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  • Allen, Christine

    Carmel College

    Explore how to build effective, innovative, and creative leadership teams to implement plans for continuous improvement.

    Download: Full report (PDF 73 kB)

  • Mercer, Greig

    Boulcott School

    Examine models of curriculum design and school development and interview principals about their current design process and frameworks and how these meet the needs of diverse learners.

    Download: Full report (PDF 214 kB)

  • Matthys-Morris, Raewyn

    Glenfield Intermediate

    To investigate how clusters of schools work together to sustain new learning across the schools and how they collectively benefit from working together. 

    Download: Full report (PDF 115 kB)

    • The complexity of community and family influences on children's achievement in New Zealand: BES

    by Fred Biddulph, Jeanne Biddulph and Chris Biddulph

    This report is one of a series of best evidence syntheses commissioned by the Ministry of Education. 

    Using evidence in the classroom for professional learning

    by Helen Timperley

    In this 10-page article Professor Helen Timperley shows how important it is to make the connections from students’ needs to teachers being able to identify those needs and then work on their practice to meet them.

  • Inder, Patricia

    St Joseph's School (Queenstown)

    Identify the necessary knowledge and skills to support teachers to identify and implement targeted strategies to meet specific learning needs of priority students.

    Download: Full report (PDF 172 kB)

    • Invercargill schools collaborate

    by Nicola Allen, Yvonne Browning, Rowana Skelt

    A single transition form for the whole of Invercargill has replaced the forms each secondary school used to collect information from primary schools in the area. Southland Girls’ staff talk about how the quality of transition for staff, students and the wider community has improved.

  • Waikato, Debbie

    Lincoln Heights School

    Investigate effective strategies for simplifying the work while meeting expected targets and/or rates of acceleration – undertake professional readings; visit schools within the Auckland area; administer a survey across Auckland primary schools.

    Download: Full report (PDF 469 kB)

  • Brell, Nicholas

    Malfroy School

    Review the relevance of the school’s vision and how it is reflected in the school.

    Download: Full report (PDF 127 kB)

    • Focusing

      “Where will concentrating our energies make the most difference?” is the inquiry question in the focusing phase.

    Leaders, teachers and learners engage in focusing to develop a deeper understanding of the situation and to agree an area to work on together.

    The focusing phase may require further in-depth investigation of what is going on for specific groups of learners.

    This phase of the spiral is referred to as Define your focus in the Report of the Professional Learning and Development Advisory Group (2014).

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