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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: 12 Apr 2021
To support teaching science in the early years, ERO talked to 147 early childhood services across New Zealand to find out what is happening for learners, and to identify good practice. This short guide draws on this work to help early childhood education leaders and kaiako understand what makes a difference for science in early childhood education and identify how they could strengthen science teaching and learning in their service.
Published: 12 Apr 2021
Learning science in the preschool years helps children become better problem solvers and critical thinkers. This short guide aims to help parents and whānau of children in early childhood education to understand why science matters for this age group, know what to expect for science teaching and learning for their child, and think about how they can support their child’s science learning journey.
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: 12 Apr 2021
This report shares teaching approaches and strategies for Year 5 to Year 11 that ERO has identified in a range of schools where students were found to be highly engaged in science. This report should be seen as a resource for leaders and teachers looking to strengthen their teaching of science. It looks at Years 5-11 as they are the critical years for science engagement before learners make final choices on whether to continue in science.
Published: 19 Nov 2015
This guide to using internal evaluation for improvement purposes is published jointly by ERO and the Ministry of Education as a companion to School Evaluation Indicators: Effective Practice for Improvement and Learner Success and is supported by Internal Evaluation: Good Practice.
Published: 04 Sep 2017
Engaging in multiple strategies to elicit and respond to student voice ensures that students have direct input into curriculum design.
Published: 04 Sep 2017
A learning community characterised by whanaungatanga and manaakitanga creates the challenge and support needed to develop learning to learn capabilities and achieve successful learning outcomes.
This video was filmed at McAuley High School.
Published: 04 Sep 2017
Clarity of expectations within a supportive environment are key to scaffolding children into the behaviours of effective learners. Those expectations are realised through structures and processes that ensure everyone knows what to do to achieve success.
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.
Published: 04 Sep 2017
At McAuley High School, leaders and teachers actively model learning behaviour for the students including eliciting student feedback on a regular basis
Published: 04 Sep 2017
The senior leadership team are responsible for specific portfolios and work interdependently to realise the shared vision of equity and excellence for all.
Published: 04 Sep 2017
At Manurewa Central School, careful financial management over many years has enabled the provision of high quality facilities and resources that enhance the school environment and learning opportunities available to students and their families and whanau and the community.
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
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
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
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
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.
Published: 04 Sep 2017
A principal describes the need to establish the ‘fertile ground for innovation’ by being explicit about the need to be ‘comfortable being uncomfortable’ in order that together they can question, inquire and critique to make things better the learners.
Published: 04 Sep 2017
Driven by the conviction that everybody can achieve, leaders and teachers seek to overcome barriers to equity and excellence experienced by individual students at McAuley High School.
