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.
There is a growing body of research which shows that schools who work together are more effective in improving the quality of teaching and student learning, and in supporting school development. This series of reports sets out learnings from examples of schools collaborating and working together.
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.
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.
This case study report features experiences of three Kāhui Ako and includes the strategies and approaches used to create, build, and strengthen collaboration between schools and early learning services to improve outcomes for learners.
This case study report features experiences of three Kāhui Ako and includes the strategies and approaches used to create, build, and strengthen collaboration between schools and early learning services to improve outcomes for learners.
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.
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’.
Professional learning reflects the approach that has been established for students. Learning is differentiated with multiple opportunities for engagement and structure in manageable steps.
This video was filmed at McAuley High School.
Inquiry is at the heart of what drives improvement and innovation at McAuley High School.
At Invercargill Middle School, students and teachers contribute to, and work in, a supportive learning environment characterised by manaakitanga and whanaungatanga.
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.
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 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.
In 2014, the Education Review Office (ERO) undertook an evaluation of the extent to which schools were promoting and responding to student wellbeing in primary and secondary schools. This 2016 effective practice report provides further detail about practices in selected schools that promote wellbeing for all students, and describes how these schools respond when concerns, issues or events require more targeted support.
The report examines how well 235 early childhood services supported infants and toddlers to become competent and confident communicators and explorers.
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.
In 2011 the Ministry of Education introduced funding for pedagogical leadership in alternative education to improve the quality of teaching and learning. This evaluation examined the impact of that funding initiative by looking at the work of 10 clusters providing alternative education. It also identified a set of principles to provide guidance on good practice.
This is ERO’s second national evaluation report on the extent to which schools have processes in place to support teaching as inquiry. It also looks at the specific inquiry approaches teachers use in classrooms.
