- Published: 10 May 2021
Exploring Collaboration in Action: Kahukura Community of Practice
ERO was approached by principals from Kahukura to document and evaluate their community of practice in Christchurch. This report identifies what is working well for this community of practice, areas where they might consider further enhancements, and lessons and insights into practices which could be shared with others.
- Published: 10 May 2021
Collaboration in Action: Lessons from a Community of Practice
This short report accompanies our report Exploring Collaboration in Action: Kahukura Community of Practice. It looks at the lessons that can be learnt from the Kahukura community of practice, drawing out key lessons on collaboration and providing seven key implications for schools who are interested in collaborating to consider.
- Published: 06 May 2021
Te Muka Here Tangata – The strand that binds people
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.
- Published: 19 Jan 2021
Learning in a Covid-19 World: Supporting Secondary School Engagement
This report explains strategies for supporting secondary students’ engagement during the Covid‑19 pandemic. These strategies include re-engaging students who present with wellbeing concerns or show signs of disengagement. The report also includes some innovative actions schools used to promote student engagement after the first lockdown in 2020.
- Published: 19 Jun 2020
Overseas Trained Teachers: Adjusting to living and working in New Zealand
This report serves to shine some light on the experiences of teachers who have come from overseas to teach in New Zealand. It is based on data collected from a voluntary survey of teachers and principals of the school where they are employed.
- Published: 18 Jun 2020
Covid-19 Learning in Lockdown
ERO is undertaking a programme of work to learn the lessons from the lockdown and to support the education system, schools and early childhood centres to respond to the disruption to education caused by the Covid-19 pandemic. As a first stage of this work, ERO surveyed a sample of students and teachers in primary and secondary schools. This report sets out what we found about their wellbeing and experiences of learning and teaching during the lockdown.
- Published: 11 Jun 2019
Keeping children engaged and achieving in writing
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.
- Published: 29 Nov 2018
Keeping children engaged and achieving through rich curriculum inquiries
This Education Review Office (ERO) report is one of a series of reports on teaching strategies that work. It features strategies and approaches that we observed in 40 primary schools selected from across New Zealand. These schools came from a database of 129 schools, all with rolls of 200 or more, in which the proportion of students in the upper primary years (Years 5 to 8) achieving at or above the expected standard had increased. In each case, achievement levels were also above average for the decile.
- Published: 12 Sep 2018
Promoting wellbeing through sexuality education
This report provides findings from ERO's evaluation of how well schools were promoting and supporting student wellbeing through sexuality education.
It includes high-level findings, examples of good practice and recommendations for schools and policy audiences. It is accompanied by a series of short publications for whānau, students, and trustees.
Brochures aimed at students, whānau and Boards of Trustees are also available.
- Published: 14 May 2018
Teaching strategies that work - Reading
The Education Review Office (ERO) has released the latest in its Teaching Strategies that Work series. “Keeping children engaged and achieving in reading” is a description of strategies used by primary schools which have significantly improved their students’ achievement in reading.
- Published: 20 Feb 2018
Teaching strategies that work - Mathematics
This Education Review Office (ERO) report is one of a series of reports on teaching strategies that work. It features strategies and approaches that we observed in 40 primary schools selected from across New Zealand. These schools came from a database of 129 schools, all with rolls of 200 or more, in which the proportion of students in the upper primary years (Years 5 to 8) achieving at or above the national standard had increased. In each case achievement levels were also above average for the decile.
- 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.
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.
Read more about Te Ihuwaka | Education Evaluation Centre.
Read more about Te Pou Mataaho | Evaluation and Research Māori.