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How well were school leaders determining Professional Learning and Development priorities and evaluating its impact?

ERO spoke with school leaders responsible for planning Professional Learning and Development (PLD) and looked at a variety of documents in 242 state or state-integrated schools (excluding kura) reviewed in Terms 3 and 4, 2018. ERO made an overall judgment about how well school leaders were determining PLD priorities and evaluating the impact of PLD.

ERO conducted case studies of six schools’ implementation of the digital technologies curriculum content in Term 1, 2019. Schools that had successfully integrated the curriculum had leaders who promoted a growth mindset for teachers and looked to integrate digital technologies into existing curriculum. Timely professional development for teachers and positive community connections also enhanced schools’ ability to integrate the digital technologies curriculum.

Improvement in Action brings to life ERO’s School Evaluation Indicators and illustrates what works to achieve successful outcomes for all children and young people in the education system.

The case studies complement the video sequences in Improvement in Action.

This is a companion report to Developing Key Competencies in Students Years 1 to 8. It explores current thinking about the importance of building the capabilities of young people. It outlines what the Key Competencies (KCs) are, why they are important, New Zealand’s journey with thinking about the nature and potential uses of KCs, and where this development fits in the international context.

This Education Review Office report provides examples of good practice in science teaching for Years 5 to 8, in 13 New Zealand state schools. The evaluation included intermediate schools, contributing schools, full primary schools and a Years 7 to 15 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.

How is my child doing? suggests questions parents can ask teachers in primary and secondary schools about their child's learning and wellbeing at school, and what to expect. It also looks at what makes a successful school.

This evaluation looked at how effectively schools use literacy and mathematics achievement information to improve learning for Years 9 and 10 students. The evaluation found that improvements are needed in most secondary schools’ practice with these students. It identifies the actions which school leaders, boards of trustees and teachers can take to help Years 9 and 10 students to be engaged, active and successful learners.

This Education Review Office (ERO) report describes what a sample of New Zealand schools with Years 1 to 8 students are doing to integrate and support the development of key competencies in their students.

It outlines the support that schools are giving their students to use these competencies in their learning and wellbeing. The report also explores what schools are doing to promote the understanding of key competencies among parents, whānau and trustees.

This report complements ERO’s major evaluation, Partners in Learning: Schools’ Engagement with Parents, Whānau and Communities, published in May 2008. It presents case studies of eight schools, identified during ERO reviews, that were successful in engaging with their parents, whānau and the wider community. The report also discusses key factors that contribute to the success of this engagement.