Leaders need to support their teachers to understand how to engage and unlock the diverse experiences of students in ways that recognise their integrity and mana, and how to utilise the cultural strengths of their learners as part of their processing new learning.
Research that supports new actions for leaders and teachers
This gallery of contributions looks at cultural responsiveness. This term is often used to describe what works for Māori learners in terms of connecting to the identity, language, and culture of learners in order to accelerate achievement. It includes research that leaders and facilitators can use to underpin professional learning with their teachers.
Te Kotahitanga Phase 5 (image)
BES Case 1 (image)
Teacher PLD – BES (image)
This important research proved the effectiveness of the Te Kotahitanga PLD intervention and contributed to the government’s strategy, Ka Hikitia – Accelerating Success 2013–2017.
This case dramatically illustrates the benefits of developing a genuine learning community within the peer culture.
This BES report includes reflection on the important finding that improved student outcomes are often linked to the way teachers think about their students.
Education Review Office – National Reports
ERO evaluations describe what is working in schools. The reports in this gallery show what is working for Māori learners from a range of perspectives.
Achievement 2013–2017: Success for students 2013
This report presents the findings of ERO’s evaluation of the Ministry of Education’s initiative Achievement 2013–2017. This initiative was about schools and the Ministry working together to improve student achievement. In particular, groups of year 12 students identified as being unlikely to gain NCEA Level 2 without additional support.
Achievement 2013–2017 has helped schools to become more responsive to the issues affecting student achievement. Most of the schools in this review reported to ERO that their involvement in Achievement 2013–2017 had in some way helped them to improve their focus on individual students. In some cases, schools have made significant changes to their operations.
Raising Achievement – Primary (image)
Raising Achievement – Secondary (image)
Partners in Learning
Partners in Learning: Parents’ Voices (September 2008)
This report complements ERO’s evaluation report:
- Partners in Learning: Good Practice (September 2008).
This report presents the views of parents from diverse communities about their involvement with their children’s schools.
The report highlights what parents and whānau from many different groups told ERO about their engagement with their child’s school. Whatever the parents’ backgrounds, or the needs of their child, clear and consistent messages emerge in relation to parents’ expectations of education.
This report references a 2013 research project and comments on the importance of schools building long-term relationships with families and whānau.
This report looks at the achievement of National Standards. It provides advice and comments based on the findings, including notes on the positive impact of leadership.
This report looks at how well schools used NCEA data. It highlights the work done in one school where there was a significant improvement in Māori achievement.
This ERO report explores the extent to which schools engage with everyone in their community, not just those already involved and engaged. This report presents the views of parents from diverse communities about their involvement with their children’s schools.
This report 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.
This gallery acknowledges that leaders make a significant impact on student learning and achievement, particularly when they promote and/or participate in effective teacher professional learning.
National Education Guidelines
The National Education Guidelines (NEGs)
There are 5 components to the National Education Guidelines: National Education Goals, foundation curriculum policy statements, national curriculum statements, National Standards, and National Administration Guidelines (NAGs).
National Education Goals establish a common direction for state education.
Foundation Curriculum Policy Statements are statements of policy concerning teaching, learning, and assessment that are made for the purposes of underpinning and giving direction to:
- the way in which curriculum and assessment responsibilities are to be managed in schools
- national curriculum statements and locally developed curriculum.
National Curriculum Statements are used by schools to make sure that teaching and learning programmes help all students to meet the requirements of the New Zealand Curriculum.
National Standards are standards in regard to literacy and numeracy that are applicable to all students of a particular age or in a particular year of schooling.
National Administration Guidelines (NAGs) are guidelines relating to school administration and may (without limitation):
- set out statements of desirable codes or principles of conduct or administration for specified kinds or descriptions of person or body, including guidelines for the purposes of section 61
- set out requirements relating to planning and reporting, including communicating the Government's policy objectives
- set out transitional provisions for the purposes of national administration guidelines.
Education Act 1989 (image)
Effective governance (image)
Leadership and Outcomes (image)
This link will take you to the Ministry of Education’s web page on National Education Guidelines (NEGs).
This 2013 New Zealand Board of Trustees publication sets the scene for school leaders to consider the achievement of their Māori students.
This important research report provides evidence to guide leaders on “what works and why” as they aim to achieve the best outcomes for all learners
Author(s): Viviane Robinson, Margie Hohepa, Claire Lloyd [The University of Auckland]
Date Published: November 2009
Russell Bishop [University of Waikato], James Ladwig [Newcastle University], Mere Berryman [University of Waikato], November 2013
This paper explores the concept of whānaungatanga as an essential component of pedagogical quality.
A link to the online publication of New Zealand Education Act 1989, Public Act 1989 No. 80