Our research

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

Working together to determine what the collaboration and teamwork looks like on a day-to-day basis has been a critical and continued focus of professional learning and team dialogue at Stonefields School.

Driven by the conviction that everybody can achieve, leaders and teachers seek to overcome barriers to equity and excellence experienced by individual students at McAuley High School.

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 McAuley High School, the use of student achievement data and other evidence is the catalyst for determining who needs to be part of the discussion to seek solutions and establish next steps.

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

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

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.

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.

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.

This evaluation report illustrates the leadership domain of ERO’s School Evaluation Indicators in practice by:

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.

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.

This report presents examples of good practice in student engagement and achievement. The examples come from a sample of secondary schools, rated decile 5 or below with rolls of 200 students or more, who had better outcomes for students than other similar schools. ERO visited seven of these schools to find out the secret to their success.

This national report is about how effectively 15 Pacific early childhood services used Equity Funding to increase Pacific children's participation and support them to develop their language, culture and identity.

We have also published a companion report - Use of Equity Funding in Early Childhood Services.

This report presents the findings of three online surveys about the current provision of guidance and counselling in schools with students in Years 9 to 13. This is the first phase of work being undertaken by ERO as part of the Prime Minister’s Youth Mental Health Project.

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.

In this evaluation Partnership with Whānau Māori in Early Childhood Education, ERO focused on the extent to which:

• services understood and valued the identity, language and culture of Māori children and their whānau, particularly when the child and whānau enter the service
• managers and educators built positive relationships with the whānau of Māori children; and
• each service worked in partnership with the whānau of Māori children.