluation seeks to inform decisions around implementing the collaborative learning program in more schools.
This document provides an agenda and materials for an ACL cohort retreat held at Grand Traverse Resort on July 26, 2016. The retreat was facilitated by Derek Wheaton and focused on redesigning organizations. Some key points covered include:
- Providing current and relevant information to participants
- Modeling teaching strategies and shaping a supportive learning environment
- Focusing on school culture and providing tools leaders can use right away
- Discussing the importance of ensuring challenging, engaging instruction and high-performance school cultures
- Reviewing behavior and grade data from a high school that implemented positive school culture initiatives like a focus center and seminar/intervention hour, which correlated with reductions in discipline issues and failed grades.
This document discusses ways to enhance the quality of primary education in India. It raises questions about whether there is a quality curriculum, well-trained teachers, and adequate school provisions. It notes that only 40% of rural 5th grade students can solve basic math problems, showing something is wrong with teaching methods. Often teachers just have students repeat texts without explaining meanings, limiting reading skills. The main reasons for low quality are untrained teachers and inappropriate evaluations. It calls for an independent education department led by experts to implement reforms free from political pressures, including a uniform national curriculum.
The Theory Part - Learning about learning | SPELT | Wali ZahidWali Zahid
ย
The Theory Part - Learning about learning - A talk by Wali Zahid at 29th SPELT Conference 2013
This Powerpoint will be useful if read with this detailed document:
http://www.slideshare.net/wali11/the-theory-part-learning-about-learning-wali-zahid-24849318
http://www.scribd.com/doc/157515625/The-Theory-Part-Learning-About-Learning-Wali-Zahid
The document summarizes feedback from an online survey of 800 supporters about developing a new course to help people explore issues related to a happy and meaningful life. Key findings include:
1) Respondents liked the overall course concept and its proposed components like group discussion, action ideas, and expert views.
2) The proposed course name "H course" was not well received.
3) Hundreds expressed interest in participating in a pilot of the course in London.
4) Over 60% were interested in running the course themselves in the future.
5) Respondents felt the 8 core themes and additional themes presented important topics for the course.
6) Popular speaker suggestions included Jon Kabat Zinn,
Familiar faces and shared goals evaluating the impact of an open community d...Kate Molloy
ย
This document summarizes the impact and evaluation of an open online community called #IUADigEd that was formed during the COVID-19 pandemic to support digital teaching and learning in Irish universities. The community grew from 136 members in May 2020 to over 500 members in September 2020 and provided webinars on varied topics related to moving teaching online during the pandemic. Feedback was overwhelmingly positive and showed that members found the community supportive and helpful for their work. Moving forward, the community plans to hold shorter and more conversational sessions to further foster discussion and engagement.
Happy Horizons Trust, is using Human-Centered Design, Technology & Creativity to drive rural development in Education, Healthcare, Livelihoods, and the Empowering Youth.
This document outlines the vision and goals for a school district to become world-class. It discusses defining academic rigor, writing, and planning through professional learning communities. Data is presented showing the importance of postsecondary education for future careers. Teachers engage in an activity to define what a world-class school system means for students, families, teachers, and the community. The document discusses building teacher collaboration and data-driven instruction through professional learning communities to increase student achievement and ensure all students learn.
Inkululeko provides township youth in South Africa with skills and support to attend and succeed in university. In the past year, Inkululeko has grown to support 23 learners and expanded collaborations with Syracuse University and Rhodes University. The Board of Directors created a strategic plan and Inkululeko received nonprofit status in South Africa. Leaders discussed refining the curriculum, holding learners accountable, integrating counseling services, leveraging nonprofit status for sustainability, and retaining talented staff.
The document discusses India's educational crisis, noting that only 58% of children complete primary education and many are below grade level, while proposing a new "C&do" model focusing on practical, application-based learning with assistance from volunteers, technology like projectors in classrooms, and an emphasis on life skills. It outlines the implementation approach, funding needs, and potential pitfalls such as lack of infrastructure, differences in language, and lack of political will in some states.
This document outlines plans for a school district to become world-class. It discusses defining academic rigor, the need for post-secondary education for future jobs, and the superintendent's vision. Teachers analyze student performance data and set goals. Collaboration between teachers and high expectations for all students are emphasized. The district aims to provide endless opportunities and empower students through education. Becoming world-class requires ongoing improvement, shared accountability, and ensuring all students learn.
The document outlines strategies for increasing support for first-generation college students. It discusses initiatives by The Suder Foundation (TSF) including a First Scholars program that provides academic and social support. TSF programs have increased retention and graduation rates. The document also describes a Faculty Advocates program at the University of Memphis that provides professional development for faculty on supporting first-generation students through workshops and meetings. A Success Institute at Northern Arizona University offers workshops on topics like financial management, health/wellness, and community engagement to engage first-generation students.
The document summarizes research conducted to help The Met Community School (MCS) design an internal evaluation system for their extended day program. Through interviews and questionnaires with administrators, providers, and students, the researchers identified MCS's perceived goals of safety, college/career readiness, and social-emotional learning. They compared MCS's program qualities to those of high-performing after-school programs and found available indicators of success within MCS, such as attendance and building job skills. The researchers provided recommendations, including setting clear program-wide goals and using emergent goals and best practices to evaluate programming.
The document outlines the mission and vision of the education service. The mission is to provide children with a well-rounded education to develop their full potential and nurture them into good citizens. The vision is to lead, care, and inspire. The document then discusses societal expectations of teachers and how teachers are expected to maintain professional boundaries and conduct themselves appropriately both in and out of school. It notes some of the challenges teachers face in maintaining work-life balance, sustaining their passion for teaching, and adapting to school culture.
This document outlines an agenda for a leadership development programme focused on closing achievement gaps. It discusses exploring the importance of closing gaps and strategies leaders can use. Key points include identifying gaps in socioeconomic status, gender, and ethnicity. Leaders are encouraged to analyze data, think strategically, and take action to improve outcomes for disadvantaged groups and reduce variation in teaching quality. Reducing gaps contributes to individual, social, and economic benefits.
The document outlines the objectives and content of an "Understanding the Self" course. It begins by asking students what the course is about and why they are taking it. It then defines self-reflection as evaluating one's thoughts, attitudes, and behaviors. The document explains that understanding oneself is important for the curriculum because it promotes wellness, self-esteem, and insight that leads to self-improvement - crucial skills for student success. It also presents the vision, mission, and goals of the Polangui Community College, including developing students holistically to face 21st century challenges and improve community life. In the end, it provides a quiz asking students to summarize what understanding oneself entails and how it helps students and communities
This document provides an overview of Mentor Me India, a nonprofit organization that provides one-on-one mentoring to children from low-income communities in Mumbai. The summary includes:
1) Mentor Me India pairs children with mentors to support their personal and academic development through a structured mentoring program.
2) The program involves recruiting and training mentors, matching them with mentees, and providing ongoing support and monitoring through individual and group mentoring sessions focused on life skills.
3) Initial results show mentees have improved confidence, academics, aspirations and social skills, though a randomized controlled trial only found statistically significant gains in English scores so far.
4) Mentor
Similar to MATSITI Indigenous School Leaders Survey Results (20)
Excellence & Equity in Maths, STEM and Higher EducationMATSITI
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Presentation at ATSIMA, Wollongong, 1st November 2016
Value Our Education, Value Our Future: Transforming Mathematics Education
2nd National Aboriginal and Torres Strait Islander Mathematics Conference
Respect, Relationships, Reconciliation: Resources for pre-service teachers.MATSITI
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This document discusses resources for teaching Aboriginal and Torres Strait Islander education to pre-service teachers. It provides an overview of the Respect, Relationships, Reconciliation (3Rs) modules, which aim to provide knowledge and skills aligned with the Australian Professional Standards for Teachers. The 3Rs modules have been trialled and found easy to incorporate into different contexts. Feedback indicates the resources facilitate deep discussion, reflection and learning about Indigenous identities, cultures and anti-racism strategies. Next steps are recommended to further support the use of the 3Rs modules across initial teacher education programs.
ACDE response to MATSITI initiative; Final stakeholder forum, Adelaide, 16 Ju...MATSITI
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This document summarizes two projects funded by ACDE aimed at improving outcomes for Aboriginal and Torres Strait Islander students in initial teacher education. The first project conducted an audit and established plans to improve retention, success, and graduation rates. It identified four key areas for improvement. The second project aimed to improve engagement and success and close the gap in graduation rates. Outcomes included establishing networks and reviewing/implementing action plans. The evaluation found an increased awareness of importance of cultural safety but more work is still needed, including ensuring sustainable partnerships and representation of Indigenous knowledge, culture and peoples at all levels of teacher education.
MATSITI Evaluation; Final stakeholder forum, Adelaide 16 June 2016MATSITI
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The document summarizes the findings and recommendations of an evaluation of the MATSITI initiative. The evaluation assessed 53 projects aimed at increasing the number of Aboriginal and Torres Strait Islander teachers. Key findings included low graduation rates for Indigenous teacher education students, a need for culturally safe professional experiences, and the importance of Indigenous leadership in schools. The evaluation recommended national strategies for recruitment, leadership development, and improving university support for Indigenous students.
MATSITI: Where to next? Final stakeholder forum, Adelaide, 16 June 2016MATSITI
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Sustainability and legacy for Aboriginal and Torres Strait Islander education and employment - presentation to the final stakeholder forum for the MATSITI project.
This document discusses resources for teaching Aboriginal and Torres Strait Islander education to pre-service teachers. It provides an overview of the 3Rs (Respect, Relationships, Reconciliation) online module developed to address standards around teaching Indigenous students and promoting reconciliation. The module includes learning activities, assessments, and resources on anti-racism strategies. It also discusses research finding gaps and inconsistencies in how Indigenous topics are currently addressed in teacher education programs. The module is hosted on the rrr.edu.au website and aims to provide culturally-inclusive resources that can be adapted by different education institutions.
Background and data for senior HR and workforce officials forum in the schooling sector on progressing Aboriginal and Torres Strait Islander employment in Australian schools
Respect Relationships Reconciliation: How to be an effective educator:a unit of study for beginning teachers inAboriginal and Torres Strait Islander education
#OurMobTeach: a case study in sustainability and legacyfor Aboriginal and Torres Strait Islander education.
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The Aboriginal Leadership Scholarships Pilot (ALSP) Program provided two Aboriginal teachers aspiring to be site based leaders with the opportunity to participate in a semi- structured leadership pathway program which included support by outstanding school leaders.
Pathways to leadership in non-government schoolsMATSITI
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The MATSITI Aboriginal School Leadership Project aims to increase Aboriginal representation in school leadership positions. It was started due to a lack of Aboriginal principals, assistant/deputy principals, and teachers applying for leadership roles, despite Aboriginal students making up 3.6% of the student population. The project provides workshops, mentoring, and support for Aboriginal teachers to develop leadership skills. So far, 10 of 15 invited participants have completed the program. Outcomes include participants commencing master's degrees, applying for and obtaining leadership roles such as head of department, coordinator positions, and leadership programs. The project helps address barriers like a lack of role models while capitalizing on enablers like dedicated funding, encouragement, and an Aboriginal
The project developed a suite of programs to recruit Aboriginal students to become teachers and undertake practicums, including culturally safe schools and taste of teaching programs. Successes included engaging more students, staff, and schools and connecting with a university. Challenges included timing delays and working within school and university restraints. The programs will continue by positioning them within other educational areas and collecting data, with offerings extending into 2016 and beyond.
Scoring Goals is a project that utilises sport to connect Aboriginal and Torres Strait Islander peoples to a career in Health and Physical Education teaching.
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How can teaching and school leadership be promoted and supported as a career of choice
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Dave Hartley - Deputy Principal, Coomera Springs State School
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Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
3. Q3: How long have you been in this role?
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4. Q4: How many students/children attend your school/institution?
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5. Q5: What is your gender?
Answered: 52 Skipped: 0
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6. Q6: Are you currently participating in a structured
leadership development program?
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7. Q7: Are you a member of any of the following school leadership
groups?Choose all that apply
Answered: 22 Skipped: 30
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8. Q8: Which of the following do think are important to further develop your
own school leadership skills?
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9. Q10: Please rate your level of satisfaction of your current role as an
education leader on a scale from 1 (very dissatisfied) to 10 (very satisfied).
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10. Q11: Please rate your level of comfort balancing professional
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responsibilities with Indigenous community/cultural obligations.
11. Q12: How long do you intend to continue to work in an
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educational leadership role?