Visible professional learning
At McAuley High School, classroom teacher observations are a frequent occurrence and students report how they regard this as teachers actively modelling learning behaviour.
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.
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.
Research evidence shows early in a child’s life is a critical time in terms of the rapid language development that takes place, particularly in the first two to three years.
This evaluation investigated how effectively young children’s oral language learning and development were supported in their early years of education.
This publication is designed to support Communities of Learning | Kāhui Ako by bringing together research findings about effective collaboration in education communities. It is supported by the publication Communities of Learning | Kāhui Ako: working towards collaborative practice.
An additional resource to Communities of Learning | Kāhui Ako: Collaboration to Improve Learner Outcomes. This resource is designed to support CoL | Kāhui Ako as they work towards effective collaborative practice. It is framed around key questions in each of the seven effective practice areas and is able to be used both as evidence-based progressions and as a useful internal evaluation tool.
This is the first of a series of iterative reports which draw together what ERO knows about CoL | Kāhui Ako, as they move from establishment to implementation.
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 looks at how well New Zealand early childhood services and schools are supporting transitions to school and highlights what's important and examples of 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 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.
This national report gives an insight into what Canterbury schools and early childhood services experienced during and after the earthquakes. It tells their stories and gives good advice about emergency planning for others in the education sector.
From Education to Employment is about how you and the school can help prepare your child for life beyond school. It will be useful for parents, families, trustees and students at secondary school.
ERO guides for parents have been written for everyone who parents a child - those who have care and responsibility for children attending a school. The booklets include questions you can ask, as well as general information that you may find useful. Click on the booklet to read and download.
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.
This national report combines current research with findings from recent ERO reports about students' transitions between and through schools. The report discusses the important pastoral care and learning support processes needed for successful transitions.
This is ERO’s second national evaluation report looking at the extent to which the principles of The New Zealand Curriculum are evident in schools’ curricula and enacted in classrooms. The curriculum principles are intended to be the basis of curriculum decision-making at schools.
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 at a Glance: What ERO Knows About Effective Schools explores five themes from a cross-section of ERO's evaluations in primary and secondary schools over the past four years: