- Published: 04 Sep 2017
Connecting with families
A deliberate approach engages family and whānau in learning centred relationships. This approach expands and strengthens the community of learners so that more active support and opportunities are provided for all the children.
- Published: 04 Sep 2017
Building resilience and self efficacy
Students acknowledge the role leaders and teachers play in instilling in them the self-belief to become confident, connected, actively involved, life long learners
- Published: 04 Sep 2017
Building capability
The focus on driving and sustaining improvement in outcomes in this school involves solution seeking processes typified by innovation and whole school participation. The principal describes the approach that supports this ongoing activity as more entrepreneurial than hierarchical.
- Published: 04 Sep 2017
An evaluation mindset
Senior leaders talk about the approach and processes associated with doing and using evaluation for improvement.
- Published: 04 Sep 2017
Leadership for equity and excellence
The senior leadership team are responsible for specific portfolios and work interdependently to realise the shared vision of equity and excellence for all.
- Published: 04 Sep 2017
Leadership
Leadership engages in collaborative consideration of the evidence to inform a considered response to issues identified. Solutions are sought only after a thorough analysis of the problem and consideration of the evidence about what is likely to make the most difference. The implementation of new initiatives is closely evaluated.
- Published: 04 Sep 2017
Leadership: building effective teams
A principal describes the need to establish the ‘fertile ground for innovation’ by being explicit about the need to be ‘comfortable being uncomfortable’ in order that together they can question, inquire and critique to make things better the learners.
- Published: 04 Sep 2017
Opportunity to learn: addressing inequity
In developing new approaches to the teaching of mathematics an analysis of the achievement data showed that some students were not achieving at the levels research suggested were possible.
Further investigation revealed that students ‘ perceptions of themselves and others’ capability as learners was at the heart of the issue. Leaders and teachers are focusing on ensuring teachers deliberately facilitate the participation and contribution of every learner.
- Published: 04 Sep 2017
Learners contribute to curriculum design
Engaging in multiple strategies to elicit and respond to student voice ensures that students have direct input into curriculum design.
- Published: 04 Sep 2017
Learning-centred relationships: reading together
This school has implemented the Reading Together programme for many years. Leadership sees the value of the programme in building strong learning relationships with family and whanau and supporting emerging literacy.
- Published: 04 Sep 2017
Modern learning environments
The Modern Learning Environment requires practices and behaviours of both teachers and learners to that optimise the potential of the flexible learning spaces and digital tools.
- Published: 04 Sep 2017
Strengthening curriculum: inquiry maths
An analysis of achievement data and a desire to introduce more culturally responsive pedagogies into the classroom were triggers for introducing an inquiry -based approach to the teaching of mathematics at Manurewa Central School.
- Published: 04 Sep 2017
Stewardship: informed decision making
At Manurewa Central School, the relationship between the principal and trustees is described in terms of how trust and confidence is built through effective listening and transparent reporting, interrogation and discussion of information.
- Published: 04 Sep 2017
Shared values
Culturally responsive relationships and practices support and promote the development of learners’ confidence in their identity, language and culture. These relationships are explicitly acknowledged and understood by teachers and learners and contribute to an inclusive learning environment in which there are equitable opportunities to learn. This video was filmed at Invercargill Middle School.
- Published: 04 Sep 2017
Shared ownership
Senior leaders at Invercargill Middle School have put processes in place to ensure that all teachers participate in and contribute to the co-construction of decisions about how best to move forward. The principal describes the approach as ‘change coming from the classroom, not the principals office’.
- Published: 04 Sep 2017
Partnerships between home and community
This school seeks every opportunity to connect with the groups within its multicultural community to support those groups to connect to one another as well as engage with the school and their children’s learning.
- Published: 04 Sep 2017
Relationships for learning
A learning community characterised by whanaungatanga and manaakitanga creates the challenge and support needed to develop learning to learn capabilities and achieve successful learning outcomes.
This video was filmed at McAuley High School.
- Published: 04 Sep 2017
Purposeful education pathway
The setting of academic goals that build toward purposeful educational pathways and career options begins early at McAuley High School and supports student choices throughout their schooling.
- Published: 04 Sep 2017
Progressions
Students and teachers at Stonefields School describe how they use ‘learning progressions’ to build students assessment capabilities and teachers opportunities to be responsive to learner needs.
Our research
Ā Mātou Rangahau
In this section of our website you'll find our education system evaluations, effective practice reports, resources and guides. These are produced by Te Ihuwaka | Education Evaluation Centre and Te Pou Mataaho | Evaluation and Research Māori.
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