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.
Read more about Te Ihuwaka | Education Evaluation Centre.
Read more about Te Pou Mataaho | Evaluation and Research Māori.
The collection of videos and publications is called Improvement in Action and illustrates what works to achieve successful outcomes for all children and young people in the education system.
The video sequences bring to life ERO’s School Evaluation Indicators.
The collection of videos and publications is called Improvement in Action and illustrates what works to achieve successful outcomes for all children and young people in the education system.
This is ERO's third report on the progress of schools in promoting Pacific student achievement. It tells a similar story to ERO's two previous reports with little evidence of system-wide improvement.
Evaluation insights by the ERO, alongside contributions from the Te Kōhanga Reo National Trust and kōhanga reo whānau inform the findings of this report, which highlights effective practice in kōhanga reo, specifically the support children need to grow and thrive through a quality immersion pathway.
This case study explores the impact of the 2020 Covid-19 events on Māori learners in English-medium schools, and the response of leaders, schools and communities in the Bay of Plenty and East Coast regions.
Evaluation and review are the engine room that drives the improvement agenda forward, involving all within the learning community in an ongoing cycle.
Inquiry is at the heart of what drives improvement and innovation at McAuley High School.
Senior leaders talk about the approach and processes associated with doing and using evaluation for improvement.
In improving the teaching and learning of mathematics, leaders and teachers are working to develop safe, collaborative environments where every learner (teachers and students) can access the thinking of others to strengthen their knowledge and understanding.
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.
Te Kura Huanui: The treasures of successful pathways and supporting documentaries explore the Māori-medium education pathway, through a rich collection of interviews and research conducted in partnership with early founders, whānau, leaders, graduates, kaiako, kaimahi and kaumatua.
Members of a school strategic change leadership team discuss how a significant drop in the NCEA achievement outcomes of their Māori students, which had been consistently tracking upwards since 2009, created a context that required a critically reflective analysis of both cohort and individual data, alongside a review of the current tracking and monitoring processes and tools.
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.
At McAuley High School, leaders and teachers actively model learning behaviour for the students including eliciting student feedback on a regular basis
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.
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.
At Otumoetai Intermediate, all teachers are engaged in differentiated professional learning and development. Those with similar goals are ‘buddied’ with another staff member.
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.
