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.
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.
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.
This report presents the findings of ERO's 2013 evaluation of principal appraisal in primary and secondary schools.
This report presents the findings of ERO's 2013 evaluation of how schools ensure student safety when recruiting and managing staff. ERO focused on four key areas in this evaluation. To make this report easier for school staff and trustess to consider, the findings, recommendations and self-review tools have been grouped under each of the four headings below:
This ERO evaluation reports on primary schools' progress in relation to the Government's Success for All policy. Success for All is about getting all schools to demonstrate inclusive practice for students with special needs.
This evaluation looks at the Ako Panuku programme, which is funded by the Ministry of Education for Māori secondary/kura teachers. ERO conducted an online survey of all teachers involved in the programme and also visited a number of schools and kura. Our findings show that a high proportion of teachers found the programme to be highly effective or effective for them. Ako Panuku has had positive outcomes for participants and their students.
ERO evaluated how well schools included students with high needs. Approximately three percent of the student population have significant physical, sensory, neurological, psychiatric, behavioural or intellectual impairment. ERO’s evaluation showed that approximately half of the schools in the study demonstrated inclusive practice, while 30 percent had ‘pockets of inclusive practice’ and 20 percent had few inclusive practices.
