Investing in Educational Success (IES) is a government initiative aimed at lifting student achievement as well as offering new career opportunities for teachers and principals.
The Ministry of Education portal for resources related to Communities of Learning.
NZEI Te Riu Roa and the Ministry of Education jointly launched a new initiative to support children's success at every level of their learning.
Achievement challenges are shared goals that are identified and developed by a Community of Learning | Kāhui Ako based on the needs of its learners. The challenges are created by the Community of Learning and endorsed by the Minister of Education as part of the formation of the Community of Learning.
Infinity Learning Maps are a practical in-road into the science of learning-how-to-learn. The approach provides a tool for teachers to support students to draw a picture of how they see the interactions surrounding their learning.
The Educational Positioning System offers a comprehensive process for formative school self-review to empower schools to shape and direct their future development.
The ICTPD School Cluster programmes in New Zealand are aimed at increasing teachers’ ICT skills and pedagogical understandings of ICTs, at increasing the use of ICTs for professional and administrative tasks in schools, and at increasing the frequency and quality of the use of ICTs in schools to support effective classroom teaching and learning.
The Learning and Change Network strategy (LCN) was developed to accelerate achievement for students yet to achieve national expectations for literacy and numeracy through future-focused learning environments. Learning and Change Networks involves networks of students, parents, teachers, and community members from multiple schools to collaborate in developing innovative new learning environments.
A cluster of 12 schools who share the vision to lead future focused learning in connected communities.
Viviane Robinson describes the conditions required for CoLs to transform their member schools.
This is the first of a series of iterative reports which draw together what ERO knows about CoL | Kāhui Ako, as they move from establishment to implementation. This report is based on information collected from schools (that are already members of a CoL | Kāhui Ako) during their regular ERO evaluations; information gained from the workshops ERO has conducted with CoL | Kāhui Ako and from the in-depth work we are doing alongside one CoL | Kāhui Ako
This publication is designed to support Communities of Learning | Kāhui Ako by bringing together research findings about effective collaboration in education communities. It is supported by the publication Communities of Learning | Kāhui Ako: working towards collaborative practice.
An additional resource to Communities of Learning | Kāhui Ako: Collaboration to Improve Learner Outcomes. This resource is designed to support CoL | Kāhui Ako as they work towards effective collaborative practice. It is framed around key questions in each of the seven effective practice areas and is able to be used both as evidence-based progressions and as a useful internal evaluation tool.
This paper pulls together the intention of the Education Council of Aotearoa New Zealand with the five commissioned papers, issues raised by the commentators, and supporting literature.1 The Council will use the paper as a platform for discussion with stakeholders and to promote and influence the investment in, and the provision of, leadership development in New Zealand.
The aim of this paper is to begin describing what a model of collaborative expertise would
look like and what is needed to get done to make it a reality.
In this report John Hattie describes the confused jargon and narratives that distract us from the most ambitious and vital aim of schooling: for every student to gain at least a year’s growth for a year’s input.
Research on Chicago school improvement indicates that improving
elementary schools requires coherent, orchestrated action across five
In this paper Steve Munby & Michael Fullan start by commenting briefly on what we see as the inadequacies of the status quo; second, we propose a model of school collaboration which we feel has the potential to mitigate this issue; and third, we return to the bigger picture and in particular the role of the Leader in the Middle – the networked leader.
This white paper was recently presented at a White House meeting on “Excellence in Education: The Importance of Academic Mindsets.” The meeting, held in mid-May, was co-hosted by the White House Office of Science and Technology Policy and the Department of Education and sponsored by the Raikes Foundation. The goal was to bring together a diversity of experts interested in academic mindsets.
Santiago Rincon-Gallardo and Andy Hargreaves seek to clarify and spells out the responsibilities of policy makers to create the conditions for an effective accountability system that produces substantial improvements in student learning, strengthens the teaching profession, and provides transparency of results to the public.
This booklet is a summary of The Nature of Learning, created to highlight the core messages and principles from the full report for practitioners, leaders, advisors, and policy-makers interested in improving the design of learning environments. The principles outlined serve as guides to inform everyday experiences in current classrooms, as well as future educational programmes and systems. This summary but for the full account and explanation please refer to the original publication.
A deep understanding of relevant data involves exploring multiple perspectives of what’s going on within different conditions and interactions. Undertaking a number of purposeful interventions, designed to shed light on the challenge your community has set for itself, will be more successful than supposing a solution.
Building a collaborative culture in and across your learning setting, with your community, represents a profound shift – from isolation and autonomy to de-privatised practice. We work with you, implementing structures and processes to support you as you build your collaborations and become a successful networked learning community.
Decision making involves evaluation of what is happening, when it occurs and for whom. Scoping for the future, allocating and monitoring resources, delivers opportunity for a more equitable outcome and excellence for all.
Often building capability can feel like a one-size-for-all approach. We recognise strengthening capability requires inquiry, with a strong focus on professional practices and social cohesion. The ultimate result sees teachers developing solutions together, using shared evidence and research.
Ideal for school leaders leading change efforts, this book describes how separate professional learning communities can be linked across schools by common instructional and learning issues to create dynamic networked learning communities.
The handbook is intended as a reference for school leaders, BOTs and other parties to use, and has been designed to be incorporated into a folder into which supplementary resources and notes can be added.