Our research

There are 14 activity centres in New Zealand that cater for secondary school students (Years 9 ‑ 13) who are at risk of disengaging from mainstream schooling and at risk of low educational, social and vocational outcomes. Activity centres are established by agreement of the Minister of Education. Priority is given to those students whose behaviour is likely to impede their own learning and the learning of others, and who are most likely to benefit from the programme.

In July 2015, ERO signed a three year Service Agreement with the Education Council to carry out teacher appraisal audits. This report presents our findings from the 2016-2017 audit.

In this evaluation, ERO met with newly graduated teachers (NGTs) and leaders in early learning services and schools to find out how confident and prepared NGTs were as a result of their ITE programme.

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.

Students acknowledge the role leaders and teachers play in instilling in them the self-belief to become confident, connected, actively involved,  life long learners

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.

Senior leaders talk about the approach and processes associated with doing and using evaluation for improvement.

The senior leadership team are responsible for specific portfolios and work interdependently to realise the shared vision of equity and excellence for all.

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.

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.

In developing new approaches to the teaching of mathematics an analysis of the achievement data showed that some students were not achieving at the levels research suggested were possible.

Further investigation revealed that students ‘ perceptions of themselves and others’ capability as learners was at the heart of the issue.  Leaders and teachers are focusing on ensuring teachers deliberately facilitate the participation and contribution of every learner.

Engaging in multiple strategies to elicit and respond to student voice ensures that students have direct input into curriculum design.

This school has implemented the Reading Together programme for many years. Leadership sees the value of the programme in building strong learning relationships with family and whanau and supporting emerging literacy.

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.

Senior leaders at Invercargill Middle School have put processes in place to ensure that all teachers participate in and contribute to the co-construction of decisions about how best to move forward. The principal describes the approach as ‘change coming from the classroom, not the principals office’.

This school seeks every opportunity to connect with the groups within its multicultural community to support those groups to connect to one another as well as engage with the school and their children’s learning.

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.