Our research

This case study report features experiences of three Kāhui Ako and includes the strategies and approaches used to create, build, and strengthen collaboration between schools and early learning services to improve outcomes for learners.

In the days preceding 26 March 2020, kura needed to rapidly respond to and prepare for a move to distance teaching and learning. We had been informed that at midnight 25^th March 2020 the entire country would go into COVID-19 Alert Level four Lockdown. There was uncertainty about how long the situation would continue. Timely responses were required from kura to support tamariki and whānau.

Starting school is a major childhood event. It can be an exciting time for children and their families. But it is a big change, and so it can also be an uncertain time. A good start at school sets children up to succeed at school. We looked to see how changing to cohort entry impacts on children, their peers, and whānau, as well as their schools and early childhood education services.

At McAuley High School, leaders and teachers actively model learning behaviour for the students including eliciting student feedback on a regular basis

This report shares some of the strategies and approaches used by schools who had focused on improving achievement in writing. It also shares some simple strategies used in classrooms where achievement in writing had been accelerated.

This report provides a snapshot of student and whānau perspectives on the teaching of te reo Māori. It follows the June publication of Te Tāmata Huaroa, which provides a review of the current status of te reo Māori in English medium school settings.

This is the first in a series of evaluations related to principal and teacher appraisal in New Zealand schools. These evaluations are intended to provide information to help boards and school leaders strengthen appraisal practice and links with school development to improve outcomes for their students.

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.

Year 9 Plus is an educational concept developed by the Ministry of Education (the Ministry) to improve the chances of educational success of one cohort of participating students, and better their future life opportunities.

At Otumoetai Intermediate, all teachers are engaged in differentiated professional learning and development. Those with similar goals are ‘buddied’ with another staff member.

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.

The provision of opportunities for collaborative professional learning are designed to build adaptive expertise through enabling the participation and contribution of all staff members.

Engaging in multiple strategies to elicit and respond to student voice ensures that students have direct input into curriculum design.

At McAuley High School, classroom teacher observations are a frequent occurrence and students report how they regard this as teachers actively modelling learning behaviour.

This cluster evaluation highlights improvements in the overall performance of the six kura kaupapa Māori and 12 English-medium schools on the North Island’s East Coast. This report highlights some significant changes in these schools over the last 14 years.

The team structure in this school supports the professional learning and development of leaders and teachers. Team members discuss their roles, responsibilities and the reciprocal nature of their interactions.

Data and information about teaching and learning is made highly visible and the interpretation and response are a collaborative process. Leaders and teachers reflect on the role of data in professional relationships and how an open approach builds capability and confidence to respond to the challenges that need to be addressed.

In this report, the Education Review Office (ERO) evaluated how well 256 schools worked with parents and whanau to respond to students at risk of underachievement. We looked for examples where schools had specifically worked with parents and whānau to accelerate and support progress and improve achievement.

The Education Review Office (ERO) undertook a national evaluation of the implementation of self review in 397 services in Terms 1, 2 and 3, 2008. The evaluation focused on how well self review was understood, supported and implemented in each service and the extent to which it led to improved management and educator practice. 

Wellbeing for success: a resource for schools has been developed to help schools evaluate and improve student wellbeing. It highlights the importance of schools promoting the wellbeing of all students as well as the need for systems, people and initiatives to respond to wellbeing concerns for students who need additional support.