Samuel Language Academy - 19 April 2018
Published: 19 Apr 2018
ERO visited Samuel Language Academy in March 2018.
- Audience:
- Education
- Parents
- Schools
- Content type:
- Basic page
- Topics:
- School hostels
Published: 19 Apr 2018
ERO visited Samuel Language Academy in March 2018.
Published: 27 Apr 2018
ERO visited W Education Hostel in February 2018.
Published: 27 Apr 2018
ERO visited Tū Toa Hostel in March 2018.
Published: 04 Sep 2017
A school principal talks about how he works with his school community to develop an environment where Māori learners are supported and can succeed as Māori.
Published: 18 Apr 2018
ERO visited Te Kainga Wānanga in March 2018.
Published: 27 Apr 2018
ERO visited Te Kainga Huarahi in February 2018.
Published: 04 Sep 2017
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.
Published: 04 Sep 2017
At Invercargill Middle School, the way in which school trustees and leaders work together fosters an appreciative and respectful environment that acknowledges the contributions of everyone in the learning community.
Published: 04 Sep 2017
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.
Published: 13 Jun 2017
A school principal talks about how he works with his teachers and Māori community to develop a bicultural school context within which both Treaty partners are acknowledged and valued. A teacher and members of the Māori community describe how this principal’s leadership has facilitated a reciprocal relationship between the school and their local Māori community.
Published: 12 Jun 2017
At this secondary school leaders and teachers have responded to students’ need for more time to achieve their goals. While not mandatory for either staff or students, lunchtime and after school learning sessions have become the norm.
Published: 04 Sep 2017
At Otumoetai Intermediate School, Student Learning Leaders learn how to undertake structured classroom observations focused on teaching and learning. The students and staff discuss the process and its impact.
Published: 12 Jun 2017
In response to student voice, this school sought external expertise to provide opportunities for the children to learn more about their identity, language and culture. For those involved, the opportunity to develop new knowledge and understandings is just the beginning of the journey.
Published: 04 Sep 2017
At Invercargill Middle School, students and teachers contribute to, and work in, a supportive learning environment characterised by manaakitanga and whanaungatanga.
Published: 04 Sep 2017
Māori educators and a Māori student draw from their own experiences to discuss the concept of identity and the central role schools play in the identity development of Māori students.
Published: 04 Sep 2017
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.
Published: 04 Sep 2017
In responding to its unique context Invercargill Middle School adopted a range of approaches to accelerate learning. Teachers share a collective commitment to making the most of every learning opportunity.
Published: 04 Sep 2017
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.
Published: 04 Sep 2017
Students and teachers at Stonefields School describe how they use ‘learning progressions’ to build students assessment capabilities and teachers opportunities to be responsive to learner needs.
Published: 04 Sep 2017
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.