At Invercargill Middle School, the way in which school trustees and leaders work together fosters an appreciative and respectful environment that acknowledges the contributions of everyone in the learning community.
Evaluation and review are the engine room that drives the improvement agenda forward, involving all within the learning community in an ongoing cycle.
At McAuley High School, classroom teacher observations are a frequent occurrence and students report how they regard this as teachers actively modelling learning behaviour.
At Otumoetai Intermediate, all teachers are engaged in differentiated professional learning and development. Those with similar goals are ‘buddied’ with another staff member.
Māori educators and a Māori student draw from their own experiences to discuss the concept of identity and the central role schools play in the identity development of Māori students.
At McAuley High School, leaders and teachers actively model learning behaviour for the students including eliciting student feedback on a regular basis
At Invercargill Middle School, students and teachers contribute to, and work in, a supportive learning environment characterised by manaakitanga and whanaungatanga.
At Manurewa Central School, careful financial management over many years has enabled the provision of high quality facilities and resources that enhance the school environment and learning opportunities available to students and their families and whanau and the community.
The deputy principal at Kerikeri High School describes the process the school leaders went through to develop electronic systems and processes to track student academic success. The principal describes how the tracking tool alerted school leaders when students were at risk of not achieving and led them to consider ways to ensure students had further opportunities to succeed.
