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.
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 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.
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.
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.
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.
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.
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.
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.
Inquiry is at the heart of what drives improvement and innovation at McAuley High School.
Interruptions to learning are deliberately minimised. When the behaviour of individual students threatens to disrupt the learning of others, the individualized approach and resourcing enables engagement in learning to continue. This video was filmed at Invercargill Middle School.
In responding to its unique context Invercargill Middle School adopted a range of approaches to accelerate learning. Teachers share a collective commitment to making the most of every learning opportunity.
For McAuley High School, respectful caring relationships are at the heart of their learning community in setting the safe and supportive context in which teachers and learners engage and learn. The maintenance of such relationships involves every member of staff.
At Invercargill Middle School, students and teachers contribute to, and work in, a supportive learning environment characterised by manaakitanga and whanaungatanga.
Clarity of expectations within a supportive environment are key to scaffolding children into the behaviours of effective learners. Those expectations are realised through structures and processes that ensure everyone knows what to do to achieve success.
ERO has written this booklet for boards of trustees. It is one of many tools available to help you in your role as a trustee. It focuses on student achievement and wellbeing, and the role the board plays in these two areas. The booklet includes questions and information that will guide you in your discussions with school leaders and as a trustee.
This booklet is for all parents and caregivers who have infants and toddlers in an early childhood education service, or who are thinking about enrolling their child in an early childhood service. It gives you an idea of what you can expect from high quality early childhood education and the questions you can ask a service about the education and care of your child.
This booklet is useful for any organisation interested in internal evaluation for improvement. This overview of the processes and reasoning involved in effective internal evaluation for improvement draws on a previously published resource Effective School Evaluation – How to do and use internal evaluation for improvement (2015).
This good practice report showcases 13 schools and how they've used internal evaluation to change their practice to support students to achieve. The findings from this report have informed the joint Ministry of Education and ERO resource Effective School Evaluation: How to do and use internal evaluation for improvement.
This guide to using internal evaluation for improvement purposes is published jointly by ERO and the Ministry of Education as a companion to School Evaluation Indicators: Effective Practice for Improvement and Learner Success and is supported by Internal Evaluation: Good Practice.
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.
This report discusses secondary schools where Pacific learners are achieving at or above the national norms for all students. It includes details of initiatives and good practice and how these work together to get great results.