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Published: 04 Sep 2017
At Otumoetai Intermediate, all teachers are engaged in differentiated professional learning and development. Those with similar goals are ‘buddied’ with another staff member.
Published: 01 Jun 2018
In 2008 the Education Review Office evaluated schools’ provision for gifted and talented students.
Published: 01 Mar 2007
Knowing what students know and can do is fundamental to effective teaching and students’ learning. Teachers need to assess student achievement to know whether or not their teaching is meeting the learning needs of their students.
In 2006, ERO evaluated how effectively schools collected and used assessment information. This report details the findings of that evaluation and recommends what can be done to make assessment practices in schools more effective.
Published: 01 May 2009
This is one of two national reports by the Education Review Office (ERO) on how well schools manage teachers’ PLD. This one about PLD in primary schools and the other is on secondary schools.
This report discusses how well primary schools:
• plan for PLD;
• build a culture in which teachers learn and develop; and
• monitor the effectiveness of teachers’ learning and development.
Published: 01 May 2009
This is one of two national reports by the Education Review Office (ERO) on how well schools manage teachers’ PLD. This one is about PLD in secondary schools and the other is on primary schools.
This report discusses how well secondary schools:
• plan for PLD;
• build a culture in which teachers learn and develop; and
• monitor the effectiveness of teachers’ learning and development.
Published: 04 Apr 2018
The Education Review Office (ERO) visited 12 schools to see how they were preparing their students as 21st century learners. Leaders were innovative, rethinking and transforming teaching and learning to equip students with the knowledge, skills and qualifications required for their future. In doing so, they also maximised learning opportunities offered by digital technology and flexible learning spaces.
Published: 01 Jun 2008
In 2008 the Education Review Office evaluated schools’ provision for gifted and talented students.
School boards of trustees, through their principals and staff, are required to use good quality assessment information to identify students who have special needs (including gifted and talented), and to develop and implement teaching and learning strategies to meet the needs of these students.
A group of schools was particularly effective in providing for gifted and talented students and ERO has set out their good practice in this report.
Published: 29 May 2014
This report presents examples of good practice in student engagement and achievement. The examples come from a sample of secondary schools, rated decile 5 or below with rolls of 200 students or more, who had better outcomes for students than other similar schools. ERO visited seven of these schools to find out the secret to their success.
Published: 01 Jun 2007
ERO evaluated the collection and use of assessment information in schools in 2006. The evaluation concluded that more work can be done to improve assessment practice in schools. This report builds on this finding by giving examples of good practice in the collection and use of assessment information in primary schools. The report also includes three detailed case studies.
Published: 01 Jun 2007
ERO evaluated the collection and use of assessment information in schools in 2006. The evaluation concluded that more work can be done to improve assessment practice in schools. This complementary report aims to help secondary schools review their assessment practice. It highlights characteristics common to high quality assessment practices and includes examples of good practice.
Published: 01 Aug 2012
This is ERO’s first national report on CIAGE since The Quality of Career Education and Guidance in Schools in 2006. In this evaluation ERO examined the approach of 44 secondary schools to CIAGE.
Published: 24 Apr 2018
High quality assessment and evaluation allows us to focus on student progress and outcomes at classroom, school and system levels. It helps teachers, schools and systems to report on student achievement across points in time, and provide information for parents, trustees and the public about the quality of education.
Published: 06 May 2021
This case study explores the impact of the 2020 Covid-19 events on Māori learners in English-medium schools, and the response of leaders, schools and communities in the Bay of Plenty and East Coast regions.
Published: 06 Apr 2011
This is the latest report in the series of ERO's national evaluation reports about the implementation of the National Standards in English-medium schools with students in Years 1 to 8.The evaluation involved 237 schools reviewed by ERO in Terms 3 and 4, 2010. The report indicates that schools are still at varying stages of working with the National Standards.
Published: 07 May 2015
The report focuses on good practice and showcases 10 secondary schools with high quality careers education. It identifies factors that contribute to high quality careers education and guidance in New Zealand secondary schools.
Published: 11 Sep 2012
This ERO report is part of a series of reports being published over three years about aspects of the implementation of the National Standards in English-medium schools, with students in Years 1 to 8. The report focuses on schools’ progress with reporting to parents in relation to the National Standards.
Published: 04 Sep 2017
Inquiry is at the heart of what drives improvement and innovation at McAuley High School.
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
At McAuley High School, classroom teacher observations are a frequent occurrence and students report how they regard this as teachers actively modelling learning behaviour.
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.
